2012-2013 undergraduate handbook

7/30/2019 2012-2013 Undergraduate Handbook

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Temple University, Department of Rehabilitation ServicesTherapeutic Recreation Program

Undergraduate Handbook Page 1 of 222012-2013

TABLE OF CONTENTS

Therapeutic Recreation at Temple University....................................................... 2

The Mission of the Therapeutic Recreation Program...................................... 2

Departmental & Program Information..................................................................Faculty and Staff Directory...............................................................................5

4

Advising Information..............................................................................................Roles and Functions of the Academic Advisors..............................................6Roles and Functions of the Student Services Coordinator .............................6Roles and Functions of the Faculty Advisor ....................................................6

Roles and Functions of the Faculty.......................................................7

5

Curriculum Requirements......................................................................................University Curriculum......................................................................................7Therapeutic Recreation Program Requirements...............................................8Professional Development Requirements.........................................................9Policies Related to TR 3185: Internship I.......................................................12Policies Related to TR 4185: Internship II......................................................12CHPSW Health Screening Requirements.......................................................12

7

Additional Certificate and Minor Options for TR Students..................................

Gerontology Certificate...................................................................................13Horticulture Therapy Certificate.....................................................................13Healthcare Systems Management Minor........................................................14

13

University & Program Policies and Procedures.................................................... 14

Graduation Procedures........................................................................................... 16

Professional Certifications Related to Therapeutic Recreation............................ 17

Student Financial Assistance................................................................................. 18

Student Awards and Recognitions..........................................................................Awards from Professional Organizations.......................................................19Awards from the Therapeutic Recreation Program........................................20Awards from the College of Health Professions and Social Work ...............21

19

Handbook Acknowledgement Form....................................................................... 22


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Therapeutic Recreation at Temple UniversityTherapeutic Recreation (TR) is an established discipline in health care and human services. Theundergraduatecurriculum in TR, which allows students to study to become recreation therapists,has existed at Temple University since 1973. Alumni from this program can be found in a widerange of health and humans services agencies in and around Philadelphia, and in several states

across the country. Many have assumed leadership roles in professional organizations, andseveral have achieved national distinction and recognition. Others have continued on to graduateprograms in universities across the country. Hopefully, in four short years, you will join theesteemed ranks of those who graduated from the undergraduate TR program at TempleUniversity.

Recreation therapists (also called therapeutic recreation specialists) use recreation and otheractivity-based interventions to assist people who have illnesses and disabilities to improve andmaintain physical, cognitive, social, and emotional health and well being. Additionally, TRprofessionals assist with and advocate for individuals with disabilities to live physically andsocially active lives in the community, thereby reducing health risks associated with various

illnesses and disabling conditions and increasing social inclusion within communities. Nationallycredentialed TR professionals are employed in diverse settings including hospitals, rehabilitationcenters, nursing homes, assisted living facilities, schools and community recreation agencies.

The Mission of the Therapeutic Recreation Program

Therapeutic Recreation prepares entry-level and advanced recreation therapists to use play andrecreation generally and recreation therapy specifically as a means of psychosocial adaptation,health promotion, rehabilitation and life quality for children, adults and the elderly who haveillness and disabilities. The curriculum is focused on assuring that graduates have the cognitive(knowledge), psychomotor (skills) and affective (behavior) to function as recreation therapists in

traditional and emerging service delivery settings. Relying on a range of activity-basedinterventions, including aquatics, wheelchair sports, animal-assisted therapy, creative arts andhorticulture, credentialed recreation therapists are in demand due to the expansion of long-termcare, outpatient care and other services for people with disabilities. The Bachelors and Masters

degree programs qualify graduates to take the national examination for Certified TherapeuticRecreation Specialists (CTRS).

Central to the overall mission of the Therapeutic Recreation Program is a commitment to accessand diversity. This is realized through a commitment to ensuring equal access to all qualifiedapplicants (students and faculty) and a commitment to promoting equal access to recreation andleisure opportunities for all people regardless of age, economics, race, gender, culture, sexual

orientation, religion or abilities.

Statement on Active Living

The overall mission of our program is to become a world-class academic and research unitcommitted to advancing the role of play, recreation, and leisure opportunities in active living,health and life-quality promotion, and rehabilitation and disease prevention for diverse groups,especially those with chronic illnesses and disabilities across the lifespan.


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Outcome Goals

The primary goal of the undergraduate program in Therapeutic Recreation is to preparecompetent entry level recreation therapists to deliver rehabilitation, health promotion and diseaseprevention programs in new and diverse health settings utilizing emerging paradigms for healthand wellness. Therapeutic Recreation graduates are prepared to deal with the increased emphasis

being placed on client education and health promotion and disease prevention. Graduates fromthe undergraduate degree in TR assess and interact with individuals with disabilities using astrengths perspective and assume varied roles focused on facilitating health and wellness forindividuals with disabilities. The BS Program in Therapeutic Recreations aims to achieve thefollowing student learning outcomes:

1. Foundational Knowledge: Students exiting the program will demonstrate and apply entry levelknowledge of key foundational concepts for therapeutic recreation practice including: (1) anunderstanding of theories that guide TR practice (e.g., developmental, psychosocial, leisure, andplay theories), (2) concepts and strategies related to behavioral change and (3) types of healthand human service systems.

2. Understanding Diagnostic Conditions: Students exiting the program will explain and analyzethe associated limitations in functioning and community participation associated with healthconditions and impairments that are typically seen in health and human service settingsemploying recreation therapists including conditions and impairments that impact cognitive,physical, sensory and psychological functioning.

3. Societal & Environmental Influences on Functioning: Students exiting the program willanalyze and critique environmental and societal factors as well as legislative and regulatoryissues in terms of their ability to hamper or promote the functioning and community participationof clients with disabilities/chronic illnesses across the lifespan

4. Historical Development & Service Delivery: Students exiting the program will critique,synthesize and judge the profession's contemporary status within health and human servicesbased upon the (1) professions historical development, (2) various service delivery modelsassociated with therapeutic recreation practice, and (3) variety of services provided by recreationtherapists, including special recreation, inclusive recreation, leisure education/counseling andrecreation therapy services

5. Ethics & Standards of Practice: Students exiting the program will justify the role of standardsof practice and ethical guidelines in the delivery of quality recreation therapy services.

6. Assessment, Treatment Planning & Documentation: Students exiting the program will justifythe various assessment processes and instruments used within the discipline and in health andhuman service settings as well as the procedures for selecting assessments and the strategies andtechniques associated with conducting (e.g., behavioral observation, interviewing, functionalskill testing), interpreting and documenting client assessment (e.g., writing goals, objectives,assessment reports, treatment plans.


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7. Treatment Planning, Implementation & Activity Modification: Students exiting the programwill develop and justify treatments and/or interventions with consideration of accommodationsneeded in terms of activity requirements, instructional strategies and/or facilitation techniquesdue to changes in an individual's functioning as a result of the impairment/chronic illness

8. Oral & Written Documentation: Students exiting the program will demonstrate effectivecommunication skills with clients, families and colleagues related to services and treatmentoutcomes orally (e.g, client rounds, care plan meetings) and in writing (e.g., progress notes,discharge summaries) using a variety of documenting formats

9. Modalities, Facilitation & Adaptations: Students exiting the program will design, adapt andfacilitate individual or group programs, activities and/or interventions to meet the assessed needsof clients in diverse settings, cultures and contexts using age and culturally appropriate recreationand leisure activities

10. Interdisciplinary Knowledge and Collaboration: Students exiting the program will analyze

and contrast the role and function of various professions found in health and human servicesettings and justify the ethical and professional role of recreation therapists in a teamenvironment

11. Quality Improvement: Students exiting the program will create written reports justifyingstaff, programs, management procedures, client outcomes, and quality assurance/ improvementservices in therapeutic recreation.

12. Evaluation & Research: Students exiting the program will evaluate and makerecommendations for improving therapeutic recreation services/interventions using outcome dataand research evidence

13. Professionalism: Students exiting the program will appraise their role in advancing the profession,including the requirements for gaining and maintaining credentialing as a recreation therapist knowledgeof the professional organizations and mechanisms for pursuing continuing education.

Departmental & Program InformationDepartment of Rehabilitation SciencesTherapeutic Recreation Program Main Office Phone: 215.204.3934College of Health Professions and Social Work Fax: 215.204.13861700 North Broad Street, Suite 304 Web Address:Philadelphia, PA 19121 www.temple.edu/TR


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Faculty & Staff Directory:

Name & Title Office & E-mail Phone

Rhonda Nelson, Ph.D., CTRSProgram Director

304 B 1700 N. [email protected]

215.204.1387

Susanne Lesnik-Emas, Ed.D, CTRSClinical Educator 301 C 1700 N. [email protected] 215.204.6817

Gena Bell Vargas, Ph.D., CTRSAssistant Professor

304E 1700 N. [email protected]

215.204.6731

Heather Porter, Ph.D., CTRSClinical Assistant Professor

304 D 1700 N. [email protected]

215.204. 5746

Nannette Vliet, Ed.M., CTRSClinical Educator

300 B 1700 N. [email protected]

215.204.6733

Gretchen Snethen, Ph.D, CTRSAssistant Professor

304 F 1700 N. [email protected]

215.204.2748

Pei-Chun Hsieh, Ph.D, CTRS

Assistant Professor

304 C 1700 N. Broad

[email protected]

215.204.0011

Elaine Hatala, Ph.D., CTRSAssistant Professor

304A 1700 N. [email protected]

215.204.2703

Ann Dolloff, M.Ed, CTRSClinical Instructor

301N 1700 N. [email protected]

215.204.5701

Marc Johnson, UndergraduateAdvisor

300 A 1700 N. [email protected]

215.204.1655

Jacquee LuwkawskiStudent Services Coordinator

304 G 1700 N. [email protected]

215.204.2366

Linda YarrishDepartment Coordinator

304 1700 N. [email protected]

215.204.3934

Advising InformationThroughout your studies in this program, you will encounter different individuals who can assistyou with your academic and career planning. These include the College of Health Professionsand Social Work academic advisor, (Marc Johnson) who will assist incoming students throughtheir junior internship (THRC 3185) experience, and the faculty advisor, (Nannette Vliet) whoassists students who have completed their junior internship (THRC 3185) and are entering theirfinal year of study in the TR program. These individuals will assist you with your advising andregistration needs. As a declared major, you also can seek mentorship from a faculty member,who can be available for frank and candid discussion with you about your career plans and anydifficulties you are encountering in any aspect of your studies. Finally, the Student Services

Coordinator is available to assist you with graduation procedures, registration for specialauthorization TR classes, internship contracts, and a host of other things. These individuals arevital to your success and professional growth and development. While these individuals work asteam to help you succeed at Temple, each individual plays different roles with which you shouldbe familiar.


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Roles and Functions of the Academic Advisor The academic advisor is the person who is bestqualified to help you navigate university program and major requirements through your initialinternship experience in the program (THRC3185). Students are urged to be in touch with theiradvising center early and often to resolve questions about degree requirements, course selection,and many other academic matters. S/he also is the person who will approve your readiness to

advance to upper level courses in your major by assuring that all University CORE/GEN EDrequirements have been met and that your academic plan is designed to meet these requirements.Working with your academic advisor requires collaboration and mutual respect. In order for youto have a successful experience, you should:

read the undergraduate TR handbook and learn what is required of you in the curriculum; read the Temple university undergraduate bulletin to learn about university polices that

apply to students schedule regular, periodic conferences (not only at registration times) to discuss your

course selection issues and academic questions, and attend advising meetings sufficiently prepared with courses for the next semester worked

out, necessary records in order (DARS, copy of advising report, etc), and knowing clearly

where you stand academically in terms of credits and requirements.

The academic advisor can assist you with: selecting your courses in accordance with academic requirements and your

professional plans; working through academic difficulties you may be having; utilizing the support services/facilities of the TR Program and the University; providing assistance with your roster, drop/add requests, overload requests, program

policies and requirements, and financial aid issues; and identifying resources to meet needs such as financial aid, counseling, tutoring,

disability services, and placement testing.

Roles and Functions of the Student Services Coordinator

The Student Services Coordinator is responsible for the following functions: Coordinating documents related to Internship Affiliation Agreements; Processing graduation ticket requests, registration/application, and other related

graduation issues, such as clearances for graduation; Completing special authorization registration requests and resolving any other

registration issues; Disseminating information regarding job and volunteer announcements; and Providing resource and advising information for students interested in pursuing a

Master of Science in Recreation Therapy, Masters of Occupational Therapy, orDoctorate of Occupational Therapy.

Roles and Functions of the Faculty Advisor

As you successfully advance to your final year of study (successfully completed THRC 3185:junior internship) a designated faculty member in the Therapeutic Recreation Program willbecome your primary academic advisor. S/he will provide individual and group advising targetedtoward: (1) affirming that you have met the expectations and requirements of the TR program,the College, and the University; (2) ensuring that you are qualified both academically and


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professionally to seek entry level employment within the therapeutic recreation profession; or (3)ensuring that you have successfully completed an undergraduate program of study that allowsyou to pursue graduate education. The Faculty Advisor can assist you with:

selecting your courses and scheduling appropriately to fulfill your final programgraduation requirements; and

confirming graduation requirements have been met.

Roles and Functions of the Faculty

The TR faculty represent a wide range of experiences and philosophies in the field of recreationtherapy and are eager to help you find your right path in the profession. At any point during youracademic career, faculty are available to provide you with added support and advice and to assistyou with developing an academic program that will lead to your professional and employmentgoals. Faculty mentorship should be sought on things related to choosing among programcognate courses (TR electives), internship possibilities and placements, professionaldevelopment opportunities, academic difficulties and anything else you would like to discuss.Faculty do not replace the academic advisor or the faculty advisor. Rather, it is hoped that a

chance to personally connect with a TR faculty member will help you with decisions about yourTR degree, the TR field, and life after you graduate. Students are encouraged to schedule ameeting with any faculty member of their choosing at least once a semester to review theirprofessional development. Students are expected to attend at least 1 professional developmentseminar hosted by faculty throughout the semester. At these meetings, tips will be provided onprofessional growth and development and required professional development hours will bediscussed and approved. Again, the main intent of the faculty mentoring process is to provideYOU with an opportunity for additional personalized attention to support your individualizedacademic and career goals.

Curriculum Requirements

Therapeutic Recreation curriculum sheets are available through your academic advisor, MarcJohnson and on your Blackboard site under Professional Issues. These sheets outline requiredcourses and the sequencing of those courses within the Therapeutic Recreation Program. Youshould receive a curriculum sheet at your first advising meeting with your academic advisor.This curriculum sheet will guide you as you move through the program. Courses that arerequired in other departments can be scheduled at any time during your undergraduate years.Please note course offerings vary every semester; therefore, students should annually meet witheither the academic advisor or the faculty advisor (depending on what you have completed in theprogram as discussed above) to plan their course schedule accordingly. While students areassisted with their curriculum planning, students are ultimately responsible for assuring theyhave timely met the necessary requirements for graduation.

University CurriculumAll students are required to complete a set of university requirements: General Education(GenEd) or Core.

Allstudents starting in the 2010-2011 academic year are required to complete the Gen Edcurriculum. New freshman and transfer students can find information about the GenEd


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curriculum atwww.temple.edu/bulletin/Academic_programs/general_education/index.shtm.

Therapeutic Recreation Program Requirements

In addition to the University CORE/GEN ED requirements, the Therapeutic Recreation Program

has additional required courses and other related requirements (Health Related Cognates, Lowerand Upper Division Requirements, Program Cognates (TR Electives), Internship Requirements,Professional Development Requirements, and Health Screening Requirements). Some of the TRProgram required courses also fulfill University CORE requirements as noted on the list below;however if you are following the GEN ED curriculum, no one course can fulfill multiplerequirements. When a course meets both a University and a program requirement, studentsshould select additional elective courses consistent with their career and educational goals(EXCEPTION: KINS 1223 will fulfill GS1 GEN ED requirement). All students are required tohave a minimum of 121 semester hours of undergraduate credit for the B.S. degree inTherapeutic Recreation.

Students must successfully pass all Health Related Professions courses (HRPR 1101, 2103) andCognate Core courses (KINS 1223, PSY 1061, PSY/SOC 1167, PSY 2301, and PSY 2201) witha minimum grade of C or higher. Students not demonstrating the ability to meet this academicrequirement will not be permitted to progress to the Upper Division TR Core and TR RelatedElectives in the curriculum until the minimum C is achieved. In accordance with College policy,all TR major courses must be completed with a grade of C or higher and students may onlyrepeat a course once to achieve the minimum C (Refer to CHPSW Undergraduate Handbook athttp://chpsw.temple.edu/sites/default/files/u29/CHPSW%20Undergraduate%20Handbook_2011-2012_1.pdf). Students should also be mindful of financial aid requirements in reference to thenumber of new credits that must be completed during the school year to remain eligible forfinancial aid. In addition, if students elect to take courses during the summer sessions, they needto be aware of costs they may need to assume.

Required Health Related CognatesHRPR 1101 Disability and Society (Individual & Society CORE) F, STHRC 0813 Disability Identity F, SHRPR 2103 Health Psychology & Human Behavior F, S, SMKINS 1223 Anatomy and Physiology (Science/Technology CORE) F, S, SMPSY 1061 Psychology as a Social Science (Individual & Society CORE) F, S, SMPSY 2201 Psychopathology F, S, SMPSY 2301 Developmental Psychology F, S, SMPSY/SOC 1167Statistics (Quantitative Reasoning CORE) F, S, SMxxx Related Elective

Program Lower Division Required CoursesTHRC 1102 Adapted Sport, Recreation and Leisure Services F, STHRC 2103 Foundations of TR Practice F, S

Program Upper Division Required CoursesTHRC3096 Assessment and Documentation in TR F, S

or
http://www.temple.edu/bulletin/Academic_programs/general_education/index.shtmhttp://www.temple.edu/bulletin/Academic_programs/general_education/index.shtmhttp://www.temple.edu/bulletin/Academic_programs/general_education/index.shtm


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THRC 2104 Modalities in TR Practice F, STHRC 3103 Professional Seminar II F, STHRC 3111 Teaching Health Promotion & Leisure Education STHRC 3196 Research and Evaluation in TR (Capstone course) FTHRC 4196 Clinical Procedures F, S

THRC 4111 TR Administration F, S, SM

Program Cognate Courses (TR Electives)To fulfill the TR Program cognate requirement, students choose 4 courses from various programelective courses. Course selection should allow students to develop a focused area of expertisewithin the discipline of TR. When selecting cognate courses, students should discuss theirelective selections with the faculty advisor and take classes that prepare them for their specificservice setting (e.g., nursing home, behavioral healthcare, physical rehabilitation, etc.) in whichthey want to do their final internship placement or find employment. Students are required totake 12 s.h.of departmental cognate courses. Students may choose from:

THRC 2203 Assistive Technology in Recreation FTHRC 2205 Adventure Challenge Programming S, SMTHRC 3282 Independent Study in TR (special authorization needed) F, S, SMTHRC 3203 TR & Mental Health FTHRC 4211 Recreation Therapy & Physical Rehabilitation STHRC 4213 TR & Pediatric Healthcare STHRC 2201 TR & Developmental Disabilities FTHRC 4205 Recreation Therapy & Geriatric Settings S

Professional Development RequirementsAn important enhancement to the overall preparation and academic training of students in thisprogram is hands-on learning. Rather than an accumulation of random experiences, each studentshould work with a faculty member to plan, select and evaluate 70 hours of volunteer and/orpaid professional development experiences related to therapeutic recreation. Theseexperiences provide an important reference point for classroom learning and for a personaldevelopment of insights, attributes, and skills needed to be an effective helping professional.Professional development hours can be obtained from volunteer work associated with courses,current related work experiences, summer employment or traditional volunteer experiences. Inorder to be eligible for your Junior Internship (TR 3185), 70 professional development hoursmust be completed and approved by faculty.

The experiences you seek will be determined by your comfort level, knowledge level and skilllevel in working in health care environments and with individuals with disabilities. Your hourswill begin in your lower division TR courses (THRC 1102 Adapted Sport, Recreation andLeisure Services, and THRC 2103 Foundations of TR Practice). The hours and the introductionto the TR field that you obtain in these 2 classes will provide a starting point for evaluating yourstrengths and areas for improvement. With this self assessment, you should consult with apreferred faculty member to identify experiences that will continue to help you growprofessionally in the knowledge, skills, and abilities required of a Certified TherapeuticRecreation Specialist.


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Your professional development hours should expose you to the variety of settings within whichrecreation therapists work and the variety of populations with whom recreation therapists work.You must complete hours with at least 3 different populations. These can occur in inpatient,outpatient, residential and/or community settings and include:

Physical and Cognitive Disabilities: examples include volunteering with individuals withbrain injury, spinal cord injury, amputations, strokes within a rehabilitation facility suchas Magee Rehabilitation, Moss Rehabilitation; volunteering in the Social Enrichmentprogram at the Inglis House with individuals with Multiple Sclerosis; volunteering atUnited Cerebral Palsy of Philadelphia or the Carousel House

Developmental Disabilities: examples include volunteering in the daily programming orspecial events at SPIN, Inc, or the Philadelphia Developmental Disabilities Corporation

Pediatrics: examples include volunteering at a medical day care center (Laurens House),a pediatric long term care facility (Voorhees Pediatric), a childrens hospital (CHOP), aschool (HMS School for Children with Cerebral Palsy)

Geriatrics: examples include volunteering in a nursing home, adult day center, or anassisted living facility

Mental Health: examples include volunteering in an short term acute care facility(Temple University Hospital Episcopal), a residential group home (COMHAR), or a dayprogram (Einstein Behavioral Health-Northeast Campus).

OTHER! Recreation therapists are continuing to work in a variety of situationsas youprogress through the major and experience new opportunities, let us know about them!

Your professional development experiences should also be progressive in nature, continuallydemonstrating a higher level of learning and leadership responsibility. Examples of experiencesyou should look for include:

Exposure to the delivery of recreation therapy and community recreation services forindividuals with disabilities and chronic health issues. Primary learning will include basicawareness of the experience of disability, and the fundamentals of safe and culturallysensitive interaction, programs, and services. Please note: While you may not haveleadership responsibility at this point, you are required to be ENGAGED with clients,activities, and/or professionals in the field. Some examples include assisting with thescoring/timekeeping for the Beast of the East quad rugby tournament; helping with

registration or keeping score at a Special Olympics meet; volunteering as an aide with a

CTRS or activities coordinator in a long term care facility or rehabilitation facility

helping set up an activity, transporting patients, etc.

Opportunities to develop basic leadership skills needed for interacting with individualsand groups, program planning skills, creativity, and familiarity with specific activitymodalities used by TR professionals. These experiences can involve basic tasksassociated with TR practice and more active recreation leadership. Some examplesinclude co-leading or leading groups with a CTRS/Activities Coordinator/Activities or TR

Aide, assisting with the planning and implementation of special events at local facilities

(Special People in the Northeast, Inglis House), assisting in the creation of monthly

calendars in a LTC facility, providing respite care through the Time Out Program, etc.


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Opportunities to engage in the advancement of the profession and advocacy forindividuals with disabilities. Some examples include volunteering to help at aprofessional meeting or conference, volunteering with a service learning project

sponsored by the TR Program, etc.

While you may seek consultation with any faculty member at any time throughout the semesterto discuss your readiness to seek a higher level and/or variety of professional developmentexperiences, you will be REQUIRED to attend at least 1 Professional Development seminarhosted by faculty each semester, until your hours are completed. These professional developmentmeetings will present students with tips on professional growth, internship selection, careerdirection, and will address any issues that students may be having. In addition, your professionaldevelopment experiences will be shared and approved during this time. The discussions that willoccur around your experiences to date will provide you with an opportunity to determine yourreadiness for your credit-bearing internship experiences, reflect on your career goals, andintroduce you to clinical supervision.

In preparation for this meeting, you should reflect on what you have learned throughout yourprofessional development experiences as it relates to your personal growth and career goals.You should also ensure that your Professional Development Hours tracking sheet is complete(NOTE: all hours must be confirmed by your on-site supervisors signature). The Policy onProfessional Development Hours can be found on the Professional Issues Blackboard website.

Departmental Internship RequirementsStudents complete TWO credit-bearing internship experiences (THRC 3185, THRC 4185) aspart of their curriculum. Students are responsible for securing internship placements. TheInternship Coordinator, Nannette Vliet and any faculty member are available to assist you in this

process; however, ultimately, the responsibility for securing a site is yours. Internship sites areextremely competitive. There are no guarantees that you will get your first choice for aninternship site and the process of securing a site may take a few months. Students therefore mustpresent themselves professionally to potential internship sites, realizing that sites are NOTobligated to accept internship students and have many applicants from which to choose. Theprocess of formally securing an internship site should begin, at a minimum, in the beginning ofthe semester PRIOR to enrolling for internship credit. The Internship Coordinator and academicadvisor can provide you with details about the steps involved in securing a site as well as therequirements for each internship experience. Students are encouraged to schedule anappointment with the Internship Coordinator or attend an internship informational meetingPRIOR to beginning this process and to download a current internship manual from theProfessional Issues Blackboard site that can be accessed by all therapeutic recreation majors.Prior to registering for your internships, there are several requirements that need to be met inaddition to securing internship placement. Therefore, it is imperative that you meet with theinternship coordinator early on in the process.

Internship sites are available throughout the United States. Typically, internship experiences arenot paid placements. Students wishing to complete a paid internship experience or an internshipat a site that is more than 150 miles from Temple University should discuss this request with the


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Internship Coordinator who can explain the steps in obtaining formal permission in writing fromthe department. Approvals are considered on a case-by-case basis. Criteria used to evaluate thefeasibility of long-distance internship sites include academic performance, leadership skills, andfaculty recommendations.

Policies Related to THRC 3185: Internship ITypically, this internship is completed during your junior year. Prior to enrolling, you must havecompleted all pre-requisite TR program courses (THRC 2103, 3101, 2104), all NCTRCsupportive coursework (KINS 1223, PSY 1061, PSY 2301, PSY 2201) and have documented inyour academic record at least 70 professional development hours, and completion of the Collegehealth screening (including TB test), and background clearances through Certified Background.The Junior Internship Manual, along with a Preparation checklist can be found on theProfessional Issues Blackboard site.

Policies Related to THRC 4185: Internship IIThis is your final culminating experience of your academic training. As such, you should engage

in thoughtful discussion with a TR faculty member and the internship coordinator about yourcareer plans, academic needs and potential internship sites that can best meet your needs. WhileInternship II is actually completed in the students final semester, this discussion should begin

during your junior year with a preferred faculty member. Prior to enrolling in Internship II,students must have successfully completed ALL coursework (as evidenced by a 2.5 GPA in themajor and a 2.00 overall GPA and NO incompletes in coursework needed for graduation). Thismeans that students must have completed all required coursework for a B.S. in TherapeuticRecreation, with the exception of THRC 4111 (Administration in TR), which is takenconcurrently with the Senior Internship, at Temple University and must have earned a minimumof 106 credits, which count towards graduation (you will receive an additional 12 credits for yourinternship experience and 3 credits for THRC 4111, which brings you to the minimum number ofcredits needed for graduation121).

Students preparing for the Internship II experience must meet with the Internship Coordinator(Nannette Vliet) early in the semester preceding your internship. The Internship Coordinatorwill ensure that you have have identified at least 3 sites with whom you will pursue a potentialinternship. Students will be prohibited from registering for the internship until all requireddocumentation is received, including: acceptance letter, criminal clearances throughcertifiedbackground.com, first aid/CPR, and College health screening requirements.

Mandatory Health Screening RequirementsThe University has defined minimum health screening requirements for students in all majors,including Therapeutic Recreation, within the College of Health Professions and Social Work.These requirements must be completed prior to any client contact by the student, including clientinteraction for the fulfillment of professional development hours, class assignments, andinternship experiences.

The requirements are as follows:


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documentation of an immunization record along with laboratory reports oftiters/antibodies that verify your immunity to infection with Measles, Mumps, Rubella,Varicella, and Hepatitis B,

a physicians physical, the date of your last Tetanus/Diptheria booster shot, which needs to have been done

within the last 10 years, and a Tuberculin Skin Test (PPD). This test will be required each year and MUST be done atTemples Student Health Services.

Additional health screening forms and information can be obtained from the Academic Advisor,Marc Johnson, the Student Services Coordinator, or on the Professional Issues Blackboard site.

Additional Certificate and Minor Options for TR StudentsIf you would like to discuss certificate and/or minor options available at Temple University aspart of your academic program, schedule an appointment with the Academic Advisor for theTherapeutic Recreation Program. Currently, the certificate/minor programs of particular interest

to TR majors include:

Gerontology Certificate

The general certificate in gerontology is designed to provide students with a basicinterdisciplinary background in gerontology. This 18 credit hour program (15 credit hours ofdidactic courses and 3 credit hours in a field placement or action research project) may becompleted simultaneously with your Therapeutic Recreation degree. In fact, many of your TRcourses are accepted by this certificate program, which is administered through the Institute onAging. Applications to the Gerontology Certificate program can be submitted at any time andwill be processed upon submission; however, no more than two gerontology electives (6 credits)taken prior to acceptance into the program can be applied toward completion of the Certificate

requirement. Students interested in pursuing a gerontology certificate should review theircoursework with their faculty mentor to discuss a plan of action. Specific questions and requestsfor applications can be directed to Duane Kirksey, MD, MSCE, Director, Institute on Aging,Assistant Professor, Medicine, Temple University School of Medicine, 1316 W. Ontario St.,Philadelphia, PA 19140 or by reviewing the certificate information athttp://www.temple.edu/aging/cert_gerontology.htm.

Horticulture Therapy Certificate

The Horticulture Therapy Certificate is a 14-15 s.h. certificate offered at the Temple Amblercampus through the Landscape Architecture/Horticulture Department. These courses follow thenational certification guidelines of the American Horticulture Therapy Association and may be

applied toward those requirements. For more information, contact the Department ofHorticulture at 267-468-8200 or review the horticulture therapy certificate requirements in theundergraduate bulletin at:http://www.temple.edu/bulletin/Academic_programs/schools_colleges/ambler/programs/horticulture/ambler_horticulture.shtm#ht


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Healthcare Systems Management Minor

Therapeutic Recreation students are eligible to apply for and complete a minor in HealthcareSystems Management from Temples Fox School of Business. This minor approaches healthcare

from a business perspective and allows students to explore the various levels of administrationwithin the healthcare industry. Interested students should review the undergraduate bulletin for

minor requirements and procedures for declaring a minor. This information can be accessedthrough:http://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_management.

University & Program Policies and ProceduresThe Therapeutic Recreation Program follows the academic policies and procedures detailed bythe University and the College of Health Professions and Social Work. These policies, andprocedures can be reviewed at

http://www.temple.edu/bulletin/Academic_policies/policies_list/policies_list.shtm, and

http://chpsw.temple.edu/chpsw/students/academic-affairs

Your academic advisor, student services coordinator or the faculty advisor can assist you withany specific questions you may have after reviewing these policies.

Grievances:

If, at an point in time during your academic career in the TR program, you are experiencingdifficulties with an instructor or staff of the TR program, you can make an appointment with theUndergraduate Curriculum Coordinator (Nannette Vliet) during the semester to discuss theseissues and determine if further action is needed either by you as the student, or by identifiedresponsible parties in the TR Program. If the issues you are having involve the Undergraduate

Curriculum Coordinator, you can then directly request a meeting with the TR Program Director,Dr. Rhonda Nelson.If your grievance involves appealing a final grade that you received for a course, the followingprocedures should be followed as dictated by the College of Health Professions and Social Work:

http://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdf

NEW POLICIES TO NOTE

Leave of Absence:

Students now wishing or needing to take a semester off from their academic program need tocomplete an official Leave of Absence form with their academic advisor. For more informationon applying for a Leave of Absence, please read the approved policy at:http://policies.temple.edu/getdoc.asp?policy_no=02.10.16.

Course Repeat Policy:For Gen Ed and TR Cognate Core Classes: All students are permitted to repeat a course onetime. Students who need to repeat a course a second time must obtain the approval of the
http://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_managementhttp://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_managementhttp://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_managementhttp://www.temple.edu/bulletin/Academic_policies/policies_list/policies_list.shtmhttp://www.temple.edu/bulletin/Academic_policies/policies_list/policies_list.shtmhttp://chpsw.temple.edu/chpsw/students/academic-affairshttp://chpsw.temple.edu/chpsw/students/academic-affairshttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdfhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdfhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdfhttp://policies.temple.edu/getdoc.asp?policy_no=02.10.16http://policies.temple.edu/getdoc.asp?policy_no=02.10.16http://policies.temple.edu/getdoc.asp?policy_no=02.10.16http://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdfhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/CHPSW%20Grievance%20Policy.pdfhttp://chpsw.temple.edu/chpsw/students/academic-affairshttp://www.temple.edu/bulletin/Academic_policies/policies_list/policies_list.shtmhttp://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_managementhttp://www.temple.edu/bulletin/Academic_programs/schools_colleges/fox/programs/business_minor/fox_business_minor.shtm#healthcare_management


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dean/designee of their home school or college and be registered with assistance. No students mayrepeat a course a third time.

If a course was taken previously with a standard grading option, it cannot be repeated with acredit/no credit grading option. Students are responsible for ensuring registration carries the

appropriate grading option. All occurrences of a course where a grade is earned, includingwithdrawals (W) and withdrawals excused (WE), appear on the transcript, but only the highestgrade earned is used in calculating the grade point average. Since credits are awarded only oncefor a course, repeats can affect athletic eligibility, academic standing and financial aid status.

All course withdrawals, with the exception of "withdrawal with approved excuse (WE)" areincluded in the course repeat count (see policy #02.10.14 Withdrawal from Classes).

First repeat: Undergraduate students are strongly encouraged to meet with an academic advisorprior to registration to discuss academic and financial implications.

Second repeat: Undergraduate and graduate students must obtain the approval of thedean/designee of their home school or college and be registered with assistance.

If in the allotted number of repeats, students are unable to successfully complete courses that arerequired for their majors, they must meet with their academic advisors to discuss alternategraduation plans. if in the allotted number of repeats, students are unable to successfullycomplete the following university requirements (including their course equivalencies), they willbe dismissed from the university:

English 0701: Introduction to Academic Discourse English 0802:Analytical Reading and Writing

IH 0851:Mosaic: Humanities Seminar I IH 0852:Mosaic: Humanities Seminar II Math 0701: Elementary Algebra

Students unable to successfully complete courses that are required for their majors or school/collegerequirements in the allotted number of repeats must meet with their academic advisors to discussalternate graduation plans. Students who have exhausted course attempts for course(s) required fortheir major will be required to change majors. If the selected new major does not require the coursein question, it is possible that the new major may be in the same school or college. Students whohave exhausted allowable course attempts in course(s) required for their degree program(school/college requirements) will be required to transfer internally (IUT) within the university fromtheir current school or college to a school or college degree program that does not require the course

in question. For entire policy, please refer to:http://policies.temple.edu/PDF/194.pdf.
http://policies.temple.edu/getdoc.asp?policy_no=02.10.14http://policies.temple.edu/getdoc.asp?policy_no=02.10.14http://policies.temple.edu/PDF/194.pdfhttp://policies.temple.edu/PDF/194.pdfhttp://policies.temple.edu/PDF/194.pdfhttp://policies.temple.edu/PDF/194.pdfhttp://policies.temple.edu/getdoc.asp?policy_no=02.10.14


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For TR Major Courses: It is the policy of the Therapeutic Recreation Program and the College ofHealth Professions and Social Work that students may only repeat a course required for the MAJORone time. If you cannot pass a MAJOR course in 2 attempts, you will be required to change majors.This includes all HRPR courses and TR courses.

Excerpt from CHPSW manual:

In CHPSW a student may repeat a course ONLYonce. The lower of the grades earned remains on

the transcript but only the higher of the grades is used to compute the GPA. The decision to repeat

should be made in consultation with an advisor. Only the instructor shall be allowed to change a

grade that has been submitted to the Office of Academic Records.http://chpsw.temple.edu/sites/default/files/u29/CHPSW%20Undergraduate%20Handbook_2011-2012_1.pdf)

Gen Ed Course Selection:

Please note that there is a limit on the number of Gen Ed courses a student may take from the same

department. Student may use no more than two courses from a single department to satisfyGenEd requirements. Students are encouraged to consult with their academic advisor whenselecting courses to satisfy GenEd requirements. For complete Gen Ed requierments, refer to:http://gened.temple.edu/students/requirements/.

TR Program Professional Behavior StatementStudents within the Therapeutic Recreation Program are expected to abide by standards ofprofessional conduct. It is expected that each student will adopt the Code of Ethics of the TRprofessional organizations and maintain a demeanor appropriate to that Code at all times (e.g., inthe classroom, during professional development hours and during internship and volunteer

placements). Additionally, students are expected to adhere to Temple Universitys StudentsCode of Conductwhich is readily available on the Universitys website athttp://policies.temple.edu/getdoc.asp?policy_no=03.70.12. Failure to comply with theseexpectations can result in disciplinary action.

In light of this, students should be mindful that they have an obligation to respect the rights ofothers within the classroom environment so that it remains a positive learning environment, freeof distractions and conflict. Appropriate classroom behavior includes at a minimum, attendanceand engagement in the learning process and the turning off of all cell phone and pagers. Eachinstructor in the Therapeutic Recreation Program will review in further detail their specificexpectations regarding this issue.

Graduation ProceduresStudents must apply for and pay their graduation fee early in the semester that they are planningto graduate, i.e., the semester in which their requirements for the degree will be met. Thedeadline dates are: February 15th for MAY graduates, June 1st for AUGUST graduates, andOctober 15th for JANUARY graduates. Details about diplomas, graduation tickets, caps andgowns for graduation can be obtained from the Student Services Coordinator, JacqueeLukawski.. Students must meet the following requirements in order to graduate:
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Successfully completed all coursework with an overall minimum cumulative grade pointaverage of 2.0 with a C or better in all courses required by the Therapeutic RecreationProgram, and maintain a 2.5 GPA in Therapeutic Recreation courses.

Complete a minimum of 121 semester hours of coursework in designated areas describedin the curriculum. Remedial courses do not count towards graduation. Is, MGsand NRs must be cleared from transcripts if the credits are needed for graduation.

Library bills and other indebtedness to the University must be settled. Complete the online application, along with online payment of graduation fee and request

for graduation tickets. Any questions regarding graduation applications should bedirected to the Student Services Coordinator.

o Graduation Directions For UNDERGRADUATE STUDENTS To access the application, go to TUportal and select Self Service Banner

(SSB). When in SSB, select Student Student Records Apply to Graduate.

Upon accessing the graduation application, verify that the correct degree

and program are indicated. If the wrong degree or program is listed, STOP. Contact your advisor,who will make sure that the proper paperwork is submitted to change theexpected graduation date.

When the Registrar confirms that the change of graduation date has beencompleted, return to the SSB graduation application and submit

Complete the Student Financial Services Exit InterviewProfessional Certification Related to Therapeutic Recreation

Certified Therapeutic Recreation Specialists (CTRS)

Students graduating from the Therapeutic Recreation Program at Temple University are eligibleto sit for the national certification exam to become a Certified Therapeutic Recreation Specialist.This credential was established in 1981 as the national certification for recreation therapists.Managed by the National Council for Therapeutic Recreation Certification (NCTRC), the CTRScertificate is awarded to applicants who meet all eligibility requirements through either theacademic or equivalency paths and pass a written, knowledge-based examination. This is a five-year renewable certificate with re-certification requirements. For more information, contactNCTRC at (845) 639-1439 or www.nctrc.org.

Additional Specialty CertificationsThere are other specialty certifications which undergraduate students may pursue as part of their

curriculum. Examples include the Certified Addictions Counselor and the Certified Child LifeSpecialist. Each specialty certification has its own set of required courses and internship/lifeexperiences. Students are responsible for gathering the most current requirements if they areinterested in pursuing these certifications and discussing their interests with their faculty mentorand/or the Faculty Advisor.


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Certified Addictions Counselor Certification (CAC)

The Pennsylvania Chemical Abuse Certification Board (PCACB) certifies persons who have metcertain competencies in the areas of providing treatment services to substance abusers. There arefour (4) levels of counselor certification and each has different certification requirements,consisting of: education, counseling experience and written/oral exam. For more information,

contact the PCACB at (717) 540-4455 or www.pacertboard.org.

Child Life Specialists Certification (CCLS)

A Child Life Specialist is a professional who uses play, recreation, education, self-expressionand theories of child development to promote well-being in children, adolescents and theirfamilies. Students completing the Therapeutic Recreation curriculum and their senior internshipin a pediatric facility are eligible to sit for the national certifying exam. Students are required tobe supervised by a CTRS and a CCLS and may need to complete additional coursework andinternship hours to qualify for the certification. For more information, contact the Child LifeCouncil at (301) 881-7090 or www.childlife.org.

Student Financial AssistanceThe College of Health Professions and Social Work offers varying options for emergency loansand scholarship awards. Short Term loans that can be pursued include:

Bering/Hecht Financial Assistance Fund: providesshortterm interest free loans tostudents enrolled in the college based on financial need and to provide tuition grants tostudents which will not require repayment. Emergency loans from the fund providesassistance for expenses incurred while enrolled in the college, such as, books, schoolsupplies, food, rent, utilities, health insurance, health care needs, etc. Emergency Fundswillbe up to $500 in amount and repayable within 90 days. For more information:http://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfill

The following scholarship awards can be pursued: Temple University Dental Hygiene Alumni Club Scholarship: This $1000 award

recognizes and supports undergraduate degree seeking candidates in the College ofHealth Professions and Social Work. Applicants must meet the following criteria:

o Be enrolled as a part time or full time student in a course of healthcare (cannot bea senior student)

o Be a non-traditional student (not a first time freshman college attendee)o Demonstrate a commitment to community service in healthcare and/or education

within the disciplineo Be in good academic standing in their program of study. A 2.8 GPA will be

considered good academic standingo Preference will be given to a candidate who is a member of their professional

organization.Please see the Academic Advisor or the Student Services Coordinator, for completeapplication information.
http://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfillhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfillhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfillhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfillhttp://chpsw.temple.edu/sites/default/files/imce_uploads/chpsw/BeringHechtAssistanceFund.pdfill


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Diamond Peer Teacher Program:This program provides student Peer Teachers theopportunity to experience aspects of teaching at the university level under the guidance ofa faculty mentor and supplemental instruction to students in the courses in which the PeerTeachers will be working. This is a working scholarship (approximately 12-15 hoursweekly) in which you will receive a stipend of $2,250. Applicants must meet the

following criteria:o Must have a minimum GPA of 3.25o Must have a minimum of 60 earned credit hourso Must have content competency demonstrated by having earned a grade of A- or

above in the targeted course and be a major in the disciplineo Must have good interpersonal skillso Must have insight on necessary study skills and the habits of successful students

Additional information can be obtained through your faculty mentor, or the Office of theVice Provost for Undergraduate Studies, atwww.temple.edu/vpus/opportunities/peerteacher.htm

For additional funding and scholarship opportunities, go to:http://www.temple.edu/vpus/opportunities/Scholarships.htm

Student Awards and Recognitions

Awards from Professional Organizations:

The Peg Connolly Scholarship ProgramThe American Therapeutic Recreation Association provides students within the field oftherapeutic recreation the opportunity to apply for the Peg Connolly Scholarship. Named inhonor of Dr. Peg Connolly, former Executive Director of the National Council for Therapeutic

Recreation Certification, this program provides recipients with a stipend so that they can attendATRAs Annual Conference, including conference registration, lodging accommodations andmeal stipend ($100). Students are responsible for their transportation to/from the conference.This scholarship is a working scholarship. Students assist in various aspects of implementing

the conference such as room hosting, registration and monitoring social events. This scholarshipis available to undergraduate and graduate students who will be enrolled in a therapeuticrecreation program during the conference year. For more information visit the ATRA website(www.atra-online.com).

The William P. Dayton Memorial ScholarshipThis award is given annually by the Pennsylvania Therapeutic Recreation Society to a student

majoring in therapeutic recreation at a college or university. The award covers the registrationcosts, lodging and meals associated with attending the annual Therapeutic Recreation Institutehosted by Pennsylvanias Therapeutic Recreation Society. Visit the PTRS website for more

information and deadlines (www.ptrs.org).

PTRS Student Honor AwardThis award is a faculty nominated award for a college junior, senior or graduate student who hasdemonstrated strengths in: moral character; leadership and maturity; dedication to the principles
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and practices of the field; professional development; involvement in campus or communityactivities; and classroom performance.

Awards from the Therapeutic Recreation Program

The Therapeutic Recreation Program bestows distinct honors to deserving students in its

undergraduate programs. Fourprogram awards exist for undergraduate students - the Bill DaytonScholarship, the Outstanding Senior Award, the John Noisette Memorial Award and a Certificateof Recognition Award. These honors are given to those students who best exemplify theprofessional and academic integrity required to be tomorrows leaders. Award recipients arerecognized at the TR Programs Commencement Services each May and their name is engravedon a plaque that is displayed in the Department of Rehabilitation Sciences.

The Bill Dayton ScholarshipDr. William P. Dayton Scholarship is a cash award presented to the upperclassman who mostexemplifies professional and personal dedication to Therapeutic Recreation. The scholarshipconsists of a cash award granted to a student who has gone beyond curricular requirements and

has through volunteer or professionally-relevant employment services demonstrated outstandingcommitment to persons with disabilities, particularly in the area of therapeutic recreation, whilemaintaining a minimum GPA of at least 2.5. It is given in honor of Dr. William P. Dayton, afaculty member in the Therapeutic Recreation Program at Temple University until his untimelydeath in 1984. Throughout his years of service, Dr. Dayton never ceased to care about people.He was a highly respected teacher and counselor, as well as a beloved friend to many of those heknew. In his memory, the Bill Dayton Scholarship was established by his wife Charlotte.

The Outstanding Senior AwardEach year the undergraduate faculty in the Department of Therapeutic Recreation recognizes agraduating undergraduate student who has demonstrated academic excellence during their courseof study as well as personal and professional dedication to the discipline of therapeuticrecreation. This student should have an established excellence in both the classroom (minimumoverall GPA of 3.5) and in his/her internship experience and professional developmentexperiences.

The John Noisette Memorial AwardEstablished in memory of John Noisette, former TR professor and founder of theRollin Owls,Temples wheelchair basketball team, this award honors an upper-level student (BS or MSdegree program) or alumni of the TR program for exceptional leadership and innovation inadvancing recreation and sport opportunities in the lives of individuals with disabilities. Awardrecipients are nominated by faculty and selected by the John Noisette Memorial Committee.Award recipients are added to the perpetual plaque in the Departments main office suite.

Certificate of Recognition AwardThis award is presented to the student who distinguishes himself/herself for significantleadership within the department and in ways that advance the role of therapeutic recreation.


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Nominating Procedures for Departmental AwardsAwards can be faculty or self-nominating. Application material and guidelines for these awardscan be obtained from any faculty member or from the Student Services Coordinator. Potentialcandidates should submit a one-page biography, highlighting their academic and professionalexperiences and a current resume.

Awards from the College of Health Professions and Social Work

The College of Health Professions and Social Work Academic Excellence AwardThis award is given each year to the undergraduate student with the highest cumulative gradepoint average achieved for coursework in the College of Health Professions and Social Work.Grade point averages are determined by the Deans Office.

The College of Health Professions and Social Work Alumni/ae Federation Acres ofDiamonds-Spirit Award

This award is given annually to the undergraduate student who has demonstrated caring andcommitment, bringing pride to his/her self and the university/college. Each department mayforward a nomination for this award.


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Undergraduate Handbook Page 22 of 22

Handbook Acknowledgement Form

Please read the below statements and sign the bottom of this form so that it can be placed in yourpermanent advising file.

I have been made aware of the policies, procedures and resources of the Therapeutic RecreationProgram, and related CHPSW/University policies. I will read the Therapeutic RecreationUndergraduate Handbook for the Academic Year 2012-2013, which can be accessed on theProfessional Issues Blackboard site.

I understand that it is my responsibility to monitor and fulfill the curriculum and graduationrequirements and maintain an acceptable GPA (overall 2.0, 2.5 in major).

I understand that it is my responsibility to be knowledgeable about the program, CHPSW, anduniversity policies and procedures, as outlined in this handbook.

__________________________________________________________________Student Name (please print)

__________________________________________________________________Students Signature Date

2012-2013 undergraduate handbook

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