academic program: parks, recreation and tourism …...2012-13 . update: use of results for program...

Academic Program: Parks, Recreation and Tourism Management

College: Natural Resources

Year: 2012-13

Update: Use of Results for Program Improvement

Parks, Recreation and Tourism Management

Outcome(s):

• Students will demonstrate an understanding of the nature and scope of the park, recreation and tourism management fields.

• Students will be able to explain the roles and structure of governmental agencies, non-profits and commercial enterprises in providing recreation.

• Students will be able to demonstrate an understanding of the historical, philosophical, theoretical foundations of parks, recreation and tourism fields.

Decision(s):

Based on assessment results, faculty decided that no changes were needed to PRT 152 at this time.

Professional Golf Management

Outcome(s):

a) Students will demonstrate an understanding of the PGA Constitution, rules of golf and PGA membership.

b) Students will be able to assess a facility’s golf cart needs and determine fleet size and equipment requirements.

c) Students will be able to apply the PGA Business Planning Model to real-world case studies. d) Students will able to plan, organize and evaluate tournament logistical needs for competitors,

spectators, and guests. e) Students will be able to apply different interpersonal skills in a variety of routine and challenging

customer situations.

Decision(s):

a) Faculty teaching PRT 156 implemented a series of on-line quizzes at the end of each teaching module to assist the students in reviewing the rules of golf, the PGA Constitution, and membership.

b) Faculty teaching PRT 156 implemented a series of on-line quizzes at the end of each teaching module to assist the students in reviewing the material. Faculty also added a new assignment which requires the students to prepare a mini-lecture for the class on some aspect of golf cart fleet management.

c) Faculty did not implement any changes regarding this learning outcome at this time. d) Faculty teaching PRT 210 have included additional opportunities for students to actually plan

and implement a golf tournament. e) Faculty teaching PRT 210 have introduced new simulations in an effort to give students an

opportunity to practice their interpersonal skills.

Sport Management

Outcome(s):

a) Students will demonstrate an understanding of the nature and scope of the natural resources and sport management fields.

b) Students will demonstrate an understanding of the organizational and managerial foundations of sport management.

Decision(s):

a) Faculty teaching PRT 266 have developed, with the assistance of DELTA, an on-line game to assist students in developing an understanding of the scope of the sport management field.

b) Faculty teaching PRT 266 did not implement any changes in the course related to this outcome based on the assessment data.

Full report is included on following pages.

Plan for Assessing Curricular Outcomes

Department of Parks, Recreation & Tourism Management

Parks, Recreation, and Tourism

Revised March 2013

The learning outcome objectives for Parks, Recreation and Tourism students are:

Objective #1: Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism, or related professions and their associated industries; b) techniques and processes used by professional and workers in these industries; and c) foundation of the profession in history, science, and philosophy.

Outcomes: 80% of students will be able to correctly respond to two of the following questions in A., B., and C. for PRT 152 each semester:

A. Students will demonstrate an understanding of the nature and scope of the park, recreation, and tourism management fields (PRT 152 Test Questions)

Students who will be entering the recreation field as professions in the U.S. in the next 10 years can expect changes in who they serve, except for:

A. All of these increases can be expected B. Increased numbers of older adults C. Increasingly culturally diverse populations D. Increased numbers of single adults

Programs and services provided by public and nonprofit sectors are most commonly used by which of the following economic levels of people in the U.S.?

A. Low and middle income B. Low income C. Middle income D. High income

“A study of people away from their usual habitat, of the industry which responds to their needs, and the impact that both they and the industry have on the host socio-cultural, economic and physical environments”

A. Tourism B. Parasitism C. Hedonism D. Recreation

What document publicly outlines the responsibilities of practitioners and establishes a written guide to acceptable behaviors in the profession?

A. Code of ethics B. Philosophy statement C. Agency accreditation D. Certification

B. Explain the roles and structure of governmental agencies, non-profits and commercial enterprise in providing recreation (PRT 152 Test Questions)

Of the 3 main leisure service providing sectors, which is most able to identify and capitalize on emerging, cutting edge recreational interests?

A. Commercial Sector B. Nonprofit Sector C. Public Sector D. Private Sector

"To encourage and empower youth-at-risk by providing them the skills they need to succeed in school and in life through the support of our donors, volunteers, and partners" is likely an example of a mission statement from which sector?

A. Nonprofit Sector B. Public Sector C. Commercial Sector D. Private Sector

"To actively encourage, provide, promote and protect quality leisure, recreation and cultural opportunities, facilities, and environments that are essential for the enhancement of the lives of our citizens" is likely an example of a mission statement from which sector?

A. Public Sector B. Commercial Sector C. Nonprofit Sector D. Private Sector

Matching: Non-profit (NP), Commercial (C), Government (G)

1. YMCA 2. Obligation is to serve the public at large including individuals and

families at all socioeconomic levels and without regard to ethnic, religious, and other demographic differences

3. Established to meet a significant social need or special interest 4. Is mostly funded by taxes 5. Is also called the “Voluntary Sector” 6. The profit motive distinguishes these agencies from the other 7. Raleigh Parks and Recreation 8. Mainly a preservation agency balancing public use and political

mandates

C. Demonstrate an understanding of the historical, philosophical, theoretical foundations of parks, recreation, tourism fields (PRT 152 Test Questions)

The Recreation Movement began as a result of all of the following except for:

A. All of these influenced the start of the Recreation Movement B. As a humanitarian response to the industrial city C. In parallel with reforms in education, worker's rights, and women's

suffrage D. Through local playground efforts such as the Boston Sand Gardens

Common elements when identifying key elements of leisure, recreation and play include which of the following?

A. Perceived freedom, state of mind or attitude, intrinsic motivation B. Extrinsic motivation, perceived freedom, state of mind or attitude C. Intrinsic motivation, perceived constraint, state of mind or attitude D. State of mind or attitude, perceived freedom, extrinsic motivation

Key elements of a definition of play include all of the following except for:

A. Emergence of a winner B. Outcome is in doubt C. Its aim is in itself / activity is done for its own sake D. Occurs in a time and place set apart E. Perceived Freedom

Objective #2: Students graduating from the program shall be able to demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences and that embrace personal and cultural dimensions of diversity.

Outcomes:

A. Students will be able to demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences. PRT 220 Virtual Travel Blog that documents transportation, accommodations, and

interesting places/activities for eight locations in the world. (need rubric) PRT 358 Programming Video (need rubric) PRT 380 Survey Instrument Design (need rubric) Graduating Senior Survey Question 13 (indirect measure)

B. Students will be able to design, implement, and evaluate services that embrace personal and cultural dimensions of diversity. PRT 238 Volunteer Verification and Reflection (need rubric)

o Graduating Senior Survey Question 13 (indirect measure)

Objective #3: Students graduating from the program shall be able to demonstrate entry-level knowledge about operations and strategic management/administration in parks, recreation, tourism and/or related professions.

Outcomes:

A. Students will be able to demonstrate entry-level knowledge about operations for a recreation facility. PRT 250 Operations and Maintenance Manual Project Evaluation (rubric) Alumni Survey Question 11 (indirect measure) PRT 454 Business Plan (rubric) PRT 451 Assignments 6 and 7 – Project Site Analysis (Apply Wake County iMAPS

Web GIS Service and Apply USDA Web Soil Survey) (Need Rubric for completeness, inclusion of map elements and quality of graphics)

B. Students will be able to demonstrate entry-level knowledge about strategic

management/administration in parks, recreation, tourism and related professions. PRT 350 Test Question

Although the organizational processes of policy development, management, administration, and planning are related and must be integrated for the organization to be effective and efficient, the four are distinct processes; which of the four processes involves the creation of “standing decisions” and other overall guidance in terms of what the organization can and cannot do? A. Policy Development B. Management C. Administration D. Planning

PRT 451 Test Question

Water bodies, household types, topography are represented in a geographic information system (GIS) as: a. Data themes b. Data attributes c. Data lines d. Data polygons

PRT 359 Essay Question Using one of the two models discussed in class, what are the different steps of the strategic planning process? Provide an example and description of each step from a PRTM organizational site with which you are familiar. (need rubric)

Objective #4: Students graduating from the program shall be able to demonstrate, through a comprehensive internship of not less than 400 clock hours and no fewer than 10 weeks, the potential to succeed as professionals at supervisory or higher levels in park, recreation, tourism, or related organizations.

Outcomes:

Students will demonstrate improvement of personal and professional skills and techniques through improvement shown between mid-term and final internship evaluations completed by worksite supervisor. (evidenced on evaluations)

Objective #5: Students graduating from the program shall use information search strategies and effectively communicate orally and in writing

Outcomes:

A. Students will demonstrate use of database search engines, other than google, PRT 380 assignments

B. Students will demonstrate effective oral communication. PRT upper level course project presentations (need rubric) PRT 475 internship evaluations each rating period will have 80% of interns receiving

ranking of 4 or better on oral communication. C. Students will demonstrate effective written communication. PRT 475 internship evaluations each rating period will have 80% of interns receiving

ranking of 4 or better on written communication.

Assessment Cycle: The department has elected to follow a five-year assessment cycle in conjunction with its professional accreditation cycle.

Data to be collected every year: What will be collected Who will collect it Senior exit interviews Vick Graduating senior surveys Vick Internship supervisor evaluations Vick Alumni surveys Vick

Data to be collected Fall2012-Spring 2013: What will be collected Who will collect it Assessments for Objective #1 A. Moore, Gore Assessments for Objective #4 Vick

Data to be collected Fall 2013-Spring 2014: What will be collected Who will collect it Assessments for Objective #2 A. Moore, Edwards and Smith, Tourism

Faculty

Data to be collected Fall 2014-Spring 2015: What will be collected Who will collect it Assessments for Objective #3 Brothers, Gore, Leung and R.Moore, Bocorro Assessments for Objective #4 Vick

Data to be collected Fall 2015-Spring 2016: What will be collected Who will collect it Assessments for Objective #5 Vick, Edwards and Smith

Data to be collected Fall 2016-Spring 2017: What will be collected Who will collect it Assessments for Objective #1 A. Moore, Gore Assessments for Objective #4 Vicxk

2012-13 Assessment Results

Parks, Recreation, and Tourism Management

NRPA 7.0 Learning Outcomes serves as the foundation for the department’s curriculum

Objective 5 on the assessment plan is not reflected in this matrix.

7.01 Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism, or related professions and their associated industries; b) techniques and processes used by professional and workers in these industries; and c) foundation of the profession in history, science, and philosophy

Department Specific Learning Outcomes

Evidence of Learning Opportunities

Performance Measures or Tools Performance levels

Assessment Results

Evidence of Curricular and/or Programmatic Changes

a. Demonstrate an understanding of the nature and scope of the park, recreation, and tourism management fields

PRT 152 syllabi

● PRT 152 exam questions (direct measure)

● Alumni Survey Question 7 (indirect measure)

● Graduating Senior Survey Question 21 (indirect measure)

80% will be able to respond correctly to selected questions

Alumni Question 7 – Understand Global and Social Impact of PRT – 85% of the alumni will feel their education prepared them to understand social impacts of PRT

86.7% of the student enrolled in PRT 152 – spring 13 answered correctly

83% (76/367 alumni surveyed) felt their education prepared them to understand the global and social impact of PRT.

No changes at this time.

Will monitor future alumni survey results to see if the % remains below the target before action is taken

Graduating Senior Survey Question 21 – 85% of the graduating seniors will have knowledge of current issues

94% of the responding students (38/138) felt they were knew about the contemporary issues in PRTM

b. Explain the roles and structure of governmental agencies, non-profits and commercial enterprise in providing recreation

PRT 152 syllabi



82.2% of the students enrolled in PRT 152 – spring 13 answered correctly

No changes at this time

c. Demonstrate an understanding of the historical, philosophical, theoretical foundations of parks, recreation, tourism fields

PRT 152 syllabi




92.2% of the students enrolled in PRT 152 – spring 13 answered correctly

No changes at this time.

85% of the graduating seniors are familiar with the P&R theories

89% of the responding students (38/138)felt they were moderately familiar with P&R Theories.

7.02 Students graduating from the program shall be able to demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences and that embrace personal and cultural dimensions of diversity.



Performance Measures or Tools

Performance levels, e.g. n% of students will score n%

Assessment Results Evidence of Curricular and/or Programmatic Changes

Create a virtual travel blog that documents transportation, accommodations, and interesting places/activities for 8 locations in the world. IT, W

● PRT 220 Virtual Group Travel Experience Description

● PRT 220 Virtual Group Travel Experience Evaluation Rubric (direct measure)

(need assessment for IT, W)

Appreciate individual differences and recognize all dimensions of diversity

● PRT 238 Syllabus ● PRT 238

Volunteer Report Description and Verification

● PRTM diversity symposium description

● PRT 238 Volunteer Report Description and Verification

(need rubric)

Graduation Senior Survey Question 13

Critique the influence of recreation and leisure on diverse populations and how the Parks, Recreation, and Tourism field could be more inclusive



● PRTM diversity symposium description

● PRT 238 Volunteer Verification and Reflection (need rubric)

Test questions?

Demonstrate and reflect on effective leadership skills through in-class and community leadership opportunities IT, S, W

● PRT 358 syllabus ● PRT 358 Group

Initial Video Assignment Description

● PRT 358 Service Learning Final Presentation Video Description

● PRT 358 Service Learning Binder guidelines

● PRT 358 Service Learning

● Group Initial Video Assignment Rubric IT, S

● PRT 358 Service Learning Final Presentation Video Rubric (direct measure)

● PRT 358 Service Learning Binder Rubric (direct measure)

● PRT 358 Service Learning

Reflective Essays Reflective Essays (direct measure)

● Alumni Survey Question 1

● Graduating Senior Survey Questions 11, 17 (indirect measure)

Design, plan, implement, and evaluate at least two recreation programs for assigned agency’s clientele

● PRT 358 Syllabus ● PRT 358 Service

Learning Final Presentation Video Description

● PRT 358 Service Learning Binder guidelines

● PRT 358 Service Learning Final Presentation Video Rubric

● PRT 358 Service Learning Binder Rubric (direct measure)

● PRT 358 Service Learning Peer Contribution form

Select and apply appropriate study design and data collection procedures for assessment and evaluation application in Parks, Recreation, and Tourism Management

● PRT 380 syllabus ● PRT 380 Problem

Manual

● PRT 380 Summary of Exercises

● PRT 380 test questions?

● Alumni Survey Question 9, 10


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


7.03.01 Evidence of Learning Opportunities

7.03.02 Performance Measures or Tools


7.03.03 Assessment Results

7.03.04 Evidence of Curricular and/or Programmatic Changes

Develop an operations and maintenance manual for a recreation facility by applying fundamental facility maintenance and sustainability principles and techniques IT, W


Operations and Maintenance Manual Project Assignment Overview

● PRT 250 Operations and Maintenance Manual Project Evaluation (direct measure)

● Need to add assessment for IT, W

● PRT 250 Operations and Maintenance Manual Project Peer Evaluation Procedure (indirect measure)

● Alumni Survey Question 11 (indirect

measure) ● Graduating Senior

Survey Question 12 (indirect measure)

Need to meet with Roger PRT 350 syllabus Test Questions

Explain necessary leadership responsibilities for a given profession IT, S, W

PRT 359 syllabus

PRT 359 Leadership and Supervision Analysis Paper

PRT 359 Leadership and Supervision analysis final presentation

● PRT 359 Final Paper Option 1: Supervisor/Manager Interview Paper (direct measure)

● PRT 359 Final Paper Option 2: Organizational analysis final paper (direct measure)

● PRT 359 Leadership and Supervision analysis final presentation (direct measure)

● Need to add assessment for IT, S, W

Apply recreation facility planning principles, guidelines, and standards to prepare a master site plan or planning evaluation/renovation plan IT, W

PRT 451 syllabus

PRT 451 Final Project Description

● PRT 451 Final Project Grading Matrix (direct measure)

● Need to add assessment for IT, W

● PRT 451 Final Project Student

Group Evaluation Form (indirect measure)

Finance PRT 454 Syllabus (need to obtain materials from Kathy)

Business Plan – need rubric

7.04 Students graduating from the program shall be able to demonstrate, through a comprehensive internship of not less than 400 clock hours and no fewer than 10 weeks, the potential to succeed as professionals at supervisory or higher levels in park, recreation, tourism, or related organizations.






Improve personal skills and techniques through completion of a comprehensive 400-hour internship in a park, recreation, tourism, or related field

Internship handbook

● Internship Evaluation (direct measure)

● Internship agency portfolio (indirect measure)


Communication in the Major (co-requisite)

The above learning outcomes plan also covers Communication in the Major outlined by North Carolina State University’s Office of Undergraduate Courses and Curriculum. http://oucc.ncsu.edu/gep-communication.

Category Objectives

1. Learn more deeply and effectively through the use of writing and speaking activities, and

2. Master the kinds of writing and speaking that are appropriate to their academic or professional majors, and

3. Use information technologies and search strategies appropriate to their academic or professional majors to identify and access information and then to evaluate, synthesize, and incorporate that information effectively in their writing and speaking.

http://oucc.ncsu.edu/gep-communication

Each learning outcome that covers a Communication in the Major category objective is marked as follows:

IT- information technologies requirement,

S- speaking activity appropriate for students’ academic majors,

W- writing activity appropriate for students’ academic majors

Rubric for Assessment Plans/Reports

Name of program: _Parks Recreation and Tourism Management____________________

Academic Year: ___12-13_________________

Outcomes Assessment

Unsatisfactory (No or not present)

Somewhat Satisfactory

Satisfactory (Yes)

1. SLOs describe observable, measurable actions by which students demonstrate learning

YES

2. All outcomes are (or scheduled to be) assessed in 3 to 5 years

YES

Items Regarding Data Provided in This Report: 3. Report clearly indicates which outcomes are to

be reported on YES

4. Report describes the evidence gathered for each outcome

YES

5. Report relies mainly on direct* measures rather than indirect measures**

YES

6. Report describes a systematic analysis of reported metrics

YES

7. Report uses evidence to identify strengths and areas for improvement

YES

8. Report identifies decisions based on the data and if appropriate, actions to be taken for improving program

YES

Note: When reviewing the SLOs in number 1 or if there are multiple outcomes measured then Satisfactory = most of the time, Somewhat Satisfactory = some of the time and Unsatisfactory = rarely or never

*Direct measures are those that are related specifically to student performance, such as oral and written examinations, presentations, demonstrations, case studies, simulations, juried activities, and internship evaluations.

**Indirect measures are those that rely on reflections on learning by students or others, such as interviews, surveys, and focus groups.


Department of Parks, Recreation & Tourism Management

Sport Management

Updated with revisions 2/9/13

The learning outcomes and objectives for Sport Management students are:

Objective #1: Students graduating from the Sport Management program shall demonstrate the following entry-level knowledge: a) nature and scope of the sport management field, and b) techniques and processes used by professionals in the field.

Outcomes:

1.1 Students will demonstrate an understanding of the nature and scope of the natural resources and sport management fields. PRT 266: Introduction to Sport Management: exams (direct measure)

1.2 Students will demonstrate an understanding of the organizational and managerial foundations of sport management fields PRT 266: Introduction to Sport Management: exams (direct measure)

Objective #2: Students graduating from the Sport Management program shall be able to critically evaluate diversity issues in sport, as well as the social, psychological, and international foundations of sport.

Outcomes:

2.1 Students will appreciate individual differences and recognize dimensions of diversity PRT 238: Diversity and Inclusion in Recreation and Sport: Exam Questions (direct measure) PRT 277: Psychological and Cultural Dimensions of Sport: (reflection paper rubric)

2.2 Students will critique the influence of sport management on diverse populations and demonstrate how the field (sport management) can be more inclusive PRT 376: Administration of Sport: Diversity Project (direct measure)

Objective #3: Students graduating from the Sport Management program will be able to demonstrate competency in the management and leadership dimensions of sport.

Outcomes:

31. Students will identify various management skills. PRT 376: Sport Administration: Final Exam question #7 (direct measure)

3.2 Students will identify two primary principles of total quality management (TQM) PRT 376: Sport Administration: Final Exam question #11 (direct measure)

Objective #4: Students graduating from the Sport Management program will be able to analyze the legal and ethical roles in sport management.

Outcomes:

4.1 Apply the concepts of law as they apply to sport and recreation environments through case studies.

PRT 406: Sports Law 4.2 Apply the concepts of law as they apply to personnel and employment in sport and recreation environments.

PRT 406: Sports Law 4.3 Describe the basic components of tort law with emphasis on negligence law within the context of sport and recreation environments.

PRT 406: Sports Law

Objective #5: Students graduating from the Sport Management program will be able to prepare effective sport marketing and communication materials.

Outcomes:

5.1 Students will interview a professional in the field PRT 266: Introduction to Sport Management (rubric)

5.2 Students will develop a marketing plan PRT 476: Sport Marketing (marketing plan rubric)

Objective #6: Students graduating from the Sport Management program will be able to apply the principles of finance and data management to the sport industry.

Outcomes:

6.1 Students will successfully complete a Bond-Loan Excel Assignment.

PRT 466: Sport Finance (bond-loan excel assignment)

Objective #7: Students graduating from the Sport Management program will be able to demonstrate through a comprehensive internship of no less than 400 clock hours and no fewer than 10 weeks, the potential to succeed as professionals in the Sport Management Field.

Outcomes:

7.1 Students will improve personal skills and techniques through successful completion of a comprehensive 400-hour internship in a Sport Management or related field.

PRT 475: Recreation and Park Internship (400-hour, 10 week experience)

Assessment Cycle: The department has elected to follow a five-year assessment cycle in conjunction with its other academic majors.

Data to be collected every year: What will be collected Who will collect it Senior exit interviews Dr. Vick Graduating senior surveys Dr. Vick Internship supervisor evaluations Dr. Vick Alumni surveys Dr. Vick

Data to be collected Fall2012-Spring 2013: What will be collected Who will collect it Assessments for Objective #1 Dr. Lindsay Assessments for Objective #6 Dr. Bush/Dr. Harrolle

Data to be collected Fall 2013-Spring 2014: What will be collected Who will collect it Assessments for Objective #2 Dr. Bush Assessments for Objective #7 Dr. Casper

Data to be collected Fall 2014-Spring 2015: What will be collected Who will collect it Assessments for Objective #3 Dr. Bush/Dr. Harrolle Assessments for Objective #6 Dr. Bush

Data to be collected Fall 2015-Spring 2016: What will be collected Who will collect it Assessments for Objective #4 Dr. Kanters Assessments for Objective #7 Dr. Casper/Dr. Vick

Data to be collected Fall 2016-Spring 2017: What will be collected Who will collect it Assessments for Objective #5 Dr. Lindsay/Dr. Casper Assessments for Objective #6 Dr. Lindsay

Sport Management Outcomes:

2012-2013 Assessment Results

Sport Management Specific Learning Outcomes



Performance Levels, e.g. n% of students will score n%

Assessment Results


1.1 Students will demonstrate an understanding of the nature and scope of the natural resources and sport management fields.

PRT 266 Syllabus

PRT 266 exam(s)

80% of students will receive 80% or higher

74% (51 out of 69 students enroll in PRT 266 in Fall-12) received 80% or higher.

Sport Faculty will meet in the fall to discuss what changes to PRT 266 might need to be made to better address this outcome

1.2 Students will demonstrate an understanding of the organizational and managerial foundations of sport management fields

PRT 266 Syllabus

PRT 266 exam(s)


81% (54 out of 69 students enrolled in the Fall 12) of the students received 80% or higher

Not changes at this time are necessary.

2.1 Students will appreciate individual differences and recognize dimensions of diversity

PRT 238 PRT 277

PRT 238 exam(s) PRT 277 (reflection paper rubric)






Assessment Results


2.2 Students will critique the influence of sport management on diverse populations and demonstrate how the field (sport management) can be more inclusive

PRT 376 Syllabus

PRT 376 diversity project


3.1 Students will identify various management skills.

PRT 376 Syllabus

PRT 376 final exam


3.2 Students will identify two primary principles of total quality management (TQM)

PRT 376 Syllabus

PRT 376 final exam


4.1 Apply the concepts of law as they apply to sport and recreation environments through case studies.

PRT 406 Syllabus

PRT 406 80% of students will receive 80% or higher





Assessment Results


4.2 Apply the concepts of law as they

PRT 406 Syllabus

PRT 406 80% of students will receive 80%

apply to personnel and employment in sport and recreation environments.

or higher

4.3 Describe the basic components of tort law with emphasis on negligence law within the context of sport and recreation environments.

PRT 406 Syllabus

PRT 406 80% of students will receive 80% or higher

5.1 Students will interview a professional in the field

PRT 266 Syllabus

PRT 266 Interview Assignment


5.2 Students will develop a marketing plan

PRT 476 Syllabus

PRT 476 Marketing Plan


6.1 Students will successfully complete a Bond-Loan Excel Assignment.

PRT 466 Syllabus

PRT 466 Bond-loan assignment


85% of students received 80% or higher on the assignment (spring 13)

Not changes are necessary at this time.





Assessment Results


7.1 Students will improve personal skills and techniques through successful completion of a

PRT 475 Syllabus

PRT 475 internship

95% of students will receive a 3.5 out of 4 average score on their final internship evaluation.

comprehensive 400-hour internship in a Sport Management or related field.


Name of program: _Sport Management____________________

Academic Year: ___12-13_________________

Outcomes Assessment



Satisfactory (Yes)


YES


YES


be reported on YES


YES


YES


YES


YES


YES





Department of Parks, Recreation, and Tourism Management


2012 – 2015

Level One Outcomes will be assessed in 2012-13

Level Two Outcomes will be assessed in 2013-14

Level Three Outcomes will be assessed in 2014-2015

Basic knowledge Department Specific Learning Outcomes




Assessment Results


PGA History and Constitution Demonstrate an understanding of the USGA, rules of golf, and PGA constitution

PRT 156 syllabus PRT 211 syllabus

PGA level 1 Knowledge Test-PGA Constitution, Rules of Golf (direct measure)

80% of the student will score 70% or higher on the first attempt

Career Enhancement Identify the skills and experience needed to be a


PGA level 1 Knowledge Test- Career Enhancement (direct measure) PGA level 2 Work


successful golf professional in the current and future golf industry job market

Experience Evaluation PGA level 3 Work Experience Evaluation (direct measure)

Golf Operations Department Specific Learning Outcomes





Turfgrass Management Outline and describe golf course turfgrass management design considerations

PRT 311 syllabus PGA level 2 knowledge test-turfgrass management (direct measure)


Golf Car Fleet Management Assess a facility’s golf car needs and determine fleet size and equipment requirements


PGA level 1 Knowledge Test-golf car fleet management (direct measure)


Business




Performance levels,

Assessment Results


PGA Business Planning and Operations Apply the PGA Business Planning Model to real-world case studies

• PGA Level 1 Seminar- Business Planning

PGA level 1 Knowledge test – Business Planning and Operations


Tournament Operations Plan, organize, and evaluate tournament logistical needs for competitors, spectators, and guests

• PRT 210 Syllabus

PGA level 1 – Knowledge test – Tournament Operations


Merchandising and Inventory Management Create and maintain a merchandising operation that is consistent with a facility’s mission, business plan and customer demographics

• PRT 312 Syllabus • PGA Level 3 Seminar-

Merchandising and Inventory Management

PGA level 2 Knowledge Test-Merchandising and Inventory Management (direct measure)


Human Resources-Supervising and Delegating Select and apply appropriate supervising and delegating strategies

• PRT 413 Syllabus • PGA Level 3 Seminar-

Supervising and Delegating Seminar

• PGA level 3 knowledge test-supervising and delegating control (direct measure)


Food and Beverage PRT 410 syllabus PGA level 3 80% of the

Control Outline and describe food and beverage service management considerations (including foodservice needs, inventory control, legal issues, menu planning staffing, and customer satisfaction)

knowledge test-food and beverage control (direct measure)

student will score 70% or higher on the first attempt

Customer Relations Apply different interpersonal skills in a variety of routine and challenging customer situations

• PGA Level 1 Seminar-Customer Relations

• PRT 210Syllabus

• PGA Level 1 simulation-customer relations


Teaching Department Specific Learning Outcomes



Performance levels,

Assessment Results


Level One: Introduction to Teaching and Golf Club Performance Analyze students’ instructional needs and structure an effective golf lesson with clear purposeful learning and practice goals

PRT 211 syllabus PRT 211 Analysis of Video Lessons Description

PGA level 1 Knowledge Test-Introduction to Teaching/ Golfer Development (direct measure)


Level Two: Intermediate Teaching and Golf Club Alteration Explain how various the timing, frequency,

PGA Level 2 Seminar Analysis of the Swing

PGA level 2 Knowledge Test-

80% of the student will

and various types of feedback function to influence the effectiveness of teaching and learning golf skills

PRT 212 syllabus

Analysis of the Swing

score 70% or higher on the first attempt

Level Three: Advance Teaching and Golf Club Fitting Articulate a philosophy and approach to teaching

PGA Level 3 Seminar-Philosophy and Swing Concepts of Teaching PRT 312

PGA Level 3 Knowledge Test- Swing Concepts of Teaching


North Carolina State University Parks, Recreation and Tourism Management

PRT 311: GOLF COURSE TURFGRASS MANAGEMENT Course Syllabus

Instructor: Dr. Art Bruneau Office: 2415 Williams Hall Phone: 919-515-5854 E-mail: [email protected] Office Hours: Flexible. Send Dr. Bruneau an email to set up an appointment. Required Texts: PGA of America Professional Golf Management Level II Materials. Course Prerequisites: none Restrictive Statements: Restricted to PGM majors, Sophomore Standing Class Times: Lab: Tuesday, 1:30-3:20, 200 Cox Lecture: Wednesday, 12:25-2:15, 2104 Biltmore Course Description:

Introduction to the roles and responsibilities of the golf course superintendent as well as the practices and procedures associated with golf course turfgrass management. Preparation for completion of Level II Turfgrass Management, elements of the Professional Golfers' Association of America's Professional Golf Management apprentice program.

Student Learning Outcomes: By the end of this course students will be able to:

1. Identify and outline the roles and responsibilities of the golf course superintendent

2. Identify and outline the general practices and procedures used in golf course turfgrass management;

3. Identify and outline the basics of turf growth and development, soil considerations, and establishment procedures;

4. Describe golf course design considerations as they relate to turfgrass management issues.

Quizzes A number of quizzes will be given during the semester. The lowest two scores will be dropped. There will be no makeup for quizzes missed. A missed quiz will be zero.

Course Grading Grade

Due Date Value 1. Homework/Quiz Weekly/Biweekly 20% (Students will be assigned brief homework

assignments with most lectures. Assignments are typically due the week of or the week after the respective lecture).

2. Test 1 September 15% 3. Test 2 October 15% 4. Test 3 November 15% 5. Final Exam Final exam 25% 6. Class Attendance & Participation 10%

(Class attendance & participation grade will be determined by both attendance in class (-2% for each un-excused absence), and a subjective assessment of each student's participation in class discussions).

Grading Scale

Grade Grade Range

A+ 97-100 A 94-96 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76 C- 70-73 D+ 67-69 D 64-66 D- 60-63

F Less than 60

Policies

All assignments are due at the start of class on the date noted. Late assignments will be marked as follows: 10% deducted if not handed in during class on the assigned date, 20% deducted if handed in the following day, 30% deducted for the second day late, etc.

All assignments must be typed on 8 1/2 X 11 inch paper. Students are advised to make a copy of all assignments handed in to the instructor. Plus/minus grading will be used to report final grades. Students are required to attend all classes. In situations where excused absences occur, the student will be responsible for acquiring material from other students.

Incomplete Grade Policy

Students may be given an incomplete grade (IN) for work not completed because of a serious interruption in their work not caused by their own negligence. An IN is only appropriate when the student's record in the course is such that the successful completion of particular assignments, projects, or tests missed as a result of a documented serious event would enable that student to pass the course. An IN grade must be made up by the end of the next regular semester (not including summer sessions) in which the student is enrolled, provided that this period is not longer than twelve months from the end of the semester or summer session in which the work was due.

Excused Absence Policy

NC State University has a commitment to all students, including those who represent the University in official capacities. Students shall receive excused absences for emergencies as specified below.

1. Excuses for anticipated absences must be cleared with the instructor before the absence. Examples of anticipated situations where a student would qualify for an excused absence are:

a. The student is away from campus representing an official university function, e.g., participating in a professional meeting, as part of a judging team, or athletic team. These students would typically be accompanied by a University faculty or staff member.

b. Required court attendance as certified by the Clerk of Court.

c. Religious observances as certified by the Department of Student Development.

d. Required military duty as certified by the student's commanding officer.

2. Excuses for emergency absences must be reported to the instructor as soon as possible, but within one week after the return to class. Examples of emergency absences are:

a. Illness or injury when certified by an attending physician. Physicians on the Student Health Service staff do not provide written excuses. An instructor may call the Student Health Service (515-2563) to verify that a student was seen on a

given date. The Counseling Center does not provide written excuses except in cases of crises.

b. Death or serious illnesses in the family when certified appropriately. An attempt to verify deaths or serious illness will be made by Student Development (515-2441) at the request of the instructor.

When excused absences result in missed exams, quizzes, or assignment due dates it is the responsibility of the student to make arrangements with the instructor to determine an appropriate make-up date.

Academic Integrity

For all tests and assignments in this course it is the understanding and expectation that the student's signature on any test or assignment means that the student neither gave nor received unauthorized aid. For more information on North Carolina State University's policy on academic integrity please see:

http://www.fis.ncsu.edu/ncsulegal/41.03-codeof.htm

NC State Policy on Working with Students with Disabilities

Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with isability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on North Carolina State University’s policy on working with students with disabilities please see http://www.ncsu.edu/provost/hat/current/appendix/appen_k.html

Statement on Transportation Periodically class/lab meetings require transportation to area golf facilities. Students are expected to provide their own transportation accommodations. Car pooling is encouraged.

Course Outline* (Unless noted otherwise, all Lecture assignments noted on the following Course Outline are due at the beginning of last class of the week)

*Subject to change at the discretion of the instructor

August 17 Welcome & Intro

Role of the Superintendent

August 23 Turf Benefits/Quality/Historical Perspective

August 24 Turf Growth & Development

http://www.ncsu.edu/provost/hat/current/appendix/appen_k.html

August 30 Turfgrass Growth & Development

August 31 Turf ID-Mr. Casey Reynolds

Sept 6 Establishment Procedures

Sept 7 Turf ID-Mr Casey Reynolds

Sept 13 Grasses Used on Fairways and Roughs

Sept 14 Visit Lake Wheeler Research Plots & Review Grasses

Sept 20 Grasses Used on Greens & Tees

Sept 21 EXAM

Sept 27 Mowing

Sept 28 Maintenance Equipment at Lake Wheeler Facility-Mr. Bob Erickson, CGCSA

October 4 Visit Short Game Practice Facility-(Cup Changing, bunkers, putting contest), Mr. Erickson

October 5 Fall Break

October 11 Soil & Irrigation Considerations, Dr. Dan Bowman

October 12 Putting Green Construction and Other Issues- Mr. Bo Barefoot

October 18 Environmental Concerns & BMPs, Dr. Charles Peacock

October 19 Thoughts from a USGA Agronomist, Mr. Pat O’Brien

October 25 Nutrients and Fertilization

October 26 EXAM

November 1 Pro/Superintendent Interactions, Carolina CC

Mr Ted Kiegal, Head Pro, former pro at Augusta

Mr Bob Young, CGCS

November 2 Nutrients and Fertilization

November 8 10 Things Pros Should Know

Mr. Steve Dorer, CGCS

November 9 Disease and Field Diagnosis, Dr. Lane Tredway

November 15 Other Pest Management Issues

November 16 Cultivation & Shade Issues

November 22 EXAM

November 23 Thanksgiving

November 29 Lonnie Poole GC, Mickey McCord

November 30 Green speed, Review, Loose Ends & Tips

December 7 FINAL EXAM (1:00-4:00)

PRT 311 Exam Questions

Exam I

List 3 quality factors associated with greens and explain their significance (3 points)

Why can’t roots alone be used to establish bare areas? (2 points)

Choose the best answer. (3 points)

a. Putting greens are best mowed (daily, every other day, twice weekly)

b. Tees are often mowed (daily, three times per week, weekly).

c. The dark stripes in a fairway striping pattern, are a result of the leaves facing (towards, away from) you.

List two things that a superintendent can do regarding mowing, to help alleviate stress on a putting green. ( 2 points)

Exam III

Give an advantage and a disadvantage of slow release fertilizers. (2)

List two potential drawbacks of aerification. (2)

Give one advantage and one disadvantage of using solid tines over hollow tines. (2)

Give two reasons for using deep tine aerification on greens. (2)

List 3 factors that should be considered when determining which type of aerification machine to use. (3)

When should small diameter tines be used on putting greens? (2)

Give two reasons why excessive thatch should be removed. (2)

Why is aerification often done when the greens appear to be perfect? (2)

Give two trends associated with pesticides (2)

Why is it important for golf professionals to play their own courses? (2)


Department of Parks, Recreation, and Tourism Management


Basic knowledge Department Specific Learning Outcomes



Performance levels

Assessment Results


PGA History and Constitution Demonstrate an understanding of the PGA Constitution, rules of golf, and PGA membership

PRT 156 syllabus

PGA Qualifying Level Test-PGA Constitution, Rules of Golf (direct measure) PGA Qualifying Level Skills Simulation Test-Rules of Golf (direct measure)

75% of students

will score 70%

74% (14 out of 19 students)

Based on the results of Level One testing, the PGA faculty have decided to revamp how they present the material in PRT 156. More emphasis will be placed on golf care fleet management , tournament planning and business planning and operations.

Career Enhancement Identify the skills and experience needed to be a successful golf professional in the current

PRT 413 syllabus

PGA level 2 Knowledge Test- Career Enhancement (direct measure) PGA level 2 Work Experience Evaluation

and future golf industry job market

PGA level 3 Work Experience Evaluation (direct measure)

Golf Operations Department Specific Learning Outcomes



Performance levels 75% of students will score 70%

Assessment Results


Develop an operations and maintenance manual for a recreation facility by applying fundamental facility maintenance and sustainability principles and techniques


• PRT 250 Operations and Maintenance Manual Project Assignment Overview

• PRT 250 Operations and Maintenance Manual Project Evaluation (direct measure)

• PRT 250 Operations and Maintenance Manual Project Peer Evaluation Procedure (indirect measure)

Turfgrass Management Outline and describe

PRT 311 syllabus

PGA level 2 knowledge test-turfgrass

golf course turfgrass management design considerations

management (direct measure)

Golf Car Fleet Management Assess a facility’s golf car needs and determine fleet size and equipment requirements

PRT 156 syllabus

PGA level 1 Knowledge Test-golf car fleet management (direct measure)

75% of

students will score 70%

50% ( 8 out of 16 students)

See response on page one

Business Department Specific Learning Outcomes



Performance levels

Assessment Results


Explain different approaches to services, facilities, and event marketing

PRT 407 syllabus PRT 407 Market Research Assignment PRT 407 Press Release Assignment PRT 407 Marketing Project

PRT 407 Market Research Assignment PRT 407 Press Release Assignment PRT 407 Marketing Project

Critique the influence of golf, leisure, and


• PRT 238

• PRT 238 Volunteer Verificatio

recreation on diverse populations and how the Parks, Recreation, and Tourism field could be more inclusive


n and Reflection

PGA Business Planning Apply the PGA Business Planning Model to real-world case studies


PGA level 1 knowledge Test-Business Planning and Operations (direct measure)

75% of students

will score 70%


See response on page one.

Tournament Operations Plan, organize, and evaluate tournament logistical needs for competitors, spectators, and guests



PGA level 1 Knowledge Test (direct measure) PGA level I Simulation Test-Tournament Operations Computer Simulation

75% of students

will score 70%


Faculty will place more emphasis on tournament operations in PRT 210.

Merchandising and Inventory Management Create and maintain a merchandising operation that is consistent with a facility’s mission, business plan and customer demographics


PGA level 3 Knowledge Test-Merchandising and Inventory Management (direct measure)

Human Resources-Supervising and Delegating Select and apply


• PGA level 3 knowledge test-supervising

appropriate supervising and delegating strategies

and delegating control (direct measure)

Food and Beverage Control Outline and describe food and beverage service management considerations (including foodservice needs, inventory control, legal issues, menu planning staffing, and customer satisfaction)

PRT 410 syllabus

PGA level 3 knowledge test-food and beverage control (direct measure)

Customer Relations Apply different interpersonal skills in a variety of routine and challenging customer situations


• PGA Level 1 simulation-customer relations

75% of students

will score 70%


After additional analysis of the simulation answers, faculty will develop a plan to strengthen the students’ knowledge of the subject matter.

Teaching Department Specific

Evidence of

Performance Measures

Performance levels

Assessment Results

Evidence of

Learning Outcomes

Learning Opportunities

or Tools Curricular and/or Programmatic Changes

Level Two: Introduction to Teaching and Golf Club Performance Analyze students’ instructional needs and structure an effective golf lesson with clear purposeful learning and practice goals

PRT 211 syllabus PRT 211 Analysis of Video Lessons Description

PGA level 2 Knowledge Test-Introduction to Teaching/ Golfer Development (direct measure)

Recognize and apply the appropriate clubhead path and clubface position information to improve a golfer’s performance

PRT 211 syllabus

PGA level 2 Simulation Test-Golf Club Design and Repair Simulation

Level Two: Intermediate Teaching and Golf Club Alteration Explain how various the timing, frequency, and various types of feedback function to influence the effectiveness of

PGA Level 2 Seminar Analysis of the Swing PRT 312 syllabus

PGA level 2 Knowledge Test-Analysis of the Swing PGA level 2 Simulation Test-Analysis of the Swing

teaching and learning golf skills Assess the physical capabilities of the golfer and describe implications for performance

PGA Level 2 Seminar Analysis of the Swing PRT 312 syllabus

PGA level 2 Knowledge Test-Analysis of the Swing PGA level 2 Simulation Test-Analysis of the Swing

Change equipment specifications to alter ball flight and player performance

PGA Level 2 Seminar Analysis of the Swing

Level Three: Advance Teaching and Golf Club Fitting Articulate a philosophy and approach to teaching

PGA Level 3 Seminar-Philosophy and Swing Concepts of Teaching

PGA Level 3 Simulation Test- Swing Concepts of Teaching

Identify and demonstrate various drills to improve a student’s short game and full swing

PGA Level 3 Seminar-Philosophy and Swing Concepts of Teaching

PGA Level 3 Knowledge Test- Swing Concepts of Teaching

Incorporate PGA Level PGA Level

video and computer technology in your teaching

3 Seminar-Philosophy and Swing Concepts of Teaching PRT 413 syllabus PRT 413 Analysis of Video Lessons Description

3 Simulation Test- Swing Concepts of Teaching

Notes: Testing is administered and scored by the PGA of America. Students are allowed to retest until they pass the units in Level One. The reported results represent the first attempt by the students. Students cannot advance to Level Two until they have mastered all the material in Level One.

Assessment Cycle: Three year cycle

Level One Units: 2012-2013

Level Two Units: 2013-2014

Level Three Units: 2014-2015


Name of program: _Professional Golf Management____________________

Academic Year: ___12-13_________________

Outcomes Assessment



Satisfactory (Yes)


YES


YES


be reported on YES


YES


YES


YES


YES


YES




academic program: parks, recreation and tourism …...2012-13 . update: use of results for program...

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