Recreation Administration

What is the program’s mission statement or statement of purpose? Why does the program exist?

     The mission of the Department of Recreation Administration at Eastern Illinois University is to implement a curriculum, which will prepare highly competent recreation program providers and managers of leisure and recreation experiences as well as highly competent RT/TR professionals through student-faculty scholarship, free and rigorous inquiry, effective coursework and applied learning and field experiences. The department helps students develop an in-depth understanding of recreation and leisure and its importance in enhancing the quality of life. Students graduating from this program will possess administrative skills, leadership abilities, and understanding of leisure behavior to promote through comprehensive recreation programs in our communities; health, wellness, inclusion and sustainability. Students in the TR option will additionally develop clinical competencies appropriate for the dynamic health systems climate. Students will also engage in the highest level of strategic thinking, ethical practices, oral and written communication, global understanding, diversity support and numerical literacy.

How does the program mission align with the university mission?

     The Recreation Administration Program (REC) mission reflects the priorities of Eastern Illinois University.  First, a focus on experiential learning coupled with a liberal learning approach supports the institutional mission that “students learn the methods and outcomes of free inquiry in the arts, sciences, humanities and professions.”   Second, the REC faculty’s commitment to quality education achieves the EIU mission of educational experiences facilitated by “a faculty known for its commitment to teaching, research/creative activity, and service.” Third, the undergraduate major focuses on the student as a whole: academically, socially, personally, and professionally, thus embodying EIU’s mission of creating “an educational and cultural environment in which students refine their abilities to reason and communicate clearly.”  Fourth, the EIU mission that students become “responsible citizens in a diverse world” is reflected in the departmental focus on diversity and ethical thinking, promoting environmental sustainability, and fostering healthy communities through comprehensive recreation and TR/RT programs.  Finally, the Departmental focus on individualized career design provides high rates of professional placement and success.

Whom does the program serve?

     Majors in the Recreation Administration Department care about people and positively impacting the quality of life for individuals and communities. The Department serves these undergraduate students as they seek to make a difference in their community in the areas of health, wellness, and sustainability through the provision of recreation services.  The program prepares majors for a variety of professional trajectories including careers in administration, therapeutic settings, non-profit and private sectors, and graduate study.  The program serves majors seeking hands-on learning experiences to work in the rapidly growing, multi-billion dollar recreation industry.  Additionally, the Department serves non-major students through the provision of general education courses and various electives that illustrate the importance of recreation and leisure services in positively impacting quality of life.

     Graduates of the Recreation Administration program have gone on to great success in strengthening communities and society through their role(s) in the provision of leisure and recreation services.  Some of these graduates include:

• Kent Johnson (’81) who currently serves as Senior Vice President (SVP) and Chief Operations Officer (COO) for YMCA of the USA;
• Tim Dimke (‘77) who currently serves as the Executive Director for Rockford Park District; John Schmeink (‘99) who currently serves as a Recreation Therapist with the St. Louis Veterans Affairs Medical Center;
• Kelly Lamore (‘93) who currently serves as the Superintendent of Recreation for the Bourbonnais Township Park District; and
• Scott Smith (‘88) who previously served as the Director of Charleston Parks and Recreation and currently serves as Charleston City Manager. 

These individuals are only a few of the many successful Recreation Administration graduates that are positively impacting individual and community quality of life through a professional extension of their education here at EIU.

     The interest of Recreation Administration students in helping people through a career in Recreation is supported by the Department’s ongoing commitment to applied learning experiences such as fieldwork, internship, and agency collaboration (i.e., agency integrated projects).  This orientation helps to focus students on the job and career-seeking phase of their development which is evidenced by extremely high [estimates range from 70-90+%] job placement rates within the field of study among job-seeking graduates of the program.  By providing students with top-notch faculty leadership, academic advising, and mentorship the Department serves students and subsequently the agencies and communities these students go on to work for as they improve lives through their professionalism in delivering top-notch leisure and recreation services.

What are the services provided? How do these services align with the university mission and program mission?

     The nationally accredited curriculum is oriented around professional standards that subsequently allow for professional certification.  Students in Recreation Administration may choose from two curriculum tracks:  (1) the general Recreation Administration major that guides the student to the Certified Park and Recreation Professional (CPRP) certification; and (2) the Option in Therapeutic Recreation that guides the student to the Certified Therapeutic Recreation Specialist (CTRS) certification. 

     The department’s undergraduate curriculum is taught by excellent, well-trained faculty who cover the major fields of the discipline and underpin their commitment to teaching with on-going research that has led to presentations and publications. Third, student educational experiences include high-quality classroom-based instruction and other learning opportunities such as fieldwork, internships, and faculty mentoring of student research projects.

     The department provides enhanced career/job placement through a focus on skills, knowledge and abilities that align directly to the Recreation profession.  Required core courses provide opportunities for programming for community members with developmental disabilities, provide programming for after school activities, and provide programming for community members at large. Another key element in making the B.S. program diverse is the department’s internship program that has allowed individual students to complete the experience at diverse settings such as:

• Adaptive Sports Center, Foster Child Summer Program, Christ Advocate Hospital, Hines Veterans Administration Hospital, Shriners Hospital,
• Illinois Heart and Lung Foundation, Park Districts (e.g., Schaumburg, Chicago, Decatur, Peoria, etc.),
• State and National Parks, 
• Forest Preserves,
• commercial and resort settings 

The department has been involved with the area Special Olympic Games and has elective course offerings that address diversity.  In addition fieldwork and internship experiences provide students the skills necessary to assess and deliver leisure opportunities to their respective constituencies that may vary from their race, socio-economic level, nationality, gender and value orientation.

     In addition to the focus on professional development, equal emphasis is given to prepare students to be lifelong learners and contributing members of society.  This programmatic focus aligns directly with the university learning goals.  Some important learning objectives of the B.S. program are that students will: (1) demonstrate the ability to think critically and engage in research and evaluation relating to the field; (2) the ability to use a variety of effective communication tools, including written and oral communication skills; and (3) demonstrate a commitment to global citizenship through behavior reflecting professional and ethical attitudes in a field historically rooted in humanistic principles

Describe the program’s origins (e.g. year established, purpose, expectations).

     The BS Degree in Recreation was established in 1968 within the Department of Physical Education,   The Department of Recreation and Leisure Studies was established in 1973 and consequently the program developed rapidly as a result of its own identity.   The basic philosophy underlying the curriculum was to educate students to become generalists as recreation professionals with the view that graduates will be able to secure supervisory and administrative positions in a variety of recreation agencies including park districts, city recreation departments, agencies such as scouting, girls and boys clubs, and institutions working with special populations in both community and clinical settings.

     Emphasis in the core curriculum was on programming but a strong supplemental curriculum was provided in resource management.  In addition, provision was made for students to obtain a degree of depth and intensive exposure in a selected area of recreation by enrollment in one of seven areas of concentration.  The seven areas of concentration were:  public administration, resource management, sports and games, cultural arts, outdoor recreation, therapeutic recreation, and commercial/employee recreation.

How has the unit changed or adapted over time?

     The Recreation Administration Department continues to be at the leading edge of trends related to the worldwide growth in the recreation industry.  The National Council on Accreditation through the National Recreation and Park Association (NRPA) granted initial accreditation in October 1983 and the program has maintained accreditation since that time.  In 1988 the IBHE approved an Option in Therapeutic recreation.  Since initial accreditation, the Department has continually made curriculum changes in both the generalist and therapeutic options that reflect evolving and changing accreditation standards and professional expectations in the field.

     Taking a pro-active approach, the department has been engaged, over the past 5 years, with implementing an outcomes-based model throughout its curriculum.  Examples of these changes include: comprehensive audit of 100% of major core courses, TR curriculum revision, new minor established, and development of new courses.  The EIU REC Department has a record of embracing the importance of quality undergraduate teaching, and all of its faculty members have attended and presented at national-level conferences and workshops, including  panels and general poster sessions on the latest thinking and research on issues and practical problems in college/university-level pedagogy. 

     The Department’s focus on quality undergraduate instruction and curricular currency has resulted in more than a 20% increase in major enrollment and a 70+% job/career placement rate since Fall 2010.  A significant disciplinary development is a clear trend of moving away from process models in favor of student learning outcomes models.  In general terms, the movement is away from, ‘what is being taught,’ to, ‘what is being learned.’  The key to compliance with the proposed standards continues to be the documentation of outcomes that provide compelling evidence of graduates’ abilities related to the areas targeted by the curriculum.  Through the aforementioned, ongoing curricular adjustments, the Department remains atop the changes in professional standards and certification requirements and remains squarely aligned with the recreation and health care industry as it grows and changes.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The following is a list of courses that support other academic majors, minor, graduate students and others.  On an average annual basis they serve over 200 students annually in addition to the department majors.

REC 3310 Travel and Tourism  - Recreation elective course that is offered once per year.  Family and Consumer Science students take the course as an elective in their major.

REC 3320 Festivals and Special Events – Recreation elective course that is offered once per year.  Family and Consumer Science students take the course as an elective in their major. 

REC 3400G World Leisure – General education course found in the Social and Behavioral Sciences segment. 

REC 3900  Operation of Leisure Facilities - Recreation elective course that is offered once every other year.  Biological Science students take the course as an elective in their major.

EIU 4121 Leisure Time: The American Perspective - Senior seminar course that is taught 2 times per year.  

REC 4830 Administration of Leisure Facilities -  Recreation core course that is offered 2 times per year.  Business management and Kinesiology and Sports studies graduate students take the course for elective credit in their programs. 

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

According to the Bureau of Labor Statistics (BLS), the recreation profession is projected to experience above average growth between 2010 and 2020 as the need for recreation parks, programs, and facilities increases in response to growing societal trends, such as an increased aging population and youth and childhood obesity levels.  The BLS data below highlights this above average growth between 2010 and 2020:

• Projected employment growth rate (recreation profession):  19%
• Projected employment growth rate (recreational therapists):  17%
• Projected employment growth rate (all U.S. occupations):  14%

According to the BLS, recreation professionals held about 339,100 jobs in 2010 with the projected number of jobs to reach 403,529 by 2020!  This growth is expected to outpace the number of new (bachelor degree) graduates during this same timeframe highlighting the increasing need and growth opportunities for many of these academic programs.  A closer examination of the specific job growth within the recreation industry identified outdoor recreation as one area with strong growth during the next 10 years suggesting.  This trend in outdoor recreation growth highlights a potential opportunity for the Department of Recreation Administration and Eastern Illinois University.

As many of our students are residents of Illinois, it is also important to examine the occupational outlook within the State of Illinois.  According the BLS reports, 31% of the workers in the recreation profession are employed within the public sector (local, state, and/or national government).  When examining public recreation employment in Illinois, the data suggests strong growth.  To illustrate the vast employment opportunities within the public recreation sector in Illinois consider the following:

• Illinois, as a state, has the largest number of local park and recreation agencies in the United States.  Within the state of Illinois there are 356 park districts, 125 municipal park and recreation agencies, 13 forest preserve districts, and 8 conservation districts. *
• Park districts, forest preserve agencies, conservation and recreation agencies in Illinois employ approximately 62,900 people annually.*
• These employees earn a total of $621.8 million in wages and full-time benefits, including health insurance and retirement contributions, per year.*
• Public parks and recreation is a $3 billion industry in Illinois.*

* Source:  Economics Research Associations (ERA) of Chicago

According to the EIU 2012 Career Services Annual report, 82% of the recreation administration respondents in the employment survey were employed (http://www.eiu.edu/careers/annual_reports.php). 

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The program has maintained accreditation through the National Recreation & Park Association since October of 1983. During the last re-accreditation review electronic submission of materials was not the protocol.  The next re-accreditation will occur in 2015.  In an effort to assist with the program analysis review, an excerpt of the letter verifying continuing accreditation is provided below:  

Dear Dr. Perry:

This is to report that the Council on Accreditation, sponsored by the National Recreation and Park Association, at its meeting on October 13, 2008 in Baltimore, MD, approved continuing accreditation of Eastern Illinois University’s Department of Recreation Administration for the baccalaureate degree.

Further, the Council approved the following commendation for the Department: The Council commends the Department for its actively involved alumni group and its 25th year of quality undergraduate education as evidenced by successful accreditation.

Your institution’s accreditation by the Council on Accreditation is valid until the program’s next review in the fall of 2014.  Eastern Illinois University’s Department of Recreation “Administration should expect an onsite visit in the spring of 2015.  To maintain accreditation, the institution must also comply with the Council’s requirements for timely submission of annual reports and fees.

The Council is pleased to maintain Eastern Illinois University on the list of accredited institutions in recreation, park resources, and leisure services education.  Please contact me at (703) 858-2150 or joconnor@nrpa.org if I can be of any assistance.  Congratulations.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

Beyond institutional requirements the program is not aware of any regulatory, legal or special auditing requirements that it is required to meet.

What are the most important outreach or public service activities supported by the program?

Our vision is:  Experience a difference… To make a difference.  The making a difference phrase relates to our students providing outstanding outreach and public service activities within communities.  The following are examples of activities supported by the department to develop this value in the student:

Agency Integrated Projects:  The Leisure and Recreation Industry is largely service-based and future professionals in the field require practical, hands-on, integrative learning experiences. As such, the Recreation Administration Department at Eastern Illinois University has always operated, in some fashion, on integrative learning values.   An example of this integrative learning orientation is the curricular requirement that students complete a ‘fieldwork’ experience and a formal ‘internship.’  Another example of the Department’s integrative learning focus is the implementation of Agency Integrated Projects (AIPs), in which the course instructor and students partners with a recreation agency to take the concepts from the classroom and apply them to a “real life” scenario in ways that are helpful to the agency.  These types of projects are found in the Department’s ongoing collaboration with various municipal, county, and state organizations.  Through these collaborations students in research, park and facilities planning, and therapeutic recreation programming are required to focus on the issues facing the agency and how to apply principles and methodologies in research, therapeutic recreation programming and park planning that are learned through the curriculum. A recent example of AIPs occurred in REC 4600 (facility/park planning & design) where students completed site assessment and site design work in collaboration with the City of Charleston (Boathouse and Community Center design) and the Lincoln Sargent Farm Foundation at the Illinois Historic Preservation Agency’s Lincoln Log Cabin State Historic Site (Camp Shiloh design).  Through the AIP experience students gain a broader understanding of administrative issues through their own hands-on application of theories, principles and concepts.

Community-Wide Recreation Interests Studies:  The purpose of this line of research is two-fold.  First, the partnerships have sought to design and implement the recreation needs assessment to assess the public park and recreation services within the community.  The results of the studies have provided communities, including Dieterich, Bradley-Bourbonnais, Edgar County, Findlay, Carlinville, Forsyth, and Paris, with accurate information for the short-term and long-range recreation planning within their communities. This service also aims to assist communities who might lack the expertise or staff to conduct the study themselves and the financial resources to hire a private consultant firm.  In describing this need, Hollice Clark, Executive Director for the Bourbonnais Township Park District, stated, “As our agency continued to grow, we felt it was important to understand the pulse of the community and where to invest our limited resources.  Our Strategic Plan called for a community needs assessment and we believed a partnership with EIU could benefit both organizations.” The second purpose of the partnerships has been to create a research-based, experiential learning opportunity for undergraduate students majoring in recreation.  With the course instructor’s guidance and experience with needs assessment projects, the learning experiences have provided students with “real life” experience in the (a) design and implementation of a survey, (b) administration (i.e., sampling) and data collection procedures (i.e., coding, data entry, data cleaning, etc.), (c) understanding and use of appropriate data analysis procedures, (d) interpretation and summarization of results, and (e) report writing and oral presentations.  As a student, Lindsay Woods, concluded, “This was the most "real-life" project I have done in college. It made my effort and work so much more worth the time knowing that the final product was a key component to the agency’s planning process.  I really enjoyed working on this project. It has made me really appreciate the role of research and evaluation in the field of recreation.” 

Homecoming Race:  The event not only serves as a fundraiser for two of the Department of Recreation Administration’s Student Association for Recreation and honors society, Rho Phi Lambda, the race serves as a valuable integrative learning experience for undergraduate students majoring in Recreation Administration at Eastern Illinois University.  “We strive to engage our students in Impact-Driven Resource Attainment (Fundraising) Services (IDRAS).  IDRAS embraces strategies that are guided by professional values such as, the importance of leisure in life and improving the quality of life in communities, which aim to create an enduring presence.”  Project Co-Director and Rho Phi Lambda faculty advisor Michael Mulvaney said.  “Our goal is not just to generate funds for our student organizations; rather, we also want to provide outreach and educational experiences for our students while positively contributing to the quality of life within the community.  From the event planning, budgeting, marketing, and event sponsorships to the implementation and evaluation of the race, students from REC 3320 (Festivals and Special Events), REC 4740 (Research & Evaluation), and REC 4850 (Financial Practices) are actively engaged in every aspect of the event, allowing them to refine skills learned in the classroom and apply and practice them in a real-world setting.  All while providing a recreational opportunity in the community.”

REC 2250 Recreation for People with Disabilities course: the “Gym Rec” Service Learning opportunity is provided for all students within the major to learn various aspects of planning , implementing and evaluating recreation services for local individuals with developmental disabilities.  The individuals come from 26 different Centers for Independent Living.  In the Fall of 2013, an average of 53 individuals came to the Wednesday night activities, on a regular basis and may be one of the few opportunities available in the community for recreational pursuits targeted to their needs.

Other important course-based outreach or public service activities supported by the program include: 

• Special Olympics
• Charleston Afterschool Program
• Rho Phi Lambda (Honors Society) service activities
• General volunteer hours for courses
• Internships w/more than forty recreation agencies per year

Outside of the classroom, faculty research and service is also grounded in helping improve the quality of life within communities.  This work by the faculty also provides excellent outreach or public service to communities throughout the country.  A few of these projects include:

• Comprehensive Program Performance Evaluation
• Charleston Park and Recreation Foundation
• Annual Illinois Recreation Therapy Association workshops for TR/RT practitioners over the last 13 years affecting over 300 practitioners to enable their accrual of Continuing Education units (CEU’s) which they need for continuing renewal of their TR certification.
• Pay equity studies in public park and recreation agencies
• Faculty involvement in Publications, Board Positions and other roles for the American Therapeutic Recreation Association also underscores support of the larger Therapeutic Recreation Community of Practitioners and Educators.

Service on various Community and Civic organizations

How do the local community and the region benefit from the program?

At their core, recreation services provide social, emotional, physical, cognitive, financial, and environmental benefits to communities and the Department of Recreation Administration is no different.  Previous sections of this report have identified multiple programs and activities that highlight the strong impact the Department has on the local community and region (e.g., recreation programs, special events, planning projects for these agencies, etc.).  To further illustrate this powerful impact, consider just a few testimonials from local community members who have benefited from these services. 

“The (2013 EIU 2.5K Homecoming) race was wonderful, my girls really enjoyed it.  I took your advice and entered my youngest daughter in the race, and she never stopped running.  I didn't see her except for at the beginning of the race and at the end, where she sat eating her apples and drinking her water.  We all had fun!  My oldest daughter also won a McDonald's prize, along with my middle daughter.  Thank you!”  (2013 Female Race Participant)

“Went through this (Comprehensive Program Performance Evaluation) in detail this morning.  Some really good "stuff" that has been added with the basic public information, etc. included.  Really adds some new dimensions to what we have been looking at and how we can use moving forward.  Again, great job.  It looks better and I believe it will be even of more help than I originally anticipated.  In fact, we would like to share the programming data with Greg Weycamp who is completing a comprehensive plan for the district.  I think this information could really assist him and us with our program plans moving forward.”  (Rodney Buhr, Chief Financial Officer, Decatur Park District)

“Not only did this project benefit his students, this service project also greatly benefited the community.  Professor Mulvaney’s outstanding classroom guidance enabled our community to hear and read what the community at large was interested in as far as recreation needs and desires, paving the way for future improvements.  After the students delivered the preliminary presentation, Professor Mulvaney once again drove down to Dieterich to make a formal presentation to interested community members.  In addition to an exceptional presentation, he brought manuals which he had created, detailing both the scope of the project and resulting analysis for our community’s future.  Ever helpful, Professor Mulvaney has continued to stay in touch, and is more than willing and interested in helping us in any way to move forward with the findings of this community’s recreation needs assessment survey.”  (Jane Winters, Dieterich Park Program Committee)

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Recreation Administration (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

 The program has secured multiple contracts over the past three years, resulting in support for:

- Student Personnel

- Equipment and Supplies needed for the research projects

- Travel to support the projects

- Multiple undergraduate faculty mentored research experiences and presentations 

- Marketing material related to promotion of the services provided

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The department, over the last 3 years, has received on average $1,600 from the annual telefund drive.  As outlined in the department telefund guidelines, the funds are utilized in the following categories:

      Scholarships and awards              15%

      Alumni relations                           40%

       Faculty development                    25%

       Student activities                         10%

        Other                                         10%

Presently, the following departmental scholarships are awarded annually to deserving students:

Ewen “Lefty” Bryden Alumni Scholarship

Gretchen Sue Denton Memorial Scholarship

William Riordan Scholarship

Dorothe Johnson Memorial Scholarship

William A. Smith Scholarship  

The funds received do not provide any significance towards the program’s overall funding.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The Department of Recreation Administration successfully develops and maintains mutually productive relationships with hundreds of local, state, regional, and national recreation agencies.  More than 700 of these relationships have provided high impact Internship and/or Fieldwork experiences for our students.  A few recent examples include: Waukegan Park District, Charleston Parks and Recreation Department, City of Paris, Decatur Park District, Carlinville Park District, Red Frog Events, Schaumburg Park District, Shriners Hopsital, Fox Ridge State Park, VA Illiana Health Care System, Smith Village, Advocate Christ Medical Center, St. Charles Park District, Mattoon YMCA, Clayton (MO) Parks and Recreation Department, Woodhaven Lakes Association, Hines VA Hospital, American Hospitality Academy (SC), Douglas-Hart Nature Center, Camp New Hope, Buckeye Pole Vault Academy, Boulder (CO) YMCA.     

Eastern Illinois University Recreation Administration Alumni Association with representatives from throughout the United States who maintain close relationships and involvement with faculty, staff and students.  Too many to list, consider just a few of these talented alumni: Ron Oestreich, Executive Director of the Bolingbrook Park District; Susan Friend, Executive Director of South East Association for Special Parks and Recreation; Rita Fletcher, Executive Director of the Bartlett Park District; Ryan Jastrzab, Deputy Director of the Lemont Park District; Candice Holbrook, Recreation Program Manager of the Oregon Park District; Brian Romes, Assistant Director of Recreation Services of the Park District of Highland Park; Kelly Doane, Recreation Specialist of the Belvidere Park District, and; Nathaniel J. Anderson, Former EIU Board of Trustee and Superintendent of East St. Louis School District

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Despite the universities declining enrollment over the past four years the department has grown in student credit hour production.  

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

The Recreation Administration Program is both aligned with the University Mission as noted by our continually successful NRPA Accreditation Review for both the Recreation administration major and the Therapeutic Recreation Option, and aligned exactly with the statement on the University webpage, “EIU offers career oriented programs for motivated students who seek academic excellence, personal growth and professional success.

In terms of curriculum, our program is unique in the state on many aspects:

            The Rec Admin program has strong faculty/student relationships.  Faculty are seen as enjoying the interpersonal interactions and caring about their students.  There is a large focus on the professional development of each student.  Each faculty does advising (not done at other similar programs) and can bring the latest changes in the field as it may impact job opportunities to every student individually.  Students report much satisfaction with advising and feel they receive useful guidance and direction.  A department website provides career opportunities and direction to much useful information for the student major.  Diversity and multiculturalism and experiential learning are infused into many courses.

             Rarely,  if ever, will undergraduate students at other institutions have the opportunity to work this closely with faculty on various research and creative activity projects that pave the way for new discoveries and ideas.  Students within Eastern Illinois University’s Department of Recreation Administration have the opportunity to be involved in “cutting edge” research and innovation that have meaningful impacts on the students short-and long-term personal and professional development. Faculty work with students in the investigation of various contemporary research and creative activity experiences.  Many of these experiences culminate in students presenting their projects to invited professionals, at research fairs, professional conferences, and other professional venues.

            An additional Curriculum strength is that the Department Internship opportunities are excellent.  A pre-internship course prepares students before they actually get into an internship placement.  All internship site selections are tied to national standards and internship manuals guide student to develop competencies that are measured on national certification tests.  Honors students can take advantage of the Department’s honor society for extra experience through projects and meetings.

            The Department also has much outside support from an active alumni association, and an active advisory council of current professionals who help with advice to keep the curriculum on the cutting edge of developments in the field.

Note any unique and/or essential contributions that the program makes to the university.

The department provides courses that support other academic majors, minors, graduate students and others.  On an average annual basis they serve over 200 students annually in addition to the department majors. (See section 2)

Two other unique contributions that the program makes to the university are described below. (For further information see section 3)

Homecoming Race:  Project Co-Director Michael Mulvaney said: “Our goal is not just to generate funds for our student organizations; rather, we also want to provide outreach and educational experiences for our students while positively contributing to the quality of life within the community.”  

REC 2250 Recreation for People with Disabilities course: the “Gym Rec” Service Learning opportunity is provided for all students within the major to learn various aspects of planning , implementing and evaluating recreation services for local individuals with developmental disabilities.  The individuals come from 26 different Centers for Independent Living. 

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

Recreation Administration Department profile:

http://www.eiu.edu/recadmin/deptprofile.php

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The Departmental strategic goals and objectives have been guided by the University’s strategic plan.  As such, the goals and objectives align directly with the University’s priorities as they are outlined in the strategic plan.  This Departmental cohesion with, and support of the University’s goals and objectives is further evidenced through the promising areas of advancement outlined as follows.  These areas of advancement specifically target enrollment growth, personal connection, and development of leadership capacity as global citizens.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

The Recreation Administration Department has many future opportunities that can contribute to, and grow with, the University’s academic mission and strategic plan.  Of these opportunities, three areas of future development stick out most prominently: (1) the development of hybrid and online course delivery that would help facilitate enrollment of non-traditional students and distance learners in both the courses and the major; (2) the development of an Outdoor Recreation focus that would prepare students for careers in outdoor recreation and camp management, (3) the development of a community leadership in recreation research and engagement lab, and (4) the provision of Therapeutic Recreation curriculum in the Chicago land area.  Each of these areas of development carries unique opportunities for collaboration, student learning, and program growth.  These opportunities would be initiated by faculty that currently have teaching loads well above the 24 cu load and have courses that meet or exceed the course minimums.  

Online and hybrid course development:

Recreation Administration is a program that is perfectly situated to grow with the expanding online education market through the provision of hybrid and online course formats. There are two major trends supporting a trajectory for success in the development of online learning modalities as a growth opportunity:  (1) recreation students typically discover the major after entering college; and (2) there is an ever-increasing certification-based professional climate in the recreation industry.  Through the development of hybrid and online course delivery, the Recreation Administration Department has an opportunity to help potential students and majors overcome constraints related to the scheduling and/or location of a traditional, classroom-centered delivery model. 

The delivery of hybrid and online courses can serve to increase major enrollment through increased accessibility to undeclared Junior College students, current EIU underclassmen, and working professionals seeking certification or certification maintenance. In some instances, this modality may offer majors in other Recreation programs at other Colleges and Universities an option for degree-related transferrable online learning.  Further into the future, there is potential to offer an online Master’s degree which would target working professionals whose advancement is harnessed by the lack of an advanced degree in a field that increasingly requires advanced certification and academic degrees for advancement.

There is limited overhead associated with the development of online and hybrid course offerings.  The primary costs in offering these courses moving forward are equipment and staff.  Initially the cost would be the purchase of one laptop computer and a combination microphone/headset that will be used in the delivery of course material.  To meet the demand that faculty project as online development expands will require hiring one adjunct instructor on a per-class basis and providing that instructor with a laptop equipped with all of the necessary hardware and programs required of the course delivery system.  Hiring of staff and future equipment purchase will rely on course performance.

Expansion of Outdoor Recreation focus:

Building on a history of growth in outdoor recreation education, the Department is situated to take advantage of the growing demand for outdoor, experiential education.  The Department has grown their outdoor focus over time with faculty leading trips throughout the state, region, and country over the past 40+ years.  With this growth, the Departmental inventory of outdoor recreation equipment has grown to include tents, backpacks, ropes, several boats, and as of last year the Department acquired a boat trailer designated on-campus storage space for the trailer, boats, and other equipment.  The Department’s current course offerings directly related to Outdoor Recreation include Camp Administration, Environmental Interpretation, and Outdoor Living Skills. 

Growing the Outdoor Recreation focus within the major will help to attract interested students by taking advantage of existing resources and growing resources through collaboration with other on-campus units.  Specifically, ROTC is a unit on campus that would benefit from the development of the Departments Outdoor Recreation focus.  Both the ROTC and the Department agree that the development of a ropes course on campus would be mutually beneficial and the ROTC anticipates heavy use of such a facility. 

Alumni and current students recognize clearly the value of their Outdoor Recreation experiences at EIU and the call for more offerings is constant.  The plan for growth of the Outdoor Recreation focus begins with enhanced trip offerings that may be developed into offerings for outdoor education-based credit.  These early trips would focus on the application of outdoor recreation-based skills in wilderness environments.  It is preferred that trip leaders have advanced certification such as Wilderness First Responder certification.  The expenses related to faculty/staff training represent the immediate financial need associated with this first phase of growth focused on providing more outdoor education-based experiences (i.e., trips for students).

The financial need associated with the growth of the Outdoor Recreation focus within the major will be incurred over time through recognized need, expanding collaboration, and identification of available funding opportunities.  While initial financial need involves expenses related to faculty/staff training (e.g., advanced certification(s)), the purchase of additional equipment will be metered according to the growth of the Outdoor Recreation focus.  Some of the equipment that will be necessary includes additional backpacks, tents, stoves, and cooking gear.  The development of facilities such as a ropes course will largely be determined by funding availability.  Additionally, a Graduate Assistant and subsequent office space for that assistant will be necessary to manage growth through the process once the process begins to gain traction.

Community leadership in recreation research and engagement lab: 

The Department of Recreation Administration has received repeated requests from community leaders and recreation professionals to provide assistance with the management and planning for their agencies.  These projects have ranged from comprehensive planning projects and needs assessment studies to recreation programming development/leadership and assessments, performance appraisal instrument development, and salary equity studies.  Despite the importance of these planning and management activities, many communities and recreation agencies lack some of the resources (human, physical, or financial) to conduct and fully examine these projects.  The Department of Recreation Administration has addressed this void by assisting communities and recreation agencies with the development and implementation of several research and outreach services.  With minimal marketing of these services, the Department has provided these types of services to more than a dozen agencies over the past 5 years and is interested in formalizing these community services with the establishment of a community leadership in recreation research and engagement lab.  The establishment of the lab would aid in the marketing of these services to community leaders and recreation agencies which would significantly increase the visibility and number of projects.  More importantly, the lab would further promote our Department’s focus on undergraduate research by providing authentic research opportunities and agency integrated project experiences for our student majors.  The lab would require limited financial start-up costs – physical (office) space in McAfee, general office supplies (computer/laptop, printer, desk, collaborative work station, etc.), marketing materials, website development, and student support staff and/or graduate assistants.  The student support staff would be funded through the consultation fees generated from contracts with the community leaders and recreation agencies.  Partial funding for the graduate assistants would be sought from the Graduate School with their office covering tuition costs and the community leadership in recreation research and engagement lab funding the monthly stipend costs through revenue generated from contracts.  As mentioned earlier, the Department is currently providing many of these outreach services to community leaders and recreation agencies.  The development of a community leadership in recreation research and engagement lab would create a center for these services; further enhance the quality and number of faculty mentored research opportunities for students, and; allow for a more focused marketing plan that would significantly increase the number of projects for EIU and the Department. 

Offsite Therapeutic Recreation Curriculum:

 Therapeutic Recreation Training Opportunities (the BS degree) are needed throughout the state, especially in light of projected job growth across all populations and services need for the growing aging population.  This opportunity can be offered at Parkland or at one of the Chicago campus connections with almost guaranteed high enrollment, as many individuals are out working in a therapeutic recreation environment, yet they need to have training to be able to gain the appropriate certification though the National Council on Therapeutic Recreation Certification. This can then result in promotion and salary increases for the individual which they are now unable to achieve because they do not have the certification credential.  A hybrid (combination online and face to face) curriculum can be developed and targeted to the working adult to be offered for cohorts of students and would be meeting a distinct need  as there are relatively few programs/universities in the Chicago area (2) that currently provide this training for students.  Costs could be minimal with faculty salary ( 1 needed) , rental for room space, and processing procedures through Continuing Education being  the main items to be covered.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.