profile of undergraduate and graduate therapeutic recreation curricula n.
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  1. Profile of Undergraduate and Graduate Therapeutic Recreation Curricula Chapter 8 HPR 453

  2. Intro • Undergraduate Education • Bedrock of the profession • Related to credentialing and Standards of Practice • Linked to entry level knowledge • Must be high quality, up to date with content, processes, trends

  3. History of TR Education • 1937 – Specialty Area – 1st conference on the College Training of Recreation Leaders • 40’s and 50’s – Core curriculum of graduate studies in hospital recreation • Concern about lack of consistency and quality in TR education content • Agreement on entry-level knowledge but not how it is packaged and delivered (design and content)

  4. “produced like homemade jelly and marketed like Smucker’s jam” • Each program has its own recipe • Research concluded: • Institution and Department Characteristics varied • Most at state colleges and universities (state $$$) • Faculty Characteristics – varied greatly – Bachelor to Doctoral degrees – some not certified and/or members of professional associations (ATRA, NTRS) – large amount of adjunct faculty

  5. Student characteristics – most female, Caucasian, and employed full or part time • How are students recruited? • What could be done to recruit more minority ethnic groups into the profession? (Many diverse patient populations served) • Accreditation Characteristics – Why accreditation? • Indicates quality • Supports mission of the university of improving curriculum • Helps recruit potential students

  6. Provides competitive edge over similar programs in state and region • Supports mission of improving curriculum across the country • Curriculum Characteristics • TR coursework requirements has increased – 19 to 24 hrs • Most popular supportive coursework – psychology/counseling, exercise phys / anatomy / kinesiology and health education

  7. Most anticipated changes • Online course offerings, Internship hrs increased, adding more TR courses, adding more assignments to TR courses, adding more supportive coursework • Many did not meet NCTRC requirements for # of TR courses – Most common courses were Intro, Principles and Practices, Program Planning and Design, Leisure Ed/Facilitation Techniques • Internship characteristics - # of internships varied (1-2), # of weeks and hours varied, cert of site and university supervisor varied – usually required site supervisor to be certified (94-98% in 1996 to 2003)

  8. Conclusions • What does this all mean???? • How does Southern Miss compare?