PROGRAM REVIEW SELF-STUDY
Recreation and Sport Management Programs
Title of Degree Program: 31.0301 B.S. Recreation and Sport Management
31.0301 M.S. Recreation and Sport Management
Majors listed under the degree:
- Recreation and Sport Management
- Parks Management
- Recreational Therapy
- Certificate program listed under the degree: Recreation Management
Specialization areas include: None
Minors listed under the degree: None
Program Leader: Dr. Robert Wolff
Program Faculty:
- Dr. Jina Bang;
- Dr. Alexis McKenney (Department Chair of Leadership and Professional
Studies).
- Adjunct Faculty:
o Cari Autry;
o Robert Frye (director of FIU Campus Recreation and Intramurals);
o Stephen Person (retired former director of Ft. Lauderdale Parks and
Recreation Department);
o Sara Tosada (special education teacher, Miami-Dade Public Schools);
o Richard Vroman (director of recreation therapy, Miami VA Hospital).
Part I: Overview
1.
What goals did you develop as a result of your last program review?
a. The Recreation and Sport Management (RSM) degree program (formerly
known as Parks and Recreation Management) has participated in several
program reviews over the last six years (e.g., NACATE, external Program
Review in 2003-04, and the National Recreation and Park Re-Accreditation
Review). While the program faculty developed several new goals after
each review, the most significant goal and change arose during the spring
of 2008. In addition to the College of Education’s (COE) department
consolidations that took place prior to that date, the RSM faculty set the
goal of merging, consolidating, and streamlining portions of two degree
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programs (Parks and Recreation Management and the track of Sports
Management from Physical Education) in both the B.S. and the M.S.
programs. We based this merger on the program reviews, state and
national trends, student surveys, conversations with professionals in the
field and the emerging University’s Strategic Plans.
b. The first goal was accomplished by “re-naming” the degree programs to
the B.S. and M.S. in Recreation and Sport Management. This was done
during the COE and University Curriculum Committee’s program closure
reviews of spring 2008. The B.S. and M.S. in Recreation and Sport
Management were programs recommended for closure during the budget
crisis in 2008.
c. As a part of the process we:
i. Raised course caps (for greater efficiency)
ii. Re-sequenced the courses (to meet the needs of the students)
iii. Re-designed course titles and content (to fit our new focus) and
iv. Committed to establishing and/or re-establishing community
linkages through internships and partnerships.
2.
What are your major accomplishments tied to these goals? Are there other
significant accomplishments that you reached as a result of continuous quality
improvement and your ability to capture emerging trends, needs, and
opportunities?
a. The major accomplishments are as follows:
i. Large increases in headcount (see charts below)
ii. Large increases in student credit hours (SCHs)
iii. Large increases in graduations
iv. Large increases in the internship placements that advanced
established and new professional community partnerships
b. The above are highlighted by the charts and graphs that follow.
Part II: Program Analysis
3.
What is the vision of your program(s)? Your mission?
a. The programs follow the vision and mission of the COE Conceptual
Framework. In addition, the program faculty seek to work collaboratively
and in an interdisciplinary context to improve human health and wellness
by helping others make meaningful and creative use of their leisure time.
4.
Programmatic Information:
a. Location(s) where degree is offered: Modesto Maidique Campus.
b. Delivery format(s): Lecture/lab.
2
c. The following chart is for the 2010-11 academic year and represents course
and advising loads for typical semesters. Each of the full-time faculty split
their time between undergraduate and graduate teaching and advising as
illustrated in the following table:
Faculty Course and Advising Loads
Faculty
Summer 2010
Fall 2010
Spring 2011
1 undergraduate
1 undergraduate,
1 graduate
1 undergraduate,
1 graduate
McKenney*
2 undergraduate
1 undergraduate,
1 cross-listed
graduate
1 undergraduate,
1 cross-listed
graduate
Wolff
2 undergraduate
3 undergraduate,
1 graduate
3 undergraduate,
1 graduate
Bang (tenureearning)
*Dr. McKenney became Chair starting in fall 2010.
d. Enrollment Data: The charts below are for the B.S. and M.S. in Recreation
and Sport Management.
Fall
2004
Headcount
B.S. Recreation and
Sport Management
M.S. Recreation and
Sport Management
Total Headcount
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
28
18
32
56
112
165
159
9
9
9
12
22
24
26
37
27
41
68
134
189
185
B.S./M.S. Recreation & Sport Management Fall
Headcount
350
300
250
200
150
100
50
0
Fall
2010
Fall 2004
Fall 2005
Fall 2006
PBS - R&S MGT
Fall 2007
Fall 2008
Fall 2009
Fall 2010
7
2
M.S. R&S MGT
9
9
3
8
26
61
127
9
12
22
24
26
B.S. R&S MGT
28
18
32
56
112
165
159
3
Recreation & Sport Management
Applications & Admissions
180
160
140
120
100
80
60
40
20
0
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
Applications
37
22
23
22
48
165
Admissions
25
15
10
12
39
57
*The above chart indicates the popularity of the “new” program in Recreation and Sport Management.
While we do believe it is an indicator of popularity, we also believe it far underestimates the student
demand – roughly 50 percent of the students in our courses are still coded as “other” majors, but have
expressed desire to be in our major.
e. Retention and graduation rates: While the growth depicted in the
following chart is large, it is tempered because in the earlier years (200108), RSM faculty teaching efforts did not reflect energies devoted to
servicing the “old” Physical Education track in Sports Management
(which was merged in spring 2008).
200405
Degrees Awarded
B.S. Recreation and Sport
Management
M.S. Recreation and Sport
Management
Total # of Degrees Awarded
200506
200607
200708
200809
200910
16
13
9
4
31
54
68
4
4
3
3
8
10
11
20
17
12
7
38
64
79
Recreation & Sport Management Graduations
100
80
60
40
20
0
201011
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
M.S. R&S MGT
2
8
3
4
4
3
3
8
10
11
B.S. R&S MGT
13
9
9
16
13
9
4
31
54
68
4
The chart below highlights the real growth of the “new” program. From 2004 through 2008,
the RSM faculty were teaching the LEI courses in both the Physical Education track in Sports
Management (the Physical Education track was changed to Sports and Fitness Studies and all
LEI courses were dropped) and in Recreation and Park Management. The growth in SCHs
represents the growth in the new program.
Recreation & Sport Management SCHs
4000
3500
3000
2500
2000
1500
1000
500
0
2004-05
2005-06
2006-07
2007-08
2008-09
Graduate
153
117
120
168
327
2009-10
258
Upper
1534
1517
1926
1866
2942
3239
Lower
201
393
186
126
f. Placement of graduates: No data collected
g. Percentage of graduates proceeding to graduate or professional schools:
No data collected.
h. Diversity profile of students: See chart below.
Diversity
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Total # of Students
37
27
41
68
134
189
185
American Indian
0
0
0
0
0
0
0
Asian
4
2
2
3
1
5
4
Black
9
5
9
16
37
52
52
Hispanic
8
9
16
30
62
81
82
White
14
10
14
18
33
47
40
Multi-racial
0
0
0
0
0
0
0
Not Specified
2
1
0
1
1
4
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University Core Curriculum delivered (if applicable): Students in the B.S. in
Recreation and Sport Management program must complete the University Core
Curriculum requirements that consists of 36 credit hours that includes English
composition, humanities with writing, quantitative reasoning, social inquiry,
natural science, and arts. In addition, the recreation and sport management
majors must complete a human growth and development course (3 credits).
Therapeutic recreation majors must complete a course in human growth and
development, anatomy, and physiology (4 credits).
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5.
Student learning outcomes matrix (i.e., student learning outcomes stated in
measurable terms; assessment methods [criteria and procedures for
evaluation]; results of data summary and analysis; and, use of results for
improving student learning) for the last two years (2008-09 and 2009-10). Use of
results could include, for example, curriculum reform.
a. Please refer to the SLO and PO Assessment Reports for the B.S. and M.S.
in Recreation and Sport Management.
6.
Program performance outcomes matrix (i.e., program outcomes stated in
measurable terms; assessment criteria and procedures for evaluation; results of
data summary and analysis; and, use of results for improving the program.)
a. Please refer to the SLO and PO Assessment Reports for the B.S. and M.S.
in Recreation and Sport Management.
Provide focused synthesis and analysis of the above segments.
-
B.S. in Recreation and Sport Management
o Previously, the B.S. program had two internships. Now students have a
choice to replace one of the internships with a minor created within the
program. The minor includes three courses. One course focuses on
computer applications in recreation and sports. The second is a
programming course with a focus on setting up programs in sports and
leisurely settings to serve the needs of people. The third is a facilities
management course, which focuses on the process of maintaining and
running large facilities (i.e., parks and recreation facilities). Another
change occurred with the LEI 4590: Seminar in Parks and Recreation Sport
Management) course, which is now a capstone course for seniors only. In
the course, students are required to write, present, and bring together
knowledge and skills from pervious courses for application in the field.
The new capstone course was inaugurated in fall 2010. A TaskStream
critical task and rubric was developed for the assessment of student
learning outcomes within the capstone course). The course will allow
faculty to touch base with graduating students in a systematic process,
which will include providing information about the alumni organization
and careers. The course will also allow students to provide feedback that
could be used for the continuous improvement of the program.
o Combining the two baccalaureate programs helped enhance student
success and increase undergraduate student graduation rates. We are
providing a contemporary, attractive degree program that appeals to
students. The same processes will be maintained since the graduation
rates are increasing rapidly and the program cannot handle an increase in
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admissions with current resources. To ensure that the internship process
is successful for students, the program has taken on a much stricter
adherence to paperwork requirements by making sure students turn in all
the required paperwork prior to being sent out in the field), especially as
the number of sites continues to increase. We are updating the internship
manual. With the increases in program enrollment, the number of
internships will also be increased. We have not used for internship
purposes the Florida Marlins, a professional baseball franchise, very much
in the previous years; therefore, the Marlins has been approached for
internships in 2010-2011 and the program now has several students
currently interning there. (Yes and we have several student currently
interning at the Marlins) Furthermore, the faculty are developing legal
agreements to help the Recreation and Sport students understand the
process and necessary steps prior to signing up for the internship courses.
The graduating student survey will be implemented in the new required
capstone course for graduating seniors in order to ensure the collection of
these critical data.
-
M.S. in Recreation and Sport Management
o The curriculum will be modified in the fall 2011. The program will
become more prescriptive in terms of the courses that the students must
take in the graduate program. In the fall 2011, the faculty will submit two
new courses that will be required of all graduate students in the program.
The two new required courses will be Law and Liability in Recreation and
Sports and Leisure Services Marketing. The Philosophical Analysis course
will no longer be required for the graduate program. In addition, the
program faculty took a critical look at the required admission materials,
which resulted in the admission of higher quality students into the
graduate program. We looked at the submitted applicant admissions
materials and were more selective based on material submitted.
o The connection between alumni will be established in the fall 2011
through a capstone course for graduating students, where the graduating
student survey will be administered as well. We will add two required
courses to the program, which will replace two elective courses. We have
also been more prescriptive in terms of the writing assignments and have
increased the writing requirement in LEI 5510: Program Administration in
Parks, Recreation, and Sports.
o We have become more active in seeking out community liaisons and
practicum sites for the students. These connections helped the community
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understand that we were expanding our program. These efforts led to
increased sites and continuous e-mailed inquiries about sites and interns.
o We were able to maintain the overall quality of the program and its
student services (e.g., advising, internships, course offerings, etc.) given
the increased number of students.
o Dr. Jina Bang improved her classroom instruction through a series of
seminars on teaching, including workshops through FIU’s Academy for
the Art of Teaching. As a result, her student ratings increased.
o With larger classes, the faculty maintained their good student evaluation
ratings. One professor, on top of her heavy workload, maintained a high
level of academic excellence by presenting and writing multiple papers.
Faculty attended and presented at national conferences, as well.
Contextual Program Information:
7.
List recommendations from the last program review and actions taken in
response to recommendations.
a. Recommendations from the 2003-04 Program Reviews that apply to our
program are the following:
i. Recommendation: Review and consolidate degree tracks and
programs.
1. After an extensive review of the literature, discussions with
colleagues throughout the country, and a survey of our
current students, the Parks and Recreation Management
degree programs and its three tracks (i.e., Leisure Services
Management, Parks Management, and Recreational
Therapy) merged with the non-teaching track of Sports
Management within the Physical Education degree. The
result of the merger was the re-naming of the program to
Recreation and Sport Management containing three tracks
in:
a. Recreation and Sport Management
b. Parks Management
c. Recreational Therapy
2. The results of the merger have been impressive, with greater
efficiencies and student demand. See above enrollment
charts.
ii. Recommendation: The programs need to establish a stronger
relationship with the South Florida professional and governmental
communities, and academic units at FIU.
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1. The program faculty set several goals related to this
recommendation:
a. Establish/re-establish links within the professional
community
b. Re-establish links at FIU with similar program like
Hospitality, Business, Higher Education, Labor
Studies, and Public Affairs.
b. Both goals have been met with great success. We now have an exhaustive
list of internship sites and relationships with the professional community
and governmental agencies that place our interns and hire our graduates.
The Recreational Therapy track faculty are working actively with the
College of Nursing and Health Sciences. Many of the Recreation and
Sport Management students now minor in Business Administration at the
College of Business Administration. Others have minored in Marketing,
Journalism, Political Science, Public Affairs, and Hospitality Management.
The Parks Management students will obtain their Certificates of
Environmental Studies at the end of their degree program. Students earn
the minors and certificates without taking any hours beyond the required
120 hours to graduate.
8.
Summarize results/recommendations of any specialized accreditation,
including date of review.
a. The Parks and Recreation Management degree program had the five-year
re-accreditation review in 2004 and was due the ten-year major review in
the fall of 2010. (Initial accreditation by the National Recreation and Parks
Association [NRPA] took place in 2000.) The study found no weaknesses
and only recommended that we hire more faculty. Because of the
proposed program termination in the fall of 2009, the energies put into a
rebuttal to The Florida International University Board of Trustees, and the
significant work merging and changing our “new” degree program, we
asked for an extension of the review to spring 2011. Late in fall 2010, the
program faculty informed NRPA that we would not seek re-accreditation.
This decision was based on the following factors:
i. The only other program in Florida (i.e., the University of Florida)
also decided to forgo seeking re-accreditation.
ii. There is a national trend of other universities not seeking
accreditation (accredited programs have dropped from
approximately 150 to 85) due to budgetary constraints and
accreditation standards that are not related to internship or job
placement.
iii. The changing nature of our program and student majors, with the
majority interested in “sport” related professions; there is also a
new (one-year old) accreditation program by the North American
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Society of Sport Management. We decided we may be better
served by the new accreditation process.
iv. Recreational Therapy (RT) is also in the developmental stages of a
new accreditation process that will better serve the growing
student population in RT.
9.
Describe major changes in the Program as a result of changes in discipline,
student demand, faculty feedback and labor dynamics.
a. As described earlier, the RSM faculty merged, consolidated, and
streamlined portions of two degree programs based on changes in
discipline, student feedback, and labor dynamics. Thus, new Recreation
and Sport Management B.S./M.S. programs were formed. The
undergraduate program has grown tremendously and the graduate
program is showing significant growth and interest. We have just started
to display our programs on the North American Society of Sport
Management website. We believe that this marketing strategy will at least
double the undergraduate and graduate interest levels and applications.
10. Demonstrate need for the Program and benefit to the University, region, State,
and global community, as applicable.
a. The University's Worlds Ahead Strategic Map (see
http://stratplan.fiu.edu/docs/WorldsAhead_StrategicPlan.pdf) _has
helped us define our program mission and goals. Our goals align
extraordinarily well with the strategic themes, particularly with the
environment, global, and health themes.
b. Our Recreation and Sport Management program(s) has continued to grow
with its escalating number of incoming students, which contributes to the
growth of the university.
c. The recreation and sport industry is one of the largest and fastest growing
industries in the United States and worldwide. Our Recreation and Sport
Management program prepares students for careers in a spectrum of
organizations in the recreation and sport industry within the region, state,
nation, and globe.
d. Within our immediate service area, we are fortunate to have two national
parks and two state parks where our graduates can intern and secure jobs
upon graduation. Both the national and state parks across the country
have difficulty securing professional Hispanic employees. Our unique
university demographics place us in a great position to serve this need.
e. We are also in the unique position of having all of the major professional
sport teams in the Greater Miami region, including one of the premier
NASCAR tracks, within the immediate service area
f. In addition, the Greater Miami area has one of the largest collections of
city and county parks and recreation departments in the country.
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g. The Recreational Therapy (RT) track is directly responsible for filling
many of the RT jobs throughout South Florida. The program graduates
students from a range of diverse backgrounds, thus meeting a need for
diversity within the profession throughout Florida, the region, and the
nation. In addition, the RT track provides students with the skills and
knowledge to develop programs for individuals with disabilities in
countries throughout the world. Finally, the RT track includes both B.S.
and M.S. degree options. The M.S. degree prepares graduates for
supervisory and/or administrative positions in community and noncommunity based settings (e.g., hospitals, rehabilitation facilities). The
B.S. program primarily prepares graduates for direct care services for
people with disabilities. Consequently, the B.S. offers an option for FIU
students to begin careers in an allied health profession with a B.S. degree.
All graduates are eligible to sit for the national certification exam, thus
giving them the opportunity to become certified recreational therapists.
h. All of the above opportunities have fueled the growth in our newly
merged programs. The future seems bright for this program as we serve
the needs of our communities.
Fiscal Analysis:
11. The Fiscal Analysis will be enacted through a process between the Office of
Academic Budget and Personnel in the Division of Academic Affairs and the
dean of the College of Education.
Research Productivity (as applicable):
12a. Grant Support: Please analyze tenured and tenured-earning faculty
productivity in the last three years in terms of grant support, including the
following: number of proposals funded; number of submitters; total funds
requested; average per proposal; number of proposals funded; and, total
amount funded. (Please provide the information by fiscal year.) You can also
provide the analysis on non-tenured and non-tenured earning faculty.
Analysis on clinical grants, as applicable, can be included.
Faculty
2007
Total
2
2
Dr. McKenney
Total for 2007: $112,999
-
McKenney, A. (2007). Head start to the arts after-school program and summer
camp. This performing arts program will provide out-of school services to 200
middle school students, ages 11-14, including those with disabilities in
11
underserved areas of west Miami. Roxy Theatre Group uses dance, acting and
singing to teach new skills and boost self-esteem of youth to ultimately improve
behavior and academic performance. Amount funded: $103,000.
-
McKenney, A. (2007). Examination of outcomes related to after-school programs
for children with disabilities. Amount: $9,999. Funding provided by MiamiDade County Parks and Recreation, Leisure Access Services.
12b. Publications: Please provide the number of publications in peer reviewed
journals and/or student-run publications produced in the last three years,
including the number of papers per faculty. (Please provide the information by
fiscal year.)
Publications Per Faculty Member by Year
Faculty
Bang
McKenney
Wolff
Totals
2008
2009
2010
2011
Total
2
2
1
5
5
1
0
6
0
2
0
2
2
6
0
8
9
11
1
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List of Faculty Publications
-
Bang, H. (2009). The direct and indirect influences of sporting event organization’s
reputation on volunteer commitment. Event Management, 13(3), 139-152.
-
Bang, H. (2011). Leader-member exchange, perceived organizational support, and
affective organizational commitment of volunteer members in non-profit sport
organizations. International Journal of Sport Management, 12(1), 63-85.
-
Bang, H., & Chelladurai, P. (2009). Development and validation of the volunteer
motivations scale for international sporting events (VMS-ISE). International Journal of
Sport Management and Marketing, 6(4), 332–350.
-
Bang, H., & Ross, S. (2009). Volunteer motivation and satisfaction. Journal of Venue
and Event Management, 1(1), 61-77.
-
Bang, H., Alexandris, K., & Ross, S. (2009). Validation of the revised volunteer
motivations scale for international sporting events (VMS-ISE) at the Athens 2004
Olympic Games. Event Management, 12(3/4), 119-131.
-
Bang, H., Won, D., & Kim, Y. (2009). Motivations, commitment, and intentions to
volunteer for sporting events. Event Management, 13(2), 69-81.
12
-
Lee, C. S., & Bang, H. (2011). Comparison of Division I and Division III
intercollegiate spectators: Motives and constraints. International Journal of Leisure and
Tourism Marketing, 2(2), 159-175.
-
McKenney, A., Brown, J., & Delgado, L. (2010). Treating nursing home residents
with depression using the duet bike program: A practice protocol. Annual in
Therapeutic Recreation, 19, 150-160.
-
Ross, S., Russell, K., & Bang, H. (2008). An empirical assessment of spectator-based
brand equity. Journal of Sport Management, 22(3), 322-337.
-
Tosado, S., & McKenney, A. (2010). Sunlight therapy and its effects on the behaviors
and sleep quality of one individual diagnosed with dementia: A practice protocol,
Annual in Therapeutic Recreation, 19, 161-170.
-
Tosado, S., McKenney, A., & Andreu, A. (2008). The Roxy Theatre Group. Available
from the National Recreation and Park Association, National Therapeutic Recreation
Society Poster Session Summaries web site, www.nrpa.org.
-
Tosado, S., McKenney, A., & Loureiro, L. A. (2008). The sunlight gang. Available from
The National Recreation and Park Association, National Therapeutic Recreation
Society Poster Session Summaries web site, www.nrpa.org.
-
Weingrad, M., Wolfe, B., & McKenney, A. (2009). Potential outcomes when utilizing the
Nintendo Wii with older adults. To be published in the National Recreation and Park
Association, National Therapeutic Recreation Society Poster Session Summaries web
site, www.nrpa.org.
-
Wolff, R. (2008). The accidental administrator. In D. Dustin & T. Goodale (Eds.),
Making a difference in academic life (pp.253-258). State College, PA: Venture Publishing
Inc.
-
Won, D., Bang, H., & Shonk, D. J. (2008). Relative importance of factors involved in
choosing a regional ski destination: Influence of consumption situation and
recreation specialization. Journal of Sport and Tourism, 13(4), 249-271.
Publications in Press
-
Cory, L., McKenney, A., & Marsden, S. (In press). Therapeutic use of animals. In J.
Dattilo & A. McKenney (Eds.), Facilitation techniques in therapeutic recreation (2nd
Ed.).
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-
Dattilo, J., & McKenney, A. (In press). Facilitation techniques in therapeutic
recreation (2nd Ed.).
-
McKenney, A., & Dattilo, J. (In press). Anger management. In J. Dattilo & A.
McKenney (Eds.), Facilitation techniques in therapeutic recreation (2nd Ed.).
-
McKenney, A., & Dattilo, J. (In press). Moral development discussions. In J. Dattilo
& A. McKenney (Eds.), Facilitation techniques in therapeutic recreation (2nd Ed.).
-
McKenney, A., & Dattilo, J. (In press). Values clarification. In J. Dattilo & A.
McKenney (Eds.), Facilitation techniques in therapeutic recreation (2nd Ed.).
12c. Research Ranking: Please provide any ranking or notation obtained during the
last three years (as applicable).
a. N/A
Partnerships/Entrepreneurial Activities (as applicable):
13. Please analyze results of foundation and auxiliary entrepreneurial activities
(e.g., community engagement, conferences and workshops, technical
assistance, sponsorships/donor support, etc.) during the last three years,
detailing activities and amounts obtained (where appropriate).
a. The Recreation and Sport Management degree program faculty have
maintained internship partnerships with:
i. Miami-Dade, Broward, and Palm Beach County Parks and
Recreation Departments
ii. Almost all of the Municipal/City Parks and Recreation
Departments
iii. All of the professional sport organizations in the Greater Miami
Area (e.g., Marlins, Heat, Dolphins, Strikers, Panthers, Homestead
Speedway, and a few of the Minor League Baseball organizations in
Florida)
iv. The two organizations organizing major road racing events in
Miami (e.g., the ING Marathon and the ½ Iron Man competitions,
as well as the numerous road races and triathlons)
v. Several sport agencies that represent professional athletes
vi. Boys and Girls Clubs in Miami and Broward counties
vii. The National Park Service (Everglades National Park, Biscayne Bay
National Park, and Yosemite National Park)
viii. The State of Florida Park Service (Oleta River State Park)
ix. The Miami-Dade Sports Commission
x. The Orange Bowl Committee
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xi. Several of the professional golf communities in Greater Miami
(Doral and Bonadventure)
xii. The Greater Miami Ys
xiii. Copa Latina Soccer Promotions, Inc.
xiv. Soccer Market and Promotions, Inc.
b. The Recreation and Sport Management program partners with almost
every professional organization that provides recreational therapy
services, such as:
i. Baptist Hospitals
ii. Jackson Hospitals
iii. Miami Jewish Home and Hospitals
iv. Miami VA Medical Center
v. Mount Sinai Medical Center
vi. Perdue Medical Center
vii. Hollywood Medical Center
viii. Memorial Hospital
ix. St. Antony’s Rehabilitation Hospital
x. Cities of Hialeah, Miami, North Miami Beach, and Pembroke Pines
xi. Miami-Dade and Broward Counties
xii. Florida Pace Centers
xiii. JumpStart
xiv. Michael Ann Russell Jewish Community Center
xv. Palmetto Subcute
xvi. Shake-A-Leg
xvii. The Palace
xviii. Villa Maria Nursing and Rehabilitation Center
xix. Columbia University Pavillion
xx. John Knox Village
c. The Recreation and Sport Management programs also partner with:
i. The athletic departments and sport teams at FIU, FAU, Lynn, and
Nova Southeastern
ii. The Recreation and Intramural departments at FIU
iii. Greater-South Florida Pop Warner
d. The following represents our professional and community engagement:
i. Event Management (Jan 2010 – Present): Associate Editor.
ii. International Journal of Sport Management (Jan 2010–present):
Editorial Board Member.
iii. Korean Alliance of Martial Arts (May 2009–present): Editorial
Board Member.
iv. Nonprofit and Voluntary Sector Quarterly: Guest Reviewer
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v. Journal of Leisure Research: Guest Reviewer.
vi. The 2010 Conference of the North American Society for Sport
Management, Tampa, Florida: Abstract Reviewer.
vii. Southern Management Association 2009 Meeting held in Asheville,
North Carolina: Paper Reviewer.
viii. Annual COE 2009 Research Conference held at FIU, Miami:
Abstract Reviewer.
ix. National Recreation and Park Association, Leisure Research
Symposium, Therapeutic-Wellness Review Coordinator, Spring
2010.
x. American Therapeutic Recreation Association, ATRA Annual,
Associate Editor, Fall 2009-present.
xi. American Therapeutic Recreation Association, Marketing Task
Force Member, Fall 2009-present.
Journal of Leisure Research,
Reviewer, Fall 2009-present.
xii. Therapeutic Recreation Journal, Reviewer, Spring 2000-present.
xiii. National Therapeutic Recreation Society (NTRS), Public Policy
Committee, Spring 2003-10.
xiv. NTRS, Armed Forces Recreation Society/NTRS Joint Task Force,
2007-10.
xv. NTRS, President, September 2007-08.
xvi. NTRS, Executive Committee Chair, September 2007-08.
xvii. American Therapeutic Recreation Association, Florida State
Coordinator, Medicare Project, Fall 2005-present.
xviii. Therapeutic Recreation Journal, Associate Editor, October 2004-08.
xix. The Common Prerequisite Education Discipline Committee,
Member, July 2007 to present.
xx. Statewide Common Course Numbering System Committee, Chair,
August 2000-present.
xxi. Statewide Common Core Prerequisite Committee, Parks,
Recreation and Sport Management, Member, 2000 to present.
Part III: Strategic Planning and Improvement Action Plan
14. Develop a programmatic Strengths, Weaknesses, Opportunities and
Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s
strengths, weaknesses, opportunities, and challenges. The SWOC includes
normally an assessment of the internal environment (strengths and
weaknesses) and an assessment of the external environment (opportunities and
challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to
understand the culture, facilitate decision-making, and may be used to assess
opportunities and identify factors leading to an organization’s critical success.
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Strengths
-
Location: All major professional providers are in the area (e.g., rehab facilities,
major/minor league teams, large recreational organizations). Our competitors do
not have this advantage.
-
Long-established and well-developed relationship with professional
organizations locally/regionally/state.
-
Curriculum that matches national standards.
-
Diverse student body.
-
High quality, professional adjuncts available as the program grows.
-
Growing student population.
-
Relationship with other FIU programs with related interests.
-
Availability of volunteer, internship, and job prospects within the professional
community while students are completing their degrees.
Assessment of student learning and program outcomes to make curricular and
program improvements
-
Recently redesigned programs now offer a capstone course and feedback
mechanism from students and alumni.
-
Continued monitoring of student writing
Weaknesses
-
Low number of faculty.
-
Marketing money.
Opportunities
-
Student growth opportunity.
-
Joint programs/degrees with Business, Nursing and Health Sciences, Hospitality
Management, and College of Law.
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-
Online courses/degree.
Challenges
-
Advertising the programs.
-
Re-development of the alumni association.
-
Limited availability of grant opportunities.
-
Handling the increased student interest.
-
Cultivating relationships with FIU Athletics (i.e., research cooperation/
consulting related to intercollegiate athletics).
15. Refer to issues still identified as challenges and/or opportunities and prepare a
plan to suggest solutions and pathways towards furthering student learning
and programmatic improvements. Include a timetable and denote process for
developing consensus on the Improvement Action Plan. Within the
Improvement Action Plan, please incorporate a plan to measure
progress/indicators of success. Place the formulation of the Improvement
Action Plan within the context of your unit’s ongoing strategic planning.
a. Continue to monitor and improve student writing through the new
processes established in the last two years.
b. We have made great strides in student recruitment for our new “merged”
programs and expect a slow, but steady growth to continue. Our goal is
to have 400 undergraduate students (including PBS), 50 master’s students,
and 10 doctoral students with a relationship with Adult Education and
Human Resource Development in five years.
c. Establish the online Recreation and Sport Cognate with the College of
Business Administration’s online MBA.
d. Continue the “minor” relationship established since we merged the
programs.
e. Join the North American Society of Sport Management’s website to
advertise our new program
f. Assign a graduate assistant to an alumni development project.
g. Work with the COE Associate Dean’s office to locate and pursue research
funding opportunities.
h. Pursue future research possibilities through FIU Athletics.
The above plan is tentative and modifications will be made based on the external
reviewers’ and the Provost’s recommendation.
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Part IV: Recommendations of Provost
The Provost will provide written recommendations to the units regarding the future
direction of the academic program based on the findings of the complete Program
Review, including the self-study, external consultant’s feedback and Improvement
Action Plan.
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