Professional Preparation In Recreation And Park Administration At Illinois State University

McCormick Hall serves as the Recreation and Park Administration main office and classroom complex.

The Recreation and Park Administration Program at the University is committed to turning out students who will make significant contributions on the job, as well as perpetuate a positive movement within the recreation and leisure profession.

By Dr. Larry A. Belknap

Professional preparation programs in recreation and park administration, outdoor resources management, and leisure studies exist throughout the United States. Approximately 290 baccalaureate degree programs were reported by the Society of Park and Recreation Educators (NRPA) in 1980. These programs share similarities and differences in academic preparation and program administration. The Recreation and Park Administration Program (Program) at Illinois State University is one of these varied curricula.

The Program provides an environment conducive to the acquisition of knowledge, skills and attitudes necessary for entry level employment in the leisure services profession. The curriculum offers a required core of recreation courses, professional classes related to career options, wide interdisciplinary courses and a general education component.

An aspect of the Program is a society of students that provide social and educational activities for all majors. Nine faculty members are assigned responsibilities within the Program. There are 170 student majors that utilize 28 recreation courses as a basis in determining an appropriate curriculum.

Program History

The Program received final approval in March 1973 at Department, College and University levels. The Program originated within the Department of Health, Physical Education, Recreation and Dance, which is under the auspices of the College of Applied Science and Technology.

The professional preparation program has grown in breadth of courses and number of faculty positions the past 10 years. From the beginning, the program director has been recruited and appointed by the Department to manage and supervise all matters related to professional preparation in recreation and leisure. The curriculum included 37-hour and 54-hour majors. The 54-hour major contained career options in administration, program-supervision, therapeutic recreation and recreation resources management. Substantive curriculum modifications were made in 1976, 1979 and 1982. Curriculum changes were necessary due to rapidly changing social, economic and political conditions impacting on the provision of leisure services. Efforts to adhere to NRPA/AALR accreditation standards have recently necessitated further curriculum changes.

Program Description

The undergraduate student may pursue a 55-hour or 37-hour curriculum of study. A core of recreation courses is required of each student major. The core curriculum includes:

—Introduction to Leisure and Recreation

—Recreation Leadership Techniques

—Recreation Programming

—Professional Practice: Recreation Programming

—Recreation and Park Administration

—Seminar in Senior Practicum

—Professional Practice: Senior Practicum

The Program's goal is to provide educational opportunities to effectively prepare entry level employees to fill programmatical and supervisory positions in the field. The Program is also cognizant that students are expanding their knowledge and attitudes concerning the impact of leisure and recreation activities on the life of every American.

In addressing this goal, Program faculty are committed to:

1. excellence in the professional preparation of recreation and park majors;

2. a liberal education with interdisciplinary studies related to contemporary American culture and general social, economic and political topics;

3. providing service to professional agencies and organiza-

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tions via workshops, faculty consultation and committee involvement; and

4. basic and applied research in recreation, parks and leisure services.

55-hour Major

The 55-hour curriculum provides the opportunity for students to emphasize career preparation in program-supervision or therapeutic recreation.

Preparation in the program-supervision sequence focuses on the planning, coordination, implementation, supervision, leadership and evaluation of recreation and leisure services. Students are expected to select at least one activity area in which to direct their leadership and skill development. Students select courses in areas such as camping and outdoor recreation, music, theatre, children's play, arts and crafts, dance and others.

Other than professional recreation courses, students enroll in classes related to accounting, management and marketing, finance and law, communication, psychology or sociology and fine arts.

The accounting, management and marketing courses assist students in acquiring knowledge related to financial record keeping, personnel management and provision of services with high consumer demand. An exposure to theory and application of mass communication, computer technology and personal communication skills is suggested in this sequence.

Students are acquainted with governmental functions, administration of public and private services, and community development via course offerings in recreation and leisure. Concepts related to social and developmental psychology, social change and social work are provided in this curriculum option. The opportunity exists for students to expand their cultural enrichment and satisfy interests in specific forms of art, theatre or music. Fulfilling this fine arts requirement often adds to the recreation programming awareness of students.

Students in the therapeutic recreation sequence pursue career opportunities with institutional and community based agencies. Students are acquainted with theoretical concepts and practices useful in the daily provision of services for special clientele. The curriculum is evaluated by utilizing standards of the National Therapeutic Recreation Society.

Students enroll in courses other than recreation and leisure. These courses are within the biology/health sciences, communications or specialized education development, human service/behavioral sciences, skills activity courses and fine arts departments. Three professional recreation courses cover therapeutic recreation foundations, clinical skills and services to special populations. The biology and health science courses provide the student with familiarity to human anatomy/physiology and medical terminology. Communication courses prepare the student for the interpersonal effectiveness needed in the provision of clinical services. Specialized education development courses acquaint students with potential clientele disorders to be considered in related therapeutic recreation settings.

The human service/behavioral sciences area provides the student considerable latitude and encouragement to investigate particular domains for service provision (e.g., social welfare, physical rehabilitation). The activity courses assist in the acquisition of competencies in specific activities and program areas. The fine arts area aids the student in the development and delivery of arts activities.

37-hour Major

Students not interested in a specific career area may select the 37-hour curriculum. Students enroll in the 28-hour pofessional core and nine additional hours of selected recreation and leisure studies. This curriculum is most suitable for students interested in a second major or minor in another field of study. Students consolidate subject matter from related academic disciplines and fulfill a personal and professional desire to pursue a less specialized education. This permits the acquisition of theory and practice from other departments on campus. The result is the development of students with integrated knowledge and understanding to be utilized in the provision and management of leisure services.

Field Requirements

Each student major participates in three separate field experiences dur-

Faculty often meet in sub-groups to discuss curriculum plans and research projects.
Shown are (left to right) Lou Brackett, Bill Richards, Brian Baldea, and Program Director Larry Belknap.

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Students and faculty meet regularly to discuss academic advising and class projects.
Pictured (left to right) are students Tony Afatheny, Kelly Melican, and faculty Bill Richards, Lou Bracken.

ing his or her college education. Approximately 200 students are annually placed and supervised by Program faculty. Many agencies and field supervisors throughout Illinois and the United States have made positive contributions to each of the field experiences.

A third-person style of report writing is required in each field experience. Students are expected to write performance objectives based on planned and expected job tasks. Reports are submitted to agency and university supervisors for content analysis and writing proficiency.

The first level experience requires each student to complete 35 hours of activity leadership with a Bloomington/Normal agency. Students practice leadership skills during these agency sponsored activities.

The second field experience is a professional practice in recreation programming. This is a new addition to core requirements and is offered during the spring and summer semesters. Students' placements may be locally or regionally based. Field work students are expected to develop, implement and evaluate an agency sponsored recreation program. A total of 75 hours is assigned to satisfactorily complete the course objectives.

The third field experience is the senior level professional practice. The practicum is 16 weeks in duration and students are expected to work a minimum of 40 hours per week. The senior practicum is designed to give students a comprehensive experience in the provision of leisure services. Occasionally, a practicum student will narrow the breadth of agency assignments in pursuit of a technical and specific career position.

Faculty member, Brian Baldea and student, Jim Pacanowski, review class materials on a newly purchased Apple II computer.

Students are placed nationally in progressive and reputable agencies throughout Illinois and the United States. All student placements are screened by a professional practice coordinator. Details needed in solidifying placement are completed the semester prior to the students' practicum via a required seminar course.

Faculty schedule agency visitations to in-state practicum sites twice during the placement period. In-state practicum students attend mid-term and final meetings on campus. This provides the opportunity to discuss agency placement with Program faculty and interact with prospective practicum students.

The Program sponsors residential camp counseling experiences that extend for two weeks. The three camps are located 12 miles from campus on Lake Bloomington. College credit is earned for each of the camps. The summer camps serve as supplementary field experiences for majors and university-wide students. The camps' clientele are considered special populations; i.e., handicapped adults, handicapped children and disadvantaged children. The camps are directed by recreation faculty and fi-

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ABOUT THE AUTHOR:

Dr. Larry K. Belknap is Program Director of Recreation and Park Administration at Illinois State University at Normal, Illinois. He has served on the Research, Community Education, and Technical Assistance Committees of Illinois Park and Recreation Association, and at present is a member of the IPRA Administration and Finance Section. In addition, he is the current president of the IPRA affiliate, CIRCLE (Central Illinois Recreation Council for Leisure Experiences). He received his doctorate in recreation and park administration from Indiana University in 1978. Prior to coming to Illinois five years ago, Dr. Belknap served on the boards of directors of the West Virginia Recreation and Park Association, and the West Virginia Community Education Association.

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(Cont. from p. 30)

nancially sponsored by civic and state-wide organizations promoting leisure and recreation for special populations.

Future Plans

The Program will be continually evaluated for recreation and interdisciplinary course offerings with relevance to entry-level job positions. A direct and concentrated effort to obtain NRPA/AALR accreditation also will be continued. Long-range goals focus on the development of continuing education opportunities for practitioners and curriculum offerings in employee services and commercial recreation and tourism.

Program faculty will continue to provide academic advisement for each student major and assist with curricular activities outside the classroom setting. Efforts are being made to modify the current graduate degree requirements by developing a curriculum designed for full-time practitioners.

Summary

The Program is proud of the many alumni representing Illinois State University. Alumni contributions to the recreation and leisure profession has brought notoriety to the Illinois State curriculum. The Program is committed to "turning out" students who will make significant contributions on the job, as well as perpetuate a positive movement within the recreation and leisure profession.

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