REC 2300—RECREATION/OUTDOOR EDUCATION PROGRAMMING

Spring Semester 2008

Instructor: Tom BeeryOffice Phone: 726-7333

Office: 235 EngineeringOffice Hours: MW 11-12 AM

F 10-12 AM

e-mail:

web:

Class Meeting: SpHC 9, MW9AM

Goals:

  • Students will understand the societal value of recreation/outdoor education programming.
  • Students will gain exposure to recreation/outdoor education programming in our region.
  • Students will gain practical skillsin the aspects of conducting a recreation/outdoor education program. It is the purpose of this course to present programming practices that will teach students the fundamental components of professional recreation/outdoor education program delivery.
  • Beyond program delivery, students will understand the basic elements of overall recreation/outdoor education program development.

Objectives:

  • You will be able to explain the proper selection of a recreation/outdoor education program for a selected audience.
  • You will be able to demonstrate lesson plan design.
  • You will demonstrate quality youth development in recreation/outdoor education programming.
  • You will gain practical delivery skills.

This course will have a primary focus on the general audience of “youth” programming, while providing opportunity to explore programming for other specific audiences as well. This course is intended to utilize as much experiential learning as possible. It is hoped that this course will challenge each student—the design is to facilitate engagement, excitement and professional development.

Tentative Schedule:

Week # & Date / Topic / Assignment—note, additional readings to be provided
Week 1:
/ Introductions/course outline
Recreation, outdoor education and the non-formal setting
Introduction to Programming / Read: Chapters 1& 4 in Rossman
Week2:
/ Field Site Experiences Introduced
Outdoor Recreation, societal values, repositioning! / Read: Chapters 1 & 4 in Rossman
Field site choice
Week 3:
/ The value of games—games, introductions, conclusions and the concept of audience
Project Wild / Field site experience begins
Chapter 4 in Field Days
Week 4:
/ Library resource tour
Project Wild cont.
Field site week one discussion
Week 5:
/ Presentation 1: Game / Field site audience description due (Mon.)
Field site teaching schedule confirmed
Outline due with game
relevant changes noted.
Week 6 / Understanding Scope and Sequence.
Writing a Lesson Plan: Goals& Objectives…Assessment / Repositioning article due
Week 7
/ The Keys to Positive Youth Development
Learning Theory / Outline into lesson plan due (Mon.)
Read: The Keys to Positive Youth Development
Week8
/ Learning Theory / Read: Chapter 6 in Field Days
Lesson plan #1 for Field Site
Week 9: / Spring Break! / Spring Break!!
Week 10 / UMD Outdoor Program Outdoor and recreational programming
Program delivery small group projects
Week 11:
/ Field Site check-in
Program delivery small group projects discussed
Lesson Plan #3 edit (Wed.)
Repositioning articles jigsaw (Wed.) / OP small group projects
Lesson Plan #2 for Field Site
Week 12:
/ Bagley Activity assigned/discussed
Programming Unit:
1. Program Culture
2. Strategic Direction / TBA
Week 13:
/ 3. Targeted Program Development
4. Operational Strategies
5. Program evaluation / Read: Evaluation of the Totally Cool, Totally Art Program (website)
Chapter 7 Field Days
Week 14:
/ Program evaluation cont.
Field site assessment / Field Site Reflection due
Week 15:
/ Bagley Activity Presentations
Week 16:
/ Bagley Activity Presentations

Text:

  • Rossman, R. & Schlatter, B. (2003). Recreation Programming. 4th Ed. Champaign, IL: Sagamore Publishing. (on-reserve)
  • Field Days curriculum, University of Minnesota Extension Service
  • Project Wild Materials

Assignments/Grading

  1. Field Site Experience40 pts

During class on the first week you will be provided with options for field sites. Starting week three, you will be provided a training at the field site. Each week you will need to complete ~3 hours of service for a total of 21 hours. (the weeks of ISD winter break, 2/18-22 and UMD spring break, 3/12-16will not count). Continuation at the field site for the remainder of the semester will be worth an additional 20 points (extra credit for your positive contribution).

  1. Field Site Audience Description

After two weeks of attending and observing at Nettleton or Lowell, write a 3 page description of the “audience”…who are these kids? How do they act? What behaviors surprise you? Interest you? Scare you? Make at least three references to the content in Chapter 4 of Field Days. In addition you must explore one of the provided resources in Chapter 4 and relate the source to your experience at your field site. 20 points

  1. Program Delivery: (80 pts total)

Each presentation requires a lesson plan and an evaluation (1 instructor, 1 peer, 1 supervisor, 1 self).

Presentation #1: Game with peers20 pts

Small group of three classmates facilitate a 20-30 minute, theme-based program for peers. Points earned via outline/lesson plan.

Presentation #2: Game/s at field site20 pts

Facilitate programming w/intro, game/s, conclusion for field site group (min. 45 mins.). Points earned for lesson plan, preparedness and evaluation.

Presentation #3: Project Wild activity at field site20 pts

Facilitate Project Wild activity w/ intro, activity and conclusion for volunteer site group (min. 45 mins.). Points earned for lesson plan, preparedness, evaluation and appropriate fit with setting/audience.

Presentation #4: Bagley activity for peers20 pts

Small group of three classmates facilitate a 20-30 minute, theme-based program for peers. Points earned via presentation rubric.

  1. Field Site Reflection Paper20 pts

Upon completion of your field site experience, you are required to write a essay using the experiential learning model to help you reflect and express.

  1. Repositioning Article10 pts
  1. Final Exam100 pts.
  1. Participation~60 pts

(This includes attendance and class assignments.)

Total~330 pts.

Course grades will be issued on a standard scale of the following:
A = 100 - 93% C+ = 79-77%
A- = 92 - 90%C = 76 - 73%
B+ = 89 - 87%C- = 72 - 70%
B = 86 - 83%D+ = 69 - 67%
B- = 82-80%D = 66 - 63%
D- = 62 - 60%

Please note:

  • All work must be presented in a typed format (Arial, Times). Even though some of the assignments are team/partner oriented, you must hand in the text aspect of the project individually. This is to encourage your own point of view toward what you learned from the exercise.
  • Your presentations are expected to be completely professional, this includes: appropriate dress, quality communication with field site supervisors, delivery clarity, promptness and timeliness; tardiness is unacceptable.
  • You must submit a complete lesson plan before each program is scheduled to be presented (see syllabus for detail).
  • Late work will be accepted with a penalty score.
  • Additional information regarding assignments will be handed out as each assignment approaches.