Lesson 5 - Curriculum & Higher Ed PDF

Curriculum & Higher Education Outline Outline current issues in higher education for therapeutic recreation Define Define accreditation and review accrediting bodies and the role of accreditation in therapeutic recreation Discuss Discuss TR curriculum and the issue of standardization...

Curriculum & Higher Education Outline Outline current issues in higher education for therapeutic recreation Define Define accreditation and review accrediting bodies and the role of accreditation in therapeutic recreation Discuss Discuss TR curriculum and the issue of standardization List the pros and cons of TR curricula regarding: List §close affiliation with parks and recreation §distinct separation from parks and recreation Identify Identify opportunities for collaboration with universities  § What are the qualifications for our field? § Issues in Higher Education & TR Introductory § Accreditation § Online Learning and Teaching Comments § Master’s Degree for Entry-Level Practice § Curricular Standardization § The Future of TR Curricula § "Accreditation is a process of external review created and used by colleges, universities, and academic programs to assure quality (Eaton, 2015). § Carries out the following roles: § assures quality § provides accountability for access to federal and state funds, § engenders private sector confidence § eases student transfer of courses and programs" Institutional accreditation-university wide Specialized programmatic-program level COAPRT-The Council for Parks, Recreation and Tourism Related Professions CARTE-Committee on Accreditation of Recreational Therapy Education FIVE-STEP Process: self-study, peer review, site visit, judgment by external organization, periodic external review  2010 CARTE 2013 approved by COAPRT 1975 CAAHEP to dropped standards accredit as options to published allied health accredit by NRPA profession including TR 1977 NRPA 2012 TR added standards graduate accepted by standards - COAPRT for but dropped TR almost immediately COAPRT CARTE § COAPRT offers two options: § Identifies specific curricular § to become accredited as a stand- requirements alone program in TR, or § Clinical emphasis § to become accredited as one program among others in a department seeking COAPRT accreditation § No curricular requirements § Adaptable standards WHAT’S Issue: Does the existence of two accrediting YOUR bodies strengthen or VIEW? weaken profession? § Accreditation tends to bring consistency to curricula § Gap between preparation and practice may be reduced with consistent outcomes § Consistency strengthens legitimacy as health and human service profession “Any mediated instruction that occurs at a distance—regardless of the technology involved” Technology includes everything from smartphones to email Four components institution-based formal learning separation of the instructor from learning group telecommunications that connect learner, instructor, and resources availability of technological resources Issues in online and distance education Benefits and challenges Teaching and learning differences Accessibility and globalization § Should profession recognize master’s degree as point of entry to profession? § Is profession reacting to peer professions’ transition or has our profession matured and has a need to recognize higher standards to practice? 1970s studies Highest number little of M.S. programs differentiation and students in between B.S. 1980s and M.S. Content includes, organization, Number of TR management, courses in M.S. administration, is increasing research, advancement of profession  § 86 faculty at 82 institutions sent online survey § Respondents were asked if profession should move from B.S. to M.S. for entry, response noted almost equal positive and negative responses MASTER’S § Responses to open-ended question on why or why not move showed no differences between the two groups reported yes or no ENTRY TO § Reasons to move included align with other allied health professions, increase in skills needed, advance evidence- PRACTICE based practice, maturity of students § Reasons to remain at B.S. included lack of evidence for 2015-2016 need to move, lack of proof of increase respect, lack of Ph.D.-trained faculty, increased student costs § Respondents believed if move to M.S. degree, B.S. will no SURVEY longer be required § Respondents believed the most prevalent model would be 3-2 or 4-1 for M.S. § Barriers to moving to M.S. from B.S. included low enrollments, lack of Ph.D.s, similar programs in respondent states, lack of demand § Nursing-options range from Associate’s to M.S. § PT became effective in 2016 (M.S.) with all holding doctorates by 2020 § OT moved to M.S. in 2007 § Speech-language, M.S. since 1965 § Social work requires M.S. to deliver clinical services § Psychology-counseling requires M.S. § Child Life remains in process, originally planned to accomplish by 2022 § Art, dance, drama require M.S., music is B.S. WHAT’S What are your YOUR thoughts – BS or MS? VIEW? § Competency development à Curricular standardization § What are competencies in TR? § Does the University of Iowa’s coursework relate? § What happens at other universities?  § Increase emphasis on chronic disease needs § Strengthen knowledge and skills relevant to an aging population § Integrate core interdisciplinary competencies into TR curricula, accreditation standards, and certification process Important § Seek out learning opportunities that promote development of interdisciplinary, collaborative skill sets § Teach competency/strategies needed to demonstrate cost effectiveness Knowledge of TR § Understand the broad spectrum of applications of the International Improveme Classification of Functioning, Disability, and Health, and the relevance of these applications to TR § Adopt TR competencies for support content and TR content that are nts in TR consistent with TR continuum of service/scope of practice § Prepare students for new and emerging community-based health service models (i.e., outpatient, home health care, free-standing programs, and health pro-motion programs) § (Keogh Hoss, Powell, & Sable, 2006, p. 120)" § Combination of didactic, clinical, and research learning experiences § Cultural competency § Multiple styles of learning § Connections to larger community and society § Critical inquiry, clinical reasoning, clinical judgment, and reflective practice CONSTRAINTS TO STANDARDIZATION Generalist argument Availability of clinical experiences in geographic area Faculty skills and experience Student diversity Physical Therapy Audiology and Speech- Language Pathology Occupational Therapy § STANDARDIZATION CONCEPTUALIZATION MODEL § Critical courses § Recommended courses § Specialty courses 7 Required courses (foundations, clinical, program planning, disabling conditions, modalities and facilitation techniques, administration, research and evaluation). 3 Fieldwork/Internship experiences (volunteer/service learning, fieldwork, internship) 4 External required courses (anatomy and physiology, human growth and development across the lifespan, abnormal psychology, medical terminology) § Issues and trends in TR § Technology in TR § Specific disability courses § Senior seminar § Leisure education/counseling § Interdisciplinary approaches to treatment § Counseling techniques Outdoor and/or adventure programming Community/inclusive recreation for special populations Use of technology and adaptive equipment in TR TR and the schools Aquatics Adapted sports Animal-assisted therapy § Entry level education § Curricula consistency § New and increasing levels of competencies § Progression and quality of fieldwork experiences and supervision § Determine effective models of graduate education § Networking § Information sharing § Special Projects § Research Continuing education § Field experience As a TEAM: 1. Discuss the pros/cons of an internship program. 2. Check out NCTRC at www.nctrc.org - what are the requirements for agencies that want to supervise student internships? INDIVIDUAL Response & Submission: § What are your thoughts on the 14-week, 56-hour internship?? § Submit to the ICON text box or save as a pdf/word doc and submit to ICON. Need to identify relationship between increasing TR courses and delivery of practices