Abstract
Service learning is a well-established pedagogy within higher education. Specifically, service learning allows students to engage in 'real world' activitites to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This study adhered to the tenants of the Social Cognitive Theory (Bandura, 1986; Schunk, 2004) to engage students in service learning activities related to entry level administrative competencies. Data analysis included a content analysis of reflection papers to determine how many times competencies expected of entry level recreation professionals were mentioned. Students percieved the acquisition of competencies consistent with entry level competencies identified within the recreation industry. Results contribute to the development of effective assignments to facilitate the acquisition of desired professional competencies.
Highlights
The recreation industry is a varied field that includes many types of agencies and clientele with which professionals may work
Personal factors may include a learner’s knowledge, perceived self-efficacy, behavioral capacity, outcome expectations, fears, and goals related to a given social situation (Housman et al, 2012)
In total there were eight questions across the three reflection papers that directly related to personal factors, environment, and behavior as suggested by the triadic reciprocal determinism of Social-Cognitive Theory (SCT)
Summary
The recreation industry is a varied field that includes many types of agencies and clientele with which professionals may work. Recreation educators are challenged to provide experiences that will prepare students with competencies to meet this broad arena of opportunity With such a varied career potential, determining a core set of expectations for new professionals could be daunting. The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) via the National Recreation and Park Association (NRPA) accredits undergraduate programs in parks, recreation, tourism, sport management, event management, therapeutic recreation and leisure studies. This accreditation program offers some direction when it comes to understanding what competencies students should obtain in order to be successful in the recreation industry. According to COAPRT standard 7.01: Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism or related professions and their associated industries; b) techniques and processes used by Zimmerman, J.M., Dupree, J., & Hodges, J.S
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