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Abstract
Traditionally, curriculum design and revision have been guided by faculty and accreditation criteria needs. Students who were enrolled in the curriculum have had limited direct involvement in this process. This study was designed to collect and apply student feedback specifically for the revision of a therapeutic recreation program curriculum. Simultaneously, it was a response to student concerns about excessive course content during their final semester prior to internship. Quantitative and qualitative data were collected from these students through questionnaires and a focus group. Results indicated a need to move some course content from senior level courses to courses taken earlier. Application of these results includes the development of new courses for professional development that are taken earlier in the curriculum and shifting one senior level course to an earlier semester. Other recommendations concerning teaching methods and student advisement are also being implemented.
Additional information
Notes on contributors
Cynthia Stanley
Cynthia Stanley is an Assistant Professor in the Therapeutic Recreation Program at Winston-Salem State University. Himanshu Gopalan is Associate Professor in the Therapeutic Recreation Program at Winston-Salem State University. The authors may be contacted at the Department of Physical Education, Winston-Salem State University, CB 19386, Winston-Salem, NC 27110
Himanshu Gopalan
Cynthia Stanley is an Assistant Professor in the Therapeutic Recreation Program at Winston-Salem State University. Himanshu Gopalan is Associate Professor in the Therapeutic Recreation Program at Winston-Salem State University. The authors may be contacted at the Department of Physical Education, Winston-Salem State University, CB 19386, Winston-Salem, NC 27110