1972 ONWARD: RECREATION AS DISTINCTIVE FROM PHYSICAL EDUCATION
In the Fall or 1972, the academic calendar listed a slightly different program of study for those interested in studying Recreation as opposed to Physical Education. The calendar description stated the following: The purpose of the Recreation curriculum is to provide the major with a general background of information pertaining to parks, recreation, and leisure studies; and to develop knowledge, attitude, and basic competencies to pursue further studies or a career in the broad field of recreation. Areas of specialization are possible but normally require an additional year of study. Graduates may obtain various employment opportunities be it at a local, provincial, or national level; in a governmental setting such as municipality recreation, National parks, or armed forces; or an agency setting such as YM-YWCA, hospitals or churches, or an educational setting as a school-community coordinator, activity director, or professor of recreation.
Course offerings designed for recreation students in 1972 included the following:
PER 101 Introduction to Recreation and Physical Education
PER 172 Programming
PER 201 Leadership
PER 271 Concepts of Leisure
PER 302 Outdoor Recreation
PER 341 Coaching Foundations
PER 348 Senior Seminar
PER 370 Elements of Community Development
PER 381 Practicum in Leisure Services
PER 382 Administration of Aquatic Programs
Course offerings designed for recreation students in 1972 included the following:
PER 101 Introduction to Recreation and Physical Education
PER 172 Programming
PER 201 Leadership
PER 271 Concepts of Leisure
PER 302 Outdoor Recreation
PER 341 Coaching Foundations
PER 348 Senior Seminar
PER 370 Elements of Community Development
PER 381 Practicum in Leisure Services
PER 382 Administration of Aquatic Programs
DEVELOPMENT OF THE SCHOOL OF RECREATION AND PHYSICAL EDUCATION
On Oct 26, 1973, a report was presented to the Senate Committee to establish a School of Recreation and Physical Education (as opposed to a Department) and to establish a Centre of Leisure Studies. The committee recommended that a School be established to replace the existing Department of Physical Education and Recreation. In doing so, caution was expressed in increasing enrollment until the possible impacts had been studied by Senate. An intake of 40 students per year and the total of 240 within the School was to be maintained so as to not negatively affect the quality of the program or overload other departments with service course offerings.
It was further suggested that new degrees, BSc in Recreation and Physical Education, and BA in Recreation and Physical Education be established. The presumption was that the majority of courses for either degree would be taken in Science or in Arts. Concern was expressed that establishing specialized Schools would take away from the academic purpose of the university however it was recognized that there were benefits that could accrue from the development of such units. It had been suggested that because the specialized program differed so greatly from other science programs that perhaps it should be removed from the Faculty of Science. However, there was concern that a degree entitled Bachelor of Physical Education would disadvantage the students seeking employment upon graduation. A further concern was expressed at the public perception of a degree in Recreation. It was concluded that a degree BSc or BA in Recreation and Physical Education would be a suitable compromise.
It was thought that the new School could increase public visibility, and attract additional forms of support to the university. In making the decision, consideration was given to the belief that other institutions in Atlantic Canada were probably considering similar developments and that Acadia should move swiftly in order to avoid criticism of duplicated efforts. Although evidence supported the need for municipal recreation directors in Atlantic Canada, and the growing need for institutional recreation directors across the country, caution was expressed in overestimating the potential for employment.
In 1973, two faculty were hired with an academic background in recreation: Robert (Bob) Watts and William (Bill) White. Professor Watts from the USA had a background in Leisure Studies and Prof White had a background in both Leisure Studies and education. There were no universities Canada at the time offering graduate degrees in Leisure Studies, and so the academics in the discipline carried out their graduate work in the USA or Europe. Bob Watt’s degrees are from the University of Oregon and the University of New Mexico, and Bill White’s from Acadia and University of Boston. The 5 founders of the program also were educated in the USA which influenced the development of the curriculum at Acadia: Elizabeth Vermeulen (Oregon), Donald Wells (Indiana), Robert Vespaziani (Springfield), David Joos (San Diego State), and Gib Chapman (Indiana).
By 1974 a number of new courses had been added to the calendar which included:
PER 245R Activity Labs (music, drama, dance, low organized games, outdoor recreation)
PER 282 Administration of Recreation Services
PER 283 Planning for Leisure: Areas and Facilities
PER 284 Recreation Resource Design and Management
PER 362 Outdoor Education
PER 373 Physical Recreation Programming for Institutions and Communities
PER 391 Sport and Society
Students were required to take a series of 6 week Activity Courses designed to introduce participants to physical recreation activities including aquatics, fitness and conditioning, dance, and gymnastics, and a host of elective sports ranging from soccer to fencing to synchronized swimming.
During the first decade of the Recreation degree program, there were a number of staff changes that impacted the direction of curriculum development. Glyn Bissix joined the faculty in 1974; Roger Mannell replaced Bob Watts in 1975; James Bayer replaced Gib Chapman as Director of the Department, and Director of Athletics in 1975; Jude deGuerre replaced Glyn Bissix in 1978; Pete Diffenderfer replaced Roger Manell in 1979; Alex Wright joined the faculty in 1979; Shelia Backman replaced Peter Diffenderfer in 1981; Glyn Bissix returned to the faculty in 1981; and Brenda Robertson replaced Sheila Backman in 1983. Much of the turn over in faculty during this period relates to a rapid succession of Directors of the Centre of Leisure Studies who also taught within the program: Watts (1973-75), Mannell (1975-79), Diffenderfer (79-81), and Backman (81-93).
The program description was revised to the following: Recreation graduates require a liberal education which allows them to understand the complex problems and issues influencing culture and life in society. In addition, they must study the various components of the field of Recreation in preparation for working in dynamic systems dedicated to the development of leisure and cultural services. The purpose of the program is to develop individuals to fulfill management roles in a variety of Recreation and leisure settings, such as Recreation programmers and leaders, Administrators, Cultural and Recreation Facility Managers, Consultants, Outdoor Specialists, Tourism Developers, and Entrepreneurs. Students may elect to pursue an area of concentration in addition to the core program. Opportunities for specialization include Recreation Administration, Tourism, and Outdoor Recreation.
New additions to the curriculum reflected the background and interests of the faculty. In particular, the influence of Professor White can be seen in the administration and community development/education related courses, Profs Bissix and deGuerre in the outdoor offerings, and Dr. Wright is the Tourism area.
It was further suggested that new degrees, BSc in Recreation and Physical Education, and BA in Recreation and Physical Education be established. The presumption was that the majority of courses for either degree would be taken in Science or in Arts. Concern was expressed that establishing specialized Schools would take away from the academic purpose of the university however it was recognized that there were benefits that could accrue from the development of such units. It had been suggested that because the specialized program differed so greatly from other science programs that perhaps it should be removed from the Faculty of Science. However, there was concern that a degree entitled Bachelor of Physical Education would disadvantage the students seeking employment upon graduation. A further concern was expressed at the public perception of a degree in Recreation. It was concluded that a degree BSc or BA in Recreation and Physical Education would be a suitable compromise.
It was thought that the new School could increase public visibility, and attract additional forms of support to the university. In making the decision, consideration was given to the belief that other institutions in Atlantic Canada were probably considering similar developments and that Acadia should move swiftly in order to avoid criticism of duplicated efforts. Although evidence supported the need for municipal recreation directors in Atlantic Canada, and the growing need for institutional recreation directors across the country, caution was expressed in overestimating the potential for employment.
In 1973, two faculty were hired with an academic background in recreation: Robert (Bob) Watts and William (Bill) White. Professor Watts from the USA had a background in Leisure Studies and Prof White had a background in both Leisure Studies and education. There were no universities Canada at the time offering graduate degrees in Leisure Studies, and so the academics in the discipline carried out their graduate work in the USA or Europe. Bob Watt’s degrees are from the University of Oregon and the University of New Mexico, and Bill White’s from Acadia and University of Boston. The 5 founders of the program also were educated in the USA which influenced the development of the curriculum at Acadia: Elizabeth Vermeulen (Oregon), Donald Wells (Indiana), Robert Vespaziani (Springfield), David Joos (San Diego State), and Gib Chapman (Indiana).
By 1974 a number of new courses had been added to the calendar which included:
PER 245R Activity Labs (music, drama, dance, low organized games, outdoor recreation)
PER 282 Administration of Recreation Services
PER 283 Planning for Leisure: Areas and Facilities
PER 284 Recreation Resource Design and Management
PER 362 Outdoor Education
PER 373 Physical Recreation Programming for Institutions and Communities
PER 391 Sport and Society
Students were required to take a series of 6 week Activity Courses designed to introduce participants to physical recreation activities including aquatics, fitness and conditioning, dance, and gymnastics, and a host of elective sports ranging from soccer to fencing to synchronized swimming.
During the first decade of the Recreation degree program, there were a number of staff changes that impacted the direction of curriculum development. Glyn Bissix joined the faculty in 1974; Roger Mannell replaced Bob Watts in 1975; James Bayer replaced Gib Chapman as Director of the Department, and Director of Athletics in 1975; Jude deGuerre replaced Glyn Bissix in 1978; Pete Diffenderfer replaced Roger Manell in 1979; Alex Wright joined the faculty in 1979; Shelia Backman replaced Peter Diffenderfer in 1981; Glyn Bissix returned to the faculty in 1981; and Brenda Robertson replaced Sheila Backman in 1983. Much of the turn over in faculty during this period relates to a rapid succession of Directors of the Centre of Leisure Studies who also taught within the program: Watts (1973-75), Mannell (1975-79), Diffenderfer (79-81), and Backman (81-93).
The program description was revised to the following: Recreation graduates require a liberal education which allows them to understand the complex problems and issues influencing culture and life in society. In addition, they must study the various components of the field of Recreation in preparation for working in dynamic systems dedicated to the development of leisure and cultural services. The purpose of the program is to develop individuals to fulfill management roles in a variety of Recreation and leisure settings, such as Recreation programmers and leaders, Administrators, Cultural and Recreation Facility Managers, Consultants, Outdoor Specialists, Tourism Developers, and Entrepreneurs. Students may elect to pursue an area of concentration in addition to the core program. Opportunities for specialization include Recreation Administration, Tourism, and Outdoor Recreation.
New additions to the curriculum reflected the background and interests of the faculty. In particular, the influence of Professor White can be seen in the administration and community development/education related courses, Profs Bissix and deGuerre in the outdoor offerings, and Dr. Wright is the Tourism area.
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The Core requirements of the program consisted of 15 courses:
RECR 1093 Foundations of Recreation RECR 1173 Leadership for Leisure RECR 2083 Organization and Structure of Leisure Services RECR 2123 Program Development for Leisure Systems 1 RECR 2163 Outdoor Recreation RECR 3053 Practicum in Leisure Services RECR 3133 Planning for Leisure RECR 3183 Administration of Leisure Services 1 RECR 3233 Recreation Resource Design and Management RECR 3273 Leadership Development for Recreation RECR 3283 Administration of Leisure Services 2 RECR 4053 Recreation Activities RECR 4093 Senior Seminar RECR 4293 Concepts of Leisure RECR 4323 Programs Development for Leisure Systems 2 |
Elective offerings included:
RECR 1293 Leisure Opportunities in the Community (for non majors) RECR 2093 Sport and Society RECR 3013 Administration of Aquatic Facilities RECR 3363 Outdoor Education Methods RECR 3423 Leisure and Special Populations RECR 4013/4023 Leisure and Tourism 1 and 2 RECR 4213 Principles of Community Development RECR 4223 Physical Recreation Programming for Institutions and Communities RECR 4253 Advanced Recreation Activities RECR 4263 Parks and People RECR 4313 Community Education Administration RECR 4463 Camp Administration RECR 4563 Adventure Outdoor Pursuits |
MID 1980'S: THE ACADEMIC REVIEW AND CURRICULUM RESTRUCTURING
In the mid 1980’s, the School of Recreation and Physical Education underwent a review, which was standard practise in academic institutions. The report was not positive and as a result, the University Senate voted to the eliminate the academic program, and Athletics would once again become a separate department, under the leadership of Don Wells. The review was particularly critical of the Physical Education program but Recreation also faced issues of academic integrity considered too challenging to overcome. Issues of concern related to leadership, faculty credentials, scholarship, curriculum development, and students. Before closing the School, it was decided that a highly qualified and respected academic would be brought in to serve as Acting Director in order to determine whether the issues raised in the review could be suitably addressed. The position was vacant owing to the ill health of the Director James (Jim) Bayer, who passed away in 1985.
Dr. Wendy Bedingfield was seconded from the University of Alberta for the job and after 18 months, concluded that the program could be made academically viable. It would require certain personnel changes, support for the professional development of existing faculty, development of a culture of collegiality within the School, and the creation of separate degree programs for Recreation and Physical Education. This would require cooperation between the programs in areas of shared interest (e.g. sport, outdoor), curriculum development to bring programs in line with standards in the disciplines/professions, the establishment of sound and effective operating policies and procedures, and strong leadership within the School. During her tenure as Interim Director, Dr. Bedingfield not only identified the work that needed to be done, but made sufficient strides in carrying out much of that work. The Senate decided to not close the programs and Dr. Bedingfield was offered the Director’s position in order to continue the work. Despite having a well-established research program and biomechanics lab at the U of Alberta, as well as a number of Doctoral students, she accepted Acadia’s offer. The decade that followed saw considerable development within the recreation program, beginning with the establishment of Bachelor of Recreation Management program. Profs deGuerre and Robertson completed their Doctoral degrees, and Prof Bissix commenced further graduate work as well. Dr. Susan Markham, the first person to complete a doctorate related to Leisure Studies in Canada, was hired for her expertise related to historical perspectives, and planning.
Dr. Wendy Bedingfield was seconded from the University of Alberta for the job and after 18 months, concluded that the program could be made academically viable. It would require certain personnel changes, support for the professional development of existing faculty, development of a culture of collegiality within the School, and the creation of separate degree programs for Recreation and Physical Education. This would require cooperation between the programs in areas of shared interest (e.g. sport, outdoor), curriculum development to bring programs in line with standards in the disciplines/professions, the establishment of sound and effective operating policies and procedures, and strong leadership within the School. During her tenure as Interim Director, Dr. Bedingfield not only identified the work that needed to be done, but made sufficient strides in carrying out much of that work. The Senate decided to not close the programs and Dr. Bedingfield was offered the Director’s position in order to continue the work. Despite having a well-established research program and biomechanics lab at the U of Alberta, as well as a number of Doctoral students, she accepted Acadia’s offer. The decade that followed saw considerable development within the recreation program, beginning with the establishment of Bachelor of Recreation Management program. Profs deGuerre and Robertson completed their Doctoral degrees, and Prof Bissix commenced further graduate work as well. Dr. Susan Markham, the first person to complete a doctorate related to Leisure Studies in Canada, was hired for her expertise related to historical perspectives, and planning.
COMPREHENSIVE CURRICULUM DEVELOPMENT
At this point in the evolution of the field, it was becoming widely acknowledged that recreation professionals required specific knowledge and skills, and so certification programs were being established to try and ensure a high level of professional integrity. The largest such program was implemented in the USA and in order to become certified, students were required to attend universities whose programs were accredited by the National Recreation and Parks Association. In order to be accredited, universities had to offer curriculum based upon the following areas: 1) Foundations including the history, philosophy, and social and behavioral science underpinnings of the field and the profession; 2) Provision of services and experience opportunities including competencies such as recreation programming and leadership, heritage and environmental interpretation, facility development, experience design, and related processes; 3) Administration including such aspects as planning, organizing, staffing, reporting, finance, resource acquisition, marketing, and critical thinking; and 4) Management involving processes that recreation managers use to optimize the success of the organization including understanding social, economic, and financial environments and the use of new technologies. In the absence of an accreditation system in Canada, the NRPA model was widely adopted.
At Acadia, in keeping with the standards in the field, a comprehensive curriculum concept was developed which included a leisure disciplinary core covering the historical, philosophical, psychological, and sociological perspectives of leisure; a management core which students took through the School of Business (e.g. Finance, Marketing, Human Resource Management); professional tools courses (e.g. Leadership, Programming, Community Development, Planning); and settings related courses that would equip students to work within various settings (e.g. outdoor centres, correctional facilities, tourist resorts).
Until this point in time, the curriculum had been rather loosely developed, and lacked an academic framework and credibility. The adoption of this model guided future curriculum development that elevated the Acadia program to one of the most recognized and respected in North America, for an institution of it’s size.
The leisure disciplinary core was at the heart of the program for it was here that students received a solid grounding in understanding the concept of leisure. The professional tools courses gave students the knowledge and skills required in order to provide recreation services that would facilitate true leisure experiences benefiting individuals, their communities, and society in general. The management courses offered through the School of Business not only provided students with further tools, but they gained some of the theoretical underpinnings that inform good practise. It followed logically then that with the disciplinary basis, and a set of professional tools, students could then explore the type of professional settings in which they wished to work, and to develop specialized knowledge and expertise relative to specific settings. Although the discipline and tools courses are prescribed by the field, the settings courses very much reflected the interest and expertise of the faculty in a given period of time.
The degree was comprised of three required core areas of study: leisure/recreation (36 hrs), management (18 hrs), and liberal education (36hrs). The management core consists of the courses taught though the School of Business; the liberal core included courses in Sociology, Psychology, Economics, Political Science, and Environmental Science. The remainder of the elective courses could be of a general nature or used to complete a specialization in outdoor and environmental education, community recreation and tourism development, or sport management. In addition, all students were required to take four non-credit requirements: Rec Aide where they became engaged in community volunteer work during first year, first aid training, pre practicum seminars to prepare students for their practicum field work between 3rd and 4th years, and attendance at a professional conference as a means of becoming connected with the professional community.
At Acadia, in keeping with the standards in the field, a comprehensive curriculum concept was developed which included a leisure disciplinary core covering the historical, philosophical, psychological, and sociological perspectives of leisure; a management core which students took through the School of Business (e.g. Finance, Marketing, Human Resource Management); professional tools courses (e.g. Leadership, Programming, Community Development, Planning); and settings related courses that would equip students to work within various settings (e.g. outdoor centres, correctional facilities, tourist resorts).
Until this point in time, the curriculum had been rather loosely developed, and lacked an academic framework and credibility. The adoption of this model guided future curriculum development that elevated the Acadia program to one of the most recognized and respected in North America, for an institution of it’s size.
The leisure disciplinary core was at the heart of the program for it was here that students received a solid grounding in understanding the concept of leisure. The professional tools courses gave students the knowledge and skills required in order to provide recreation services that would facilitate true leisure experiences benefiting individuals, their communities, and society in general. The management courses offered through the School of Business not only provided students with further tools, but they gained some of the theoretical underpinnings that inform good practise. It followed logically then that with the disciplinary basis, and a set of professional tools, students could then explore the type of professional settings in which they wished to work, and to develop specialized knowledge and expertise relative to specific settings. Although the discipline and tools courses are prescribed by the field, the settings courses very much reflected the interest and expertise of the faculty in a given period of time.
The degree was comprised of three required core areas of study: leisure/recreation (36 hrs), management (18 hrs), and liberal education (36hrs). The management core consists of the courses taught though the School of Business; the liberal core included courses in Sociology, Psychology, Economics, Political Science, and Environmental Science. The remainder of the elective courses could be of a general nature or used to complete a specialization in outdoor and environmental education, community recreation and tourism development, or sport management. In addition, all students were required to take four non-credit requirements: Rec Aide where they became engaged in community volunteer work during first year, first aid training, pre practicum seminars to prepare students for their practicum field work between 3rd and 4th years, and attendance at a professional conference as a means of becoming connected with the professional community.
LEISURE STUDIES CORE
RECR 1013 Introduction to Leisure
RECR 1033 Concepts of Leisure
RECR 2013 Leisure Behaviour
RECR 2033 Leadership and Teambuilding
RECR 3013 Issues in Leisure Research
RECR 3033 Leisure in Society
RECR 3043 Leisure Services Programming
RECR 4023 Senior Seminar
RECR 4033 Global Issues: The Leisure Perspective
RECR 4043 Practicum in Leisure Studies
RECR 4113 Strategic Planning
RECR 4133 Administration of Leisure Services
RECR 1033 Concepts of Leisure
RECR 2013 Leisure Behaviour
RECR 2033 Leadership and Teambuilding
RECR 3013 Issues in Leisure Research
RECR 3033 Leisure in Society
RECR 3043 Leisure Services Programming
RECR 4023 Senior Seminar
RECR 4033 Global Issues: The Leisure Perspective
RECR 4043 Practicum in Leisure Studies
RECR 4113 Strategic Planning
RECR 4133 Administration of Leisure Services
SPECIALIZATION ELECTIVES
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OUTDOOR AND ENVIRONMENTAL EDUCATION
RECR 1163 Environmentalism and Sustainable Society RECR 2363 Outdoor Pursuits 1 RECR 2463 Issues in Outdoor Recreation RECR 3363 Outdoor Pursuits 2 RECR 3463 Outdoor Education Centre Administration RECR 3563 Environmental Education |
COMMUNITY TOURISM AND RECREATION DEVELOPMENT
RECR 2053 Introduction to Tourism and Commercial Recreation RECR 2083 Introduction to Agency Administration RECR 3113 Planning for Leisure RECR 3353 Community Development and Recreation RECR 4353 Community Tourism: Destination Studies RECR 4453 Community Tourism Development |
SPORT MANAGEMENT
RECR 2183 Philosophy and Principles of Coaching RECR 2283 History and Philosophy of Sport RECR 3173 Facility Planning and Management RECR 3583 Sport and Politics RECR 3683 Psychology of Sport RECR 3783 Sport Marketing Strategies RECR 4183/4283 Practicum in Sport Management RECR 4683 Seminar in Sport Management 4783 Sport and Society |
2000 AND BEYOND: RECREATION MANAGEMENT
CURRICULUM DEVELOPMENT
By the early 2000’s, considerable changes had taken place within the School. Wendy Bedingfield assumed the position of Dean of the Faculty of Management and Education, and later Dean of Graduate Studies, prior to returning to the School as a faculty member in 1996. Bill McLeod (Physical Education) became Director of the School, followed by Gary Ness (Physical Education), and during their tenure they transitioned the Physical Education program to Kinesiology. Kinesiologist Rene Murphy replaced Gary Ness as Director of the School.
Jude (deGuerre) Hirsch had taken a position in Georgia (1994); Scott Hennigar was hired as an outdoor Instructor: Bill White left to assume a position with the provincial government in 1995; Brenda Robertson became a fulltime faculty member in 1996, after leaving her post as Director of the Recreation Resource Centre of Nova Scotia; Alex Wright passed away suddenly in 1997 and his tourism courses were covered by a series of temporary appointments prior to hiring John Colton as a permanent replacement in 2001; Greg Austin (1996) was hired by Physical Education and then replaced by Robert Pitter (1999) to enhance the sport offerings; In 1997, Ann Dodge was hired to teach some of the profession preparation courses in Physical Education and developed wellness based curriculum; Paul Heintzman was hired to provide leadership to the outdoor and administration areas in 1998, and was replaced by Alan Warner in 2003. The Recreation Management faculty (Bedingfield, Bissix, Colton, Hennigar, Markham-Starr, Robertson, Warner) remained consistent until 2012.
These changes in staffing and the resultant infusion of new thinking, led to some changes in the curriculum. The Leisure Studies core was expanded to include an introductory course for each of the areas on concentration: Outdoor Recreation (RECR 1223), Tourism (RECR 1233), Sport Management (1243), and the new area of Individual and Community Wellness (RECR 1253). A course entitled Learning Resources (RECR 2113) was added to better equip students to become engaged learners, and the previous Introduction to Leisure course (REC 1013) was replaced with Introduction to Management as a means of preparing students for the core of management courses the would be taken through the School of Business. In second year, a course entitled History and Philosophy of Leisure (RECR 2113) was added to enhance students understanding of the leisure discipline. In third year, the Recreation Professional as Facilitator (RECR 3093) was developed in order to introduce students to a key area of professional knowledge. In the fourth year, Practicum in Leisure Services was replaced with Professional Issues. The previous course consisted of a 6 weeks supervised summer internship within the recreation field in which students underwent a guided process of reflection and analysis of their professional strengths, and identification of areas requiring improvement during their final year. Professional Issues was a structured course which took place in the Fall term after students had participated in their placement that allowed for in depth analysis of professional issues that arose during the placement, with fellow students.
Another addition to the program was the creation of an Honours option that would require students to take additional research methods courses and complete a thesis, which would represent 6 hrs of academic credit.
In terms of elective offerings, a number of new courses were added to reflect the scholarly interests of the faculty.
RECR 1293 The Leisure Ethic: A Contemporary Perspective
RECR 2563 Ecotourism
RECR 3113 Policy, Planning, and Decision Making
RECR 3193 History of Parks and Recreation in Canada
RECR 3423 Leisure and Special Populations
RECR 4073 Environmental Ethics and Issues in Outdoor Recreation
RECR 4083 Sustainable Tourism Planning and Development
RECR 4473 Festival and Special Event Management
During this period, the shift away from teacher/leader professional preparation program (Physical Education) to concentrate on the scientific disciplines (Kinesiology) resulted in the existence of a group of courses that were not core to Recreation Management or Kinesiology, but elective offerings for both degree programs. Rather then being RECR or KINE, they were given an SRMK (School of Recreation Management and Kinesiology) designation.
SRMK 2283 Historical Aspects of Sport
SRMK 3133 Leadership and Team Building
SRMK 3583 The Canadian Sport System
SRMK 3783 Sport Marketing Strategies
SRMK 4183 Practicum in Sport Management
SRMK 4483 International Sport
SRMK 4563 Adventure Education
SRMK 4883 Sport, Media, and Culture
Jude (deGuerre) Hirsch had taken a position in Georgia (1994); Scott Hennigar was hired as an outdoor Instructor: Bill White left to assume a position with the provincial government in 1995; Brenda Robertson became a fulltime faculty member in 1996, after leaving her post as Director of the Recreation Resource Centre of Nova Scotia; Alex Wright passed away suddenly in 1997 and his tourism courses were covered by a series of temporary appointments prior to hiring John Colton as a permanent replacement in 2001; Greg Austin (1996) was hired by Physical Education and then replaced by Robert Pitter (1999) to enhance the sport offerings; In 1997, Ann Dodge was hired to teach some of the profession preparation courses in Physical Education and developed wellness based curriculum; Paul Heintzman was hired to provide leadership to the outdoor and administration areas in 1998, and was replaced by Alan Warner in 2003. The Recreation Management faculty (Bedingfield, Bissix, Colton, Hennigar, Markham-Starr, Robertson, Warner) remained consistent until 2012.
These changes in staffing and the resultant infusion of new thinking, led to some changes in the curriculum. The Leisure Studies core was expanded to include an introductory course for each of the areas on concentration: Outdoor Recreation (RECR 1223), Tourism (RECR 1233), Sport Management (1243), and the new area of Individual and Community Wellness (RECR 1253). A course entitled Learning Resources (RECR 2113) was added to better equip students to become engaged learners, and the previous Introduction to Leisure course (REC 1013) was replaced with Introduction to Management as a means of preparing students for the core of management courses the would be taken through the School of Business. In second year, a course entitled History and Philosophy of Leisure (RECR 2113) was added to enhance students understanding of the leisure discipline. In third year, the Recreation Professional as Facilitator (RECR 3093) was developed in order to introduce students to a key area of professional knowledge. In the fourth year, Practicum in Leisure Services was replaced with Professional Issues. The previous course consisted of a 6 weeks supervised summer internship within the recreation field in which students underwent a guided process of reflection and analysis of their professional strengths, and identification of areas requiring improvement during their final year. Professional Issues was a structured course which took place in the Fall term after students had participated in their placement that allowed for in depth analysis of professional issues that arose during the placement, with fellow students.
Another addition to the program was the creation of an Honours option that would require students to take additional research methods courses and complete a thesis, which would represent 6 hrs of academic credit.
In terms of elective offerings, a number of new courses were added to reflect the scholarly interests of the faculty.
RECR 1293 The Leisure Ethic: A Contemporary Perspective
RECR 2563 Ecotourism
RECR 3113 Policy, Planning, and Decision Making
RECR 3193 History of Parks and Recreation in Canada
RECR 3423 Leisure and Special Populations
RECR 4073 Environmental Ethics and Issues in Outdoor Recreation
RECR 4083 Sustainable Tourism Planning and Development
RECR 4473 Festival and Special Event Management
During this period, the shift away from teacher/leader professional preparation program (Physical Education) to concentrate on the scientific disciplines (Kinesiology) resulted in the existence of a group of courses that were not core to Recreation Management or Kinesiology, but elective offerings for both degree programs. Rather then being RECR or KINE, they were given an SRMK (School of Recreation Management and Kinesiology) designation.
SRMK 2283 Historical Aspects of Sport
SRMK 3133 Leadership and Team Building
SRMK 3583 The Canadian Sport System
SRMK 3783 Sport Marketing Strategies
SRMK 4183 Practicum in Sport Management
SRMK 4483 International Sport
SRMK 4563 Adventure Education
SRMK 4883 Sport, Media, and Culture
ACTIVITY CLASSES
From the very beginning, activity classes in which students gained a fundamental appreciation for specific forms of physical activity, through hands on experience, were considered an important aspect of professional preparation for recreation leaders and physical educators. During the 1970s, students were required to choose from in a range of offerings under the following headings: aquatics, fitness, gymnastics, rhythmics, recreational activities, individual and dual sports, and team sports.
Once it was established that the BRM program was more geared to developing managers than activity leaders, the nature of many of the courses changed to reflect management issues more so than simply activity appreciation. When the two programs split, the courses continued to be offered through the Physical Education/Kinesiology program but included a number of outdoor offerings in addition to the more institutional based forms of physical activity. Various levels of offerings were also made available for those seeking something beyond the elementary level. Examples include: adventure programming, mountain biking, cross country ski expedition planning, canoe tripping, and outdoor leader safety. By the early 2010s, offerings had expanded to include such activities as cross country skiing, sea kayaking, snowshoeing, winter camping, rock climbing, challenge course technical skills, canoe design and construction, and advanced survival. Most of these activity classes were developed and led by Scott Hennigar. Despite the fact that there ceased to be as strong of an academic focus on the outdoor recreation area after the mid 1990s with the departure of Jude (deGuerre) Hirsch, the activity courses continued to provide an important means of connection to this area of the field for a small group of the interested students. Rather than the focus being primarily on participation and skill development, students acquired knowledge relative to instruction and leadership aspects relative to the specific form of activity.
Once it was established that the BRM program was more geared to developing managers than activity leaders, the nature of many of the courses changed to reflect management issues more so than simply activity appreciation. When the two programs split, the courses continued to be offered through the Physical Education/Kinesiology program but included a number of outdoor offerings in addition to the more institutional based forms of physical activity. Various levels of offerings were also made available for those seeking something beyond the elementary level. Examples include: adventure programming, mountain biking, cross country ski expedition planning, canoe tripping, and outdoor leader safety. By the early 2010s, offerings had expanded to include such activities as cross country skiing, sea kayaking, snowshoeing, winter camping, rock climbing, challenge course technical skills, canoe design and construction, and advanced survival. Most of these activity classes were developed and led by Scott Hennigar. Despite the fact that there ceased to be as strong of an academic focus on the outdoor recreation area after the mid 1990s with the departure of Jude (deGuerre) Hirsch, the activity courses continued to provide an important means of connection to this area of the field for a small group of the interested students. Rather than the focus being primarily on participation and skill development, students acquired knowledge relative to instruction and leadership aspects relative to the specific form of activity.
COMMUNITY DEVELOPMENT EMPHASIZE
Community development has long been acknowledged as an important potential outcome of recreation programs and services, along with development of the individual. In order to emphasize the importance of recreation to communities, in 2008, Community Development was added to the program name changing it to Recreation Management and Community Development however the degree remained Bachelor of Recreation Management. During this period, the concept of specializations or concentrations with specified requirements was eliminated and replaced with lists of courses from across campus to guide students in choosing electives in order to increase their knowledge in a specific Area of Study. This resulted in dropping the introductory courses to each area of specialization from the core requirements, and the creation of a Foundations course intended to provide students with basic knowledge related to the leisure discipline as well as the professional practise of recreation.
Eliminating the specializations was intended to enable students to personalize their educational experience in order to address their individual educational and professional goals. In order to increase access to courses offered through other departments across campus, agreements were negotiated to enable students to pursue the following: BRM with Environment and Sustainable Studies, and BRM with Psychology. Identified areas of Study were based on the expertise and research areas of one or more of the faculty, and the availability of elective offerings from other units across campus such as psychology, sociology, education, and environmental studies.
Potential Areas of Study suggested to students included the following:
New electives, designed to reflect individual faculty members areas of scholarly interest, introduced during the period included: Community Design and Active Living (SRMK 3573), History of Fitness, Health, and Wellness (RECR 3193), Crime and Justice: The Leisure Perspective (RECR 3153), Leisure Education Principles and Processes (RECR 3163), and Outward Bound: Adventure Expedition Management (SRMK 4533). The existence of such courses enabled students to more thoroughly pursue certain areas of study.
Another significant change in the program was the creation of a ‘core term’ during student’s final semester (winter of their 4th year). The rationale was to provide students with a more concentrated and intense learning experience. During the first three weeks of the final semester, students took Global Issues: The Leisure Perspective (RECR 4033), and Policy, Planning, and Decision Making (RECR 4213). Students then elected participation in one of three structured professional service projects for a 3 week period (local or international). Examples of local projects include a community arts project at a local high school, creating barrier free access to the university campus, and leisure education training with hospital personnel. International field projects have included students working with the Arawak peoples in the rainforests of Guyana, exploring visitor experiences in the Trossachs National Park in Scotland, and studying sustainable eco tourism practises in Belize. The final six weeks of the semester, students were engaged in a field placement that enabled them to apply their course material to a professional setting (RECR 4043). The agency in which a student would undertake his or her field placement was determined by a number of factors including student interest, career goals, educational background, degree professional preparation, and availability of an onsite mentor. Examples of placement agencies include: Municipal Recreation Departments, YMCA, Youth Justice Agencies; Cultural Organizations, Sport Groups, Festival and Event Societies, Outdoor Centres, and Health Promotion Organizations.
Eliminating the specializations was intended to enable students to personalize their educational experience in order to address their individual educational and professional goals. In order to increase access to courses offered through other departments across campus, agreements were negotiated to enable students to pursue the following: BRM with Environment and Sustainable Studies, and BRM with Psychology. Identified areas of Study were based on the expertise and research areas of one or more of the faculty, and the availability of elective offerings from other units across campus such as psychology, sociology, education, and environmental studies.
Potential Areas of Study suggested to students included the following:
- Adventure and Outdoor Recreation
- Community Based Education
- Crime and Justice: The Leisure Perspective
- Disenfranchised or Marginalized Populations
- Eco-Tourism
- Environmental Education
- Leadership Development
- Leisure Education
- Parks and Open Space Planning
- Sport Leadership
- Sustainable Community Development
- Individual and Community Wellness
- Positive Youth Development
New electives, designed to reflect individual faculty members areas of scholarly interest, introduced during the period included: Community Design and Active Living (SRMK 3573), History of Fitness, Health, and Wellness (RECR 3193), Crime and Justice: The Leisure Perspective (RECR 3153), Leisure Education Principles and Processes (RECR 3163), and Outward Bound: Adventure Expedition Management (SRMK 4533). The existence of such courses enabled students to more thoroughly pursue certain areas of study.
Another significant change in the program was the creation of a ‘core term’ during student’s final semester (winter of their 4th year). The rationale was to provide students with a more concentrated and intense learning experience. During the first three weeks of the final semester, students took Global Issues: The Leisure Perspective (RECR 4033), and Policy, Planning, and Decision Making (RECR 4213). Students then elected participation in one of three structured professional service projects for a 3 week period (local or international). Examples of local projects include a community arts project at a local high school, creating barrier free access to the university campus, and leisure education training with hospital personnel. International field projects have included students working with the Arawak peoples in the rainforests of Guyana, exploring visitor experiences in the Trossachs National Park in Scotland, and studying sustainable eco tourism practises in Belize. The final six weeks of the semester, students were engaged in a field placement that enabled them to apply their course material to a professional setting (RECR 4043). The agency in which a student would undertake his or her field placement was determined by a number of factors including student interest, career goals, educational background, degree professional preparation, and availability of an onsite mentor. Examples of placement agencies include: Municipal Recreation Departments, YMCA, Youth Justice Agencies; Cultural Organizations, Sport Groups, Festival and Event Societies, Outdoor Centres, and Health Promotion Organizations.
THE PROGRAM WINDS DOWN
It was during the 2012 academic year, that Susan Markham-Starr and Brenda Robertson retired. Between them, they possessed the educational background and expertise to deliver the leisure studies courses that represented the foundational core of a recreation management degree program. Given that resources were not available at the time to hire the additional tenure track faculty with expertise required to maintain the disciplinary core of the program, the faculty made the decision to transition to a curriculum that better reflected their areas of interests and expertise which included environmental education, environmental management and sustainability, human dimensions of ecosystem management, renewable energy development, community design & government policy, community sustainability, and youth leadership. In 2013, the name of the unit and the degree was changed to Community Development to reflect the focus of the new curriculum with a mission to develop healthy, socially-just and sustainable communities and lifestyles. In 2014, Community Development separated from the School of Kinesiology and became the Department of Community Development.
The university was required to phase out the Recreation Management program in such a way as to enable students enrolled in the program to complete the degree requirements. Students who were enrolled in the BRM degree program in 2013 were given the option of switching to the Bachelor of Community Development (BCD) or completing the BRM. Faculty were required to continue to offer sufficient Recreation Management courses for the BRM students to complete their program, which took 6 years with the final graduates receiving their degrees in 2018.
The new BCD degree adopted a similar structure to the BRM including a business core, the 4th year core term, and electives reflecting faculty areas of interest (e.g. resource management, environmental education, sustainable community development). The core courses are those similar to the tools courses in the BRM degree (e.g. leadership, programming, community development, research), The concept of Areas of Study (Social Activism, Community Wellness, Outdoor Recreation and Education, and Recreation) has been continued with students being encouraged to pursue elective courses from lists offered through various departments and schools including Economics, Psychology, Sociology, Women and Gender Studies, Political Science, Nutrition, and Kinesiology, as well as Community Development.
The university was required to phase out the Recreation Management program in such a way as to enable students enrolled in the program to complete the degree requirements. Students who were enrolled in the BRM degree program in 2013 were given the option of switching to the Bachelor of Community Development (BCD) or completing the BRM. Faculty were required to continue to offer sufficient Recreation Management courses for the BRM students to complete their program, which took 6 years with the final graduates receiving their degrees in 2018.
The new BCD degree adopted a similar structure to the BRM including a business core, the 4th year core term, and electives reflecting faculty areas of interest (e.g. resource management, environmental education, sustainable community development). The core courses are those similar to the tools courses in the BRM degree (e.g. leadership, programming, community development, research), The concept of Areas of Study (Social Activism, Community Wellness, Outdoor Recreation and Education, and Recreation) has been continued with students being encouraged to pursue elective courses from lists offered through various departments and schools including Economics, Psychology, Sociology, Women and Gender Studies, Political Science, Nutrition, and Kinesiology, as well as Community Development.