NATURE OF THE PARTNERSHIPS
With a small compliment of core faculty attempting to deliver a broad curriculum in order to prepare students to pursue careers in a vast and rapidly expanding professional field, the development of partnerships was essential. Such partnerships provided additional learning opportunities for students, provided feedback as to the needs of the profession, and enabled faculty and partners to build social capital and access one another's expertise and assets. The types of partnerships forged over the years are listed below. Two partnerships in particular, that served to enhance the education/professional development experience of students, and to connect them to the profession existed between the Recreation Program and a) the Centre of Leisure Studies/Recreation Resource Centre of Nova Scotia and b) the Student Professional Associations. As such, they will be discussed in far greater detail.
PARTNERSHIP WITH PHYSICAL EDUCATION/KINESIOLOGY
Certainly, a significant partnership was the one that existed between Recreation and Physical Education/Kinesiology for over 40 years. What developed into two separate programs over time began as a single program in Recreation and Physical Education. Even when the content in both fields evolved to such an extent that distinct programs became inevitable, inseparable bonds endured. The two programs formed the School, which meant that there was a single administrative head and structure, including support staff, to serve both. Individual faculty work loads, career development, and performance assessment were the responsibility of the head, often in consultation with faculty from both units. Academic planning was carried out through School meetings and retreats. Both programs coexisted within a single venue and worked cooperatively in the decisions about space allocations, facility usage, and facility development.
Curriculum was developed within programs but had to be approved by the entire School. The outdoor program was considered to be a component of the Recreation but staffing, resource allocation, equipment acquisition and usage were considered School responsibilities. Likewise, sport and health/wellness were considered to be primarily the domain of Physical Education/Kinesiology but with structural input from the Recreation faculty. Students from both programs had access to the courses taught by the other. On an individual level, there was considerable collaboration between faculty members from both programs on specific course development and delivery, student supervision, as well as on research and scholarly initiatives.
A considerable amount of faculty time is taken up with sitting on committees that are deemed essential to the overall operation of the university. With the School being a single administrative unit, it meant that any faculty member could represent the interests of both programs on the dozens of committees requiring a unit representative. Doing so facilitated a great deal of conversing between members of the unit either formally during meetings, or informally chatting in the hallways, lounge, or offices. Being housed together enabled such discussions to occur on a daily basis, between pairs or small groups of faculty. Having less committee work meant that faculty could devote more time to teaching and scholarly activity.
Sharing space and academic responsibilities created the opportunity for the development of strong relationships between colleagues from both programs. Faculty had a greater depth of understanding of one another’s discipline than would have otherwise have been the case, had they not been housed within the same School. Rather than compete for existing resources, the two units together provided more of a critical mass meaning a stronger voice when it came to accessing resources from within the university and elsewhere.
Curriculum was developed within programs but had to be approved by the entire School. The outdoor program was considered to be a component of the Recreation but staffing, resource allocation, equipment acquisition and usage were considered School responsibilities. Likewise, sport and health/wellness were considered to be primarily the domain of Physical Education/Kinesiology but with structural input from the Recreation faculty. Students from both programs had access to the courses taught by the other. On an individual level, there was considerable collaboration between faculty members from both programs on specific course development and delivery, student supervision, as well as on research and scholarly initiatives.
A considerable amount of faculty time is taken up with sitting on committees that are deemed essential to the overall operation of the university. With the School being a single administrative unit, it meant that any faculty member could represent the interests of both programs on the dozens of committees requiring a unit representative. Doing so facilitated a great deal of conversing between members of the unit either formally during meetings, or informally chatting in the hallways, lounge, or offices. Being housed together enabled such discussions to occur on a daily basis, between pairs or small groups of faculty. Having less committee work meant that faculty could devote more time to teaching and scholarly activity.
Sharing space and academic responsibilities created the opportunity for the development of strong relationships between colleagues from both programs. Faculty had a greater depth of understanding of one another’s discipline than would have otherwise have been the case, had they not been housed within the same School. Rather than compete for existing resources, the two units together provided more of a critical mass meaning a stronger voice when it came to accessing resources from within the university and elsewhere.
PARTNERSHIPS WITH OTHER UNITS ON CAMPUS
The leisure discipline has roots in psychology, sociology, history, and philosophy. The professional field of recreation is closely aligned with other professional fields such as education and business. Therefore, it made sense that Recreation, Physical Education/Kinesiology, Business, and Education would form the Faculty of Professional Studies. With academic units with disciplinary or professional ties to Recreation, strong working relationships were developed. Benefits for all included access for students to take one another’s courses, joint curriculum development, and access to faculty to serve as thesis committee members.
Other units on campus with which the Recreation program worked closely included Athletics, Bookstore, Student Union, Event Services, Library, Student Services, and Physical Plant. Not only did each of these units offer a service(s) of benefit to Recreation faculty and/or students, the Department often sought ways in which it might share resources to benefit the other unit. An example would be finding ways to accommodate academic work with rigorous varsity athletic schedules, and having coaches lecture in academic classes or mentor students.
Other units on campus with which the Recreation program worked closely included Athletics, Bookstore, Student Union, Event Services, Library, Student Services, and Physical Plant. Not only did each of these units offer a service(s) of benefit to Recreation faculty and/or students, the Department often sought ways in which it might share resources to benefit the other unit. An example would be finding ways to accommodate academic work with rigorous varsity athletic schedules, and having coaches lecture in academic classes or mentor students.
PARTNERSHIPS WITH PROFESSIONAL ASSOCIATIONS/ORGANIZATIONS AND GOVERNMENT DEPARTMENTS
Given that recreation is professional preparation program, meaning that the degree program is the vehicle through which most enter the professional field, long standing partnerships existed with various professional/governmental associations and departments. These included the mainstream ones such as Nova Scotia Department of Recreation and its successors, Recreation Association of Nova Scotia/Recreation Nova Scotia, Canadian Parks and Recreation Association, National Parks and Recreation Association, and the World Leisure Organization. There was a long list of more specialized groups that individual faculty and students associated with such as Parks Canada, the Association of Outdoor Nova Scotians, Therapeutic Recreation Association of Nova Scotia, Tourism Industry Association of Nova Scotia, Recreation Council on Disability, and Sport Nova Scotia. The Recreation program benefited from professional partnerships in a myriad of ways such as access to field placements and project sites, the development of case studies for use in the classroom, and acquisition of guest lectures and project team members.
In return, faculty and students were engaged in research on issues faced by the professional community, students provided manpower through field placements and practicums, and faculty provided consultative services, often at little or no cost to the professional organizations. Faculty and students often served as presenters at professional conferences. When the Recreation Resource Centre of Nova Scotia was in existence, most of the ongoing professional development of the recreation profession in the province occurred through the various conference and workshops offerings of the Centre. This included running the Acadia Certificate and Advanced Certificate programs in Recreation.
The Centre of Leisure Studies/Recreation Resource Centre of Nova Scotia was a partnership between the Nova Scotia Government and Acadia University that existed on campus between 1973 and 1997. The Centre became a central focal point for the profession bringing the professional community onto campus and into contact with the students and faculty on a regular basis. The Centre offered an extensive specialized library collection of recreation and leisure related materials, but also was responsible for the provision of the majority of professional development opportunities for faculty, students, and those working in the field through the provision of an extensive list of workshop offerings. The Centre also engaged faculty and students in research-based initiatives addressing the needs of the provincial and municipal governments, as well as myriad of provincial sport and recreation organizations.
In return, faculty and students were engaged in research on issues faced by the professional community, students provided manpower through field placements and practicums, and faculty provided consultative services, often at little or no cost to the professional organizations. Faculty and students often served as presenters at professional conferences. When the Recreation Resource Centre of Nova Scotia was in existence, most of the ongoing professional development of the recreation profession in the province occurred through the various conference and workshops offerings of the Centre. This included running the Acadia Certificate and Advanced Certificate programs in Recreation.
The Centre of Leisure Studies/Recreation Resource Centre of Nova Scotia was a partnership between the Nova Scotia Government and Acadia University that existed on campus between 1973 and 1997. The Centre became a central focal point for the profession bringing the professional community onto campus and into contact with the students and faculty on a regular basis. The Centre offered an extensive specialized library collection of recreation and leisure related materials, but also was responsible for the provision of the majority of professional development opportunities for faculty, students, and those working in the field through the provision of an extensive list of workshop offerings. The Centre also engaged faculty and students in research-based initiatives addressing the needs of the provincial and municipal governments, as well as myriad of provincial sport and recreation organizations.
PARTNERSHIPS WITH LOCAL GROUPS/ORGANIZATIONS
One of the greatest impacts on those in the program resulted from the partnerships with dozens of local groups and organizations. There were a number of occasions throughout the degree program that students would gain both mentoring and hands on experience working with local groups. Such contact took a variety of forms including structured volunteer work, individual and group assignments, class projects and initiatives, and 4th year professional placements. The students would gain first hand insight into how specific professional programs and groups operated, and were able to process such learning experienced in structured academic setting. They also received mentoring from leaders in the respective organizations. The local groups gained access to generally enthusiastic and motivated student volunteers, with varying degrees of knowledge and experience, under the supervision of a faculty member. Access to these human resources often enabled groups to undertake initiatives and offer programs and services to local residents that would otherwise not be possible.
Examples of the breadth of local groups include: various municipal government parks and recreation departments, Waterville Youth Centre, Wolfville Nursing Home, Wolfville Animal Shelter, Centre 24/7, Landmark East, Annapolis Valley Tourism Association, Wolfville School, Noggins Farm, Clayground, Wolfville Business Development Association, Boy Scouts, L’Arche, Grand Pre Historic Society, Ross Creek Cultural Centre, Evangeline Club, Aldershot Military base, Old Orchard Inn, Red Cross, YMCA, and Centre Stage theatre to name but a few.
Examples of the breadth of local groups include: various municipal government parks and recreation departments, Waterville Youth Centre, Wolfville Nursing Home, Wolfville Animal Shelter, Centre 24/7, Landmark East, Annapolis Valley Tourism Association, Wolfville School, Noggins Farm, Clayground, Wolfville Business Development Association, Boy Scouts, L’Arche, Grand Pre Historic Society, Ross Creek Cultural Centre, Evangeline Club, Aldershot Military base, Old Orchard Inn, Red Cross, YMCA, and Centre Stage theatre to name but a few.
PARTNERSHIPS WITH RECREATION ALUMNI
The Recreation alumni have always played an important role in the Recreation program, and the program has continued to benefit graduates for years after they have transitioned into the professional community. Faculty, students, and alumni all benefited greatly from a myriad of formal and informal partnerships. The following are some examples of ways in which alumni have supported the program:
Examples of the ways that alumni have benefited from their ongoing engagement with the Recreation Program:
Once the Recreation program ceased admissions in 2012 and the Community Development program was developed, a group of dedicated Recreation alumni created an organization entitled the Society of Acadia University Recreation Graduates (SAURG). The objectives of SAURG are as follows:
The work of SAURG will be covered in far greater depth elsewhere on the website.
- Serving as guest lecturers and course instructors
- Participating in career days
- Becoming engaged with student society initiatives
- Assisting with community-based research studies
- Hosting group projects
- Participating in events such as student banquets and conferences
- Serving as resource team members for Spring camp
- Assisting faculty to deliver the orientation program
- Serving as mentors and alumni contacts for students
- Hosting students doing field work and practicum placements
Examples of the ways that alumni have benefited from their ongoing engagement with the Recreation Program:
- A means of keeping in touch with fellow graduates
- Access to student manpower through projects and placements
- A vehicle for continuing professional development through participation in the many conferences and workshops put on by the School or Recreation Resource Centre
- Access to updated resource materials through the Recreation Resource Centre
- A means through which to share best practises alumni are engaged in with future professionals
- Identification of prospective staff members
- Additional revenue through part time teaching opportunities
- Ability to formally further one’s education through the Acadia Advanced Recreation Certification Program and the Masters degree program
- Access to assistance with research projects through the Recreation Resource Centre
- A means of remaining connected to Acadia through events such as Recreation alumni days hosted by the program.
Once the Recreation program ceased admissions in 2012 and the Community Development program was developed, a group of dedicated Recreation alumni created an organization entitled the Society of Acadia University Recreation Graduates (SAURG). The objectives of SAURG are as follows:
- To provide an avenue for program graduates to connect with one another through the implementation of a program of reunions and events as well as through print and electronic communications;
- To create vehicles for networking and ongoing personal and professional development;
- To foster a sense of connection to Acadia university and encourage participation in university activities;
- To provide a means of recognizing and celebrating the history of the recreation program.
The work of SAURG will be covered in far greater depth elsewhere on the website.
PARTNERSHIPS WITH THE STUDENTS
The students were always considered an integral part of the Acadia Recreation program and faculty endeavoured to engage students in many aspects of their work. Certain students became involved in the administration of the program by sitting on various committees, assisted in providing leadership in aspects of program delivery, and they became engaged in the scholarly activity of specific faculty members. In fact, a hallmark of the program was nature of student engagement in professional preparation beyond the classroom walls. However, mainly through the development of strong professional societies, students took an active role in facilitating aspects of their own professional development. Faculty supported students with such endeavours, primarily through the work and counsel of a faculty advisor, and through participating in the student led initiatives.