790.7 
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 cop. 2 
 
 DEPARTMENT OF 
 
 LEISURE STUDIES 
 UNIVERSITY OF ILLINOIS 
 
 FIELD 
 
 ■^ 
 
 PRACTICUM 
 
 PROGRAMS 
 
 INSTRUCTION MANUAL 
 
 Price $1.00 
 
The person charging this material is re- 
 sponsible for its return to the library from 
 which it was withdrawn on or before the 
 Latest Date stamped below. 
 
 Theft, mutilation, and underlining of books 
 are reasons for disciplinary action and may 
 result in dismissal from the University. (j/;[C 
 
 UNIVERSITY OF lUINOIS LIBRARY AT URBANA-CHAMPAIGN 
 
 APR 3 1^90 
 
 ALS 
 
 lUL 2 
 
 5 1990 
 
 L161 — O-1096 
 
DEPARTIIENT OF LEISURE STUDIES 
 COLLEGE OF ^i^PLIED LIPE STUDIES 
 
 j-Jl(^f LTOVERSITY OF lU^IKOIS 
 
 ^/" ~ 104 Euff Gynnasium 
 
 Cliairrpaign, Illinois 61G20 
 Phone: (217) 333-4410 
 
 PREFACE 
 
 The Department of Leisiire Studies at the University of Illinois has as its 
 central and unique focus a concern for the leisijre behavior of man. To this 
 end it conducts teaching, research and service enterprises. All are clearly 
 involved mth a major effort to iir^^rove our understanding of leisiire behavior 
 and the quality of leisure service delivery systems by: 
 
 1. Comnunicatinp; existing knox/ledge of the 
 field to students by teaching and to the 
 operators of leisure service delivery 
 systems by consulting; and by 
 
 2. Furthering our understanding of tlie complex 
 phenomena of leisure behavior itself and 
 leisure service delivery systems via research. 
 
 The coordination of field instruction depends greatly upon the student's 
 realization of his/her responsibilities. Agencies considerate enough to 
 open their doors to admit students have a regular job to accomplish. They 
 must maintain their reputation for professional services , and cannot tolerate 
 inefficiency, irresponsibility or other actions by staff or voluntary personnel 
 that can destroy the confidence of the public. By accepting field training, 
 the student becanes a functional part of tlie standards of botli the Agency and 
 the University, \raat the student gains in personal experience as an intern 
 depends upon how much the student contributes to help the Agency attain its 
 objectives. 
 
 J. Robert Rossman, Coordinator 
 Field Practicum Programs 
 1975-76 
 
 Prepared by the faculty of tlie Department of Leisure Studies. 
 
Digitized by the Internet Archive 
 
 in 2011 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://www.archive.org/details/fieldpracticumpr1961univ 
 
Page 
 I. Introduction 2 
 
 II, Purposes of the Field Practiajm Prof^am 3 
 
 III. The Role of the Agency 4 
 
 A. Approved Field Training Stations 
 (Criteria and Procedures for Selection) 
 
 B. Agency Responsibilities 5 
 
 C. The Agency Supervisor 
 
 D. University Staff Privileges 6 
 
 IV. Responsibilities of the Student Intern 7 
 
 V. Responsibilities of the University Supervisor 8 
 
 VI. FielAvork Course Outlines 9 
 
 A. Leisure Studies lb2 10 
 
 B. Leisure Studies 280 13 
 
 C. Leis'ore Studies 232/283 14 
 
 D. Leisure Studies 331 17 
 
 Appendix A Application and Joint Agreement 
 
 Appendix B Agency Aicceptance of Student Intern 
 
 /^ipendix C Leadership Fieldwork Evaluation Report 
 
 Appendix D Training Guide Outline for LEIST 232/233 
 
 Appendix E. Training Guide for the UYidergraduate 
 Glinicai Field Placement 
 
 AppendiK F Practicum Evaluation Report 
 
 Appendix G Sairple Resxjne Outline 
 
iJXTaCDUCTION 
 
 The Department of Leisure Studies at the University of Illinois was formed 
 in 1946 to develop professionals that could provide leisure services to the 
 citizens of the State of Illinois through public, voluntary and corrmercial 
 agencies . There are presently over 250 such departments throughout the United 
 States training students in the area- of leisiire arts and sciences. 
 
 In addition to a prescribed proj^ram of general education and professional 
 course work, students have the opportunity to complete from four to five 
 field training experiences during their university studies. The fieldwork 
 courses as listed in the Universit}'' of Illinois Undergraduate Study Bulletin 
 include : 
 
 Leisure Studies 132 - Basic Recreation Field Expereince I and II 
 
 Leisure Studies 232 - Field Practicum I 
 
 Leisure Studies 233 - Field Practicum II 
 
 Leisure Studies 331 - Management Internship 
 
 Each course should provide the student with increased levels of responsibility 
 from leadersMp through supervision, administration, and management. The 
 overall objective of the field practicum program is to provide a work-study 
 program imder optirnum conditions to further the professional grovjth of the 
 student. 
 
 The 250 undergraduate students majoring in recreation and park administration 
 have a choice of five areas of specialization, i.e., (1) Program Specialist; 
 (2) Administration; (3) Taerapeutic Recreation; (4) Outdoor Recreation; and 
 (5) Research. Majors choose fieldwork stations in conjunction mth their 
 advisor and the coordinator of field practicum programs that will furtlier 
 their professional development in one of the areas of specialization. These 
 field expereinces can take place during the fall (3/27-12/20) or spring (1/21- 
 5/13) semesters or during the summer session (G/10-8/2) . 
 
 Field expereinces are not limited to the field practicum program. Every 
 professional course includes a variety of field projects that relates leisure 
 theory to practical field application. Tbie purpose of tliis manual is to 
 provide broad guidelines for students, park and recreation personnel and 
 board/ commission members. These guidelines include the responsibility of the 
 student, the agency and tlie university. 
 
 As the demand for leisure services expand, the need for highly trained pro- 
 fessionals VTill continue to increase. The development of competent personnel 
 can only take place when there is cooperation bewween institutions of higher 
 education and agencies that provide learning environments for students of 
 leisure studies. This cooperation is best illustrated by the cooperative 
 triangle . 
 
 COOPERATIVS TRIAl^GLE 
 
 Student 
 
 r 
 
 \ 
 
 Agency University 
 
Agencies and t±ie ijniversity cooperate for the educational benefit of the 
 student. Tiie student lias responsibilities to both the agency and the 
 university. 
 
 II. PURPOSES OF THE FIELD PPACTICll^I PROGRAM 
 
 The field practicum program offers the students a broad range of agencies ^lere 
 they can complete theii" field training requirements . A l:ey factor in 
 guaranteeing a successful field placement is matching the interests of the 
 student vrLth the huiian and physical resources of tlia agency. Students are 
 encouraged to thoroughly investigate the agency's progran to determine how 
 well it mil meet their identified v.^ealoiesses and career goals. 
 
 Each of the field practicun classes have different objectives. These are 
 explained in detail in the course outline section of this raanxoal. Generally 
 students in one hundred level classes are to be hired for a specific job 
 function and trained and evaluated the same as any other enployee or voluTiteer 
 in a similar position. Students in the Gvo hundred level experiaices are to 
 be given maximum exposure to the agency's problons and processes via the 
 training program, outlined in Appendix D V7hile having limited functional 
 responsibilities . 
 
 The specific purposes of the fieldwork program for the student, agency and 
 the University are: 
 
 1. To provide students with experience upon which to build their 
 professional careers, to assist them in appljdjng leisure theory 
 and teclmiques in field settings, and to provide students with 
 an opportunity to discover their professional strengtlis and 
 v/eaknesses . 
 
 2. To broaden the student's concept of leisure and leisure service 
 agencies and provide i,^:q)eriences that will expand the student's 
 understanding of human behavior and develop better human relation 
 skills . 
 
 3. To provide the University mtli a real world setting for evaluating 
 student performance thereby enabling the appropriate alteration of 
 curriculum. 
 
 4. To establish ccamunication between agencies and tlie University and 
 provide opportunities for university staff to again face practical 
 field problems. 
 
 5. To offer practicing professionals an opportunity to cooperate in 
 the preparation of young professionals. 
 
III. EE miE OF ITIE AGENCY 
 
 A. Approved Field Training Stations 
 
 •to 
 
 Selection of an agency by the Departi;ient of Leisure Studies as a field 
 training station is based on the following criteria. Selections are 
 made for one year and roust be renewed each year. Agencies not meeting 
 all of the requLranents may discuss those differences vTith the Ihiversity 
 Fieldvjork Coordinator. 
 
 1. Criteria for Selection: 
 An approved agency s!ould: 
 
 a. Have a sincere desire to participate in. an educational program 
 vri-th the objective of improving the preparation of quality 
 personnel for the profession. 
 
 b. Have adequate areas, facilities and equipment to conduct 
 a broad and varied program. 
 
 c. Have high stantlards with staff qualified through both 
 education and expereince to supervise student interns. 
 
 d. Have sound administrative procedures including adequate 
 financial support, personnel policies and a staff development 
 program. 
 
 e. Therapeutic Agencies: Have personnel that are registered with 
 the National Therapeutic Recreation Society arid loave facilities 
 that meet the standards of KTEIS for psychiatric and mentally 
 retarded settings. 
 
 f. Canps: Accredited by the Anerican Camping Association. 
 
 2. Procedures for Selection 
 
 a. Agencies desiring approved status in.ll indicate, through 
 tlie managing authority, that a contribution to professional 
 preparation is accepted as a function of the agency, and that 
 there is policy approval for using the agency as a field training 
 station. Tl'iis is embodied in the joint agreement form. 
 (See Appendix A.) 
 
 New agencies shall include with the joint agreement form 
 the f ollovTing information and materials : 
 
 (1) Listing and descripiton of areas and facilities 
 
 (2) Academic and experience records for those ful-time 
 employees wlx) may be designated as agency supervisors. 
 
(3) Program brochures 
 
 (4) Specific job descriptions and application forms for 
 student interns. 
 
 B. Agnecy Responsibilities 
 
 1. Interview and select student interns in conjunction "wittithe 
 Ihiversity Coordinator of Field Practicum Programs. 
 
 2. Sijbmit an application to be approved as a field training 
 station. (See Appendix A.) 
 
 3. Assign a qualified staff merrber to supervise the student. 
 This staff member should be certified or licensed through en 
 appropriate professional organization. 
 
 4. Complete an Agency Acceptance Form for each intern and return 
 it to the University Coordinator. (See Appendix B.) 
 
 5. Develop a training and study guide program for two hundred level 
 practicums as outlined in Appendix D. 
 
 6. Provide the lAiiversity Supervisor with an evaluation of the 
 student's experience as indicated in the appropriate coiirse 
 outline . 
 
 7. Consider the intern as part of yotir regular staff and encourage 
 high work standards from the student intern. 
 
 8. 
 
 Prepare your staff for the arrival of the intern. Let 
 your personnel Icnow how they xjxll assist in the educational 
 process of the intern. 
 
 9. Provide opportunities for growth, present constructive and 
 objective criticisms, and encourage self -evaluation by the 
 intern. 
 
 10. Establish a clear understanding in advance about the financial 
 arrangements between the student and the agency. Students may 
 receive remuneration mile completing their field practicums. 
 This is completely optional and between the agency and the student. 
 There are many excellent non-paid and paid experiences. Usually 
 one hundred level students receive the "gojjig rate" for the job 
 they hold. Financial arrangements for upper level practicums 
 varies greatly. 
 
 C. The Agency Supervisor 
 
 The agency supervisor serves as an agency-based teacher offering 
 tutorial instruction and supervision to the intern and utilizes the 
 agency's operations to further the student's professional conpetence. 
 
6 
 
 In furtlierm^, the student intern's efforts to develop as a professional, 
 the agency stipervisor should: 
 
 1. Assist the student to meet specific agency-university requirements 
 including the development of the student's internship objectives. 
 
 2. Kelp the intern attain a professiotial outlook. ^ 
 
 3. Carry the direct responsibility for fulfilling the agency's 
 educational function. Confer \jith the student at least once 
 
 a week to arrange schedules , discuss work performed and to analyze 
 problems . 
 
 4. Serve as a part-time facility meiiiber and ttiereby carry out the 
 responsibility for: 
 
 a. the design of the learning experience using the training guide 
 outline. (See Appendix D.) 
 
 b. evaluating the student's work and performance and recommending 
 a final grade. 
 
 c. safeguarding the quality of the agency's practice as well as 
 the student's well-being while affiliated mth the agency, 
 
 5. Be responsible for relationships between the Ihiversity and the 
 agency in regard to the f ieldwork program. 
 
 6. Not permit the student to function in any way tliat would seriously 
 impair the quality of the agency's services. 
 
 7. Allow the intern reasonable freedom of operation so that an 
 adequate training program can be completed. Provide necessary 
 program supplies and equipment for activities conducted by interns. 
 
 8. Interpret the field'7ork program to the local board cr controlling 
 authority of the agency and obtain official agency approval of the 
 student field trainirig program. 
 
 9. Inform the student of all personnel policies and procedures. 
 
 10. Have a conference with the intern to determine as nearly as 
 possible the training program the student will pursue. 
 
 11. Inform the student and the Ihiversity Coordinator in x^^:iting of 
 the training schedule arranged. Due: First week of internship. 
 (See Appendix D.) 
 
 12. E\-aluate the intern with the evaluation Report form. Seventy 
 percent of the student's final grade is determined by tlie agency 
 supervisor. (See Appendix F.) 
 
D. University Staff Privileges 
 
 1. Agency supervisors of field instruction are appointed as members 
 of the University of Illinois Depaxticent of Leisure Stuides faculty 
 during the period tliey are supervisinp- student interns. Agency 
 supervisors receive a staff identification card and are entitled 
 to the folloi^Ting faculty benefits: 
 
 a. Obtain a refund of tuition and fees for registration in 
 university classes during the period of appomtment , or the 
 
 . ■, subsequent semester or suraner session within the academic 
 year of appointrnent . It should be noted, hov^ever, that the 
 acadanic year ends August 21 each year. 
 
 b. Obtain parking permits at the established faculty rate. 
 
 c. Purcliase Atliletic Association tickets (one or tv;o) at the 
 regular faculty rate. 
 
 d. Use of the University of Illinois Library. 
 
 e. Purchase a permit to use UYiiversity recreation facilities 
 at the faculty rate. 
 
 f . Use of all other University facilities vMch are available for 
 general faculty use including the Illini Union. 
 
 g. Reduction in the cost of books and supplies at campusi book 
 stores. 
 
 IV. RESP0K3IBILITIES OF THE STUDEIjT imsm 
 
 Tae student is responsible for fulfilling the requirements of each fieldwork 
 experience as provided in the course outlines and follow the general guidelines 
 below: 
 
 A. Submit a letter of application with a resume attached to agencies 
 where you are interested in completing your fieldwork assignment. 
 (See Appendix G. ) 
 
 B. Pro\7ide the agency \<n.th personal background information and academic 
 achievanent prior to your arrival at the agency. 
 
 C. Participate in the Fall Field Placement Program to seek and secure a 
 position as a student intern. 
 
 D. Intemsliips may only be ccmpleted at approved field training stations. 
 
 E. Ilake arrangements for your o\m. housing. Agency supervisors can assist ^ 
 you with this ta3k since they are more familiar vdth the housing situation 
 in their corimunity. 
 
8 
 
 F. Follow the policies and duties outlined by the agency, and meet all 
 scheduled conmitments and arraigeraents made in connection with training 
 assignments . 
 
 G. Gieck with the agency supervisor before any money is expended for 
 program materials . 
 
 H. Sxibmit periodic reports as required by the university and the agency. 
 
 I. Attend periodic conferences viith die agency and university supervisors. 
 
 J. Affiliate with a professional orgardzation tliat has interest in your 
 area of specialization, i.e., Illinois Park and Recreation Society, 
 Illinois Therapeutic Recreation Society, the American Camiping Association, 
 etc. 
 
 K. Submit a final evaluation of the field esperiaice to the Coordinator 
 of Field Practiojm Program with a copy sent to the agency supervisor. 
 
 L. Visit, obser^/e and participate in phases of the agency's operation 
 other than the one to which you are assigned. 
 
 M. Perform work assignments to the best of your ability. 
 
 N. '.;ieet vn.th the university sxjpervisor when he visits tlie ageiicy but not 
 at the expense of the program you are conducting. 
 
 V. RESPONSIBILITIES OF llE UNIVEPSITY SUPERVISOFx 
 
 Tae ijniversity supervisor keeps in close contact with the agency supervisor 
 regarding the progress of each student, and is available to the agency 
 supervisor for consultation on questions related to professional courses 
 and the fieldxrork program. 
 
 In addition, the responsibilities of the university supervisor are: 
 
 A. To represent tlie university in all official arrangemaits vjith 
 cooperating agencies in the conduct of the on or off camj)us 
 fieldwork program; to know, meet and confer vTith all agency 
 supervisors of various agencies approved as field training stations. 
 
 B. To supervise arrangements for and give final approval of all fieldwork 
 assignments . 
 
 C. To help students prepare for their internships. 
 
 D. To supervise the training of the intern in the cooperating agency. In 
 general, this supervision will include tviio, two-hour visits for Recreation 
 282-3 interns. Students completing tlieir Professional Field Pr^ctictm 
 
 in anotlier state will be super^/ised by a cooperating university faculty 
 member, if such arranganents can be made. 
 
E. To evaluate student intern reports, and to di.scuss these reports Td.th 
 the student and the agency super'jisor. 
 
 F. To evaluate the intern's experi'aace in cooperation vTith the agency 
 supervisor. It is the responsibility of the University Coordinator 
 to assign the intern's final grade. 
 
 VI. FirmDRK COURSE OUTLETS 
 
 Students majoring in leisure studies at the University of Illinois are 
 required to complete ten to twelve semester hours of field/>7ork. 
 
 Leisure Studies 182 - Baisc Recreation Field Experience I and II may be 
 taken for one or two hours credit. One or botii of these requirements may 
 be \<ratved if the student has previously held a leadership position. 
 
 L eistjre Studies 230 - Professional Seminar is a prereqioisite for Leisure Studies 
 282-3 . The purpose of the seminar is to prepare tlie students for tlieir 
 Professional Practicxn. 
 
 Leisure Studies 232 and 233 - Field Practicvm I & II may be taken in one agency 
 during the fall or spring semesters for eight or t^velve hours credit. 
 Students \ho choose to coirplete the practicum during tlie summer must complete 
 t^ra successful programs in the same or different agency over Wo summers. 
 
 L eisure Studies 331 - I^anagement Internship is offered to, bu.t not required 
 of, seniors %;no have successfully completed their practicum requirements, 
 and to graduate students who have completed their under,graduate program 
 in an area not related to the field of pa:cks and recreation, and who lack 
 basic practical experience. 
 
 MINEM. HOURS REQUIPvED FOR ACADEILC CP£DIT 
 
 Course 
 
 
 
 IMversity 
 
 l^brk Hrs 
 
 Per Week'^ 
 
 Usual 
 
 Number 
 
 
 Purpose 
 
 Credit 
 
 Sanester 
 
 Suimer 
 
 Class Standing 
 
 182 I . 
 
 S: II 
 
 Face to Face 
 
 1 hr 
 
 4-6 
 
 3-12 
 
 Sophomore 
 
 132 I . 
 
 St II 
 
 delivery level 
 of service 
 
 2 hrs 
 
 3-12 
 
 16-24 
 
 Sophomore 
 
 282 
 
 
 Supervisory 
 
 4 hrs 
 
 16-24 
 
 32-48 
 
 Junior 
 
 232^<* 
 
 
 Experience 
 
 3 hrs 
 
 
 
 Junior /Senior 
 
 283 
 
 or 
 
 Supervisory 
 Adminis t rat ive 
 
 4 hrs 
 
 16-24 
 
 32-48 
 
 Junior/ Senior 
 
 331 
 
 
 Iknager-ent 
 
 1/2 U or 2 hrs 
 
 8-12 
 
 16-24 
 
 Senior or 
 
 381 
 
 
 Internship 
 
 1 U or 4 hrs 
 
 16-24 
 
 32-43 
 
 Graduate 
 
 *^- 
 
 The figures in this colijmn are based on an eight week escperience. 
 
 Leisure Studies 232 may be taken for 8 hours credit only in conjunction Tvith 
 283 for 4 hours credit. This allows a student to combine the two experiences 
 into one semester, off campus, and receive 12 credit hours. To do tlds 
 would require a 40 hour per V7eek position for a minimun of 20 weeks 
 duration. 
 
10 
 A. LEISURE STUDIES 1C2 - BASIC REQCATION FIED3 EXPERIENCE I AiTD II 
 
 Prerequisite: Sophomore standing, Recreation 100, 110, 200 and a 3.25 
 Grade Point Average. 
 
 Leisure Studies 132 I and II are the primary field e^cperience classes for 
 students in Leisure Studies. Students eriroll in this class to gain delivery 
 level experience and training vjith leistire service agencies, 
 
 1. Course Objectives : 
 
 a. To observe leisure seirvice personnel in the face-to-face delivery of 
 leisTjre services. 
 
 b. To apply leadersliip theories in practical field situations. 
 
 c. To plan and deliver face-to-face leisure services under tlie direct 
 supervision of an agency supervisor. 
 
 d. To develop a basic understanding of human behavior in leisure settings. 
 
 2. Course Reports and Requirements for tlie Student 
 
 a. Star«ne nr <^-l Objectives - In conjunction with yoxjr agency supervisor, you 
 shoula develop a list of up to seven learning obj ectives . Yoijr agency 
 sijpeirvisor \A11 be abj.e to help you determine if the goals are a realistic 
 expectation for your position in the agency. Submit this list to your 
 university and agency supervisors. The objectives should be submitted with- 
 in the first 10-14 days of tiie practicum. 
 
 The objectives should deal v/ith two areas. First, ask yourself, "I^]hat 
 must I learn to get ray personal productivity vsp to standard or above for 
 this job?" Second, assuning that your personal productivity is xsp to 
 standard or above, ask yourself \Jiiat learning objectives can I reach 
 beyond this point? Your primary goal should be to adequately handle 
 your job in the agency. 
 
 The idea is for you to become aware of the learning possibilities around 
 you. Ask tlie follov/ing questions: 
 
 1. IJhat have my fellow workers alreadj^ learned that I need to know to 
 be judged competent? 
 
 2. I'Jhat does your supervisor expect you to be able to do to be considered 
 competent? 
 
 3. VJliat leairdng experiences are available in tiiis job that you consider 
 interesting or usGi?ul for your future career? 
 
11 
 
 b. Ilidsemester Report - In three to five (or more if necessary) pages of 
 typevTritten copy, submit a concise narrative of your job includii-ig the 
 follo\jing points: 
 
 1. VJhat is your job 
 
 2. IJhat leadersliip experiences are you involved in 
 
 3. VJhat program are you involved in 
 
 4. T,\ihat types of problems biave you encountered and hov; v;ere they handled 
 
 5. Discuss the t3ipes of leadersliip techniques you have attenpted to 
 use and analyze their success or failure. 
 
 6. Disciiss the types of leisure behavior you have observed. 
 
 7. Discuss any progress tcs/ard your learning objectives. 
 
 c. Filial Student Evaluation Repor t - The final report should corimunicate to 
 the university and the agency in four areas . 
 
 1. Objectives , how far did you progress in reaching your objectives? 
 Try to analyze tlie reasons for your successes and failures. Were 
 tlie objectives unrealistic in tlie first place? Did the agency 
 adequately help you in reaching the objective? Did you adequately 
 help yourself in achieving the objective? As a result of this 
 experience, how do you now viexj the objectives? 
 
 2- Accomplishments . Discuss your most significant accomplishment and 
 your most glaring failure during the experience and the lessons and 
 insights you've g.ained from tliem. Uere the agency's goals for tlie 
 program you were involved in met? 
 
 3. The Agency . Discuss the agency as a field training station. Did they 
 provide you vjith enough guidance and direction? Uere adequate 
 reso\jrces given to you to accomplish the job? How could your training 
 program have been inproved? Do you recommend this field training 
 station to other students? VJhat type of training do you feel tliis 
 agency is best prepared to give? 
 
 4. Other . This section is the students' to discuss any other pertinent 
 detail of the field training program, constructive criticism and 
 suggestions are welcome. 
 
 UNIVERSITY OB 
 
 ILUNOIS LIBRARV^ 
 
 P.T URBAIMA-CHAMPAIGM 
 
12 
 
 3. Agency Supervisor's Responsibilities 
 
 Agencies should handle tlie student the same as any other employee or volunteer 
 secured for a similar position. Students should receive similar training, 
 supervision and on-goinp; evaluation. In addition, the following itaris are 
 necessary'' for agency personnel. 
 
 a. Accept the student as a trainee by April 15 for the fall semester and 
 sumner and by Uecoiiber 15 for the spring semester. 
 
 b. Orient the student to the ap;ency's policies and operation. Train the 
 student for his position witliin the organization. 
 
 c. Assist the stxident in developing a list of up to seven learning objectives 
 to be gained dxjring the field experience. 
 
 d. Coirf)lete and siibmit to the University a midterm and final evaluation form 
 provided by the University and share the results vjith the student. 
 
 (See Appendix C.) 
 
 4. Course Requirements : 
 
 a. Tnat l£is\jre Studies 132 I and II be completed dxoring the sophom.ore 
 year either in the suimer or during the time tlie LYiiversity is in 
 regular session. 
 
 b. That a student work in two different agencies over tvra semesters or two 
 sunmers or any combination thereof. 
 
 c. That student interns complete tlie req-uired nu.iber of hours to meet 
 university requirements . (See page 9 ) ■ 
 
 d. Placement in an approved agency must be secured the semester prior to the 
 experience. An initial conference shall be held during advance enrollment 
 with your advisor to determine interests, needs and abilities in relation 
 to available field stations. 
 
 e. Agency selection shall be nnde for a possible field assignment by the 
 IMiversity Coordinator ^^7ith the student. Tne student tlien makes an 
 appointment with the agency supervisor to discuss the leadership field 
 experience. This must be completed by April 1 for the fall semester 
 and summer session and by December 1 for the spring semester. 
 
 f . Agency acceptance of the student must be completed by April 15 for the 
 fall semester and sunmer session and by Decanber 15 for tlie spring 
 semester (see Appendix B) . 
 
 g. Field assignments may be terminated only after a conference mth 
 the University Coordinator. 
 
13 
 
 h. IJhen on campus, students are expected to attend individual and group 
 conferences with tlie University Supervisor. 
 
 i. That student interns participate in the training program offered by the 
 agency supervisor. 
 
 5. University Liaison 
 
 a. Help students malce initial contacts with training stations. 
 
 b. Evaluate the students' v^ritten reports. 
 
 c. Serve as a liaison between the agency and the student intern. 
 
 d. During the school year conduct seminars with students about field 
 experiences . 
 
 6. Grading Plan 
 
 a. Agency Supervisor Evaluation 70% 
 
 b. University Supervisor xinritten reports 20% 
 *c. Class Participation 10%, 
 
 imz' 
 
 B. LEISUFvE STUDIES 280 - PROFESSIOIM. SHKI^^. 
 
 Prerequisite: Completion of LEIST 182 I and II 
 
 Course Credit: One hour 
 
 Ttiis is a Fall only couse and must be cci^pleted prior to LEIST 232 or 233. 
 
 1. Course Objectives 
 
 a. To gain an understanding of the Field Practicum Programs and their 
 function in undergraduate education, 
 
 b. To prepare the student for Field Practicums including job hunting slcills, 
 outline of practictm reqioirements and developing skills for on the job 
 success . 
 
 c. To discuss the role of the profession and professionals in the applied 
 setting . 
 
 d. To discuss issues currently of concern to the profession including 
 ethics, professional organizations, licensing, etc. 
 
 * During the sunmer this 10'7o will be weighted to the written report section. 
 
14 
 
 C, LEISURE STUDIES 232/283 - PROFESSIOl^l'^ FIELD PRACTIOII 
 
 Prerequisite: Sophomore standing, LEIST 182 I and II, LEIST 210 and 
 215; 3.50 Grade Point Average. 
 Course Credit : See page 9 . 
 
 Leisure Studies 232 and 233 are two separate courses. However, they 
 can be taken concurrently for an entire semester off campus. Each course 
 is a 4 hour course. Students can elect to take 202 for 3 hours and 233 for 
 4 hours to iraintain their status as a full time student. To do this they 
 must spend 20 weeks on a full- tire basis in an agency. 
 
 1. C k? XlSo Objectives 
 
 a. To observe supervisory and administrative personnel in an agency. 
 The student should be given maximtin exposure to the agency's 
 problems and processes. 
 
 b. To carry out supervisory and administrative responsibilities, i.e., 
 to organize the hunan, fiscal and physical resources necessary to 
 deliver a leisure service. 
 
 c. To expose the student to aspects of the profession best taugfit in 
 the field. 
 
 d. To deuonstrate to tlie student how the clieoretical knov/ledge of the 
 profession is interpreted and applied in practice. 
 
 2. Course Ret^ranents for Student s 
 
 a. Students, with the assistance of the IMversity Coordinator, must 
 seek and secure their a^m placenent. 
 
 b. To register and pay tirie appropriate fees as required. 
 
 c. Students BTust function at the agency in accordance with the agency's 
 work loads and policies. 
 
 d. Students attend and coraplete the training program designed by the 
 agency. 
 
 e. Students coraplete and submit the course reports as outlined later 
 in this section. 
 
 f . Students complete the minimum number of hours in the agency as outlined 
 on page 9. 
 
 3. Class Pveqi-iirements and Reports for Students 
 
 a. Objectives - In conjunction with your agency supervisor, you should 
 Hevelop a list of up to seven learning objectives. Your agency super- 
 visor Xi/ill be able to help you determine if tlie objectives are a 
 
15 
 
 realistic expectation for your position in the agency. Suhinit 
 this list to your university and ageiicy super'/isors . The objectives 
 should be submitted vTithin the first 10-14 days of the practicum. 
 (See page 10 for an explanation.) 
 
 b. Weekly Reports - An analysis of activities engaged in, problems 
 
 encountered, insights gained, and professional growtli realized during 
 the week. During tiie semester these are due on a bi-weekly basis. 
 
 Due: These should be ^-nailed to reach the university supervisors on 
 Mondays . 
 
 *c. Slide Serie s - Develop and present a tv^/enty picture slide presentation 
 tliat depicts your agency, your internship program, or the program you 
 are involved iri complete with a written narrative. 
 
 Due: Last university supervisory visit. Slides mil be reviewed 
 by the university supervisor and returned to the student. 
 
 *d. P racticum Notebook - The student should develop a notebook or file 
 of pertinent materials fran the agency. Some of the items to be 
 included are — the agency's pliilosophy, ordinances, enabling 
 legislation, record ana report forms, program brochures, budget and 
 accounting forms, adninistrative processing fonns, charting forms, 
 etc. 
 
 Due: Last xjniversity supervisory visit. 
 
 *e. Supervisory or Administrative Project - Dtjring the later stages of the 
 internship, the student should be assigned a supervisory or admin- 
 istrative project that is both meaningful to the student's professional 
 growth and of benefit to the agency, hopefully this mil be one of 
 the student's major contributions to the agency. A copy of the final 
 draft should be submitted to the university supervisor. 
 
 Due: Prior to the assignment of a grade by tlie agency supervisor. 
 
 f . Final Student Evaluation Tteport - The final report should communicate 
 to the university and the agency in four areas. (See page 11 for an 
 explanation of this report.) 
 
 * Astericked items are not to be completed by students in therapeutic 
 placanents. The items below are to be completed instead. 
 
16 
 
 4. Substitute Course Reports for Taerapeutic Placement 
 
 a. Oral Exam - An oral exam vdll be given students during the 
 
 final university supervisor's visit. Questions vri.ll be formulated 
 frcm the training guide - /ippendix E. 
 
 b. Individualized Treatment Plan - The student is to prepare and 
 present to the university and agency supervisors an appropriate 
 treatment plan for one client. 
 
 c. Systa-TS Designed Activity - Tae student is to prepare a systems 
 designed activity plan for a specific population and submit a 
 copy of the plan to the university and agency supervisors. 
 
 d. In- Service-Training - Tlie student vnll design, implement and 
 evaluate an in-service training program. The subject to be 
 covered will be by mutual agreanent of the agency supervisor and 
 the student. Hopefully it x^all center around a particular skill 
 of the students' but it must also be consistent with the needs 
 of the agency. 
 
 5. Grading Plan 
 
 Grade assigned by the agency 70% 
 University supervisor's grade 3'jVo 
 
 The grade assigned by the agency supervisor Xijill be the final grade 
 unless the student fails to submit required course reports or the 
 content of the reports is so wealc or of high quality to warrant a 
 grade alteration. 
 
 6. Agency Supervisor's Responsibilities 
 
 a. Accept the student as a practicum student by April 15 for the 
 fall semicster and suniner session and by December 15 for the spring 
 sanester. 
 
 b. Design and conduct an ongoing training progra-a for the student. 
 See Appendix D for an outline of the areas to be covered. Tliis 
 training program should give the student maximuai exposure to the 
 agency's problems and processes. (See Appendix F for Therapeutic 
 placement . ) 
 
 c. Assign, supervise and evaluate the student's assigned responsibilities 
 within tlie agency. 
 
 d. Kelp the student formulate learning objectives, assign the student 
 an administrative or supervisory project, and act as a resource 
 person for the student. 
 
 e. Comnlete, share with the student, and submit to the University a 
 mid-terni 'and final evaluation of the Field Practicum'. See 
 Appendix F. 
 
17 
 f. Act as the liaison of the ageacy to the university. 
 7. University Suyjervisor 
 
 a. Help students make initial contacts witii potential field placement 
 agencies . 
 
 b. Visit students in the field tvjice during the field practicum. 
 (In HEist cases visitations are not made out of state.) 
 
 c. To serve as a liaison between the agency and the student. 
 
 D. LEISURE STUDIES 381 iJAi^L\GEMEin' IInITEKJsISHIP 
 
 Prerequisite: Senior or Graduate Standing, Recreation 233, 290, 310, or 
 
 402, 3.75 Grade Point Average 
 Course Credit: 2-4 Hours or 1/2-1 Unit 
 
 LEIST 331 is an upper division undergradioate and graduate course 
 
 conducted by the Department's professional staff in conjunction mth public, 
 
 voluntary and commercial recreation and park agencies. 
 
 1. Course Objectives : 
 
 a. To observe management personnel in a recreation and/or park agency. 
 
 b. To apply management theories in practical field situations. 
 
 c. To plan and carry out management programs in a recreation and park 
 setting . 
 
 d. To apply research methods and techniques to analyze management. 
 
 2. Coijrse Requirements : 
 
 a. I'-fenagement experiences should be related to the executive function 
 of planning, organizing, coordinating, directing, controlling and 
 supeirvising a project, activity or program witli responsibility for 
 resiilts . 
 
 b. The student intern should be administratively responsible to the 
 Executive Director of tlie agency but may be assigried to work vath any 
 staff member. 
 
 c. The intern is expected to attend staff and conference meetings mth 
 park, recreation or m_edical professionals, board members, regional 
 planners, and staff personnel of otlier leisijre service agencies. 
 
18 
 
 d. Tlie management intern is expected to receive administrative, 
 
 supervisory and planning experience in various program areas, and 
 to be involved in operational assignments and participating in 
 research and evaluation, budget preparation, facility development, 
 seasonal and long range planning, service delivers'-, public relations, 
 office operations aiid maintenance. 
 
 3. Course Records and P^eports : 
 
 a. Statement of Objectives . In conj miction mth the agency supervisor, the 
 student is to develop up to seven objectives to be accomplished during 
 the internship experience. These shoxxLd be subirdtted to the university 
 supervisor at the caDpletion of the first v;eek of the internship. (See 
 page 10 for an explanation.) 
 
 b. Ifonthly Report . A brief analysis of acti\dties, probloiis encountered 
 and professional grov.Ttli realized dijring the month period. Tnese should 
 be mailed to reach the university supervisor on Ilondays. 
 
 c. Final Student Evaluation . Hie student should prepare a final synopsis 
 of the experience at the agency. Included should be an overview of the 
 experience, the most meaningful assignments, a viex-; of the agency 
 
 as a field training station, etc. Due: Two weeks before completion 
 of the intems'nip. 
 
 d. Fianagement Project . lOuririg the later stages of the internship, the 
 student sliould be assigned a management project tliat is both meaningful 
 to the student's professional grovjth and of benefit to tlie agency. 
 Hopefully, this will be one of the student's major contributions to 
 the agency. Due: Prior to the assignment of a grade by the agency 
 supervisor. 
 
 4. Grading Plan : 
 
 Agency Evaluation 707o 
 
 Vfcitten Reports 30% 
 
 The grade assigned by the agency s'Lpervisor will be the final grade 
 ijnless the student fails to submit required university reports or the 
 content of the reports is so vjeak or of high quality to v/arrant a 
 grade alteration. 
 
 5. Agency Supervisor : 
 
 a. Assign the intern to key staff members of the agency to help solve 
 management problans. 
 
 b. Assist the student in tlie development of objectives for the internship. 
 
19 
 
 c. Evaluate the students progress periodically and complete an evaluation 
 form at tlie end of the intern's experience. 
 
 6. University Supervisor : 
 
 Same as outlined in LEIST 282-283 section, page .16. 
 
DEPARUE).^ OF LEISURE STUDIES 
 University of Illinois 
 
 /PPE.©E A 
 
 APPLIQ\TION AtO JOIl-iT AGPEE-MNTr 
 
 FOR 
 APPROVED FIEU TPAIIirirT STATIOH 
 Uwr Application Rene\jal 
 
 The objectives of an agency jointly sponsoring the internship progran in cooperation 
 mth the Department of Leisure Studies at the liiiversity of Illinois are ti^iofold: 
 1) to secxjre qualified personnel with an educational background in recreation and 
 park services; and 2) to fulfill a responsibility to university students by pro- 
 viding them with a field experience prior to their graduation in order to better 
 prepare than for their professional career. 
 
 The 
 
 (tN'anie of Agency) 
 located in 
 
 (City and State) 
 
 agrees to accept students for field training and offers the follovzLng qualifications 
 for consideration: 
 
 A. The agency employs full-time year round supervisory personnel who will 
 
 be available for training and supervising of field^rork students. 
 
 ''^Submit a dossier for each professional including their educational baclcground 
 and professional experience. (Attach) 
 
 B. The agency provides the following areas and facilities for its clientele: 
 (Attach) 
 
 C. The agency sponsors a program as indicated by tlie attached program brochures: 
 (Attach) 
 
 (Administrative Officer) (Date) 
 
 The Department of Leisure Studies at the Ihiversity of Illinois agrees to: 
 
 A. Provide the agency with the necessary instructional materials as a guide to 
 conducting the program. 
 
 B. Provide tlie agency with periodic consultation with University personnel 
 during the program as well as periodic supervision of the intern to provide 
 the best possible learning environment. 
 
 C. Sponsor an annual field placement program and evaluation meeting in Wovanber 
 of each year to help agencies gain top personnel and continue to upgrade the 
 fieldwork program. 
 
 (Coordinator, Fieldwork Programs) (Head, Department'oFLeisxjre Studies) '(Date) 
 
 ^Renewal agencies need not include such supportive data. 
 RETIME TO : J. Robert Rossman, Coordinator, Fieldwork Programs, University of 
 Illinois, 104 Huff Gymnasium, Cnampaign, Illinois 61820. 
 
DEPARTT'IENT OF LEISURE STUDIES 
 University of Illinois 
 
 AGENCY ACCEPTANCE OF STUDENT INTERN 
 
 Basic Recreation Field Experience I & II 
 Professional Field Practicum T & II 
 Itanagement Internship 
 
 Recreation 182 
 Recreation 282-3 
 Recreation 381 
 
 (1-2 hours) 
 '(4-8 hours) 
 "(1/2 or 1 unit 
 "(2-4 hours) 
 
 Student 
 
 Campus Address 
 Field Address 
 
 Agency Supervisor^ 
 
 Supervisor Soc. Sec. Number 
 Field Agency 
 
 Agency Address 
 Starting Date 
 
 Job Description 
 
 1. 
 
 2. 
 
 3. 
 
 4. 
 
 5. 
 
 6. 
 
 Phone ( ) 
 
 _City_ 
 _City_ 
 
 Title 
 
 Phone ( ) 
 
 _City_ 
 
 Terminating Date_ 
 
 _Zip_ 
 Zip 
 
 Zip_ 
 
 Salary_ 
 
 This agency hereby accepts the above named student as a student intern and /or 
 employee for the time, and under the contract, listed above: 
 
 (Agency Representative) 
 
 (Date) 
 
 Return to: J. Robert Rossman, Coordinator 
 Field ^Tork Programs 
 Department of Leisure Studies 
 University of Illinois - 104 Huff Gym 
 Champaign,, Illinois 61820 
 
 Intern daily work schedule: 
 
Appisajix c 
 
 DEPARIIEI^T OF lEISURE STUDIES 
 University of Illinois 
 Chaapaign, Illinois 61820 
 
 Leadersliip Fieldvoork Evaluation Report 
 
 Student Intern Agency 
 
 Soc. Sec. # Agency Sijpervisor 
 
 Job Position 
 
 LEIST 182 I 132II Evaluation: Midterm Final_ 
 
 Fall Spring Suamer 19 
 
 Purpose of tlie Evaluation Report 
 
 1. To take a professional and personal inventory of the student's strengths 
 and weaknesses . 
 
 2. To aid tlie student in the development of a practical improvement program. 
 
 Instructions 
 
 1. Complete the form prior to the evaluation conference mth the student. 
 
 2. Be sure that you and the student sign the form, prior to submitting the 
 evaluation to tlie university supervisor. 
 
 3. Please feel free to make any coimients under all categories of the evalviation. 
 
 Student Career Goals 
 
 Prior to the start of his/her fieldivork assignment the student should \-jrite a 
 brief statement of liis/her career goals. This statement should assist the agency 
 supervisor in completing more accurately the appraisal of the student's performance. 
 
 Statement of student's career goals: 
 
 Statement of Objectives 
 
 During t±ie first week of the field practicum assignment, the student, in conjunction 
 with his agency supervisor and university advisor, establishes a set of objectives 
 to be accomplished dioring the practicum. The objectives should be reviexved 
 weekly by the student and the agency supervisor. 
 
 After considering each objective, please indicate your evaluation of objective 
 attainment by placing a check (y") under the appropriate rating. 
 
Practicum Objectives 
 
 Objective 
 
 not 
 initiated 
 
 Objective 
 partially 
 ■ adiieved 
 
 Objective 
 achieved 
 
 Objective 
 
 exceptionally 
 achieved 
 
 1 
 
 
 
 
 
 2 
 
 
 
 
 
 3 
 
 
 
 
 
 4 
 
 
 
 
 
 "^ 
 
 
 
 
 
 Coimients : 
 
 Instructions 
 
 The ratings made of the leader on the following itairis represent your evaluation 
 with reference to specific skills and abilities. Carefully evaluate each of 
 the qualities separately. Qieck (./ ) the point tliat indicates the rating you 
 feel best describes the level at which the intern is currently functioning. 
 
 Leaders professional 
 attitude and awareness 
 of recreation's value 
 for t±ie participants 
 
 superior Attitude 
 sincere devotion 
 to recreation 
 
 -Ud-tiC C 
 
 ra salary 
 
 at times 
 indifferent 
 
 to professional or passing 
 ideals course req 
 uirement 
 
 oiJLy 
 
 4. 
 
 Understanding of 
 recreation skills 
 and knowledge 
 
 Ability to gain 
 and hold confidence 
 and respect of par- 
 ticipants and assoc- 
 iates 
 
 Ability to get along 
 with participants 
 and dra\7 them into 
 activity 
 
 l^cldn": 
 
 superior 
 ability 
 
 ■arm and 
 personable ; 
 get along vrLth 
 ariyone 
 
 fair 
 
 inspirtis ..-ax 
 degree of 
 confidence 
 
 friendly and 
 effective most 
 of the time 
 
 thorough 
 
 inspires no 
 confidence 
 
 unapproachable 
 most of the 
 time 
 
5. Ihder standing and 
 sensitivity to gro\jp 
 rieeds 
 
 Versatility of 
 interests and abil- 
 ities; utilizes 
 a broad activity 
 program 
 
 Ability to adjiist to 
 situations and is 
 resourceful 
 
 3. Ability to organize 
 and plan the 
 recreation program 
 
 9. Initiative and 
 dependability in 
 conducting program 
 
 10. Cotmiunication 
 skills 
 
 11. Demonstrate rnature 
 judginent, cotmon 
 sense 
 
 12. liiderstanding of 
 agency policies 
 
 conplete lack 
 of understanding 
 of tliis group 
 
 fair ability to 
 see major 
 grotsp 
 problems 
 
 thorough and 
 complete 
 awareness of 
 group needs 
 
 ectremely 
 narroxi/ 
 
 fair 
 
 exceptional 
 
 superior ability 
 to adapt to any 
 conditions 
 
 success 5al in 
 some situations 
 but not all 
 
 completely 
 unable to 
 cope \-d.th nexi7 
 situations 
 
 acts only 
 xjnder direction 
 
 satisfactory 
 ability 
 
 superior 
 ability to 
 plan and 
 organize 
 
 I 
 
 al^jays reliable, 
 energetic 
 
 spa.smodic , 
 
 occasionally 
 
 indifferent 
 
 unreliable , 
 lazy, no 
 initiative 
 
 unsatisfactory 
 
 satis factor}^ excellent 
 —I \ L 
 
 exceptional 
 maturity and 
 good judgment 
 
 fair, usually lack mature 
 slriows good judgment 
 judgpient 
 
 thorough 
 
 satisfactory lacking 
 
 1. Strengths: Describe the intern's outstanding abilities. 
 
 2. Greatest contribution to the agency: acknowledge successes of the intern. 
 
3, Projecting future needs: indicate steps the students should take toxvard 
 achieving his/her career goals. 
 
 4. Agency reviev/: review your role as an agency s-aper^/isor in light of tlie 
 problem raised by the student and set objectives for irapro^/ing your agency'; 
 fieldwork program. 
 
 General Coiiinents 
 
 Agency Supervisor's overall rating of the stuJent 
 
 Circle the rating ttet best describes where tiie intern is functioning at the 
 end of tlae fieldwork. 
 
 •'' A+ A A- IH- y> B- C+ __C__C;^___Df_^j_D2_E__ 
 
 ex ceeds job satisfies job iiTiprovaiiait xjnsatisfactoryy 
 
 requirements requirements . desirable 
 
 Agency Supervisor Signautre D ate 
 
 Student Intern Signature pate 
 
 University Stpiervisor Signatijre ;'-^fite 
 
TR.'^ili^m-IG aUDE OUILIIE FOR lEIST 282/233 
 (For therapeutic placement see Appendix E) 
 
 It is expected that the Executive Officer or Ivs represevitative and the 
 student intern meet on a weekly basis to discuss topics, material, axid 
 information not tosually obtained in general internship ecperiences on the job. 
 
 Tnis part of the field eiq^erience should help the student to understand tiie 
 total' concept of die agency throug^h discussion of actual problems srid ^situatioris 
 in tiie operation of tiie ajrency. The follovrfng training outline includes^ 
 suggested topics for discussion during conferences between the intern and the 
 Agency Supervisor. Agency Supervisors should feel free to add other appropriate 
 and laseful information. 
 
 A. Orientation 
 
 1. General information about the conmunity and the agency 
 
 2. Specific infomiation regarding agency organisation 
 
 3. Introduction to ageitcy personnel 
 
 4. Job orientation and viork sciiedules 
 
 5. Tour of the agency areas and facilities 
 G. Professional etiquette 
 
 7. General information about the agency's services 
 
 8. Plan for the total fieldxvorlv assignment 
 
 9. General philosophy of the agency 
 
 10. Goals and objectives of the agency 
 
 11. Re^/iew of pay periods and personnel relations 
 
 12. Living arrangements and transportation 
 
 B. Legal Status of the Agency 
 
 1. History of the agency; its origins, changes and developtient 
 
 2. Legal action creatinr the agency 
 
 3. State laws governing tlie agenc}' 
 
 4. Local ordinances or similar references to operational 
 patterns 
 
 5. Liability problems and insurance 
 
 6. Ifethods of land aco;aisition 
 
 7. Zoning lax;3 govemnig developnent 
 
 8. Federal and state assistance programs available to the agency 
 
 9. Regulatory laws established or enforced by the agency 
 10. Financial aspects of agency development 
 
 C. General Administration 
 
 1. Organization of the board or governing authority 
 
 a. Loard policies and operational procedures 
 
 b. Board officers and the:u: responsibilities 
 
 c. Relationships vjitii other agencies 
 
 d. Plannii'ig and conducting a board meeting 
 
 e. Working vjith ccrrinittees of the board 
 
 f . Advisory bofirds in the couinunity. 
 
2. Agency Orc^anization 
 
 a. Lilie-staff relations] rips 
 
 b. Personnel operations and policies 
 
 1) Job analysis and assipnmcnt of duties 
 
 2) Selection of aqoioyees 
 
 3) Evaluation of persorinel 
 
 4) Salaries a:id fringe benefits 
 
 5) Dress codes 
 
 c. In-service training programs 
 
 d. Office procedures 
 
 1) Office operations 
 
 2) Records and reports 
 
 3) Filing systepis 
 
 e. Use of vclijnteers 
 
 1) Selection process 
 
 2) Training procedures 
 
 3) Assignment of responsibilities 
 
 f . Organized labor unions 
 
 3 . Finanace 
 
 a. Control of frnances 
 
 b. Procedures for obtaining funds and sources of funds 
 
 c. Policies for tlie handling of fijnds 
 
 1) Receipts and vouchers 
 
 2) Purchase orders and bids 
 
 3) Approval of expenditures 
 
 d. Budget 
 
 1) Policies governing its development 
 
 2) Steps in the planing, preparation ar'- presentation 
 of the budget 
 
 3) Budget forriis and procedures 
 
 4) Budget operations 
 
 5) Over and under adjustments 
 
 e. Special finance probleins 
 
 1) Establislmij fees, charges end rental rates 
 
 2) Special fund raanagement 
 
 3) Auditing procedures 
 
 4) Bonding procedures 
 
 5) Purchase of quantity orders and discounts 
 
 6) Gifts and donations 
 
 7) Petty cash funds 
 5) Cash flox7 
 
 f. Payroll 
 
 1) Ilithliolding taxes, Social Security, retiremertt 
 
 g. Profit and loss 
 
 1) Balance sheet, general ledger and financial statements 
 h. General discussion of lending institutions and rates 
 
D, Public Rolations 
 
 1. Objectives of the agency's public relations program 
 
 2. Personnel responsible for public relations 
 
 3. Public relations bijdget 
 
 4. Ifedia used for the public relations program 
 
 5 . Publications 
 
 a. Annual report 
 
 b. Bulletins 
 
 c. 
 
 Prorxain fliers 
 
 -"<_> 
 
 6. Do's and don'ts in human relations 
 
 7. How to handle complaints 
 
 8. Development of uiailing lists 
 
 9. Determirdng influence centers of the coraiunity 
 
 10. Liage creation 
 
 11. Awards and recognitioa of lay leader snip 
 
 E. Program Planning 
 
 1. Pliilosophy and objectives of prograrrming 
 
 2. How activities are chosen ^- 
 
 3. Perca-Ltage of the total budget for prograiming 
 
 4. Criteria for the selection of program leaders 
 4. Ilaster scheduling die program 
 
 6. Steps in program planning 
 
 7. Factors affecting program planning 
 
 9. Registration - reservation procedures 
 
 10. Citizen/ client participation in program development 
 
 11. Coordination of program staff 
 
 12. Coordination of recreatd.on and pari: facilities 
 
 13. Evaluation procedures and criteria 
 
 F, Areas and Facilities 
 
 1. General standards for recreation and park facilities 
 
 2. Design and layout of facilities 
 
 3. Space utilization of areas and facilities 
 
 a. Analysis of facility operations 
 
 b. Storage 
 
 4. Special adaptations of equipment and facilities for the disabled 
 
 5. Evaluation of areas and facilities 
 
 G. Safety standards for recreation and park areas 
 
 7. Planning process for the establislir.ent of ns-/ facilities 
 
 a. Criteria for new developments 
 
 b. Cornrajnity involvement 
 
 8. Tlie role of the agency in assisting in tiie development 
 
 9. Park-school cooperation 
 
 10. Financing new areas and facilities 
 
 a. Revenue and general obligation bonds 
 
 b. Bank loans 
 
 c. Stock sales 
 
 d. Capital improvanent funds 
 
 e. Revenue sharing funds' 
 
11. Laws, ordinances aiiJ special regulations regulating special 
 facilities such as sxnirraing pools 
 
 G. Maintenance 
 
 1. Percentage of total budget for the iraintenance orograii 
 
 2 . Scheduling the maintenance progran 
 
 a. Seasonal starting dates 
 
 b. Developing priorities 
 
 3. Selection of maintenance personnel 
 
 4. In-service training programs 
 
 a. Soil, turf and plant rnanageirent 
 
 b. Equipment use and care 
 
 c. Facility niaintenance 
 
 5. Developing a shop operat?Lon system 
 
 6. Planting Operations 
 
 a. K-ursery standards and planting methods 
 
 b. Tree pruning, care mid spraying 
 
 c. Selection of trees 
 
 7. Establishraeat and care of turf 
 
 a. Preparation and seeding methods 
 
 b. Irrigating and roT-Ting process 
 
 c. Sprayin; and fertilization programs 
 
 8. Park design and landscape architecture 
 
 9. Maintaining special facilities 
 
 a. Swirming pools, ice rinics, tennis courts and ball diariionds 
 
 b. blature centers and trails, arbcretuns and totanical gardens 
 
 c. Giildren's farms and zoos 
 
 d. Community centers and day camps 
 
 e. Marinas and beaches 
 
 f . Tobogg.an liills and ski slopes 
 
 H. Volunteer Progqrams 
 
 1. Philosophy and organization of the voluiteer pro'rram 
 
 2. Recruitm.Gnt procedxjres for tlie volunteer program. 
 
 3. Orientation and traming program for volunteers 
 
 4. Recognition and evaluation of the volunteer prcgrara 
 
 I. General Subject Areas 
 
 1. Tae life of professional park and recreation persomel 
 
 a. Local customs and traditions 
 
 b. Ilembership in local organizations 
 
 c. General social life and beiiavior 
 
 2. Professional affiliation 
 
 a. Professional organizations at local, state and national levels 
 
 b. registration of professional personnel 
 
 c. Kow professional organizations relate to the agency 
 
 d. A professional code of ethics 
 
 3. Ccnmercial recreation opportunities 
 
 a . Clubs 
 
 b. Camps 
 
4. Placement opportunities after ccmpletion of the internship 
 
 a. liow to look for a professional positioi: 
 
 b. VJliat a director looks for when hiring personnel 
 
 c. How to conduct an interview 
 
 5. Relationships mth institutions of higher education 
 
 a. Consultation 
 
 b. Education 
 
 c. Research 
 
APPEKDIX E 
 
 'IPAIiHiC. aUDE 
 FOR TilE UI^SER-aW}UAli: CLFJICAL FIEU? PLACS'IEl^rr 
 
 Agency : 
 
 1. To acquire knowledge of the purpose and nature of the sponsoring 
 agency. 
 
 2. To acquire Imoxvledge of the goals and objectives of tiie agency. 
 
 3. To acquire knowledge of tlie organizational stracture of the agency. 
 
 4. To acquire Icnowledcre of the roles and functions of the various dis- 
 ciplines involved in the delivery of service witliin trie agency. 
 
 5. To acquire kno^jledgc of the interrelationships of affiliated ageicies. 
 
 Therapeutic Recreation Service : 
 
 1. To acquire knowledge of the philosophy, picrpose, and nature of ther- 
 apeutic recreation service (recreation tlierapy, acti-^/ity therapy, 
 recreation for I'landicapped) as conducted in the agency. 
 
 2. To acquire knov7ledge of tlie goals and objectives of the therapeutic 
 recreation program(s) . 
 
 3. To acquire Icnowledge of the role and function of the therapeutic 
 recreation within the framexvork of the overall agency prog-ram. 
 
 Tnerapeutic recreation Adrdnistr aticn ; 
 
 1. To acquire Icnowledge of the organizational structure of the therapeutic 
 recreation departraent including staff positions and responsibilities. 
 
 2. To acquire an under^tandiixg of the basic ccrnnunication process utilized 
 by the department including the various t^/pes of staff meetings. 
 
 3. To acquire ki-iOV7ledge and skill in the various vTritten requests, reports 
 and record keeping procedures utilized by the departmait. 
 
 4. To acquire knowledge of basic adrciinistrative tasks including budgeting, 
 personnel management, long range planning, purchasing, policy deter- 
 mination, delegation of responsibility, public relations and maintenance. 
 
 5. To acquire laiowledge sn.d skill in basic program operation including 
 program preparation, schedulijng, and folla-j" through (evaluation, 
 reporting, referral, etc.) 
 
 6. To acquire knovjledge of resources utilized by the department in the 
 planning and conducting of program.s. 
 
 Clients : 
 
 1. To acquire an understanding of the nature and etiology of the illness 
 ai'id/or disabilities served by the agency. 
 
 2. To acquire an understanding of die effect of illrijss or disability on 
 personality developTient and e>Dprossion. 
 
 3. To acquire knajledge of diagnosis, treatment and prognosis character- 
 istics related to the population being served witbdn the context of the 
 agency's pliilosophy and approach. 
 
 4. To acquire a working Inov/ledge of the Ciiaracteristic , limitations and 
 abilities of tlie clientele relative to therapeutic recreation service. 
 
Therapeutic Recreation Prorrarii : 
 
 1. To acquire sld.ll in the teclniques of prcpram planning utilized by 
 the tlierap£utic recreation staff. 
 
 2. To acqtaire slcill in tlie process of assessrient and evaluation of 
 individual clients utilized by the agency. 
 
 3. To acquire slcill in conducting individual and ^oup pro^cras. 
 
 4. To acquire skill in the utilization of the various leadersliip, 
 interventioti and therapeutic tecbjiiques utilized by the therapeutic 
 recreation staff. 
 
 5. To acquire skill in the metliods of pro?ran evaluation utilized by 
 the therapeutic recreation staff. 
 
 Professionalism: 
 
 1. To acquire an understanding of professional etbdcs and conduct as 
 related to the delivery of therapeutic recreation ser^xLce. 
 
 2. To acquire an understanding of ongoing professional development 
 and groi-Tth. 
 
 3. To acquire skill in the interpretation of therapeutic recreation 
 service to others outside the profession. 
 
 4. To acquire professional attributes and characteristics regarding 
 therapeutic recreation external to the immediate responsibilities 
 to the agency. 
 
APPKIDDC F 
 
 DEPARUELn" OF LEISURE STUDIES 
 UMversity of Illinois 
 Champaign, Illinois G1320 
 
 PPACTICuI EVALUATION REPORTS 
 
 Student Intern Ao;ency__ 
 
 Soc. Sec. # Agency Supervisor_ 
 
 LEIST 282 233 331 
 
 Fall Spring Suimer 19 Evaluation Md-terra Final 
 
 Purpose of the Evaluation Report 
 
 1. To take a professional and personal inventory of the student's strengths and 
 weaknesses . 
 
 2. To aid the student in the development of a practical improvement program. 
 
 3. To evaluate the students' performance during the field practicvEi. 
 
 Instructions 
 
 1. Complete the form prior to the evaluation conference mth t±ie student. 
 
 2. Be sure ttat you and the student sign the form prior to submitting _ the 
 evaluation to the \jniversity supervisor. The student's signature is to verify 
 they have seen the evaluation, but does not indicate tliey agree mth it. 
 
 3. Please feel free to make any corments under all categories of the evaluation. 
 
 Student Career Goals 
 
 Prior to the start of his/her field practicuin prcgrai::, the student shoiald write a 
 brief statement of his/her career goals. This statement should assist the agency 
 supervisor in cocipleting more accurately tiie appraisal of the student's performance. 
 
 Statement of student's career goals: 
 
 Statement of Objectives 
 
 During the first x^eek of the field practicum assignment, tlie student in conjunction 
 with Ids agency supervisor and vniversity advisor establishes a set of objectives 
 to be accon-4>lished during the practicum. Tne objectives should be reviewed wed-cly 
 by the student and the agency siroervisor. 
 
After considering each objective, please indicate your evaluation of objective 
 attainment by placing a check ( ) \jnder the appropris-te rating;. 
 
 Practician Objectives 
 
 3. 
 
 Coiiments : 
 
 Objective Objective 
 
 ilot : Itot 
 
 App licable I Initiated 
 
 Objective j Objective 
 Partially i Fully 
 Achieved i Achieved 
 
 Job Centered Evaluatioa 
 
 This section of the evaluation is directed tovjard the student as an employee. 
 Please base your evaluation of the intern's ability to perform specific job 
 responsibilities in comparison mth other enployees you presently supervise. 
 
 Listed below are a number of job sldlls that are important in terms of measuring 
 an intern's ability to perform job requirements or to attain practicum objectives. 
 Carefully evaluate each of tlie qtialities separately, and cheeky ( ) the appropriate 
 rating for your overall evaltoation. c«*-:„.r-,-^^ 
 
 Satisries 
 ] Improve- ; Job 
 ; Not i \]n~ I ment | Require- 
 ; Applicable Satisfactory Desirable j ment 
 
 Keeps coraplete 
 and accurate 
 records 
 
 2. Follo/js agency 
 policies 
 
 3. Accurately evaluates 
 programs & 
 TDersonnel 
 
 Exceeds 
 
 Job 
 
 Requirement 
 

 Iht i 
 Applicable j 
 
 uh- ; 
 
 Satis factorj,'! 
 
 Improve- 
 ment 
 Desirable 
 
 ■ 
 
 Satisfies ■ Bcceeds 
 Job : Job 
 Requirementj Requirement 
 
 4. Possesses strong 
 coinnunication skills 
 
 ! 
 
 
 
 i 
 
 
 5. Organizes vork 
 well 
 
 
 
 
 
 6. Has ability to 
 work independently 
 
 
 
 
 
 
 7. Inspires others 
 tlirough effective 
 leadership 
 
 
 
 - 
 
 
 
 8. Displays ability to 
 solve problems | 
 
 
 
 
 
 1 
 9. Recognizes others ] 
 
 for their per- j 
 
 fomiance j 
 
 
 
 
 
 10. Utilizes all 1 
 available resoxjrces ! 
 
 
 
 
 
 11. Efrectivelj? carries 
 out agency goals j 
 
 
 
 
 
 12. Possesses adequate 
 knowledge and skills 
 
 ! 
 ] 
 
 1 
 i 
 
 ! 
 
 
 
 
 for position 
 
 Ccranents : 
 
IndivJ-dual Centered Evalua tion 
 
 Frequently evaluations of personnel focus on the individual's personality rather 
 than on professional skills the employee possesses. However, personality traits 
 can sometimes effect an individuals ability to attain has /her practicum objectives 
 or ability to perform job skills at a satisfactoir/ level. 
 
 Listed below are a number of characteristics tb^t should be reviexjed in terms of 
 their relationship to job performance. Check ( ) the rating you feel best describes 
 the level at which the intern is cxjrrently functioning. 
 
 ilfot Un- 
 ' Applicable 
 
 1. Ability to develop 
 on the job relation- 
 ships . 
 
 2. Displays good 
 judgment 
 
 ; Improve- , Satisfies j Exceeds 
 Satisfactory ; mait , Job Job 
 
 I Desirable ; Regmrementsi Reqijirgaents 
 
 3. Demonstrates in- ' 
 
 itiative I 
 
 ^_ 
 
 4. Has self-confidence ! 
 
 Is a creative 
 thinker 
 
 6. Gains respect of 
 otliers 
 
 7. Insensitive to the 
 needs of otiiers 
 
 8. Displays flesibilit}/ 
 
 9. Sets professional 
 goals 
 
 10. Reacts objectively 
 to situations 
 
 11. f-kintains effective- 
 ness under stress ' 
 
 12. ^kintains an 
 atmosphere for 
 sharing ideas 
 
 Cornnents : 
 
Performa nce Appraisal 
 1. Strengths: Describe tlie intern's outstanding abilities. 
 
 2. Greatest contribution to tlie Agency? : Acknowledge successes of the intern. 
 
 3. 
 
 Projecting future needs: Indicate steps the studetit should take tovjard 
 achieving his/her career f;oals. 
 
 4. Agency review: reviev; your role as an agency supervisor in light of the 
 
 problems raised by the student and set objectives for iniproving your agency's 
 field vjork program. 
 
 General Coimients 
 
 A gency Supervisor's overall rating of the intern 
 
 Circle the rating that best describes where tiie intern is ifunctioning at the end 
 of the internship. 
 
 A+ A A- B+ B~B= TqF"C~^- T>F~D D- / ET 
 
 exceeds job satisfies job iuprovement unsatisfactory 
 requirements requirements desirable 
 
 Agency Supervisor Signature Date 
 
 Student Intern Signature Date 
 
 University Supervisor Signature Date_ 
 
I'^?B:1DJX G 
 SMTm PJZSII'E OUTLIl-^E 
 
 Ikrk D. Walker 
 Campus Address 
 
 Rome address 
 
 Zip code 
 
 Phone, including area cods 
 
 PEIlSaiAL DAm BirthdatG: 7/13/52 Age: 21 lieisht: 5 '11'' Weight: 158 
 
 E DUCATIOi^ Bachelor of Arts 
 August 1974 
 
 High School Diplorra 
 ' JuiG 1963 
 
 University of Illinois 
 
 Qiampaign, Illinois 
 
 ilajor: ^Recreation L Park Administration 
 
 Minor: Siology 
 
 Central Iligl-i School 
 IJatseka, Illinois 
 I'fe.jor: College Preparatory 
 liinor: Fine /arts 
 
 EXPERIENCE 6/73-3/73 
 
 6/72-3/72 
 
 & 
 6/71-8/71 
 6/70-8/70 
 
 Aoiiatics Director and Intern at Camp 
 
 WentTAorth, P.O. Box 931, Huson, vJisconsin 
 
 83492 
 
 Life Guard mth the Garrard Park District, 
 
 743 E. Ilain Street, Garrard, Illinois 
 
 63902 
 
 Recreation Leader vjitli the Uatseka Recreation 
 
 De-)artment, 639 M. Peabody Road, IJatseka, 
 
 Iliinois 69023 
 
 SPECIAL TRAINIKG 
 
 ECNORS & AWARDS 
 
 REFEREICES 
 
 Life Guard Certificate - Red Cross - 5-56 
 Water Safety IriStructor - Red Cross - 5-68 
 CariTpcraft Certificate - Merican Camping Assn. 6-73 
 
 Illinois State Scholarship 1970-1974 
 Charles K. Brightbill Award 1972 
 James Scholar 1970-1974 
 
 Charles K. Code 
 315 11. James Drive 
 Komer, Illinois 61973 
 (815) 485-9201 
 
 Ilarry Lorois 
 
 54 Sun Road 
 
 Pines, Illinois 62910 
 
 (217) 393-0339 
 
ISlVERSlTYOFILUNOlS-URBANA 
 
 KracticumproSschampwgn 
 
 3 0112 023456897