Overview

Requirements

Prerequisites

RM 207: Inclusion & Disabilities in Therapeutic Recreation
RM 270: Introduction to Therapeutic Recreation 

Required Resources

The course materials are available in the Course Materials List.

NOTE: It would be wise to keep the following books; you will use them in almost every therapeutic recreation course you take while enrolled in the program. 

Textbooks

Resource Title/Description (books, software, etc.)	Author/Provider	Ed.	ISBN
The following two required textbooks will be used in this course and subsequent Recreation Management classes:
Therapeutic Recreation Practices: A Strengths Approach	Anderson, L. & Heyne, L.	2nd Ed.	9781952815249
Therapeutic Recreation Program Design: Principles and Procedures	Stumbo, N. & Peterson, C.	6th Ed.	9781571679130
The following book is required and will only be used in this course:
You, Happier: The 7 Neuroscience Secrets of Feeling Good Based on Your Brain Type	Amen, D.	1st Ed.	978-1-4964-5452-2
The following textbook is optional but will be used in subsequent Recreation Management classes:
Facilitation of Therapeutic Recreation Service: An Evidence-Based and Best Practice Approach to Techniques and Processes	Stumbo, N. & Wardlaw, B.	1st Ed.	978-1-8921-3294-9

Structure

Course Outcomes

1. Design a program built on evidence-based interdisciplinary theories employed in therapeutic programming.
2. Analyze the field of therapeutic recreation.
3. Evaluate different therapeutic recreation practice models.
4. Create a personal practitioner toolkit they will use throughout school and their career.

Major Assignments

The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes.

Major Assignment	Description	Course Outcome #
Practicum Experience	20-hour practicum experience working with diverse populations	3
Practitioner Toolkit	Toolkit synthesizing everything learned during the semester	1
Specific Program Design	Theoretically-based therapeutic recreation program for a population incorporating evidence-based practice	1
Theories & Interventions	Presentation and intervention focusing on models and theories as they relate to evidence-based practice in therapeutic recreation	2
Case Studies	Analysis applying tools gained to develop convincing, effective, and creative solutions to real-life problems	2
Digital Notebook	Notebook compilation of select assignments	4
Personal Project	Implementation of intervention based on neurotransmitters	3

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions. 

Due Date*	Learning Model	Activity Title	Description
Monday	Prepare	Introduction	Weekly overview
Wednesday	Prove	Practitioner Toolkit	Build your Practitioner Toolkit
Midweek	Ponder	Group Meeting	Meet with your group to deepen and extend your learning
End of Week	Prove	Assignment	Reinforce weekly concepts
End of Week	Prove	Personal Project	Reinforce weekly concepts

*Set your time zone within user preferences so the dates and times for course activities will display correctly for your time zone.

Course TA

This course will have a TA who will grade some assignments under the direction of the instructor. 

Learning Model

Students will complete a preparation assignment, teach one another through a weekly group meeting, and present culminating assignments in which they ponder and prove the weekly outcomes. 

The Learning Model is based on true gospel principles and provides the foundation upon which all BYU-Idaho courses are created. The five principles of the learning model are to exercise faith, learn by the Holy Ghost, lay hold on the Word of God, act for yourself, and love, serve, and teach one another. These principles are woven into the three process steps to prepare, teach one another, and ponder/prove.

Expectations

You are expected to put forth a sincere effort to learn and grow as much as possible to take full advantage of this educational experience. As you do so, you are expected to be respectful, interested, attentive, and participatory in all interactions with your classmates, instructor, and field professionals.

Your team will evaluate you throughout the semester, and these evaluations can impact your grade. 

Feedback

You can expect to receive grades and feedback within seven days of the due date for all assignments.

Workload

Expect a minimum of nine hours a week of work for this class (this includes practicum hours required for the course).

Group Work

You will be required to work in a group meeting for a minimum of 25 minutes weekly. However, the group work will take longer than the given meeting time. 

Late Work

Academic Sources

Academic sources are course textbooks and peer-reviewed academic journals for the course. You should cite sources in APA format. For a review of APA formatting, refer to the APA Resource Page. 

Extra Credit

The instructor may offer extra credit.

Grading Scale

Your semester grade will be calculated based on the quality of work you submit during the course. Your percentage grade at the end of the semester corresponds to the following letter grade and performance descriptions:

Letter Grade	Percent
A	100%–93%
A-	92%–90%
B+	89%–87%
B	86%–83%
B-	82%–80%
C+	79%–77%
C	76%–73%
C-	72%–70%
D+	69%–67%
D	66%–63%
D-	62%–60%
F	59% and lower

AI Statement

Moderate Use – Generative AI is permitted/encouraged in some ways, with proper attribution, but prohibited in other ways.-Students are allowed, and even encouraged, to use Generative AI in some ways but are prohibited from using it in other ways Keep in mind that any content produced by generative AI can “hallucinate” (produce false information), so students are responsible for ensuring the accuracy of any AI-generated content. For information on citing AI, please see Purdue OWL LibraryLinks to an external site.. Students should not use generative AI in any way that would violate the Academic HonestyLinks to an external site..

Students are permitted and encouraged to use generative AI in the following ways:

• Brainstorming: You may use generative AI to stimulate creativity, generate ideas, or brainstorm topics for papers, presentations, and discussions. The generated content must serve as a stepping stone, not a final product.
• Citation Assistance: AI tools can be used to manage, format, and organize citations and references, promoting adherence to academic writing standards and specific style guides required for individual assignments.
• Grammar and Style Checking: AI-powered writing enhancement tools may be used to help with spelling, grammar, syntax, and stylistic errors.
• Concept Understanding: Generative AI can be used to explain or simulate concepts taught in class, aiding in a deeper understanding.
• Research Assistance: AI can be used to conduct initial research, compile data, and summarize articles, books, or papers. It should not replace traditional research methods but rather enhance them.

You may not use generative AI in coursework in the following ways:

• Plagiarism: Using AI-generated content as your original work without attribution. This includes essays, papers, presentations, and exam answers.
• Data Manipulation: Using AI tools to alter data or create misleading information.
• Misrepresentation of Skills: Using generative AI to complete tasks that are meant to assess your knowledge and skills.
• Confidentiality Breach: Using AI tools that might violate university policies or laws related to data privacy and confidentiality.

See individual assignment instructions for more details.

Metacognitive Reflection. In addition to a proper citation, the student should include the following statement with any assignment where generative AI is used for assistance.

“I used generative AI platform [INSERT NAME OF PLATFORM, SUCH AS CHAT GPT] for assistance in the following ways on this assignment: [INSERT WAYS USED, such as brainstorming, citation assistance, grammar and style checking, concept understanding, and research assistance, etc.].”

University Policies

Students with Disabilities

Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office at (208) 496-9210 or visit their website and follow the Steps for Receiving Accommodations. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.

This course includes required synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at (208) 496-9219.

Other University Policies

Student Honor and Other Policies

Please read through the document called University Policies. It gives important information about the following topics:

• Student Honor
  • Academic Honesty
  • Student Conduct
    • Sexual Harassment
• Students with Disabilities
• Complaints and Grievances
• Copyright Notice

Go to the Student Resources module to review further resources and information.