2.05.04

Evidence of Compliance: 

The Department of Recreation and Leisure Studies (RLS) at California State University, Long Beach, consistently uses student learning outcomes (SLO) data to guide programmatic and curricular decisions. This use of data is evident through structured annual assessments, curricular revisions, and faculty-led discussions that promote a culture of evidence-based decision-making.

Annual Assessment Reports & Data-Driven Curriculum Changes:

Each academic year, RLS faculty complete a COAPRT Learning Outcomes Assessment survey for core courses. These surveys collect both direct and indirect measures of student performance on COAPRT 7.0 series learning outcomes. The data are compiled into the department’s Annual COAPRT Program Assessment Reports (2021–2025), which are publicly available and include reflections, analysis, and identified trends in student learning outcomes.

Findings from these reports have directly informed:

• Curriculum adjustments (e.g., revisions to prerequisites and sequencing to improve progression through the major)

• Instructional modifications (e.g., changes to capstone project guidelines in REC 480 and REC 451)

• Assignment rubric refinement to improve the clarity and alignment of assessments with learning objectives

• Increased emphasis on written communication and professional readiness through portfolio enhancements and internship evaluations

"Closing the Loop" Activities:

Evidence of “closing the loop” is embedded in annual fall faculty retreats, where assessment data are reviewed in full. These retreats result in specific action items, such as developing new assignments, adjusting teaching methods, or enhancing support for professional certification readiness. These discussions and subsequent changes are documented in department meeting minutes and reflected in updated course syllabi.

Institutional Integration:

Program assessment is aligned with institutional-level learning outcomes and reviewed in tandem with CHHS and Academic Affairs. 

Examples of Data-Informed Decision Making:

• Based on assessment data showing inconsistencies in written communication outcomes, faculty revised writing assignments in REC 480 and 451 and introduced peer review processes.

• When data from internship site supervisor evaluations in REC 498 identified a gap in information literacy and client documentation, faculty modified pre-internship coursework to include more case study-based assignments.

These practices demonstrate the department’s commitment to using learning outcomes data to ensure continuous improvement and compliance with accreditation standards.