COAPRT Standard 7.0 Series: BS Recreation Therapy Option

Program Purpose

The Bachelor of Science in Recreation Therapy at California State University, Long Beach (CSULB) prepares graduates to become effective and ethical practitioners in therapeutic recreation settings. The program’s primary purpose is to equip students with the knowledge, skills, and field-based experiences required to provide evidence-based therapeutic recreation services to individuals with disabilities across clinical, transitional, and community environments. The curriculum is designed to meet the standards and evaluative criteria of the Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT), the National Council for Therapeutic Recreation Certification (NCTRC), and the California Board of Recreation and Park Certification (CBRPC).

In addition to training future professionals, the program also educates students across the university on inclusive practices and the role of therapeutic recreation in supporting individuals with disabilities. This supports the university’s mission of fostering inclusive excellence and prepares students to serve diverse populations with empathy and cultural competence.

Program Goals

A. Prepare graduates to meet eligibility criteria for national (CTRS) and state (RTC) certification examinations.

B. Cultivate students' advocacy and leadership roles in promoting equitable access to recreation for individuals with disabilities.

C. Maintain a curriculum that reflects current industry practices, certification standards, and emerging trends in therapeutic recreation.

D. Offer diverse, high-quality field experiences through regularly evaluated partner sites.

E. Support students in obtaining professional positions through advising, coursework, and connections to the professional community.

Curriculum and Recent Revisions

In response to evolving certification standards and stakeholder feedback, the program has implemented multiple curriculum updates:

• REC 485 – Fieldwork in Recreation was added to meet CBRPC's requirement of 1,000 fieldwork hours. This course supports early accumulation of hours prior to the internship.

• REC 454 – Counseling in Recreation Therapy was removed as a required course but remains available as an elective.

• Two new electives were approved: REC 455 – Recreation Therapy for Physical Medicine and Rehabilitation and REC 456 – Recreation Therapy for Individuals with Psychiatric Disorders, developed to meet NCTRC’s requirement of six TR-specific courses.

• The department has aligned offerings with a two-semester rotation to ensure timely progress to graduation and certification.

Instructional Resources and Technology Integration

The department has invested in instructional technology to support student learning:

• All department-assigned classrooms are equipped with smart room capabilities, including projectors, sound systems, and Wi-Fi.

• Faculty are provided with updated computing equipment on a four-year cycle, with full access to printers and scanners.

• Faculty and students have access to two mobile computer carts, one iPad Pro cart, and a recently established Virtual Reality (VR) Lab. The VR lab enhances student training in rehabilitation simulations and research-based learning, with applications across courses and fieldwork experiences.

Experiential Learning and Field-Based Sites

Students complete a structured progression of applied learning through REC 485 and REC 498 (Internship). Fieldwork sites are evaluated for quality and professional supervision, and include hospitals, community-based organizations, and mental health settings.

Professional Engagement and Career Preparation

Recreation Therapy students are highly engaged in professional development:

• Regular attendance and participation in conferences such as California Parks and Recreation Society (CPRS) and the Beach Symposium.

• Participation in student-alumni mentorship programs through CPRS District 10 and Women in Leisure Services (WILS).

• In-class activities focused on resume development, portfolio building (e.g., REC 480 capstone project), and certification readiness (e.g., REC 451).

• Access to job postings, certification timelines, and advising support via faculty and the department’s Canvas learning platform.

Assessment and Certification Alignment

The curriculum is regularly reviewed to ensure alignment with:

• COAPRT 7.0 Learning Outcomes, including professional foundations, TR process, and administrative competencies.

• NCTRC standards, including updates effective January 1, 2022, requiring six TR-specific courses.

• CBRPC standards, particularly the 1,000-hour fieldwork experience requirement and California-specific documentation practices.

Faculty and Advising

The Recreation Therapy program is led by a team of engaged faculty who hold relevant credentials and maintain active involvement in research and community practice:

• Dr. Terry Robertson

• Dr. Heewon Yang, CTRS

• Dr. Chungsup Lee, CTRS

• Patti La Place, M.P.A., RTC

Faculty advise students on academic pathways, fieldwork placement, certification preparation, and job search strategies.

Conclusion

The BS in Recreation Therapy at CSULB offers an evidence-based, and student-centered approach to preparing professionals who can meet the therapeutic and recreational needs of individuals with disabilities. Through responsive curriculum design, investment in instructional technologies (e.g., VR lab), and meaningful engagement with the professional community, the program supports student success in certification and employment.