Computer literacy in accreditation: putting students in the driver's seat.

Computers are no longer the strict domain of engineers and rocket scientists. They are used every day in stores, offices, classrooms, and even park and recreation facilities. Mat is why NRPA/American Association for Leisure & Recreation (AALR) standards, revised in 1990 and 1992, mandate that undergraduate programs include computer literacy in accreditation requirements. Additionally, the Council on Accreditation has recognized the important role that computer technology will play in the future of parks and recreation.

The park and recreation field isn't new to the "information superhighway." In fact, we have been on this road for some time. But now we are gaining speed.

Park and recreation practitioners use specialized computer software for budgeting, facility management, league scheduling, program registration, grounds maintenance, and other tasks. Academicians routinely access mainframe computers on campus to run statistical applications, contact colleagues via electronic mail, and conduct research. Specialized networks further provide opportunities for practitioners and academicians alike to exchange information while fostering a sense of mutual cooperation concerning the future of parks and recreation.

The emphasis on increasing computer literacy in parks and recreation also is evident in the development of national computer training institutes--such as the NRPA/Oglebay Computer Use Institute--and the increasing amount of space dedicated to this subject in this publication and others.

NRPA/AALR Accreditation Standards state that students must have the ability to apply computer and statistical techniques to assessment, planning, and evaluation, plus have the ability to use computers for basic functions including word processing, spreadsheets, and specialized programs relating to leisure service. Computer-related criteria can be met through several curricular offerings, depending on the resources available at individual institutions. Developing a computer course for park and recreation professionals presents some challenges, but there are many resources and prototypes available.

First Gear:

Course Development

The first issue to address when contemplating computer-related accreditation standards is resource allocation. In many cases, this information already will have been compiled by an academic computer service department or the administrative unit responsible for providing campus-wide computer services. Knowing what resources are available makes it easier to design a realistic program.

Several options should be considered as possible methods of addressing computer-based accreditation standards. The development of one particular strategy over another is influenced greatly by the department faculty's level of computer expertise. If computer expertise is limited, students can be encouraged or required to take outside course work in computer science. While this approach is not ideal and denies students hands-on computer training in the field, it is better than inadequate or no training.

The best strategy--given adequate faculty computer expertise--is to develop a "hands-on" departmental computer course and integrate computer skills into existing courses. This provides students with a sound conceptual base from which to understand the role of computer technology in the park and recreation field. Considerations for developing such a course include access to identified computer resources, choice of computer operating systems, hardware and software configurations, course structure, and course content.

Second Gear:

Accessing Computer Resources

At many institutions, some computer resources are reserved solely for use by students on a first-come, first-served basis. Identifying and gaining access to computer labs that can be scheduled as teaching labs is a priority. Often these labs will be located outside of schools or colleges that normally house park and recreation curricula. Use of tactful diplomacy generally will result in receiving permission to use outside computer resources.

Third Gear:

Operating Systems

Choosing an operating system may be dictated by what is available in the computer labs and by instructors' past experience or individual preference. However, Macintosh and Windows (DOS) operating systems have similar features; and students seem to be familiar with the graphic interface provided by both systems.

Before choosing a system, it might be best to determine what application will be used most frequently. This way, the system with the most useful applications can be selected.

Fourth Gear:

Hardware and Software Configurations

Hardware and software considerations go hand in hand. The key point to consider when selecting hardware is its compatibility to desired software programs.

Most computer labs have a selection of pre-loaded software available to users via an internal hard drive and or a network server. These packages generally allow users to access word processing, database, spreadsheets, statistics, and graphics. Use of these applications will allow development of a comprehensive course with a park and recreation reference base. Access to the local mainframe computer, when available, enables students to experiment with electronic mail, databases, and advanced statistical applications. If specific software is being considered, it is important to contact software companies about price, required hardware configurations, and availability of demonstration disks. Most companies gladly will provide such information.

It is important to note that software changes with advances in technology as does company policy regarding distribution. One university park and recreation department spent considerable time and energy gaining access to a computer lab that would enable them to use an "educators' version" of a discipline-specific software program. When time came to order the product, it no longer was available. To avoid a similar situation, it is best to use software that is available on campus and supplement it with discipline specific software as necessary.

Drive:

Course Structure

Developing a three-credit microcomputer applications course requires three hours of class time per week for an average semester, best scheduled into two one-and one-half hour classes or one three-hour class per week. Scheduling the entire time in the computer lab maximizes computer time while allowing for any necessary lecture, explanation, quizzes, or exams.

Because space is limited in the computer lab, it is necessary to implement a screening process for prospective students. Requiring "permission of the instructor" is standard; and prerequisite courses may eliminate students who already have enough computer experience.

Most integrated software packages provide access to word processing, database, spreadsheets, introductory statistics, and graphics. Course content should include these elements in the following order: word processing, graphics, database, spreadsheets, introductory statistics, mainframe access and electronic mail, and discipline-specific software (see Figure 1).

Moving Ahead

on the Information Superhighway

To ensure that today's students have the skills they need, academicians, discipline-specific software vendors, and practitioners need to cooperate on developing programs that meet the changing needs of the park and recreation field.

Practitioners need to embrace and use computer applications when appropriate and provide feedback to academicians about skills needed by graduating students for them to be effective, successful practitioners. Faculty need to make an increased effort to gain personal computer expertise and to integrate computer applications into existing courses. And software vendors must make efforts to provide educational versions of their applications available.

The information superhighway is the only road to success in the 21st century. But it is not enough to be on this road; park and recreation professionals must move ahead. Today's students hold the keys to tomorrow's vehicles of success. But it is up to faculty and practitioners to put students in the driver's seat.