Abstract
The central problem addressed in this study was to identify the degree to which the core curriculum of each of the California schools in the study met the 30 criteria encompassed in the professional education core standard. The standards were initially approved in 1975 and revised in 1981. In order to accomplish this, the study addressed three questions: (1) To what degree did the professional education core of the thirteen California State Universities offering Recreation and Leisure Studies and the professional education core of the NRPA standards compare? (2) Was there a significant difference between the accredited and non-accredited schools on the degree to which the standards were met? (3) What curricular trends have occurred since the last investigation of the Professional Education Core? A two-phase research design was selected with the first analyzing each of the institutions' core curricula and comparing them to the NRPA evaluative criteria. The second phase of the study was a follow-up interview with the chair of the departments at each of the designated schools. Findings. This study found that of all the courses offered, two courses, professional field experience and knowledge of the history and development of the recreation profession, met the minimum level of acceptance at every California State University offering Recreation and Leisure curricula. Of the thirty criteria in the 1981 Standards and Evaluative Criteria, twelve were a part of the standards used in Brown's study. The criteria that were not met by the schools were primarily in those areas dealing with legislation, legal formations, marketing and promotion, and personnel practices. Conclusions and recommendations. Although the standards and evaluative criteria developed in 1975 and revised in 1981 are a basis for curriculum self study and accreditation, the study revealed that all of the public universities in California offering recreation and leisure as a curricula were not accredited and that accredited curricula did not necessarily mean adherence to the standards and evaluative criteria. Additionally, the study further revealed that those schools not in compliance with accreditation made successful attempts at meeting the criteria. The study also reported that standard nomenclature describing course objectives were lacking and inconsistent. The study recommended that courses in computers, tort liability and contract negotiations be added to curriculum offerings; and finally, that the thirteen departments investigate the possibilities of standardizing curriculum terminology and course descriptions. (Abstract shortened with permission of author.).