AHSC 350 LEISURE EDUCATION

FALL 2014 3 CREDITS

COURSE OUTLINE

Tuesdays
14:45 17:30
LOY- CC 119
Professor Dr. R.B. SWEDBURG, Professor Emeritus
Arts & Science Faculty Applied Human Sciences Department
Office VE 323
Office Hours Tuesdays 13:00-14:00 or by appointment
E-Mail randy.swedburg.concordia.ca
COURSE DESCRIPTION

AHSC 350 Leisure Education (3 credits)
Prerequisite: AHSC 241, 260. This course offers an introduction to the field of leisure education. The history
and underlying philosophy of the concept is presented. The roles of the school, community, and community-
serving agencies are examined. Existing models are analysed and discussed.

IMPORTANT DATES

SEPTEMBER

Tuesday, September 2 Classes begin Day and Evening Regular Session.
Monday, September 15 Last day for submission of late-completion work for Summer Session 2013 courses
(application deadline September 1).
Deadline for withdrawal with tuition refund from two-term and fall-term courses.
Last day to add two-term and fall-term courses.


OCTOBER
Wednesday, October 1 Last day to apply for re-evaluation of courses taken during the Summer Session 2014.
Saturday, October 4 Replacement and supplemental examinations for Summer Session 2014 courses.
Monday, October 13 Thanksgiving Day University closed.
Sunday, October 26 Last day for academic withdrawal from fall-term courses.





NOVEMBER
Saturday, November 1 Last day for application to undergraduate programs Winter Term 2015.

Deadline for degree transfer applications.
Monday, November 24 Last day for instructor-scheduled tests or examinations.


DECEMBER
Monday, December 1 Last day to apply for Quebec Resident status for Fall Term 2014.
Last day of classes Fall Term.
Tuesday, December 2 Make-up day for classes scheduled on Monday, October 13
Wednesday, December 3

Examinations begin.
Thursday, December 18 Examinations end.

OBJECTIVES

This course is designed to give the learner the opportunity to understand Leisure Education from different
perspectives. The first is to gain knowledge of what leisure education is and how it applies to the leisure
services and therapeutic recreation professions. The second is to allow learners to explore the concepts of
leisure and relate these concepts to their lives. This will serve to broaden the understanding of leisure and
help each individual become leisure educated and subsequently a leisure educator. The third is to
develop the ability to create leisure education programmes.
This process will take learners on a journey of self-discovery through introspection and internalization of
the theories, philosophies and modalities studied during class discussions; weekly concept exploration;
lectures; peer group communications; and problem solving.
Specifically the GOALS are
1. To participate in a learning experience that is enjoyable, rewarding and supportive.
2. To become actively involved in the learning process for the dual purposes of learning about the
field and gaining personal insights.
3. To experience, on a personal level, leisure education as it applies to ones environment.
4. To gain understanding of how one experiences leisure, and how this may be structured to become a
leisure education experience.
5. To increase individual awareness of leisure interests and develop the ability to recognize factors
that motivate individual choices.
6. To learn how to apply leisure education principals to a variety of settings.
7. To develop an appreciation of the significance of leisure education in society.
8. To learn about a variety of teaching strategies to foster learning about, for and through leisure.
9. To investigate the application of leisure education to formal and informal settings.
and most importantly
10. To leisure while learning!



VISION

It is my fondest wish that all learners, enrolled in AHSC 350, will enthusiastically join me in an
exploration of all class topics. I hope that we will value the ideas and opinions of everyone and we
will be sensitive to the diversity that exists in the class. I wish to know each individual personally,
and when the class is over, part on a friendly basis. R.B. Swedburg


MISSION

The central theme of AHSC 350 is to gain an understanding of how individuals can learn through,
for and about leisure, and skill in developing, implementing and evaluating leisure education
programmes. It is the mission of this class to offer a forum for learners to explore the many facets
of this area of study in an atmosphere that is flexible, stimulating, respectful and enjoyable.

CLASS FORMAT

There will be two options.
Option 1
On selected weeks the learner will be given the opportunity to research a topic related to the
focus of the course.
The reports will be available to all learners, thus giving everyone the opportunity to gain
additional insights into the many facets of leisure education.
Option 2
Each week the learner will read the assigned textbook readings as well as the reports posted by
the learners who select Option 1. They will participate in class discussions.
Learners who select this option, will write a mid-term and a final examination.

SCHEDULE (Subject to change)

NOTE: The class will be taught as a dynamic, interactive experience. Consequently the weekly topics
may change as needed to allow for flexibility and to react to the interests of the learners.

September 2
Who are we?
Plan for Semester
Evaluation
What isleisure???...education???



September 9
Personal Exploration Leisure in your life
Are you leisure educated?
Readings-Chapters 1&2

September 16
Leisure Education Models
Education through leisure
Readings-Chapters 3&4

September 23
Leisure SatisfactionHappiness
Education for leisure
Readings-Chapters 5&6

September 29
Leisure Education Programs
Education about leisure
Readings-Chapters 7&8

October 7
Identifying Leisure Education Target Populations
Program Targets
Readings-Chapters 9&10

October 14
Review
Mid-Term Evaluation
Strategic Planning
Planning Models
Readings-Chapter11 & Program1

October 21
Strategies for Leisure Education Program Planning
Creating a Leisure Education Program
Program Planning Team
Readings-Programs 2&3

October 28
Program Design
Programming for Human Diversity
Team Meeting(s)
Readings-Programs 4&5

November 4
The role of the Program Planner
Program Budgeting
Team Meeting(s)
Reading-Program 6




November 11
Program Evaluation Tools and Techniques
Team Meeting(s)

November 18
Our Leisure Education program!!!

November 25
Evaluation of Our Program
Review
Self Evaluation
Final Examination during Final Examination period

READINGS
Textbook
Dattilo, J. (2008). Leisure Education Program Planning-A Systematic Approach (3
rd
Edition).
State College, PA: Venture.
Each week learners will read the assigned chapters and be prepared to discuss the contents
during class that week.














EVALUATION OPTION 1
Each week learners will be given the opportunity to research a topic related to the focus of the
course. The topics will require the learner to spend 1-2 hours outside class doing field research.
Each learner will post her/his research report on Moodle before 12h00 on each Monday.
i.e. The assignment for the second week must be posted by 12h00 (noon) Monday, September 8.
Learners will then be able to review all the research reports and thus gain additional insights into
the subject of this class. The topics will require the learner to spend 1-2 hours outside class doing
field research.
The posted reports will be the focus of class discussions on the following Tuesday.
It is required that each research submission that is selected is from a valid source and is
documented using the APA format The Concordia Library Citation and Style Guides:
http://library.concordia.ca/help/howto/citations.html.
There will be a report due on Sept.8, 29, Oct. 6, 13 20, 27, Nov. 3, 10, 17, 24
Grading
Each of the weekly assignments will be evaluated using the University scale*
The top eight (8) grades will be averaged to give the mean grade.
This will be 80% of the final grade
The remaining 20% will be based upon class participation.
This will be divided into two parts
1. Professor Evaluation (10%)
a. Does the learner go on-line to read the research assignments?
Outstanding-Thoroughly
Good-Regularly
Satisfactory-Sometimes
Unsatisfactory-No
b. Does the learner make contributions in class?
Outstanding-Positive
Good-Yes
Satisfactory-Some
Unsatisfactory-No

2. Learner Self-Evaluation (10%)

Evaluation Criteria
1. CONTENT
Assignment focuses on the topic for the week.
Are all parameters included?
2. REFERENCE(S)
Included?
3. STYLE
Length-
Grammar/Spelling-
Clarity-
4. PERSONAL INSIGHTS
Do they add to the quality of the submission?
5. OVERALL IMPRESSION
If the assignment is Satisfactory, it
Includes some reference to each of the areas outlined above:
Grammar and spelling are acceptable with some mistakes
The reference is incorrectly presented or not included
The personal insights are not included or show little understanding
If the assignment is Good, it
Includes all areas outlined in the assignment:
Grammar and spelling are good with few mistakes
Reference is correctly presented
Personal Insights show a clear understanding
If the assignment is Outstanding, it
Includes all areas outlined in the assignment:
There is an additional parameter
Grammar and spelling are excellent with very few mistakes
Use of reference(s) is/are properly documented
Personal Insights show a deep understanding
If the assignment is Unsatisfactory, it

Does not meet the standards outlined under Satisfactory

If the assignment is not submitted on time, it is considered as a Failure.


EVALUATION OPTION 2
Each week the learner will read the assigned readings from the textbook and the reports
submitted by the learners who have chosen Option 1.
The learners who select this option will write a mid-term and final test based upon the textbook
readings, the weekly reports submitted by the Option 1 learners, information posted on Moodle
and the class discussions.
Grading
The mid-term and final examinations will be short-answer essay format.
Each of the examination questions will be graded using the University scale*
The remaining 20% will be based upon class participation.
This will be divided into two parts
1. Professor Evaluation (10%)
a. Does the learner go on-line to read the research assignments and the weekly textbook
readings?
Outstanding-Thoroughly
Good-Regularly
Satisfactory-Sometimes
Unsatisfactory-No
b. Does the learner make contributions in class?
Outstanding-Positive
Good-Yes
Satisfactory-Some
Unsatisfactory-No
2. Learner Self-Evaluation (10%)


Evaluation Criteria
1. CONTENT
Does the answer show understanding?
Is the answer complete?
Are there personal insights expressed?

2. STYLE
Length-
Grammar/Spelling-
Clarity-

If the answer is Outstanding, it
Shows excellent understanding
It is complete
Grammar and spelling are excellent with very few mistakes
Personal insights show understanding
If the answer is Good, it
Shows understanding
Is almost complete (minor things missing)
Grammar and spelling are good with few mistakes
There is some personal insight
If the answer is Satisfactory, it
Shows some understanding
Is incomplete
Grammar and spelling are acceptable with some mistakes
There are no personal insights



If the answer is Unsatisfactory, it

Shows very little understanding
Is very incomplete
Grammar and spelling are poor
There are no personal insights
If the answer is a Failure, it
Does not meet the criteria for Unsatisfactory

* UNIVERSITY GRADING SCALE
Outstanding- A=4.0
Good- B=3.0
Satisfactory C=2.0
Unsatisfactory D=1.0
Failure F=0.0


EVALUATION TERMS

OUTSTANDING
adjective 1 exceptionally good. 2 clearly noticeable
GOOD
adjective (better, best) 1 to be desired or approved of. 2 having the required qualities; of a high
standard. 3 morally right; virtuous. 4 well behaved. 5 enjoyable or satisfying. 6 appropriate.
7 (good for) beneficial to. 8 thorough. 9 at least.
SATISFACTORY
adjective fulfilling expectations or needs; acceptable.
unsatisfactory
adjective unacceptable because poor or not good enough.

The Oxford Dictionary
http://www.askoxford.com/dictionaries/compact_oed/?view=uk




Rights and Responsibilities




ATTENDANCE

The policy on attendance states (item 16.3 in the university calendar):

The weight accorded to the various elements that make up the final grade is at the discretion
of the instructor or instructors responsible for the course. At the beginning of a course the
instructor will provide learners with the evaluation scheme in writing.

Individuals, who know they will be absent on a given date, (illness, personal or religious
reasons), must let the professor know by e-mail at randy.swedburg@concordia.ca prior to the
beginning of the class that will be missed.


PLAGIARISM:

The most common offense under the Academic Code of Conduct is plagiarism which the Code
defines as the presentation of the work of another person as ones own or without proper
acknowledgement.

This could be material copied word for word from books, journals, internet sites, professors
course notes, etc. It could be material that is paraphrased but closely resembles the original
source. It could be the work of a fellow learner, for example, an answer on a quiz, data for a lab
report, a paper or assignment completed by another learner. It might be a paper purchased
through one of the many available sources.
Plagiarism does not refer to words alone it can also refer to copying images, graphs, tables,
and ideas. Presentation is not limited to written work. It also includes oral presentations,
computer assignments and artistic works. Finally, if you translate the work of another person
into French or English and do not cite the source, this is also plagiarism.

In Simple Words:
DO NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT SAYING
FROM WHERE YOU OBTAINED IT!
(Source: The Academic Integrity Website:
http://provost.concordia.ca/academicintegrity/plagiarism/)


DUE DATES

Assignments are due as indicated. Those assignments that are not posted on-time will be
considered UNSATISFACTORY.

LANGUAGE

Assignments may be submitted in English or en francais






LIST OF UNIVERSITY SERVICES

There are many services available to Concordia learners. Listed below are some to be aware of.

AHSC Academic Advisor: Roberto Chen-Rangel, Room VE-223.05. Academic Advising Drop-in
sessions during fall and winter terms: Tuesdays & Thursday mornings (sign-in between 9 am 10
am) and Robert Hopp on Wednesday afternoons (sign-in between 1 pm 2 pm).
Concordia Counseling and Development offers career services, psychological services, learner
learning services, etc. http://cdev.concordia.ca/
The Concordia Library Citation and Style Guides:
http://library.concordia.ca/help/howto/citations.html
Advocacy and Support Services: http://supportservices.concordia.ca/
Learner Transition Centre: http://stc.concordia.ca/
New Learner Program: http://newlearner.concordia.ca/
Access Centre for Learners with Disabilities: http://supportservices.concordia.ca/disabilities/
Learner Success Centre: http://learnersuccess.concordia.ca/
The Academic Integrity Website: http://provost.concordia.ca/academicintegrity/
Financial Aid & Awards: http://web2.concordia.ca/financialaid/
Health Services: http://health.concordia