In 2011 the RCLS faculty spent 8 weeks working together to establish future goals, directions, and steps to get there. We began by coming to consensus on a set of core values; we then articulated our mission—what we are trying to do—and our vision—what we strive for.
High quality teaching, where faculty engage students and students engage faculty. We focus on learning outcomes, which drive us to continually assess what students are learning. We respect and are appreciative of the differences that each instructor brings to the classroom.
Experience-based learning, where students learn by doing, as well as listening and reading. To fully engage in the learning process, learners must immerse themselves in the material through a variety of learning mechanisms.
Diversity and inclusion, which to us, means respecting students, faculty, and staff for who they are and the strengths they bring to the table. We pride ourselves on the mix of students in our programs who are varied in age, race and ethnicity, sex, disability, sexual orientation, and socio-economic background.
Scholarship, which encompasses critical thinking, making presentations, conducting research, publishing articles and books, and always asking questions. Our faculty are both grounded in and continue to engage in their own research and professional development; in addition, we encourage our students to participate in all forms of scholarship.
Evidence-based practice is a phrase describing the type of approach faculty take during instruction, as well as the skills and processes we teach students. Professionals in our disciplines practice in ways that are supported by the evidence (research)—evidence of efficacy.
Engagement, a simple term with a lot of meaning. Faculty in RCLS strive to help students engage with the material under study by questioning, close examination, and through exploration. By modeling through their own behaviors of being engaged in learning as well as the profession, faculty members motivate students to engage with the material covered in classes.
Leadership, the crux of the disciplines represented in RCLS. Faculty and students are continually growing and developing in their personal and professional leadership. This is evident in the level of state and national prominence of the faculty, the ECU committees on which faculty serve, and in our goal to help students enhance their own leadership journey.
Simply put, a mission statement defines what an organization is, why it exists, and its reason for being. It builds on the values of a program or organization. In the Department of Recreation and Leisure Studies faculty and staff believe that our mission is to…
…educate tomorrow's leaders in parks, recreation, tourism, and recreational therapy as well as provide scholarship and leadership to the region, state, and nation.
As a partner to a mission statement, a vision statement is an aspirational description of what an organization would like to achieve or accomplish in the future. The Department of Recreation and Leisure Studies faculty aspire to…
…be the model professional education and training program of the nation through scholarship, innovation, technical assistance, and outreach thereby helping learners to develop the necessary competencies, interpersonal skills, and critical thinking to lead the professions in the coming decades.