Ontario College Diploma in Recreation and Leisure Services - Advanced Standing Curriculum
Accepting Applications for September 2020
Courses and Descriptions
This course is aimed at introducing the student to principles and practices relating to the planning, operation, and management of safe, effective, and efficient recreation facilities including facility design, legislative standards and requirements, maintenance, scheduling, energy conservation, licensing and risk management. It will also introduce the student to business concepts around entrepreneurship and small business planning. Students will explore issues such as market research, business planning, competition analysis, financing and accounting, bankruptcy and ownership options. Students will also explore federal, provincial, and municipal regulations and support for small business operations.
This course will enable students to assume responsibility for finalizing their fourth-semester field practice experience. Based on the mission statement and learning outcomes they have set in their personalized planning paper, students will explore a variety of field practice settings, select a preferred setting, negotiate an appropriate set of field practice responsibilities, obtain the approval of their field practice setting from faculty, secure written confirmation of acceptance and WCB coverage by the agency or organization of their choice. In addition, students will identify and, through workshops, explore a variety of issues specific to their setting and to professional deportment during their field practice experience.
This course will introduce the student to administrative and management structures in recreation settings, and include a detailed study of budgeting, accounting and purchasing, organizational structures, management systems, fundraising and grantsmanship.
This course will focus on program delivery and services in the field of recreation and leisure services that are flexible, responsive, creative, and inclusive. Students will be reinforcing their skills in the process of creating, planning, implementing, and evaluating recreation and leisure programs that include exposure to a wide range of special populations including those with physical, developmental, psychological, social, emotional, behavioural issues and cognitive problems. The primary focus of the course will be on how the recreationist can enable maximum qualitative participation in programs and events for all of these groups. Critical attention will be paid to children and youth, adults, seniors, immigrant, multicultural populations and institutionalized or incarcerated individuals. Emphasis will be placed on such issues as planning, activity limitations, adaptation, facility accessibility, equipment modifications, integration, advocacy, and public education and awareness.
The aim of this course is to introduce students to the concept of marketing recreation programs and activities and teaching/ learning will be cross referenced to the Computer Applications course. Students will be exposed to the elements and process of developing a successful recreational marketing plan. They will also become familiar with flyer and brochure development, dealing with the media, public and community relations and customer service.
With the convergence of computers, telecommunications, and other technologies, it is important that students have exposure to a variety of technologies in the context of both professional and personal applications. In its broadest sense, this course's emphasis on technology will focus on the use of appropriate technologies to enhance productivity, solve problems more effectively, and manage information better. Implicit in this is the need to continue learning and coping with new technologies and uses as they emerge, such as the "CLASS" Recreation and Leisure registration program.
This introductory course will expose the student to coaching and leadership principles that foster personal/group change and improvement. Principles such as ethics, developmental stage, boundaries, planning, nutrition and team leadership will be explored.
Communications II, building on the foundation of Communications I, is a blended course that teaches students to write and communicate for a variety of professional situations. In seminars, labs and online modules, students will develop a professional portfolio that demonstrates their abilities to meet the challenges of a changing workplace.
This course will expose the student to health promotion principles as they apply to community practice. Elements such as professional practice, interdisciplinary teamwork, accountability, client- centered care, sustainability and scope of practice will be explored.
Students will be introduced to the process of creating, planning, implementing, and evaluating recreation, fitness and leisure programs and events (tournaments). Students will be able to assess need, develop goals and objectives, apply principles of lifespan development, provide leadership, develop a budget, and understand sound risk management practices.
This course will discuss the variety of employment options and capacities available to a recreation and fitness professional, (other than being an employee), with an emphasis on an approach to self-employment and managing a small firm in the Canadian business environment. It is designed to develop an understanding of planning the start-up of a business, its ongoing management and strategies for customer service and growth. Students develop an understanding of the legal forms of business ownership, the importance of financial analysis as a success indicator for the business, appropriate marketing tactics for promoting small business, and administrative supports unique to the chosen professional field.
The fourth-semester block field practice experience enables recreation leadership students to integrate and complement their classroom knowledge with a practical learning experience in a recreation setting of their choice. It is viewed as an integral, core component of the program's curriculum. Successful completion of the course is determined by the implementation of an appropriate field practice experience. This experience is based on the learning goals and enabling objectives as documented in the students' field practice planning paper and evaluated by their agency and faculty supervisors.