The Fall 2017 semester has been a very busy one for me. The Therapeutic Recreation program, a new Health Sciences program officially opened in the Fall 2017 semester. With that, there has been a shift in the course assignments that were originally created during the college curriculum review phase. The original assignment that was used in the Fall semester utilizing and implementing the UDL principles was for a course in the Health & Human Services program. The low stakes assignment designed introduced students to one local social welfare program of interest. This activity encouraged students to use critical thinking by allowing them to become actively involved in their learning by taking the concepts of social welfare policy and analysis and connecting it to the role of a social worker within a clinical setting. Utilizing UDL within the course and with assigning students this activity allowed students to illustrate connections with real life experience to the practical and theoretical knowledge on Social Work & Human Services and the role of a Social Worker/Human Service professional within a clinical setting. The activity received a lot of positive feedback from the students, in terms of engagement and integration of real life application of clinical skills from a clinician in the field of Social Work.
With that, I am looking to re-designing this particular assignment for one of the Therapeutic Recreation course, HTR 201- Therapeutic Recreation Clinical Fieldwork. I will develop a low stakes activity that will encouraged students to use critical thinking by allowing them to become actively involved in their learning by taking the concepts of therapeutic leadership learned in the HTR 102- Professional Issues in Therapeutic Recreation course and connecting it to their capstone course and clinical fieldwork internship (HTR 201- Therapeutic Recreation Clinical Fieldwork). The assignment will be built around the students’ interaction with patients/clients in any of the following fields of practice: children, HIV/AIDS, mental health, long term care/nursing homes, substance use. The activity will interrelate with my research on investigating, “How can UDL and its principles be implemented within a clinical environment?” “What are the best practices for clinical practice using UDL to measure competency for students with disabilities?”
As with the low stakes activity in Health & Human Services, the challenge with incorporating UDL and the three principles with the HTR 201- Therapeutic Recreation Clinical Fieldwork course is that the most of the skills required of students to demonstrate competency and mastery of concepts, coursework and hands on patient care are, in most cases, determined by federal, local and state regulatory, accrediting and licensing bodies not affiliated with the college. The idea of assisting students in establishing a “professional identity” will be incorporated in the clinical fieldwork course. The activity will assist students to who must complete an internship or fieldwork experience in a clinical setting by providing the student with some supports and/or accommodations that are individualized and flexible in order to incorporate UDL within the clinical setting.
Taking students out of the classroom so that they could develop an interest in establishing a professional identity to the extent that they are able to successfully demonstrate the ability to apply classroom theory and practice with personal life experiences by synthesizing and transferring learning beyond the classroom (Integrative Learning) will be the goal of the activity.