College of Education

Service-Learning Focus: Design and deliver inquiry-driven science instruction to small groups of elementary students, translating state curriculum standards into engaging hands-on lessons to evaluate young learners' conceptual understanding.

Past Partner: Mendez Elementary School / San Marcos CISD (Focus: Inquiry-based science teaching, small-group STEM instruction, and elementary scientific literacy)

Service-Learning Focus: Apply qualitative research methodologies—such as Photovoice—to collect visual and observational data, conduct community needs assessments, and develop actionable, collaborative project plans to address local social issues.

Past Partners: Central Texas Community Initiatives & Regional Organizations (Focus: Homelessness outreach in Austin, disability advocacy and higher education access in San Antonio, immigrant support in Bastrop, and local health, housing, and food systems in San Marcos and Wimberley)

Service-Learning Focus: Design and implement developmentally appropriate fine motor skill activities for prekindergarten students, applying motor development theory to support early childhood physical and cognitive growth.

Past Partner: Bonham Prekindergarten / San Marcos CISD (Focus: Early childhood fine motor development, station-based movement activities, and physical education pedagogy)

Service-Learning Focus: Perform comprehensive health and fitness risk appraisals, physiological assessments, and evidence-based exercise program designs through 80 hours of supervised practical community experience.

Past Partners: WellCats (Texas State Employee Wellness Program), Mariposa Senior Apartment Living Center, Total Wellness-San Marcos, & TXST Exercise Physiology Lab (Focus: Adult fitness testing, senior wellness programming, risk assessment, and group health intervention)

Service-Learning Focus: Design and implement individualized, evidence-based physical activity programs to support the physical development and inclusion of students with disabilities in school settings.

Past Partner: Doris Miller Middle School / San Marcos CISD (Focus: Adapted physical education, disability-inclusive recreation, and individualized instructional design)

Service-Learning Focus: Instruct inclusive physical activities, sports, and leisure programs tailored to the unique physical needs and abilities of individuals with disabilities across community and educational settings.

Past Partner: San Marcos High School / San Marcos CISD (Focus: Adaptive sports instruction, disability-inclusive physical activity, and community leisure programming)

Service-Learning Focus: Design, pilot, and deliver developmentally appropriate, culturally responsive physical education and outdoor lessons for K–12 youth following peer-reviewed instructional modeling.

Past Partners: Boys & Girls Club & Spring Lake Outdoor Education Program (SLOEP) (Focus: K–12 physical activity instruction, outdoor educational programming, and lifelong wellness development)

Service-Learning Focus: Explore the therapeutic role of leisure in enhancing quality of life for individuals with disabilities through direct, hands-on community service provision and adaptive recreation practice.

Past Partner: San Marcos CISD – Special Education Departments (Elementary & High Schools) (Focus: Adaptive therapeutic recreation, disability inclusion, and developmental support)

Service-Learning Focus: Apply foundational leadership theories, group management, and activity sequencing by facilitating structured recreation and sports programs for local youth.

Past Partner: Crockett Elementary School / San Marcos CISD (Focus: Youth recreation leadership, activity facilitation, group dynamics, and safety management)

This course engages students in course content and service learning to develop knowledge and skills in program planning and implementation used in a variety of therapeutic recreation settings. Students will gain an understanding of theoretical models and learn how to apply these models to activity and task analysis. Prerequisites: REC 1370 with a grade of "C" or better. Corequisites: REC 1310 with a grade of "C" or better.

This course introduces students to selecting, utilizing, and interpreting assessment instruments, and to the processes used to document assessment results and client progress used in recreational therapy practice. Prerequisite: HIM 2360 and REC 1370 and REC 2370 all with grades of "C" or better.

This course presents an overview of concepts, methods, and techniques used in the selection and implementation of therapeutic facilitation and interventions used in recreational therapy practice. Students will apply current research and theoretical perspectives to the selection and implementation of therapeutic interventions. In addition, processes for leading therapeutic groups, facilitation techniques, and counseling techniques will be introduced in relation to recreational therapy practice. Focus will be on development of skills necessary to implement evidence-based goal-directed outcomes. Prerequisite: REC 1370 and REC 2370 both with grades of "C" or better.

This is a seminar-style course during which students investigate current trends related to the provision of recreational therapy services, research, education, and professional advocacy. Prerequisite: REC 5328 with a grade of "C" or better.

This course provides an advanced examination of the recreational therapy process with a focus on planning and implementation of individualized services and supports for persons with disabling conditions. Students will analyze interventions, modalities, instruction, leadership, supervision, and leisure counseling techniques in relation to program planning and implementation. Prerequisite: REC 5327 with a grade of "C" or better.

This course explores the application of research evidence to the planning and delivery of recreational therapy within a variety of service settings. The emphasis is on locating, critically appraising, analyzing, and producing evidence related to treatment modalities and techniques for recreational therapy practice. In addition, the course will apply evidence-based practice in relation to therapeutic facilitation techniques and interventions. Prerequisite: REC 5328 with a grade of "C" or better.