Frequently Asked Questions about PRTM EDGE

Students are asked to be available 9:00am-2:00pm, Monday through Thursday. Although we do not use all of this time every day, we ask students to keep this time period open in case there are events and seminars we ask students to attend. If there is an event outside of this time frame that we want students to attend, we will give them a two-week notice. Some EDGE projects will require students to meet outside of the 9:00am-2:00pm time frame as part of their group work. The groups will schedule and attend these meetings on their own.

The 3-day trip is a chance to get out of the classroom and see PRTM agencies in action. While the EDGE team can teach students about theories, systems and models, speaking with professionals in the field gives students realistic expectations of the challenges and successes of daily operations of various agencies. This trip is not concentration specific. Instead, we focus on topics that affect all agencies, namely facility operations, administration, finance, marketing, programming and risk management. Our goal is to educate students about professionals in the field and help them understand the qualifications and skills needed to successfully operate an agency.

In addition to the other activities, students will complete a four semester sequence of Creative Inquiry that begins during the EDGE semester. Creative Inquiry courses are designed to get undergraduate students involved in research and creative processes. Students will work with one of the faculty members team-teaching their EDGE semester and complete a yearlong research project during their junior year. The first semester of their senior year, the students will present the projects to their peers. When and where appropriate, the students will also present at state, regional, and national conferences.

Is any of the material we learn specific to my concentration area? The EDGE semester is designed to provide you with the knowledge and concepts needed to build a solid foundation in PRTM studies. This foundation will be a relevant and applicable starting place for all of the concentration areas offered in PRTM. Although, it is not the intent of EDGE to focus on learning that is specific to one concentration areas, it is anticipated that you will be exposed to all of the concentration areas through collaboration with other students and visits with various agencies and professionals.

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The following is an approved list of PRTM classes that students may take while enrolled in EDGE:

PRTM 241: INTRO TO CRSCM
PRTM 270: INTRO TO REC RES MGT
PRTM 283: ADV MTH GOLF TEACHING
PRTM 311: THERAPEUTIC RECREA
PRTM 344: TOURISM MARKETS
PRTM 404: FIELD TRAINING I

If a student wants to take any course during EDGE that is not on this approved list (above), the student needs to: (1) see Dr. Bob Brookover (Lehotsky 265C) for formal approval and (2) provide a written consent form signed by the instructor of the non-EDGE course. See Dr. Brookover for the consent form as needed.

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Wow – where to start? We’ll keep it to 5 suggestions.

First, we would advise other departments considering this model to do their homework. First, speak with representatives from other departments who have successfully integrated an EDGE program into their curriculum. There is no need to reinvent the wheel – learn from others’ mistakes and successes.

Second, be open to change and be willing to be flexible. You will be asking the same of your students so you will have to model those traits.

Third, make sure that at least the majority of the department’s faculty members are on board with the concept. Related, do not expect all faculty to teach in the EDGE semester – some will have the necessary skills to do so, others will not – use faculty members’ skills wisely. However, buy-in is a must, otherwise students will feel conflicted between faculty praising it and faculty badmouthing it. Success takes the support of the entire faculty as workloads will shift (not necessarily grow or contract, but definitely shift) and priorities will follow. Ultimately, without the support of everyone the program simply cannot work.

Fourth, be clear on what you need and ask for what you need. This is not the time to be shrinking violets – if you can garner the support of administrators, use it to your advantage. What you need can range from classroom space to graduate students (invaluable!!) to lab fees – regardless of what it is, think through this carefully to ensure the best chance for success.

And finally, throw all preconceived notions of what education “should” look like out the window and focus on what it “can” look like.

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These students are more confident in their classes after EDGE, and many believe this is due to the relationship they develop with faculty. In fact many still come to their past EDGE faculty to continue the support for their learning, as well as job and internship help. This robust support student's have from the EDGE team of faculty and graduate students has the potential to create a more resilient student for their final years at Clemson.

Truly understanding the diversity of any department is an elusive goal due to work schedules in traditional class formats. However, this diversity can lead to misunderstanding and conflict even as it provides a richer experience for the students. The EDGE team format allows for a sharing of expertise, a debate of current trends and ideas in a way that creates more understanding of linkages in the department, which in turn provides a more conceptual integrity for the students. This increase in understanding has the potential to create new departmental allies that can reduce conflict stemming from misunderstanding.

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