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Despite the vital role that curriculum plays in professional development, guidelines delineating comprehensive curricular self-study procedures are not available in the literature. This article presents a case study that addresses the influence of various factors on the development of an undergraduate therapeutic recreation (TR) curriculum. A systems approach model was operationalized and applied to the evaluation of one existing TR curriculum. Various data sources including a survey of recent graduates and intern supervisors, criterion-based analysis of standards and guidelines, and expert panel review were used to implement a data-driven analysis. Findings revealed that course work related to the treatment process, treatment modalities, interactive processes, administrative and management principles, and practical skill development required expansion, while a course devoted to leisure education could be eliminated. Discussion and implications for the profession as a result of this systematic, data-driven curricular review are offered.
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