Bowling Green State University Assessment Report Recreation and Wellness
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1 Bowling Green State University Assessment Report Recreation and Wellness Submitted By Kelsey Gabbard, Graduate Assistant for Student Programming and Leadership Date: May 2014 Department Website URL: Signature Program/Service Overview The Student Development and Leadership Program (SDL) provides training to nearly 300 Recreation and Wellness student employees. The SDL Program includes a philosophical orientation to the field of leadership and a series of workshops. SDL workshops offer hands on educational experience and prepare individuals for lifelong career and personal growth. Participants develop an appreciation for engaged leadership while inspiring active and healthy lifestyles. In order to promote student learning, SDL sessions are grounded in theory. The two anchors for theoretical support are Kouzes & Posner s Five Practices of Exemplary Leadership and the BGSU Orientation and First Year Program s Pillars for Student Success. Facilitators are mindful of these connections when creating content, presentations, and activities. University Learning Outcomes Practical Skills General and Specialized Knowledge Personal and Social Integrate, Apply and Reflect Student Affairs Learning Outcomes Student Affairs Learning Outcome 1 Practical Skills o Critical and Constructive Thinking o Effective Communication o Engaging Others in Action Student Affairs Learning Outcome 2 General and Specialized Knowledge o General Knowledge Development o Career and Specialization Development Student Affairs Learning Outcome 3 Personal and Social o Civic and Community Involvement o Personal Development Self Leadership o Wellness o Ethics and Values Exploration Student Affairs Learning Outcome 4 Integrate, Apply, and Reflect o Integration o Application The Student Leadership Challenge: Five Practices of Exemplary Leaders Learning Outcomes Model the Way Challenge the Process Enable Others to Act Inspire a Shared Vision Encourage the Heart New Student Orientation and First Year Programs: The Four Pillars of Student Success Learning Outcomes Academic Success Career Development Leadership and (continued, next page)
2 Page 2 of 6 BGSU Core Values Respect for one another Collaboration personal growth innovation Pursuit of excellence Project Sample/Participant Overview Of the 298 SDL participants, the majority of attendees were the Department of Recreation and Wellness student employees and graduate assistants. Occasionally, RecWell professional staff members and non RecWell affiliated students attended. Refer to Table 1 for the Participant Breakdown. Session Number Table 1: Total Attendance Counts Total in RecWell Attendance Student Student Per Session Employees Non RecWell Attendees Graduate Professional Session Title Supervisors Assistants Staff 1 Customer Service RecTrac Management Software Assessment and Campus Labs Discipline Risk Management Marketing and Social Media SRC Renovation Project Service Saturday Total Attendance 298 Session Title 1 Customer Service 2 3 RecTrac Management Software Assessment and Campus Labs 4 Discipline 5 Risk Management 6 Marketing and Social Media Learning Outcomes Practical Skills General and Specialized Knowledge Integrate, Apply, and Reflect Personal and Social Practical Skills; General and Specialized Knowledge General and Specialized Knowledge Table 2: Measured Outcomes Kouzes and Posner: Five Practices Four Pillars BGSU Core Values Career Development, Respect for One Leadership and Another, Pursuit of Model the Way Excellence Model the Way, Enable Others to Act Inspire a Shared Vision, Challenge the Process, Enable Others to Act Model the Way, Inspire a Shared Vision, Enable Others to Act Model the Way, Challenge the Process, Enable Others to Act Enable Others to Act, Encourage the Heart Career Development,, Academic Success, Leadership and Career Development Personal Growth, Innovation Personal Growth, Innovation Personal Growth Respect for One Another, Pursuit of Excellence Innovation, Collaboration
3 Page 3 of 6 7 SRC Renovation Project 8 Service Saturday Integrate, Apply, and Reflect Personal and Social Inspire a Shared Vision, Challenge the Process Model the Way, Inspire a Shared Vision, Enable Others to Act, Encourage the Heart Leadership and Leadership and Innovation, Pursuit of Excellence Respect for One Another, Collaboration Data Collection Timeframe SDL sessions were held monthly. At the conclusion of each session, survey evaluations were administered immediately and collected as participants exited the session. Data Collection Methods Each evaluation contained two parts: the first part was a rubric that evaluated the participant s level of mastery across four levels of competence: beginner, developing, accomplished, and expert. The second part of the evaluation consisted of three open ended questions to gain additional information on lessons learned, topics of interest, and any additional feedback. This data collection method ensured higher response rates due to the participant s convenience location as well as recollection of details. Once all evaluations have been distributed and collected, the Graduate Assistant for Student Programming and Leadership created an electronic version of the evaluation in Campus Labs and manually entered the data. Limitations Participants were generally eager to leave after the SDL session ended, so responses could be skewed due to lack of attentiveness. In addition, mastery of SDL topics is not guaranteed due to the limited one hour timeframe of each session. Kouzes and Posner s Five Practices of Exemplary Leadership is the department model, but some participants may not be knowledgeable of the theory in detail. Student Learning Outcome with Target Achievement Level 1. SLO #1a: General Knowledge Students attending Student Development and Leadership sessions will learn general knowledge regarding relevant leadership practices, as demonstrated by achieving a 3:accomplished+ level of mastery on evaluations following each event. 2. SLO #1b: Specialized Knowledge Students attending Student Development and Leadership sessions will learn specialized knowledge regarding relevant leadership practices, as demonstrated by achieving a 3:accomplished+ level of mastery on evaluations following each event. 3. SLO #2: Personal Students attending Student Development and Leadership sessions will recognize their need to demonstrate relevant leadership practices, as demonstrated by achieving a 3:accomplished+ level of mastery on evaluations following each event. 4. SLO #3: Core Values Students attending Student Development and Leadership sessions will understand how relevant leadership practices relate to their employment with RecWell, as demonstrated by achieving a 3:accomplished+ level of mastery on evaluations following each event. 5. SLO #4: Kouzes and Posner s Leadership Theory Students attending Student Development and Leadership sessions will understand how their employment with RecWell relates to Kouzes and Posner s Leadership Theory, as demonstrated by achieving a 3:accomplished+ level of mastery on evaluations following each event.
4 Page 4 of 6 Summary of Results In total, 298 RecWell student employees, graduate assistants, and professional staff members (and a few non RecWell affiliated persons) attended the eight SDL sessions throughout the academic year. Of the 40 assessment outcome measures, 94.25% of responses indicated a mastery level of 3:accomplished or 4:expert (SLO#1 SLO#4). SDL #6: Marketing and Social Media yielded a 100% mastery level of 3:accomplished or 4:expert, which fully met the achievement goals SLO#1 SLO#4. SDL#1: Customer Service, SDL#4: Discipline, and SDL#5: Risk Management yielded a 98.39%, 98.67%, and 97.61% mastery level of 3:accomplished or 4:expert, respectively. The other three assessed SDL sessions (SDL#2: Recreation Management Software, SDL#3: Assessment and Campus Labs, and SDL#7: SRC Renovation Project) yielded a 78.65%, 90.36%, and 94.76% mastery level of 3:accomplished or 4:expert, respectively. The SDL assessments contained six questions: one question related to general knowledge, two questions related to specific knowledge, one question related to personal responsibility, one question related to BGSU core values, and one question related to Kouzes and Posner s Leadership Theory. The two exceptions were SDL#1: Customer Service, which did not contain a BGSU core values questions, and SDL#2: Recreation Management Software, which only contained one specific knowledge related question. The percentages of responses that yielded a mastery level of 3:accomplished or 4:expert for each SLO are below. Table 3: SLO Mastery SLO Mastery level of 3:accomplished or 4:expert SLO #1a: General Knowledge 96.08% SLO #1b: Specialized Knowledge 92.23% SLO #2: Personal 96.55% SLO #3: Core Values 96.63% SLO #4: Kouzes and Posner 91.63% Key Results The follow tables indicate the SLO yielded mastery levels for each SDL session. Table 4 Session 1: Customer Service SLO #1a: General Knowledge General customer service knowledge SLO #1b: Specialized Knowledge RecWell s 3 P s Model SLO #1b: Specialized Knowledge RecWell s Care Model SLO #2: Personal Customer service responsibility SLO #3: Core Values Not Applicable Posner's Theory Total Attendance: 33 Table 5 Session 2: Recreation Management Software SLO #1a: General Knowledge General recreation management software knowledge SLO #1b: Specialized Knowledge RecWell s RecTrac system SLO #2: Personal RecTrac responsibility SLO #3: Core Values Innovation Total Attendance: 48
5 Page 5 of 6 Table 6 Session 3: Assessment and Campus Labs SLO #1a: General Knowledge General assessment knowledge SLO #1b: Specialized Knowledge Campus Labs SLO #1b: Specialized Knowledge The Assessment Model SLO #2: Personal Assessment responsibility SLO #3: Core Values Personal Growth; Innovation Total Attendance: 33 Table 7 Session 4: Discipline SLO #1a: General Knowledge General discipline knowledge SLO #1b: Specialized Knowledge RecWell s deactivation and appeal processes SLO #1b: Specialized Knowledge RecWell s Three Strike Policy SLO #2: Personal Assessment responsibility SLO #3: Core Values Personal Growth Total Attendance: 32 Table 8 Session 5: Risk Management SLO #1a: General Knowledge General risk management knowledge SLO #1b: Specialized Knowledge Accident forms and incident forms SLO #1b: Specialized Knowledge RecWell s Student Employee Audit Program SLO #2: Personal Risk management responsibility SLO #3: Core Values Pursuit of Excellence Total Attendance: 44 Table 9 Session 6: Marketing and Social Media SLO #1a: General Knowledge General marketing knowledge SLO #1b: Specialized Knowledge RecWell s Social Media Policy SLO #1b: Specialized Knowledge RecWell s Student Employees Role in RecWell s Marketing SLO #2: Personal Social media responsibility SLO #3: Core Values Innovation Total Attendance: 37
6 Page 6 of 6 Table 10 SLO #1a: General Knowledge Session 7: SRC Renovation Project General SRC Renovation Project knowledge SLO #1b: Specialized Knowledge Why the renovation is happening SLO #1b: Specialized Knowledge Major changes SLO #2: Personal Communication with patrons about the renovation responsibility SLO #3: Core Values Innovation Total Attendance: 42 Session 8: Service Saturday Assessments were not distributed at this session. Total Attendance: 29 Decisions and Recommendations As mentioned in the Summary of Results section, the percentage of responses that yielded a mastery level of 3:accomplished or 4:expert for all SLO s are below. Table 11: SLO Mastery SDL Session Mastery level of 3:accomplished or 4:expert for all SLO s SDL#1: Customer Service 98.38% SDL#2: Recreation Management Software 78.62% SDL#3: Assessment and Campus Labs 90.36% SDL#4: Discipline 98.67% SDL#5: Risk Management 97.61% SDL #6: Marketing and Social Media 100% SDL#7: SRC Renovation Project 94.76% Given the job descriptions for RecWell student employees and graduate assistants (the majority of SDL participants), customer service, discipline, and risk management are three of the core responsibilities, it is understandable that these three SDL sessions yielded 97%+ 3:accomplished or 4:expert mastery levels. On the contrary, the new recreation management software introduced at SDL#2 as well as Assessment and Campus Labs and the SRC Renovation Project are all components that are not integrated into common job responsibilities. Because of this, it is understandable that these three SDL sessions yielded slightly lower 3:accomplished or 4:expert mastery levels. Next year it will be beneficial to cater unfamiliar topics more to the needs and relatedness of RecWell employees. Based on these results, experiences from the academic year, and department wide recommendations, several changes will be made to the Student Development and Leadership Program for the academic year. Learning outcomes will be integrated more significantly in facilitator preparation and presentation materials. In addition, unique, interactive, and relevant topics have been selected to give the program s participants exposure to leadership topics that have not been covered in the past few years. Session dates and times will also be selected based on RecWell student employee feedback to optimize attendance opportunities. Lastly, increased collaboration with RecWell employees and BGSU affiliates will provide multiple opportunities for both facilitators and participants to learn more about BGSU and its constituents.
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