DSA Assessment Plan
Department Name:
Assessment Plan for Academic
Year:
Director:
Assessment Contact(s)
(if not the director):
Department Mission Statement:
Department Vision Statement:
Department Goals:
Campus Recreation
2013-2014
Kim Clark - kdclark@central.uh.edu
Melanee Wood - Mhanbury@central.uh.edu
Campus Recreation provides the UH community an inclusive environment that cultivates the development of life
skills through engaging and meaningful recreational programs, facilities, and services.
UH Campus Recreation aspires to create a culture of: Intentionality, by creating experiential learning
opportunities that meet the needs of the diverse UH community; Engagement, by providing opportunities for
involvement through the utilization of extraordinary facilities, programs, and services; Student Success, by
creating a student driven department with professional leadership
1. Analyze and improve departmental processes and procedures, focusing on customer service and staff
efficiencies, while incorporating technology that demonstrates a commitment to University green initiatives.
2. Execute the 5-year Capital Plan to effectively use resources that will allow for facilities and equipment
upgrades in order to provide quality programs and services to the UH community.
3. Further develop and implement a departmental assessment cycle to provide ongoing evaluation of programs,
facilities, and services.
4. Create and/or expand program opportunities targeting new students that will contribute to a more vibrant
collegiate experience.
5.Develop and implement holistic student development opportunities that contribute to student success for
student staff and participants.
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DSA Assessment Plan
Program or Services Being Assessed: Program Area Assessments
Learning Outcome(s) and/or
Program Objective(s)
•Students who participate in Campus Recreation
registered programs (intramurals, sport clubs,
aquatics, trips, etc.) will be able to identify
transferable skills gained through participation in
those programs. •Students will be able to identify
strategies, including sports and fitness, to reduce
stress and improve mental health. •Program
directors will gain insight into the satisfaction,
marketing, and scheduling of their programs.
Method
Each of the 7 programming
arms of CR will administer a
survey through Campus Labs
to assess one of their major
programs. The 7 surveys will
contain a mixture of
standardized questions
pertaining to Campus
Recreation as a whole and
items specific to each
individual program area.
Frequency
Each program will administer
their survey once during the
academic year. Programspecific assessments in some
form will occur once every
three years, though not
necessarily with the exact
same surveys being readministered.
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Timeline
(Month)
Each of the 7 surveys will
occur in a different month of
the year.
Purpose
Goal(s) Supported
The purpose of this
assessment is to gather
information about the
programs we offer from both
a large- and small- scale lens.
We are interested in gathering
information about the impact
CR has on students' learning
and development and also
how we can better provide
these services to students.
This assessment directly
supports and examines the
department's mission and
progress toward our vision.
Information gathered from
these assessments will
support Campus Recreation
goals number 1,2, and 3, as
well as support the divisional
strategic initiative for
learning, engagement, and
discovery.
DSA Assessment Plan
Results:
Campus Recreation program evaluations were conducted as a series of semi-standardized surveys administered to participants of a variety of registered programs throughout the department. Each functional
area (aquatics, club sports, fitness, intramurals, and outdoor adventure) was asked to administer the survey to participants of one of their programs (beginner swim lessons, sport club membership, group
fitness, intramural participation, and trips, respectively) throughout the year. The exact timing and administration of the survey varied based on the specific program that was being assessed. A series of 32
standardized questions was required for each survey but administrators were given flexibility in sequencing and adding additional questions to gather information specific to their program. After all surveys
were completed, the responses for the 32 standardized questions were extracted and synthesized into one data set comprised of 321 responses spanning the breadth of Campus Recreation programming.
Department-wide questions gathered demographic information, satisfaction data, marketing data, and indirectly assessed learning-outcomes and program objectives. Of the 321 responses, 5% took the swim
lesson (AQ) survey, 25% took the sport clubs (SC) survey, 25% took the group fitness (FIT) survey , 30% took the intramurals (IM) survey, and 15% took the trips (OA) survey.
DEMOGRAPHIC INFORMATION
36.5% of all respondents live on-campus. The highest proportion of on-campus respondents took the FIT (45.5%) survey. 25% of all respondents are transfer students. OA and SC surveys had the highest
proportion of transfer student respondents (29.7%/29.5%). 15% of all respondents are international students. The AQ survey had the highest proportion of international student response (35%).
57.2% of all respondents were women and 41.5% were men. FIT had a noticeability higher female response (90.9%); AQ and OA represented similar gender proportions to the aggregate data set; and IM and
SC had proportionately higher male participation (66.7%/54.1%).
Of all respondents,: 12.4% are Freshman, 16.1% are Sophomores, 21.4% are Juniors, 24.1% are Seniors, 20.7% are Graduate Students, and 5.4% are Non-Student Members. AQ respondents represented more
graduate students and non-student members but fewer Freshman than the aggregate. SC respondents represented more Junior and non-student members but fewer Freshman than the aggregate. IM
respondents represented more Sophomores and Juniors but fewer Graduate Student and non-student member participation. FIT represented higher Freshman and Graduate Student participation but fewer
Seniors and no non-student members. OA represented more Seniors and non-student members but fewer Sophomores.
MARKETING DATA
The two factors that respondents said prevented participation in the designated program were lack of time (72%) and program timing (44%). For programs other than the designated program, respondents
said that participation was prevented by lack of time (63%) and a lack of awareness of departmental offerings (37%). 57% of participants first heard about Campus Recreation at new student orientation.
Survey respondents prefer to receive updates about Campus Recreation by Facebook (28%) and website updates (23%). E-mail updates were a common open-ended response given for ‘other’ preferred
methods of communication. Responses to marketing-related questions were similar across all program assessments.
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DSA Assessment Plan
STUDENT LEARNING OUTCOMES:
The overarching learning outcomes that have been identified for the department are improvements in ability to: multi-task, manage stress, time management, teamwork, and communication skills. From the
aggregate data, the learning outcomes that students’ self-reported improvement because of participation in Campus Recreation programs the most, as measured by combined responses of strongly agree and
agree, were stress management (78%) and team work (70%). Across program areas, the most reported improvements in student learning outcomes were: multi-tasking (AQ, 70%), communication (SC, 79%),
team work (IM, 91%, OA, 89%), stress management (FIT, 76%).
The learning outcomes that students self-reported improvement because of participation the least was multi-tasking (60%). Across program areas, the fewest reported improvements in SLOs were: time
management (AQ, 44%), multi-tasking (SC, 58%; IM, 67%; OA, 75%), communication (FIT, 27%), stress management (OA 75%).
PROGRAM OBJECTIVES
The overarching program objectives that have been identified for the department are improvements in: self-confidence, overall health, sense of belonging to UH, multi-cultural awareness, friendships, and
academic performance. From the aggregate data, the objectives that students self-reported the most improvement, because of participation in Campus Recreation programs, were: overall health (89%) and
sense of belonging to UH (80%). Across program areas the most reported improvements in objectives were: overall health (AQ, 89%; SC, 86%; FIT, 93%) and friendships (IM, 91%; OA 90%). The objectives that
students reported the least improvement in was academic performance (36%) and was the lowest reported objective for all program areas.
Action:
Campus Recreation provides a great depth and breadth of programming. It is difficult to assess all programming areas at once because of the great variety of activities, length, instruction time, goal, and
interactions with others. It is also important to note that responses for alternate programs in the same area may have elicited different results (i.e. Personal Training vs. Group Fitness for Fitness or Clinics vs.
Trips for Outdoor Adventure) as components of each program also offer a range of impact and engagement. Because of the diversity in programs, Campus Recreation is able to affect many facets of students’
lives through each separate program.
Demographic data will be used by each program director and the marketing team to cross-promote to target markets and to identify target markets for future marketing efforts. Primary goals for marketing
efforts should be to address the participant’s sense of ‘lack of time’ for participation and to decrease the response for ‘not aware of program offerings’ on future department-wide surveys. Individual program
directors should focus communications on timely Facebook and website updates and consider the creation of an e-mail listserv for participants to enroll in to receive updates.
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DSA Assessment Plan
Program or Services Being Assessed: Student Employment - All-Staff Training
Learning Outcome(s) and/or
Method
Frequency
Program Objective(s)
•Students who participate in all-staff training will
be able to identify all CR rules, regulations, and
procedures. •Students will know the
departmental Emergency Action Plan. •Students
will be able to apply principles of customer service
to daily work.
Pre-, Post-, and Follow-Up
assessment via survey
administered via Campus
Labs.
Timeline
(Month)
Survey will be administered
August 19, August 21, and
three times. Plans for a repeat early-mid October
assessment will be
determined after data
evaluation if major changes to
the training model are
deemed appropriate
Purpose
Goal(s) Supported
To identify the knowledge and
skill that students gain and
retain from the Departmental
staff training.
Supports point 3 of
departmental vision
statement, departmental goal
5 and DSA initiatives of
learning, engagement, and
discovery.
Results:
A survey was administered as a direct assessment of relative knowledge at the beginning, end, and 4 months after all-staff training and orientation.
Pre- and post- test data was gathered using Turning Point software. The follow-up test was administered via Campus Labs. N=169, 164, and 138 for the
pre-, post-, and follow-up tests respectively.
Intended learning outcomes of the All-Staff Training and Orientation Program include the acquisition of knowledge related to risk management,
customer service, and Campus Recreation policies. Learning outcomes of the program were achieved as demonstrated by an increase in correct
responses to questions across all categories of questions between the pre- and post- tests. Students demonstrated an increase in correct responses of:
10.3% for general Campus Recreation knowledge, 8.8% in Campus Recreation policies and procedures, 7.5% for employee expectations, 9.1% for risk
management-medical emergencies, and 13.5% for risk management-building emergencies.
The positive and immediate effects of staff training were even more apparent for new Campus Recreation employees (less than 1 semester of
employment) who demonstrated even higher acquisition of knowledge over the three-day training. Post-test scores revealed no meaningful
differences between new employees and veteran employees, indicating that the training sufficiently prepared new employees to begin work with
Campus Recreation.
Follow-Up analysis revealed a slight decrease in scores for general Campus Recreation knowledge and Campus Recreation policies and procedures but
a continued improvement in scores for both risk management categories (2.1% for medical emergencies and 6.5% for building emergencies). The
follow-up assessment demonstrates that not all knowledge was equally retained but that knowledge in risk management, a major departmental focus
this year, was retained and built upon during the 4-months after the conclusion of training.
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DSA Assessment Plan
Action:
The results of the All-Staff Training assessment have been used to inform decisions regarding the training and orientation program. Risk management
and safety have been a departmental priority during FY14. The demonstrated retention and improvement in scores related to risk management have
guided our decision to only bring new employees in for a spring semester staff training. This has resulted in significant student payroll savings to the
department without concern for the safety of our employees or patrons.
The increase in risk management scores also points to the effectiveness of a new departmental initiative which was enacted by the Campus Recreation
Safety Committee. Monthly safety in-service topics were selected and materials were developed for the inclusion at each of the program area inservice meetings. These monthly presentations are credited with the improvement in scores between the post-test and follow-up assessments and will
be continued and built upon in the future.
At this time, no funding or programmatic changes are intended for the All-Staff Training and Orientation. The data gathered in this assessment will
serve as a benchmark for future iterations of the training as we try to increase the overall knowledge acquisition longitudinally in addition to a
continued demonstration of immediate change in knowledge, especially for new employees.
Program or Services Being Assessed: Student Employment - Red Manikin Drills
Learning Outcome(s) and/or
Method
Frequency
Program Objective(s)
Observation of drills recorded
on a standardized rubric and
transcribed into Campus Labs staff will receive a pass or fail
Student employees will demonstrate proper
techniques of CPR, First Aid, and AED according to rating during the RMD; an 80%
is required to pass the drill.
American Red Cross standards as well as proper
protocol and decision making through the
implementation of the Department of Campus
Recreation Emergency Action Plan.
Each student will be drilled at
least once per academic year.
Students who fail their first
RMD will receive a second
drill. Remediation courses will
be required for students who
are unable to pass two RMDs.
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Timeline
(Month)
12 months - due to the length
of time that each RMD takes
to conduct (30-40 minutes)
and the large number of
students who need to be
assessed (~250)
Purpose
To ensure staff have the
knowledge and skills to
implement the Emergency
Action Plan and provide
appropriate care for
participants.
Goal(s) Supported
Assessment being repeated
from previous year and
supports departmental goals
3 and 5 and DSA initiatives of
learning, engagement, and
discovery.
DSA Assessment Plan
Results:
Throughout FY14 Red Manikin Drills (RMD) were performed on student
employees through most program areas in the Department. 135 drills were
completed. 8 drills were assessed and overall 73% of the students
drilled passed.
All adult CPR/AED drills had a combined pass
percentage of 80%. The following areas are where staff performed
consistently below 80% on an individual skill across all multiple
drills:
- Putting gloves on before providing care
- Properly opening airway while checking for signs of life
- Tempo of compressions
- AED arrival in less than 1 minute
- Wiping chest dry before applying AED pads
- Placing victim in a recovery position
- After EMS arrives monitoring airway
59%
of staff drilled passed a child related drill. The following areas are
where staff performed below 80% on an individual skill across multiple
drills:
- Obtaining consent from a parent or guardian
- Identify self and level of training
- Putting gloves on before providing care
- Rescue breaths immediately following LLF
- Issues related to breaths duration, power, and how to respond if not going in
- Placement of AED pads or switching to pediatric pads
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DSA Assessment Plan
54% of students drilled on Nosebleed passed. The following areas are where staff performed below 80% on an individual skill:
- Checking the scene for safety
- Obtaining consent
- Using radio to inform others and obtain supplies
- Have patron sit and lean forward
- Applying ice to the bridge of the nose
- Using the pressure point to control bleeding (if longer than 10 minute)
- Cleaning up bodily fluids
Action:
After reviewing the performance percentages of each individual skill, several items become apparent that should be addressed during future work
within the safety committee related to all staff training and monthly in-services. The most impactful take away is that staff grasps the big concepts of
CPR but still fall far from the mark on the nuances that arise when moving from our primary patron demographic, adults, to providing care for children.
It is also apparent that our staff is still in the knowledge stage of learning as a whole related to safety. Giving staff the tools and training to address
situations that occur regularly will assist the progression of their learning to the comprehension stage. Training will need to be adjusted this fall as we
move forward as well as a few minor procedure changes should be considered for staff in certain areas. Consideration should be made to provide any
staff that is roaming throughout the facility be provided with a small first aid bag containing a breathing barrier and 2 sets of gloves. Simple strategies
like this will provide staff the tools they need to respond even faster rather than waiting for supplies to arrive. Additionally, the low passing percentage
for nosebleed drills informs us that staff are not getting adequate experience in treatment of first aid situations and more first aid related drills will be
implemented by fall of 15 to increase staff skills with accidents seen regularly in the facility.
FY 14 saw our second iteration of the Red Manikin Drill procedure. Last year, our number of drills was too low and administration of drills was too
inconsistent for use as a bench-marking tool. We learned from that experience and tweaked the process for a successful implementation this year. The
data from FY 14 will be used to benchmark and measure progress in the student staff member’s preparedness for emergency drills in future years.
With the implementation of the aforementioned improvements in training and changes to our emergency procedures, we hope to increase the
passing rates of all drills to 85%.
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