Central Washington University
Assessment of Student Learning: Recreation and Tourism program
Department and Program Report June 2010
Academic Year of Report: June 1, 2009 to June 1, 2010
Department: Family and Consumer Sciences
College: CEPS
Program: Recreation and Tourism
Introduction
Students who graduate with a major or minor from the Recreation and Tourism Program are prepared to enter
a profession which builds community, develops economies, and promotes sustainability. As of Spring 2010,
the Recreation and Tourism Program had approximately150 majors and 35 minors, slightly higher numbers
than a year prior. In 2009, there were 55 Bachelor of Science in Recreation and Tourism degrees granted.
The June 2008 RT Program report noted that an assessment system was just being developed, following a
visit by external reviewers. The 2008 – 09 year was reported thoroughly in the June 15, 2009 Report and that
assessment system was followed and built upon this year. It is intended that the five objectives established
will be assessed on an annual basis. This 2010 report also offers some comparative data from one year ago.
FCS: The faculty in the Family and Consumer Sciences Department worked together to identify
competencies required by more than one major in the Department. From this process, 5 new courses under
the FCSG (FCS-General) prefix were developed and approved in 2009. The RT program was modified
effective Fall 2009 to include FCSG courses, as well as other changes. FCS faculty have assessed the effects
of offering courses for multiple majors, and those deliberations and actions are included in this report. The
following FCSG courses were new in 2009-10:
FCSG 220 Leadership in Human Development (formerly in RT 302 Leadership)
FCSG 230 Program and Event Budgeting (formerly RT 483 Budgeting
FCSG 320 Program Management and Planning (some competencies covered formerly in RT 221)
FCSG 379 Professionalism and Internship Planning (formerly in RT 275 Career Development; RT 475
Professionalism)
FCSG 419 Applied Research and Evaluation (formerly RT 419 Applied Research)
Table 1 shows ongoing assessment methods. Table 2 contains the five (5) objectives used in assessment
beginning Summer term 2008 through Winter 2009; and Summer 2009 to Spring 2010.
Third, the assessment methods, participants, results and impact are documented (Table 3)
Then there are three (3) tables with data from the RT 292 Practicum (Table 4) and RT 490 Cooperative
Education (Tables 5 & 6) Site Supervisors’ Evaluations’ of Students. Note that the data on Table 5 deals
with skills, while Table 6 deals with the dispositions of students. Additionally this year, we have added preinternship statistics on senior students’ perceptions of the importance of the skills on this same list and also
their self-assessment of their level on the identified skills and attributes.
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Table 1 How is Recreation and Tourism doing ongoing assessment?
Use of feedback by faculty in RT
RT’s Five Learner Outcomes
A. Demonstrate familiarity with In 2009, faculty diligently analyzed assessment, and worked on
the major concepts and
developing, refining, and gathering assessment tools and data. Our
historical antecedents in
outcomes are tighter and measurable. Methods are rigorous and continue
recreation and tourism
to be refined. For most outcomes, more than one method and sample are
measured against a criterion along with the number (n) assessed. Our
B. Demonstrate ability to
results are specific and linked to outcomes. The new Exit Interview form
design encounters
used with graduating students is beginning to provide a sufficient
C. Apply practices of
management, marketing, and quantity of data from these “new workforce professionals.” Multiple
layers of evaluation are collected on our RT practicum and intern
budgeting.
students at various workplace sites. Formal meetings with advisory
D. Demonstrate professional
committees have provided valuable feedback.
practice to meet workplace
standards
E. Define and identify
Concepts of sustainability have been introduced through a unit in RT 201
principles of sustainability
Introduction to Recreation and Tourism; and applied projects used in the
newly revised RT 309 Sustainable Areas and Facilities; and RT 330
Outdoor Recreation Resources. Students are tested on sustainability
concepts in at least these three courses, effective Spring 09.
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Table 2: Learner Outcomes Assessed in Recreation and Tourism
The Five Learner Outcomes of the
RT Program
Connection to
Family and Consumer Sciences (Department) Goals
A. Demonstrate familiarity with the
major concepts and historical
antecedents in recreation and tourism
B. Demonstrate ability to design
encounters
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs.
C. Apply practices of management,
marketing, and budgeting.
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
D. Demonstrate professional practices
to meet workplace standards
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
…Improve student learning by increasing applied learning and
service education opportunities (syllabi and faculty self
assessment)
E. Define and identify principles of
sustainability
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
…Improve student learning by increasing applied learning and
service education opportunities (syllabi and faculty self
assessment)
College and University
CEPS & CWU Goals
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 4: Build mutually beneficial partnerships with
alumni, industry, professional groups, institutions, and
the communities surrounding our campus locations.
(CWU Goal 4)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 4: Build mutually beneficial partnerships with
alumni, industry, professional groups, institutions,
and the communities surrounding our campus
locations. (CWU Goal 4)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 3: Prepare students to participate in an
increasingly diverse economy and environment.
(CWU Goal 6)
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Table 3: Assessment Methods, Participants, Results and Impact
RT Learner
Who and When was
What methods were used
Outcomes
assessed? Criterion
A.
RT 201 Introduction to RT: Objective
Criterion: For 200 level
courses, a minimum
Demonstrate Exams
standard of 70% > in
familiarity
objective exams was set.
with the
major
concepts and
historical
antecedents
in recreation
and tourism
FCSG 220 Leadership in Human
Development (RT 302): Scored on a
presentation in which students analyze a
particular “clientele” and accurately
describe that group and applicable theory
FCSG 320 Program Management and
Planning (formerly RT 221 Programming)
is a course offered for the first time 09-10
with multiple majors.
Fall 2009 (n=53)
Winter 2010 (n=52)
Spring 2010 (n =47)
[Historic: Fall 2008 (n=60);
Winter 2009 (n=65)]
FCSG 220 (n=34)
Results and Impact: What will the [program] do as a result of the
[assessment results]?
This criterion was met for RT 201. Students are demonstrating familiarity
with major concepts. Last year’s scrutiny of the exams for RT 201 had
determined that questions drawn from readings seemed to receive the
lowest score. The solution had been seen as a reading packet for the course
drawing from journals, internet sources and other resources for Fall 2009.
Assignments were, in fact, drawn from online sources, and greater use of
internet research produced good results. In response to a need for greater
engagement, two instructors taught the class, on a 70/30 split, broadening
the base for students, and providing greater content expertise. A full class
of orientation with all four faculty speaking offered students a broader look
at the field and its supporting disciplines.
Objective Final Exams: RT 201 Spring 2010 (n=47) Class Mean of 74.7%
Winter 2010 (n=52) Class Mean of 68.1%
Fall 2009 (n=53) Class Mean of 71.55% in final exam
In two of three quarters 09-10, the criterion was met.
[Historic: RT 201 Fall 08 mean = 75% n= 60 Winter 09 mean = 72.5%]
FCSG 220. Winter 2010. Class mean on group projects = 95% (n=34)
Criterion Met: Students scored at excellent. Based on last year’s
assessment, greater attention was given to better communication of
concepts by students. Cases are being developed as well as methods to
relate leadership concepts to professional life
FCSG 320 (RT 221)
Winter 2010 (n=26)
Criterion: group project
presentations with grades
> 80%.
B.
Demonstrate
ability to
design
encounters
FCSG 320 Program Management and
Planning (formerly covered under RT 221).
Students specifically learn the process of
designing activities, a common thread
between the recreation and tourism
specialties; programming is an essential
skill.
Multiple majors work in groups to envision,
create, and produce a project which is an
activity in the community (e.g. Wheelchair
Basketball Tournament; Bark Park).
Criterion: group project
presentations with grades
> 80%.
FCSG 320: FCSG 320 Winter 2010: Class Mean project grade: 93.4%.
This criterion was exceeded.
[Historic: RT 221 Fall 2008: mean 73.5% ; Winter 2009: mean=79.7% ]
FCSG 320 Winter 2010: Class Mean project grade: 93.4%. This criterion
was exceeded.
[Historically: RT 221: Fall 2008: mean= 91.04% Winter 2009 mean= 92.6%] This course
underwent considerable development in 09-10, into an FCSG course with
multiple majors. Project planning software skills became a more important
segment of the course.
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Students submit sections of the project, are
assessed, and are allowed to rewrite and
resubmit. The instructor’s grades are based
on an extensive rubric, and class means are
given.
FCSG 220 Leadership in Human
Development (formerly covered under RT
302) Students were scored on a project
whereby they were required to connect
leadership theory to practice through a
specific group service-learning project
(e.g. animal shelter; seniors’ event)
RT 480 Tourism Administration
Winter 2010 demonstrated this outcome by
producing the Second Annual RT Career
Fair which was evaluated by the
individuals from professional
organizations; and student peer assessment.
Criterion: 200 level
courses > 70%.
For RT 400 level courses:
Criterion is Mean > 80%.
RT 480 Winter 2010
(n=22). Participant
evaluation of student
planned and managed
event (Career Fair)
Criterion: >4.0 mean &
80% satisfaction
Student Project Managers
& committees create and
use an HR rubric of
compliance. Project
participation is minimum
20% of overall grade.
FCSG 220. Winter 2010. Class mean on group projects = 95% (n=34)
Further leadership development occurred in Spring 2010 with the
introduction of elective course RT 300 Challenge Course Leadership which
is a cooperative venture with OPR. Students facilitated training with diverse
community groups.
RT 480: Winter (n = 22). For the “second annual” RT “Navigate Your
Life” Career Fair, participating employers (e.g., Boeing, Suncadia & Cave
B) and students alike were again very satisfied with the event. There were
12 graduating seniors hired for internships or jobs as a result of the event,
demonstrating satisfaction with the event itself and a key objective of the
event. While agencies didn't fill out their eval forms, all asked to be invited
again next year. Over 300 faculty, staff and students of other disciplines
visited vendors giving RT broad advertising across campus.
Students were graded on this event in terms of teamwork, process, and
product. Student supervisors disciplined their teams.
In Spring 2010, RT 480 students worked
with FCSG 320 students to produce the
Second Annual Seniors’ Award Banquet.
C. Apply
practices of
management,
marketing, and
budgeting.
FCSG 230 Program and Event
Budgeting (formerly included within RT
483). Budgeting project and objective
exams (2)
Criterion: set at >80%
mean on projects and
exams as budgeting was
formerly included in a
400 level class in RT
(RT 483).
Fall 09 (n=36)
Winter 10 (n=36)
RT 480 Tourism Administration As a
Students in RT 480
FCSG 230 Program and Event Budgeting was introduced for multiple
majors Fall 09. Also as of Fall 09, Budgeting is now required of all RT
majors in both the recreation and tourism specializations. Fall 09 Objective
Exams class means were 90.96% and 93.5%. Instructor made adjustments
after the initial quarter and Winter 10 Objective Exams class means were
81.75 and 80.37. Class means in two projects for Fall 09 were 100% and
100%; for Winter 91.65% and 93.9%. The criteria were met.
On RT 490 evaluation of student performance, site supervisors rated
Budgeting as lowest; while over half said it was not applicable during the
internship. RT 490 students’ (n=13) evaluation of the importance of skills
done prior to interning placed Budgeting (2.84/5.00) lowest in importance,
followed by Accounting (2.53/5.00) lowest. Students (n=11) self-assessing
their own skills rated their skill level in Budgeting at (2.36/5.00) and
Accounting at (2.18/5.00). Faculty need to continue to highlight the
relevance of financial skills, especially for beyond-entry-level positions.
RT 480 Tourism: The criterion was met. The Mean% on the objective
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capstone course, students in Spring 09
and again in Spring 10 were required to
complete a major self-assessment of their
skill levels as they prepare to enter the
workplace, using RT 490 skill rubric for
reference. Using a criterion of
importance and performance, students
identified skills that they lack, and
proceeded to develop individual research
portfolios and professional presentations
on skill areas (e.g., career paths, event
planning, training manuals) Students
were assessed on skill-specific
presentations.
RT 488 Recreation Management
This capstone for Recreation specialists is
offered in Spring quarter only. After
Spring 09, SEOI’s had indicated that
students sought a more “hands-on”
experience that would cap the course and
give students the opportunity to apply
theory. The project developed was a
Senior Awards Banquet.
Winter 2010: (n=22)
Criterion: >80% mean
for 400 level course
Students in RT 488
Springs 09, 10
Criterion: >80% mean
For both the evaluations above, a Likert
RT 488 Recreation: Spring 09 evaluation: Teams were assigned key
components and evaluated through an event summary analysis and 360
degree peer review. The successful event brought in alumni, broadcast
students’ success, recognized academic achievement. Mean score for the
project was 84%, meeting the criterion.
Following fall and winter quarters, faculty analyzed the learning objectives
associated with programming, planning, and project coordination. For 2010
the event was assigned to other classes, RT 480 and FCSG 320. The focus
in 488 became the “Method of 8” as CWU-RT became the first school to
pilot this emerging municipal planning process. This project not only puts
students in the forefront but benefits local Parks & Rec. Dept. This new
applied component will be assessed at the end of spring quarter and findings
will be shared with the development colloquim at a national level.
RT 292 Spring 08 to
Winter 09. n=39
Criterion: >4.0 mean
on a Likert Scale
RT 292 Practicum: Students majoring in
the RT Program complete 6 credits of
field experience (RT 292) A requirement
for completion of RT 292 is a Site
Supervisor Evaluation at the completion
of the experience (see Table 4 for
complete results from Site Supervisor
Evaluation of the Student)
RT 490 Cooperative Education (12
credits) is also required. Two Site
Supervisor evaluations are required of
students registered in RT 490; one at the
midpoint and one at the completion .
Table 5 contains data addressing
Outcome C.
quizzes was equal to 80.5% The score from their committee for the project
demonstrated knowledge as the mean score =95% However, the
discrepancy between the application and knowledge indicates the necessity
of more practice of theory. Additional focus will be made on emphasizing
knowledge and providing opportunities for students to demonstrate their
knowledge.
Students registered in
RT 490 (n=21)
Criterion: >4.5 mean
on the Likert Scale
The following item is included on the RT 292 Final evaluation:
Demonstrate competencies in planning, marketing, administration,
risk/legal, budgets/accounting, leadership, information technology through
core curriculum and approved electives. The mean score from the Likert
scale was 4.54 (4.44 in 09) (see Table 4). This criterion was met.
Additional work is being done in the reporting process for RT 292 to
identify the courses students have completed prior to registering for RT 292
to capture their level of competency on the items identified above. Also a
revised evaluation form that breaks down content skills is slated.
The RT 490 evaluation breaks down the management components and has
higher expectations. Table 5 contains data gathered from site supervisors
about students’ abilities to demonstrate the following: Customer Service,
Programming events/activities, Supervision/Leadership, Budgeting,
Accounting, Risk Management, Promotion and Marketing, Planning,
Sustainability, Trends and Issues in the field, Computer technology (Internet,
Word Processing, Spreadsheets, promotional items, and organization
computers)
The >4.5 criterion was met only in the soft skill of Customer Service
(4.77). Accounting (3.86) and budgeting (4) were lowest, though most
employers found these and many other hard skills “non applicable” during
the internship. This numerical ineptitude has been addressed 09-10 with the
introduction of a basic accounting BSED 146 within FCS, and FCSG 230
6
scale asking supervisors to score the
student based upon their agreement or
disagreement with the item listed is used.
D. Demonstrate
professional
practice to meet
workplace
standards
A requirement for completion of RT 292
is a Site Supervisor Evaluation (Table 4)
Two Site Supervisor evaluations are
required of students registered in RT 490;
one at the midpoint and one at the
completion. Final evals tend to be higher
and are reported in Table 6. In 09-10
faculty initiated 2 changes: made
learning objectives more stringent,
especially at Suncadia, and piloted a
competitive internship process with Cave
B; faculty have encouraged some
employers to be accurate and realistic,
and not only encouraging, in their
evaluations.
FCSG 379 Professional Development and
Internship Preparation was introduced in
Winter 2010 as a professional preparation
course for multiple majors. For RT this
replaced RT 275 (Career Development)
and RT 475 (Professionalism). Half the
grade in FCSG 379 is based on
completion of a “preparation” portfolio
and a “professional” portfolio.
Upon registration in RT 490 students are
required to complete a self assessment of
Professionalism, Performance on the Job,
Attitude and communication. This was
pilot tested in 09 and used Spring 10.
Criterion 4.5> on a 5
point Likert scale.
Budgeting. The IT area overall is close to the criterion (4.47). Students are
required to take as part of their core requirements a course addressing
Spreadsheets (i.e. IT 258) and one other computer applications course above
101. Spreadsheets are ever more visible in the workplace, and pre-interns
rated their importance at 3.3 (Table 7) but their current skill level at 2.82
(Table 8). Students are learning more IT as well through FCSG 320 and 420
and demonstrating flexibility, critical in the current climate.
Table 4 contains data gathered from a sample of students registered in RT
292 Fall 09 and Winter 10. It is compared with data from last year. One
area fell below the 4.5 criterion: Communication, in both 09 (4.20) and 10
(4.22). This is addressed below.
Students registered in
RT 490 09 - 10 (n=21)
Criterion: >4.5 mean
on a Likert scale
Table 6 contains data gathered from site supervisors about students
registered in RT 490. The mean scores for Professionalism, Performance and
Attitude met the criterion of achievement of 4.5 on a 5 point ,except for
Communication at 4.42, < 4.5. Written communication is especially low.
Communication was also the lowest score in 2009; and in RT 292 evals.
Action: RT will have access to a Business Communications course in 10-11,
and RT will monitor to determine if it should be a required class. Students
scored highest on willingness (4.81) and helpfulness (5)
Criterion: As a 300
level course, grades
>80%. Student
feedback sought on all
new FCSG courses.
Following winter quarter, SEOI’s and whole department faculty discussion
concluded that a course for multiple majors could not adequately address the
variety of workplace cultures or internship and career opportunities, and
programs will revert to or develop their own courses. RT will continue to
use FCSG 379 (3 credits) for internship, and re-introduce a 200 level (1 cr)
practicum preparation course for 10-11. The rationale for the latter is that
majors were approaching internships without having completed their
practicum credits first.
For 2010, Students
registering for RT 490
(n=13 at an orientation
meeting Spring 2010)
As prescribed in last year’s Program Assessment, pre-interns were asked to
do assessments. At an orientation meeting for RT 490, students were
required to complete an Importance/Performance survey. They first indicated
the importance level of items in their internship placement (Table 7); and
then self-assessed their own Professionalism, Performance on the Job,
Attitude and communication levels of skills and abilities (Table 8). There is
a high correlation between perceived importance and perceived skill levels.
The highest rated attributes by seniors were dependability, willingness, and
verbal communication. Lowest rated were budgeting, accounting, computer
skills such as spreadsheets and graphics. An action for faculty based on both
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employers’ evaluations and students’ self-assessments is that a greater
variety of skills and lower-rated skills should be stressed more in the
learning objectives of RT 490 learning agreements.
E. Define and
identify
principles of
sustainability
RT 309 Sustainable Areas and
Facilities: Instructor evaluation of final
project per rubric and peer evaluation
utilizing 360 degree review criteria.
Criterion: Final student
project in RT 309 >
80% .
Winter 2010 (n=27)
Fall 08 n=21& Winter 09
n=17
RT 330 Outdoor Recreation
Resources: Limits of Acceptable
Change Project Score Means of
assessment: instructor evaluation of final
project per rubric and peer evaluation
utilizing 360 degree review criteria.
Students registered in
RT 330 Spring 09
(n=15). Criterion:
>80% on Limits of
Acceptable Change
project
The title of this long-standing RT class was changed in 09-10 to Sustainable
Areas and Facilities.
RT 309 Winter 2010 (n=27) Final Project class mean 86%. [Historically: Fall
2008 mean =83.3%; Winter 2009: mean=81%]. Criterion met over time. A tour of
the new LEEDS facility on campus was integrated into the course. SEOI’s
indicated that this new dimension assisted the students in successfully
meeting the requirements for the final project. More students are expressing
a desire for careers in RT that revolve around sustainable dimensions.
RT 330 Spring 09 (n=15) class mean on LAC project 86.6%, meeting the
criterion. [Historically: Fall 2008: mean =83.0%]. What was learned: The
original Limits of Acceptable Change assignment assumed the students had
greater understanding of the environmental dimensions of resource based
recreation than they actually possessed. Therefore the LAC component was
deemphasized as a stand- alone project and alternatively it was introduced as
part of an adaptive management system. In place of the stand-alone LAC
assignment, a field experience at Manastash Ridge was introduced for
Winter 2009 and students acknowledged that additional time in the field
applying key concepts enriched their understanding of interrelated social
interactions and environmental impacts. The course was re-evaluated on
learning objectives, SEOI’s, and advisory board feedback, and a sustainable
framework was formally adopted. Presently students are completing their
LAC final project utilizing a rubric. Scores from Spring 2010 and final
artifacts will be assessed and refined. Based on the elevation of the project
in terms of knowledge, skills, and application, it could be a service-based
project culminating in a LAC report for Manastash’s land management
agencies.
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June 2010
Results
From 09 -10
Mean (n=31)
June 2009
Results
From 08 - 09
Mean (n = 39)
4.63
4.52
4.74
4.58
4.85
4.61
4.80
4.64
4.74
4.55
4.90
4.78
4.73
4.50
Communications Skills (oral and/or written)
Demonstrate ability to effectively produce and manage
projects and activities in diverse groups
Demonstrate critical, conceptual and analytical thinking
skills
Demonstrate competencies in planning, marketing,
administration, risk/legal, budgets/accounting, leadership,
information technology through core curriculum and
approved electives
4.42
4.49
4.55
4.56
4.48
4.63
4.54
4.44
Customer Service Skills
4.77
4.51
Overall Mean
4.62
4.63
Table 4: RT 292 Practicum Site Supervisor’s
Final Evaluation of Student
Demonstrate professional practice meeting workplace
standards
Dependability (attendance & punctuality)
Relationship with co-workers (cooperative, flexible)
Motivation (initiative, self-starter)
Attitude (accepts criticism, interest in personal and
professional growth)
Judgment(common sense, maturity in decision making)
Organization/Efficiency
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Table 5: RT 490 Site Supervisor Evaluation Data (addresses RT Outcome C)
Final Evaluation
Mean (n=21)
June 2010
4.21
Demonstrates knowledge and/or ability in the following areas:
Customer Service
4.74
Programming events/activities
4.44
Supervision/Leadership
4.33
Budgeting
4
Accounting
3.86
Risk Management
4.17
Promotion and Marketing
4.4
Planning
4.19
Sustainability
4.11
Trends and Issues in the field
Demonstrates effective use of computer technology:
Word processing
Spreadsheets
Graphics/Promotional Document Production
Final Evaluation
Mean (n = 16)
June 2009
4.64
4.88
4.53
4.57
4.55
4.55
4.79
4.69
4.60
4.77
4.27
4.53
4.47
4.61
4.4
4.27
4.6
4.64
4.67
4.43
Internet Research
4.63
4.69
Shows aptitude for learning the organization computer system
4.47
4.64
Overall Mean
4.51
4.70
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This data covers a student’s disposition as well as his/her professional practice in a work environment.
Table 6: RT 490 Site Supervisor Evaluation Data addressing Disposition and Professional Performance
(Outcome D)
Final
Evaluation
Mean (n=21)
June 2010
Final
Evaluation
Mean (n = 16)
June 2009
4.67
4.78
Dependable (attendance & punctuality)
4.76
4.56
Professional behavior and appearance
Assists fellow workers and exhibits teamwork
4.38
5
4.63
4.88
Demonstrates sound judgment
4.24
4.81
Has appropriate rapport with clients/guests
4.71
4.81
Responds positively to supervision
Follows organization policies and procedures
4.90
4.71
4.88
4.88
Performance on the job Mean
Demonstrates willingness to learn the job
Generates high quality work products/activities/events
4.57
4.70
4.81
4.67
4.81
4.75
Solves problems well
4.43
4.63
Works efficiently
Works independently without close supervision
4.43
4.62
4.69
4.63
Takes initiative when appropriate
4.48
4.69
4.72
4.84
Is actively engaged
4.62
4.81
Relates well to supervisor(s)
4.76
4.81
Is receptive to suggestions/criticism
4.86
4.94
Accepts added responsibility willingly
4.80
4.75
Accepts responsibility for own actions
4.67
4.88
4.42
4.55
Communicates well in writing
4.22
4.20
Communicates well verbally
4.45
4.88
Takes information and ideas and is able to draw conclusions (analytical)
4.6
4.56
Professionalism Mean
Attitude Mean
Communication Mean
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Table 7. Class Means: Perceptions of the Importance of skills and attributes to s pre-interning seniors
(n=13)
Very shortly, you will embark on your RT 490 Internship. The internship will be a highlight of your RT
program. As you think about specific skills and attributes that you will use and practice at your worksite,
certain skills may seem more important than others. Please rate items as most (5) or least important (1).
A. As an intern, my demonstration of Professionalism
1. Dependable (attendance & punctuality)
2. Professional behavior and appearance
3. Assists fellow workers and exhibits teamwork
4. Demonstrates sound judgment
5. Has appropriate rapport with clients/guests
6. Responds positively to supervision
7. Follows organization policies and procedures
B. As an intern, my performance on the job
8. Demonstrates willingness to learn the job
9. Generates high quality work
4.75
4.75
4.58
4.85
4.8
4.38
4.69
4.76
4.69
products/activities/events
10. Solves problems well
4.61
11. Works efficiently
4.61
12. Works independently without close supervision
4.38
13. Takes initiative when appropriate
4.53
C. As an intern, my attitude at the workplace
14. Is actively engaged
4.53
15. Relates well to supervisor(s)
4.23
16. Is receptive to suggestions/criticism
4.23
17. Accepts added responsibility willingly
4.53
18. Accepts responsibility for own actions
4.84
D. Skills Demonstrated by me as an Intern
19. Communicates well in writing
3.84
20. Communicates well verbally
4.84
21. Takes information and ideas and is able to draw
4.15
conclusions (analytical)
22. Demonstrates knowledge and/or ability in the following areas:
a) Customer Service
4.69
b) Programming events/activities
4.53
c) Supervision/Leadership
4.07
d) Budgeting
2.84
e) Accounting
2.53
f) Risk Management
3.53
g) Promotion and Marketing
3.07
h) Planning
4.15
i) Sustainability
3.00
j) Trends and Issues in the field
3.23
k) Computer Technology: Demonstrates effective use of the following:
Word processing
4
12
Spreadsheets
Graphics/Promotional Document Production
Internet Research
Aptitude for learning the organization’s computer
system
3.30
2.92
3.69
3.84
Table 8. Class Means: Perceptions of personal levels of skill and attributes to pre-interning seniors
(n=11)
Instructions to participants: This form is a pre-internship self-assessment. You will use many skills in your
internship. Some skill areas will be strengths of yours; others may be weaknesses. This form is meant to be a
SELF-ASSESSMENT. Where do you think you stand right now? (Important note: This is NOT an evaluation
on you. It is a self-assessment. There is nothing at all to be gained by rating yourself higher than you think you
are). It is a measurement for the program; it is not personal to you. Rating of 5 is excellent; 4 good; 3
average; 2 marginal; 1 poor; n/a
(n=11)
Intern demonstrates professionalism
1.Dependable (attendance & punctuality)
2.Professional behavior and appearance
3.Assists fellow workers and exhibits teamwork
4. Demonstrates sound judgment
5.Has appropriate rapport with clients/guests
6.Responds positively to supervision
7. Follows organization policies and procedures
Intern’s performance on the job
8.Demonstrates willingness to learn the job
9. Generates high quality work
products/activities/events
10. Solves problems well
11. Works efficiently
12.Works independently without close supervision
13.Takes initiative when appropriate
Intern’s Attitude at the Workplace
14.Is actively engaged
15.Relates well to supervisor(s)
16.Is receptive to suggestions/criticism
17.Accepts added responsibility willingly
18.Accepts responsibility for own actions
Skills demonstrated by intern
19.Communicates well in writing
20.Communicates well verbally
21.Takes information and ideas and is able to draw
conclusions (analytical)
Scale to 5
4.64
4.36
4.45
3.82
4.36
4.45
4.27
4.7
3.9
3.73
4.27
3.91
4.1
4.55
4.55
3.64
3.91
4.55
3.91
4.55
3.27
13
22.a.Customer Service
b. Programming events/activities
c. Supervision/Leadership
d.Budgeting
e.Accounting
f.Risk Management
g.Promotion and Marketing
h.Planning
i.Sustainability
j.Trends and Issues in the field
Word processing
Spreadsheets
Graphics/Promotional Document Production
Internet Research
Aptitude for learning the organization’s computer system
4.27
3.73
3.82
2.36
2.18
3.36
3.55
3.55
3.18
3.18
3.64
2.82
2.91
4.2
3.37
14