Running head: ASSESSMENT PROPOSAL: CAMPUS RECREATION DEPARTMENT

Assessment Proposal: Campus Recreation Department

Durand Capers
Wright State University

ASSESSMENT PROPOSAL: CAMPUS RECREATION DEPARTMENT

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Rationale/Goals/Mission
Wright State Campus Recreation Department:
Mission: We are committed to providing exceptional facilities, programs, and services to create
recreational and wellness opportunities that promote a healthier and happier Wright State family.
Vision: We will be a vital component of the total development and well-being of the Wright State
community.
Values:
Serving - Provide clean, attractive, accessible, and safe recreation facilities, staffed with friendly,
knowledgeable people. Solicit feedback, anticipate and respond to changing needs. Advance the
Mission of the Student Union, the Division of Student Affairs and Enrollment Services, and
Wright State University.
Leading - Afford superior opportunities for students to evolve as leaders and encourage them to
develop responsible attitudes. Create an environment that is supportive, productive, and
enriching which facilitates the development of personal and professional potential and
outstanding leadership skills.
Living - Advance an awareness of healthy lifestyle choices and instill a commitment to the lifelong development of the mind-body-spirit relationship.
Learning - Foster an environment that supports self-discovery and life-span learning, creating
educational opportunities to enhance knowledge and skills in a variety of recreational and
wellness activities. Support educational experiences as a practicum site and provide training and
continuous education for students and departmental staff.
Caring - Create an environment that treats all people as individuals in a supportive, courteous
manner. Promote the development of social skills, mutual respect, fair play, and sportsmanship.
Sharing - Promote the benefits of recreation and wellness to the campus community. Enhance
relationships with other University entities. Share and exchange knowledge and resources with
these units to provide quality leadership and programs to all participants.
Growing - Take advantage of technology to address our commitment to continuous
improvement. Solicit input from the WSU community. Provide programs and services that are
progressive, and expand programs, services and facilities to meet the needs of the communities
we serve.
Including - Strive to include all individuals of the WSU community in an environment that
values, embraces and enriches individual differences by providing services, programs, and staff
which reflect the diversity of our University's population.
Playing - Provide a wide variety of inclusive play opportunities at a variety of skill levels that
envelop both competitive and non-competitive categories of play.

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Having Fun - Maximize activities that encourage friendship and camaraderie. Promote positive
relationships through laughter. Celebrate our successes and accomplishments.

In the current state of higher education there is constant worry about resource, accreditation, and
improving the overall institution. Assessment helps to achieve the great majority, if not all of the
information needed to improve these things. Assessment is virtually required in all areas of
higher education. Historically, the academic side is viewed as more important, thus they receive
more allocation of resources and are able to keep their programming. What has suffered over the
course of time is student affairs. As budget cut-backs continue to increase there is always a
notion to reduce or get rid of functions that is not cost effective on campus. The departments that
cannot show that they are making an impact on campus and are needed usually are the first to go.
The issue to this is the lack of knowledge that is known about student affairs and the significant
role it has on learning outside the classroom. According to Schuh & Upcraft (2009 p.1) We also
thought that student affairs units had to be able to demonstrate that they contributed to student
learning and development. If they could not, question as to their efficacy would be raised, and
they might be outsourced or eliminated. The sense of proving your worth comes into play
because as of late political influences are involved with institutions due to the current financial
crisis. The positives are definitely noted as keeping every department accountable. Student
affairs would not exist without the students. We must continue to show that the programs and
services are dedicated to their learning. We must also show that we are doing is what we said we
were going to do. The political influences have magnified any activity that is going on. (Schuh &
Upcraft 2009). Assessment will also allow departments to refocus their mission and vision
statements. This will encourage a more student-focused approach. Assessment is also a tool that
will help you plead your case. It is hard evidence of what is going on. It acts as your research and
in a world that requires proof of service, this is your documentation of your dedication to the
institution.

Measurement of Participation Tracking:

In any assessment tracking participation can become the single most important thing to do. In
fact, it should be a habit that forms into a fundamental of any department. Gaining demographic
information allows the knowledge of who is where and what they are using. This includes
programs and services as well. Without effective measuring participation an assessment can lack
credibility and tangible data to base evidence from. Explaining further about reasons to track,
references by Schuh and Upcraft (1998 p. 113-115) as broken down from Kahrig (2015) will aid
in reasoning. The next few sections about tracking are completely referenced from the sources.
According to the sources, we track to:

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See if the intended audience is being reached.

See who and how many use what you off
see if those that are using the services represent the student body; Inclusiveness
Help determine resource allocation
aid other components of your assessment
Also, tracking provides the foundation for benchmarking
This information should be included and tracked within an excel spreadsheet. To elaborate more
on the information to collect, I will provide an example from the text Assessment in Student
Affairs: A Guide for Practitioners (Upcraft and Schuh 1996 p. 115-116) which was condensed
into a document from Dr. Kahrig (2015):
There are 3 levels of information gathering: Basic, Desirable, and Optimal
o
Basic
Gender

Address

Class Standing Fr. So. Jr. Sr.

Ethnicity/Race

Age

College

Nationality

Enrollment Status

Desirable

Socioeconomic variables

Major

Prior academic record

Current GPA

Disability

Entry Status

Optimal

Family involvement

Educational goals

College expectations

Career goals

Motivation

Involvement on campus

Religious Beliefs

Mental health

Social & Interpersonal skills

Peer relations

Maturity, confidence, self-esteem

Faculty/Staff Relations

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To get started on this process you want to make sure that the department has the appropriate tools
to completed adequate participation tracking. It is recommended to have computer software such
as Excel or an equivalent program that will allow the data above to be recorded. The tool can
come from another department on campus or something specifically for what needs to be
measured. These different systems are defined as Integrated, Divisional, and Unit-specific.
Once this program is created, variables need to be set so that information populate and can be
stored. Ideally, a card swipe system is the most efficient way to get this done. The Student ID
card has their information stored on it and makes it an easier transition to retrieve information.
This method would be more compatible with a system that is integrated with the rest of campus.
Also, there will be a sense of more confidentiality and security on the data collected. Please keep
ethics in the forefront of this data collection as integrity is everything.
This system should be tracking every participant, every day, and every event/program. Thus, if a
single person visits the department three times a day, all three times should be recorded and
saved within the document. If there are any services that a person may only use once a year, that
should be tracked and saved as well. This system, although complicated, should be programmed
to give general and specific data. Within the data in one day the department would be able to tell
how many different people visited and what service each individual used. Having this
information will allow the department to see deeper demographics. There could be trends that
show that people of the same major are more frequent or overall levels of diversity within
participants. On that note, within the first three weeks you may notice freshmen are more
frequently using services more than anyone else. The goal is not to have as many people check in
as possible, but to extend to the whole Wright State family.
Currently, the Campus Recreation Department is using Check in System (CSI) which is tied to
the UID of the people on campus. CSI is able to track any transaction, locker rentals,
memberships, and various other things. Also, the system is able to see who is active and when
activity occurs in relation to time and date. This information is stored onto an excel spreadsheet.
Since the UID is used, information about the participant about age, gender, status, ethnicity, and
other University related information is stored. This is information about the student and
faculty/staff member that is normally reported from the University. Within this information,
trends of all of these variables can be used to notice patterns. However, there is no way to track
and see exactly who is doing what.
A consideration to this process would be an activity selector. This would allow the Student
Workers to select which activity the members are deciding to visit. This would add to the
dynamic of knowing where people are planning on going and what services they enjoy. To get a
system like this, it would seem that the department may need to partner with Raider Connect to
see how they developed their system. In Raider Connect, you sign in and select which service
you are requesting. So, either integrating their system or bringing someone on to implement one

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could be very beneficial. This type of system technology can utilize and tell where more
resources should be allocated. Also, you may determine that some functional services are not
utilized and then you can find out why. At this point you can figure out if something needs to be
advertised more or if something has everyones attention. This system would be at the front desk
check in area, the fitness center, and the pool. The classrooms are self tracking who they have in
their areas, but no other area is doing that. The reason of having the system in multiple places
will allow students who plan to be in multiple areas check in. This would require them to carry
their UID with them from place to place. This data will integrate with the other data that is
already being collected.
In retrospect, some people may change their mind after an activity and want to something else
without checking in. Also, it may be a hassle to carry their UID from place to place. So, an
alternative to this method would be area counting every half hour of participants in their
particular area. Doing the head count is effective because participants may flow between areas.
However, information about demographics would not be able to be recorded. Thus, this may only
need to be done in relevance to attendance in activity areas to track flow. Since this will not have
a lot of data to be added in, it only needs to be done 1-2 times a month randomly. Having this
with the tangible data will allow a stronger hypothesis on trends and expectations. The way to do
this is to create a document that has the date and times of every half hour listed. The Student
Worker in the area will count to see how many people is in the area. The sheets are turned into
the supervisor at the end of the day so that it can be recorded and backed up. An example of this
sheet would look like this:
Date: ______________________
Time:

Attendance:

8:00am
8:30am
9:00am
9:30am
10:00am

Assessment of Student Learning Outcomes:

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All Student Workers will be able to explain what customer service is within the Campus
Recreation Department.
The purpose to this assessment is to measure the knowledge and competence of customer service
the Student Workers possess. This is important to learn because the Student Workers have the
most contact with the members who utilize the Fitness Center. The mission of this department
states We are committed to providing exceptional facilities, programs, and services to create
recreational and wellness opportunities that promote a healthier and happier Wright State
family. Customer service is important to any people driven organization. Measuring the
customer service knowledge of the Student Worker will show the abilities and areas that can use
improvement. According to Yang (2008), Climate for service denotes a warm and friendly
atmosphere in the eyes of customers; to internal employees, it denotes perceptions of the
practices, procedures and behaviours that get rewarded, supported and expected with regard to
customer service quality. So, within the organization that promotes and rewards service,
customers note this behavior and often mirror the service that they are receiving. This intangible
alone can make or break someones experience. Thus, either bonds are created or broken. In a
journal written by Scotti and Harmon (2014) The delivery of high-quality service, rendered by
health service professionals who interact with customers (patients), increases the likelihood that
customers will form positive evaluations of the quality of their service encounters as well as high
levels of customer satisfaction. To create the environment with a healthier and happier Wright
State family, we must start with the people on the front line. Members of the Wright State
community want to go to a place where they feel accepted, wanted, and have formed positive
associations. The framework within customer service is to provide an experience the customer
will not find anywhere else. This is why the measurement of this is important. Kandampully
(1998) said:
While service organizations aim to gain customers' loyalty, customers, on the
other hand, seek an organization's service loyalty (the assurance of a consistent
and superior quality of service) as proof of the organization's commitment to
offering superior service, for both the present and the long term.
Building emotional connections and family like atmosphere will continue to mission of the
Campus Recreation Department. Upcraft and Schuh (1996 p. 158) reference a Service Quality
dimension of key things to have a primary focus on. These things are the measurement of:
Tangibles: Appearance of physical facilities, equipment, personnel, and communication
materials.
Reliability: Ability to perform the promised service dependably and accurately.
Responsiveness: Willingness to help customers and provide prompt service.
Assurance: Includes four subdimensions:
o Competence: possession of the required skills and knowledge to perform the
service

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o Courtesy: politeness, respect, consideration, and friendliness of contact personnel

o Credibility: trustworthiness, believability, honesty of the service provider
o Security: freedom from danger, risk, or doubt
Empathy: Includes three subdimensions:
o Access: approachability and ease of contact
o Communication: keeping customers informed in language they can understand
and listen to them
o Understanding the customer: making the effort to know customers and their needs

Conducting this assessment:

When conducting this assessment there are things to be considered. These things are in relation
to the context and will be detail throughout.
Who: All Student Workers
What: Will be able to explain what customer service is within the Campus Recreation
Department.
When: Within a 3 month period, particularly at the beginning of the semester.
Where: The Campus Recreation Department.
Why: Customer service is of the important aspects in a customer driven organization.
How: From here there will be two sections.
1.) As a department you must create a standard of customer service for the Student Workers to
follow. Customer service must be defined and recorded. As it may already be understood as
every interaction with a customer, you must make it unique to the department.
a.) A great place to start with the definition is within the values of the department.
2.) Once customer service is defined, the Student Workers should be taught the standards defined
from the department.
a.) This should be done in a 2-3 week period. Allowing the Student Workers to get accustomed to
the standards will give them the chance learn what is now required. Use the Show-Tell-Do
method. Show the Student Workers what they need to do, Tell them why they are doing it, and
give them the opportunity to do it on their own.
3.) Prepare the Student Workers to explain what customer service is.
a.) Explain to them that they will be graded on a rubric that is based on: Exceedingly Meets, Meets,
and Does Not Meet.
b.) Conduct in person interviews choosing random traits of customer service (and/or case studies),
and allow the Student Worker to verbally explain what needs to be done.
4.) After Student Workers are assessed the data needs to be coded and analyzed
a.) Assign numerical values to the Exceedingly Meets, Meets, and Does Not Meet in consistent
1,2,3 values. This can be transferred onto an excel spreadsheet where trends can be discovered. I
would then recommend gaining access into SPSS software so further analysis can be done.

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b.) The data will show trends and places of improvement.

5.) Provide coaching opportunities to the Student Workers to coach them up and help them develop
on areas they did not meet in.
a.) Remind the Student Workers that this is not a punishment, but a learning opportunity so that they
become better professionals.
6.) Save the data and keep it stored on files within the Departments K-Drive so secure storage.
a.) Revisit the assessment every semester
b.) For those who score Exceedingly Meets, provide them with a certificate of achievement and
highlight that achievement so that all patrons around the department can see it.
c.) This will allow the customers to see that the Department cares about them and also this will
create a sense of prestige among the student workers

1.
2.
3.

At this point the assessment is completed and continuing the assessment continues to show the
investment into the stakeholders which are the customers and the Student Union. You can also
use this information to start of various assessments, since you now have a baseline. To expand on
data analysis here are some steps to analyzing the data as reported from Schuh and Upcraft (2009
p.141):
Upload the information into Excel, SPSS, or SAS program
Read through all the data to make sure it is clean and coded properly
Back up data
Keeping in mind:
Making sure that data values are consistent
o Do not reverse the rubric scale, keep it consistent
Missing data will need to be coded consistently
Maintain an electronic codebook that keeps track of all the decisions you
made
Save the syntax when using computer software in both electronic and hard
copy formats.
o The syntax is the steps you followed to get your data readings
This point is where the levels of measurement within software is important so that the trends can
be discovered. Schuh and Upcraft (2009 p.143) also mentions options beyond simple descriptive
statistics when measuring of the data:
Simple Linear Correlation and Regression
Multiple Linear Correlation and Regression
Canonical Correlation and Multivariate Regression
Frequency Tables and Logit Models
Analysis Variance and Related Methods
Multivariate Analysis of Variance and Covariance
Discriminant Analysis
Logistic Regression
Factor Analysis
Structural Equation Modeling
Hierarchical Linear Models

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Time Series Analysis

This will conclude this particular assessment. After reviewing this we can see how it ties in with
the mission. We see that data and sources is important for the stakeholders interest. When
reporting these results for the customers, it should be reported into the campus newspaper and
posted around the department. Let the customers know that we care about them. As for the
Student Union, make documentation or a small presentation about the findings you have
completed. Only have what is relevant to the superiors and let them know what you are doing
and what you need. It is good to know what is important to that person and keep it completely on
track. To get this information to them, it is important to set up a meeting and keep information in
the cluster rule. It is not a good idea to have everything crammed into a single area. Use colors as
needed and keep the readers attention with data in between text. Also, the data provides a great
starting point for the Campus Recreation Department. Many other departments on campus may
adapt this from you as a benchmarking tool. That being said more things can come from this
starting point.

Satisfaction Assessment
Kahrig (2015) is defined as Assessment that seeks to determine if student or client experiences
with programs, services, and learning opportunities are of high quality and consistent with the
institutions mission. Kahrig (2015) also mention that satisfaction is not linear and in some
cases should be assessed from the top to bottom. This reasoning is due to the fact that a single
element can alter everything else. According to Upcraft and Schuh (1996), this assessment has to
look beyond happiness, but more into the mission, goals, and high quality education experiences.
After this is reviewed, the process can begin to get started.
The purpose of this assessment is to explore satisfaction levels of the Student Workers in this
department. In the mission statement of the Campus Recreation Department, the goal is to
promote a healthier and happier Wright State family. The emphasis on this assessment is to
gauge the relationship between the Student Workers satisfaction and experiences with this
department mission and goals. This is important due to the interactions and role the Student
Workers play to the people who visit these areas. Also, the values detailed from the department
works as a guideline to achieving the mission. This approach can help the department reach more
members of the Wright State family who may not be involved and can address the needs of those
who are. The vision talks about being a vital component to Wright State family total
development. So, the inclusion of more members of Wright State could ultimately lead into more
resource allocation.
There is a positive relationship between the contributions of the employees to the
objectives of the organization and the job satisfaction they have from the tasks

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and responsibilities they undertake. Therefore, it is possible to say that ensuring

that the employees in an organization are satisfied with their job is one of the
main objectives and works of the management of an organization (GLATAR &
ESEN 2015)
Conducting this assessment:
Who: All Student Workers
What: Will be surveyed on their level of satisfaction in their department.
When: At the end of the academic year.
Where: The Campus Recreation Department.
Why: Student Worker satisfaction can completely change the environment of a department. This
also affect the people being served.
How:
1. Use the Static Measures to find any documentation about the Campus Recreation Department.
Use this information as some foundational things to work on and consider when checking for
satisfaction.
2. Bring in a trained Secret Shopper to look for cues of satisfaction.
a. As stated above:
i.
Upcraft and Schuh (1996 p. 158) reference a Service Quality dimension of key things to have a
primary focus on. These things are the measurement of:
1. Tangibles: Appearance of physical facilities, equipment, personnel, and communication
materials.
2. Reliability: Ability to perform the promised service dependably and accurately.
3. Responsiveness: Willingness to help customers and provide prompt service.
4. Assurance: Includes four subdimensions:
5. Competence: possession of the required skills and knowledge to perform the service
6. Courtesy: politeness, respect, consideration, and friendliness of contact personnel
7. Credibility: trustworthiness, believability, honesty of the service provider
8. Security: freedom from danger, risk, or doubt
9. Empathy: Includes three subdimensions:
10. Access: approachability and ease of contact
11. Communication: keeping customers informed in language they can understand and listen to them
12. Understanding the customer: making the effort to know customers and their needs
b. Ask the Secret Shopper to ask relevant questions to gauge the level of satisfaction that the
Student Workers have.
3. Interview the Student Workers and ask them questions related to their Satisfaction
a. This can give some good feedback, but some would lack honesty because of pressure of being in
front of the supervisors.
b. Hire a transcriber to get the information recorded into tangible information.
4. Create an anonymous Likert-Scale survey to get general and satisfaction information.

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a. This can include a Pre and Post Assessment, General Satisfaction questions, and Client
Experiences and Learnings.
b. An example of this comes from result of the Student Legal Services at Texas A&M University
(2014-2015)
i.
General Satisfaction Feedback

SA
(5)

A
(4)

I would recommend Student Legal

Services to other students in need
of assistance

87%

12%

My experience with Student Legal

Services was satisfactory

79%

Without Student Legal Services

help I would have considered
leaving school

3%

ii.

N
(3)

D
(2)

SD
(1)

2015
Mean
(sd)
[n]

2014
Mean
(sd)
[n]

1%

--

--

4.86
(.36)
[95]

4.87
(.34)
[77]

18%

3%

--

--

4.76
(.49)
[95]

4.61
(.59)
[76]

6%

13%

33%

45%

D
(2)

SD
(1)

1.90
4.21
(1.06) (.85)
[94]
[76]

Here is a survey more relevant to this assessment

General Satisfaction Feedback

SA
(5)

A
(4)

N
(3)

I would recommend the Campus

Recreation Department as a place
for other Students looking to work
on campus
I look forward to coming to work
I feel satisfaction in my position as
a Student Worker in the Campus
Recreation Department
iii.

Prepare to administer towards the end of the academic year.

5. Inform the Student Workers that their satisfaction is being surveyed and let them know the
importance of completing the survey.
a. Keep the question values consistent. For example: Strongly Agree is always 5 and Strongly
Disagree is always 1.
b. Avoid any demographic questions that could allow anonymounty to be lost.
c. Allow a section for suggestions
d. This survey can either be done on paper or electronically.
i.
If administered on paper

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1. Allow space for the Student Workers to complete the survey enduring 1 survey per worker.
2. Also, you will have to manually enter results into excel to record data
ii.
If administered online
1. Create the survey and link it only to the Student Workers in that department.
2. Give deadline to complete survey
6. Once completed the data is ready to be collected and analyzed.
The format for collecting and analyzing the data is the same as referenced above for Student
Learning Outcomes. After this data is analyzed, it would be interesting to assess the satisfaction
of the people the department is serving. If there is any notion to assess satisfaction on any other
group, here is more information. The data collected from tracking participation will be vital for
this assessment. On that note, there are two different measures that can be used to also measure
satisfaction: Static Measures and Active Measures (Upcraft and Schuh 1996). Static Measures
can be categorized as information that can be acquired without complex effort. Some examples
of these are (but not limited to):
Tracking Participation
Membership recruitment and retention
Overall variety of programs
Student newspapers
Active Measures fit right along with Static Measures.
The focus on these primarily is directly related to how satisfied all Student Workers are in their
positions. As we seen in the previous assessment; creating a rubric and having development
coaching sessions with the Student Workers on the values will positively influence adaptation
into their positions. As this process continues, more implementation of Active Measures can be
applied. The other methods are:
Secret Shoppers
Quantitative Surveys
o College Student Experience Questionnaire (CSEQ)
o College Student Satisfaction Questionnaire (CSSQ)
o Student Satisfaction Inventory (SSI)
Alternatively for Qualitative information:
Interviews
Observing behavior
Reviewing documents
Focus groups

Conclusion

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In conclusion, this assessment proposal was created as a foundational tool to assist in the pursuit
of gathering information. The need of assessment goes without question as a mandatory
initiative. Within this proposal are three types of assessment that will help provide the framework
for continued success and the pursuit of betterment for the students. Doing any type of
assessment without tracking can be extremely difficult to do. An outline between a proposed plan
and what is currently being done should help to give ideas on how to improve that system. In
that, knowing how your Student Workers fair when it comes to service and developing them will
change the culture in the department. This may increase the overall attendance in the service
areas. With that being said, reaching out to do more satisfaction would be a key thing to do.
These things can translate into Needs assessment and Benchmarking. The most important thing
about assessment after it is completed is reporting your results. Remember to reach both
channels of stakeholders. Communicate to the customers where the customers can see and hear
about these improvements and results. In regards to the Student Union, build the reports and set
the meetings. Keep in mind relevant information only. Get the data out as soon as it is ready and
continue to assess based on the findings you have received the first time. The key is a strong
foundation and to continue to build upon that.

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GLATAR, F., & ESEN, . (2015). THE RELATIONSHIP BETWEEN VALUES OF
EMPLOYEES WORKING FOR PUBLIC INSTITUTIONS WITH THE LEVEL OF JOB
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11(25), 35-51. doi:10.17130/ijmeb.2015.11.25.910
Jixia, Y. (2008). Can't serve customers right? An indirect effect of co-workers' counterproductive
behaviour in the service environment. Journal Of Occupational & Organizational
Psychology, 81(1), 29-46. doi:10.1348/096317907X203742
Kahrig, T. (2015, January 1). SAA-7640-01 - Prog Eval/Assmnt High Ed - 74431.201580.
Lecture presented in Wright State University, Fairborn.
Kandampully, J. (1998). Service quality to service loyalty: A relationship which goes beyond
customer services. Total Quality Management, 9(6), 431-443.
doi:10.1080/0954412988370
Schuh, J. (2009). Assessment Methods for Student Affairs (First ed., pp. 1, 113-115, 141, 143,
158). San Francisco, California: Jossey-Bass.
Scotti, D. J., Harmon, J., & Behson, S. J. (2009). STRUCTURAL RELATIONSHIPS
BETWEEN WORK ENVIRONMENT AND SERVICE QUALITY PERCEPTIONS AS
A FUNCTION OF CUSTOMER CONTACT INTENSITY: IMPLICATIONS FOR
HUMAN SERVICE STRATEGY. Journal Of Health & Human Services Administration,
32(2), 1-40.
SCOTTI, D. J., & HARMON, J. (2014). LINKAGES BETWEEN ORGANIZATION CLIMATE
AND WORK OUTCOMES: PERCEPTUAL DIFFERENCES AMONG HEALTH
SERVICE PROFESSIONALS AS A FUNCTION OF CUSTOMER CONTACT
INTENSITY. Journal Of Health & Human Services Administration, 36(4), 417-459.
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ed., pp. 115-116, 158). Jossey-Bass.