Escolar Documentos
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Ryan Bradshaw
George Mason University
CTCH 826
Dr. Swan
Working while in college is a trend that has continued to grow since the 1970s, with 45%
of full-time traditional aged college students, and over 80% of part-time traditional aged college
students, working while enrolled at American higher education institutions in 2007 (Perna,
2010). In 2011, the United States Census Bureau found this number to be even higher, reporting
that 72% of the nations 19.7 million undergraduate students worked while in school, 20% doing
so full-time while enrolled in full-time studies (Davis, 2012). The reasons for working vary from
student to student, with the most common being to pay for their tuition, cover their living costs,
earn some extra spending money, and to gain work experience (Baum, 2010). Race, gender, age,
family -income, marital status, and institution type do not drastically influence whetherif a
student works while in college (United States Department of Education, 2008), although it these
factors does influence the number of hours a student does spends working per week (American
Council on Education Center for Policy Analysis, 2006). Of students who work, less than 10
percent work on campus (American Council on Education Center for Policy Analysis, 2006).
Based on the U.S. Census Bureaus calculation of almost 20 million enrolled
undergraduates (Davis, 2012), the approximately 10% who do work on campus represents almost
two2 million students. A particular subgroup of on campus student employees work at their
campuss recreation facilities. At most large institutions in the country, recreation departments
are some of the largest student employers on campus; at such as George Mason University, for
example, over 300 students are employed by the Recreation department, making those
departments some of the largest student employers on campus (W. Ehling, personal
communications, October 16, 2015). This paper will focus on students employed by campus
recreation (CR) departments, specifically on the skills that are being learned by these students
and how that skill development is being assessed.
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Previous research has shown that students engaged in campus activities can see between
a 0.1 (Zacherman & Foubert, 2014) to 0.4 increase in their 4.0 scale GPA (Kuh, Cruce, Shoup,
Kinzie, & Gonyea, 2008). Similarly, students involved in campus activities are also more likely
to continue through with their degree to graduation (O'Keeffe, 2013). Specifically looking at
students who work in CR, Hackett (2007) found a statistically significant jump in GPA for
freshman student employees of over 0.5 on the 4.0 scale, as well as a slight overall increase in
GPA for all student employees compared to students who were not CR employees.
Assessment of Campus Recreation Student Employees
A significant challenge for CR professionals, however, has been their inability to properly
assess all of the skills that students are learning through their employment with the departments
(Tingle et al., 2013; Toperzer et al., 2011; Wallace Carr & Hardin, 2010), leading to an increased
focus in recent years on assessing learning outcomes of recreation student employees (Tingle et
al., 2013). Most CR professionals struggle with assessment as they do not understand what to
assess or how to do it (Wallace Carr & Hardin, 2010). Wallace Carr and Hardin (2010) note that
there has been a change in what these professionals are being asked to assess, with additional
focus being on what students, as employees and program participants, are learning as a result of
being involved in recreation programs, rather than simply reporting participant or employee job
satisfaction, and how many individuals are using the gym. This trend has come to light as a result
of outside interests requesting proof that higher education institutions are in fact teaching
students, rather than simply getting them involved (Wallace Carr & Hardin, 2010).
Wallace Carr and Hardin (2010), in their article focused on creating learning outcomes,
give examples of the types of inquiries recreation professionals may attempt, such as showing
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the skills or knowledge a student staff member would acquire from enforcing policies within the
facility over the course of the year, or how a student staff member would be able to demonstrate
their knowledge of a certain procedure. The authors describe how to assess the student
employees knowledge of a specific procedure, which would involve a supervisor giving the
student four scenarios and asking them to either orally or on paper explain what they would do
for each scenario, which is then assessed by the supervisor.
Wallace Carr and Hardin (2010) based their creation of learning outcomes on Jordan,
DeGraaf, and DeGraafs (2005, p. 134) ABCD model for learning outcome development and
measurement. A is for audience, such as the student employee; B is for Behavior, the action
verb that we hope the Audience will be able to perform; C is for condition, such as after the
training session; and D is for degree, or the level of competence that is desired as a result of
participating (p. 134). The end result is a learning outcome statement, such as By the end of the
second session, participants will perform four basic yoga moves without supervisor prompts,,
that allows the supervisor to assess if a skill has been gained (Wallace Carr & Hardin, 2010).
An important document to note is Learning Reconsidered 2, which was developed by
seven student service professionals associations, including NIRSA, the professional organization
for CR professionals (Keeling, 2006). The document serves as a guide for professionals looking
to create learning outcomes to assess what their students are truly getting out of working for the
recreation department and is recommended as a starting point for any full time student services
staff member looking to delve into assessing student learning.
Other recent studies have also investigated student skill development. Hall (2013), for
example, explored students perception of skill development and whether if it took place in the
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call for additional research to be done. As CR departments are further required to show the value
of their contribution to student learning, professionals in the field must advance the assessment
of learning outcomes for student employees using the tools that have been established.
AKS
References
American Council on Education Center for Policy Analysis. (2006). Working tTheir wWay
tThrough cCollege: Student eEmployment and its iImpact on the cCollege eExperience.
Washington, DC: American Council on Education. Retrieved from
http://www.acenet.edu/news-room/Documents/IssueBrief-2006-Working-their-waythrough-College.pdf
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal
of College Student Development, 40(5), 518-529.
Baum, S. (2010). Work as a form of financial aid. In L. W. Perna, Understanding the working
college student new research and its implications for policy and practice (pp. 3-23).
Sterling, VA: Stylus.
Bower, G. G., Hums, M. A., & Keedy, J. L. (2005). Factors influencing the willingness to mentor
students within campus recreation. Recreational Sports Journal, 29(1), 59-77.
Carr, J. W. (2005). An exploration of how learning and development emerge for student
employees during the on-campus work experience. Washington, DC: George Washington
University.
Davis, J. (2012). School Enrollment and Work Status: 2011. Washington, DC: U.S. Census
Bureau. Retrieved from https://www.census.gov/prod/2013pubs/acsbr11-14.pdf
Ehling, W. (2015, October 16). Personal Communications.
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Toperzer, L., Anderson, D. M., & Barcelona, R. J. (2011). Best Practices in Student Development
for Campus Recreation Professionals. Recreational Sports Journal, 35(2), 145-156.
Turner, B., Jordan, J., & DuBord, R. (2005). Retaining Student Workers: The Importance of
Organizational Commitment. Recreational Sports Journal, 29(2), 117-126.
United States Department of Education. (2008). National Postsecondary Student Aid Study.
Washington, DC: United States Department of Education. Retrieved from
https://nces.ed.gov/pubs2010/2010205.pdf
Wallace Carr, J., & Hardin, S. (2010). The Key to Effective Assessment: Writing Measurable
Student Learning Outcomes. Recreational Sports Journal, 34(2), 138-144.
Zacherman, A., & Foubert, J. (2014). The Relationship Between Engagement in Cocurricular
Activities and Academic Performance: Exploring Gender Differences. Journal of Student
Affairs Research and Practice, 157-169. doi:10.1515/jsarp-2014-0016