Effects of Assessment on Collegiate Recreation Programs

Abstract

Collegiate recreation professionals were surveyed to determine whether, how regularly, and by what means they were conducting assessment. This descriptive study explored current assessment practices; surveyed resources used in assessment, including specific attention to CAS materials; and reported outcomes of assessment activities. Results indicated that more than 90% of respondents were engaged in assessment, regardless of institution type. Professional literature, professional development activities, and assessment teams were the most frequently used resources; approximately 40% reported using CAS materials. Most frequently reported outcomes of assessment were generally related to student staffing. Respondents also indicated that mission statements and professional staffing changed less frequently as a result of assessment efforts. Implications for the practice of assessment in collegiate recreation programs are discussed.