The main audience in the assessment was students. During the benchmarking, I was subjected to different experiences, some of which positively impacted my life and some of which negatively. During the study, I had an opportunity to interact with different people, especially the students, who played a very important in gathering valid information that I was required to present. It was difficulty time during the assessment because it needed efforts, time as well as experience in doing an online survey(Portwood et al. p.45).
However, I obtained invaluable knowledge on recreation centres, their importance, their usage, how often people use them, the most appropriate place people learn about them and how to make a curriculum for the upcoming event at the recreation centre. I did my assessment under the mentorship of Paula Lenhardt, who I highly appreciate for the good work that she did by spending countless hours compiling data, running reports and putting together the final product. I also appreciate working with a focused team that has highly motivated people and is greatly knowledgeable about information technology skills, methods of analyzing data, interpretation, and presentation of results. In addition I highly appreciate the response from the students that enabled us to gather relevant information during the assessment (Portwood et al. p.45).
The Benchmark Recreation Service Assessment was done at Southern Illinois University Edwardsville. The main objective of the Benchmark Recreation Service Assessment was to find out if our programs, services or facilities influenced students to attend SIUE or continue healthy lifestyle pursuits after they leave SIUE. Various questions were utilised in doing this assessment. The questions included finding the gender, the reaction centre influence on the institution, staff knowledge, satisfaction, locker room cleanness, fitness room cleanness, recreation facilities, equipment quality, students’ expectations, students’ recommendations, Student participation, ethnicity, race, sexual orientation, residential place, previous institution, level of academics, current status, working hours, studying hours, the cumulative GPA ad other personal information. As the assessing team, we received relevant information for these questions that aided us in collecting appropriate data. I was excited to discover the various places that different people learnt about recreation centres.
I was responsible for analysing the responses, which was an interesting activity, although it required much of my time. This made me to gain an experience I different ways of analysing data. The assessment contributed greatly to my ability of carrying out any other assessment independently in future (Portwood et al. p.45). The role of my advisor was to provide a strong background in data collection and data analysis, helping me select relevant statistical methods that solved the question at hand.
The data was collected using online questionnaires. The questions were directly posted to the students, institution staff and other relevant personnel, who responded by filling in the questions that we posted online. The data we collected was presented in different graphs. The graphs were used in comparing the responses that were very important in aiding us to meet our objectives (Portwood et al. p.45). This assisted us in finding out if our programs, services or facilities influenced students to attend SIUE or continue healthy lifestyle pursuits after they leave SIUE. The collected data was utilised to come up with programs, appropriate facilities, and services that are essential for students in the institution. Overall, the data collected enabled us to compare very favourably to peer and national recreation departments. This is a reflected the hard-work, time, effort as well as expertise we invested in the overall success of the students I the institution. The data and results validate our efforts and continue to tell the story of the great things happening in Campus Recreation every day.
Work Cited
Portwood, Shirley, et al. MINUTES OF THE SPECIAL MEETING OF THE BOARD OF TRUSTEES SOUTHERN ILLINOIS UNIVERSITY APRIL 5, 2017. 2017.
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