"We aspire to provide an inclusive and welcoming environment where Campus Rec can be the best part of your day!"
- Vision statement, Princeton Campus Recreation
Campus Recreation began utilizing the Diversity & Inclusion Framework as a resource to assess our program offerings and evaluate our department policies and facilities. As we began to dive into the Framework, we found it helpful to formalize our Campus Recreation Goals and Learning Outcomes. Through this process, we strategically discussed how we can best fulfill our Mission and Vision, and the Framework assisted us with developing Learning Outcomes for our students who not only utilize our facilities and programs/services, but also for those who are part of our TeamRec Staff (paid student employees) and Sport Club Officers (student volunteers). Once we established these Learning Outcomes, we were better able to implement programs and services in a more intentional manner. This led us to create some intentional collaborative programs with the Office of Disability Services (ODS), Carl A. Fields Center for Equality & Cultural Understanding (CAF), Office of Human Resources (HR), and University Health Services (UHS).
Examples of these programs include:
- Introduction to American Sign Language for all student staff (ODS)
- Workshop on Cultural Appropriation vs. Cultural Appreciation (CAF)
- Weekly Health & Wellness Learning Center program offerings for campus community (UHS)
- SHARE training for Sport Club Officers (UHS)
- UMatter Wellness Wheel implementation within all workshops (UHS)
- Providing Accessible Content options for all of our social media and website materials (ODS)
We utilized the survey bank of questions connected to the D&I Framework Learning Outcomes Rubric to assess our program participants, student employees, and facility users. Here are some examples of we accomplished this:
For program evaluations and facility user surveys, we utilized the Quantitative Survey Bank examples to frame questions from the General Learning Assessment Questions and the Behavioral Active SKILLS Questions. The examples provided helped us to develop our questions in a strategic way around the dimensions of the framework rubric. For example, for our Group Fitness Program, one of our assessment questions asks the participants to rate their experience with the following prompt: “The Group Fitness Classes allowed me to meet people who are different from me (i.e., identities, values, beliefs, backgrounds, abilities, and experiences).”
For our student employees, we have also utilized the Quantitative Survey Bank to assess their development within our leadership development program. In the future, we plan to use the Qualitatative Survey Bank with our TeamRec Advisory Board, which is a smaller cohort of students. Our goal is to collect more detailed responses from our student leaders.
The specific language in the questions provided, gave our participants an opportunity to self-reflect on their experience in a deeper way.
As a result of assessing our programs, the experiences of our student employees, and facilities users, we have been able to recognize areas of improvement beyond just program satisfaction. The D&I Framework has provided our office with a tool to view our purpose through a more inclusive lens. We will continue to utilize the framework in our daily work in Campus Recreation and explore how we can more fully integrate inclusive practices into all we do.