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Administration Components of University-Based ACCT Challenge Course Programs

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Title: Administration Components of University-Based ACCT Challenge Course Programs


1
Administration Components of University-Based
ACCT Challenge Course Programs
2
David J. Waters, Sheena Cook, Ryan Olson,
Jeffrey P. Steffen
  • University of Wisconsin-La Crosse

3
Need for Study
  • Growth
  • Diverse backgrounds
  • Continued growth and reorganization

4
Review of Literature
  • Steffen (1998) called for challenge courses to be
    housed according to their mission
  • Sugerman (1999) no clear consensus on outdoor
    leadership training in the college/university
    academic setting

5
Review of Literature
  • Raiola Sugerman (1999) (in J.C. Miles S.
    Priest, Adventure programming) suggested
    in-depth look at higher education curriculum
    would be important step in defining what
    constitutes excellence
  • Medina (2002) reported on position types, job
    responsibilities, training backgrounds

6
Review of Literature
  • Plaut (2002) college/academic settings allowed
    (a) grounding in theory (b) stimulating a sense
    of the possible (c) keeping field current in
    changing world (d) training masterful educators

7
Review of Literature
  • Attarian (2002) college program growth in
    adventure and challenge courses. Therefore,
    accountability and examination of
  • (a) recruiting, selecting, and training staff
  • (b) how programs are operated
  • (c) achievement of program outcomes

8
Review of Literature
  • Hirsch (2007) called leadership crucial in
    pushing the flywheel and getting good
    organizations to higher levels of greatness (in
    closing address of Association for Experiential
    Education)

9
Objectives
  • 1. To gain a better understanding of human
    resources for ACCT affiliated university
    challenge courses
  • 2. To gain a better understanding of financial
    resources for ACCT affiliated university
    challenge courses
  • 3. To gain a better understanding of current
    trends and data about administration of
    university challenge courses

10
Methods Instrumentation
  • Sample
  • n 104 ACCT university affiliated members
  • Survey piloted with 10 ACCT university affiliated
    challenge course programs to increase validity
    and reliability
  • Administration of 19 item survey via
    SelectSurvey.net
  • Return rate of 60.5 (63/104)

11
Results
12
Program Name
  • Rope and/or Challenge Course 32
  • Outdoor 17
  • Adventure 13
  • Recreation 8
  • Other 30

13
Titles of Respondents
  • Director 40
  • Coordinator 35
  • Professor/Lecturer 11
  • Manager 6
  • Other 6

14
Program Elements
  • Outdoor Low Elements 94
  • Outdoor High Elements 85
  • Climbing Wall 78
  • Indoor Low Elements 31
  • Indoor High Elements 13

15
University Division
  • Division I 54
  • Division II 25
  • Division III 14
  • Other 6
  • NAIA 2

16
University Population
  • Less Than 3,500 6
  • 3,501-7,000 14
  • ..
  • 7,001-10,500 17
  • 10,501-13,500 11
  • 13,501-17,000 17
  • 17,001-20,500 5
  • 20,501-24,000 8
  • 24,001-or Greater 23

17
University Funding
  • Public 86
  • Private 14

18
Program History
  • Years of Operation
  • 0-5 20
  • 5-10 35 ..
  • 10-15 14
  • 15 or Greater 31

19
Operating Budget
  • Fully Self-Sustained 30
  • Partially Self-Sustained 56
  • Financially Supported by University 12
  • Other 2

20
Funding Sources
  • Student Services 63
  • Academic Dept. 24
  • Other 14

21
Percent Funded by Institution
  • 0-25 27
  • 26-50 23
  • 51-75 20
  • 76-100 30

22
Total Staff Size
  • 1-10 38
  • 11-20 41
  • 21-30 13
  • 31 or More 8

23
Full-Time Staff
  • 0 Full-Time Staff 28
  • 1 Full-Time Staff 54
  • 2 Full-Time Staff 13
  • 3 or More Full-Time Staff 5
  • Average FTE 1.09

24
University Training Protocol for Staff
  • ACCT 89
  • In-House 73
  • PRCA 14
  • Other 3

25
Primary Population Served
  • Student Groups On Campus 32
  • Students in Academic Classes 25
  • Public Special Interest Groups 16
  • Students From Outside the University 13

26
Analyses
  • Majority of programs are Division I schools with
    over 7,000 students
  • 50 of programs are under 10 years old
  • Approximately 86 are fully or partially
    self-sustaining
  • Most get funding from student services
  • Approximately 80 of programs have 0-1 full time
    staff
  • Most programs base their training in ACCT
    standards
  • Majority of program focus on serving campus
    students

27
Implications/Recommendations
  • Qualitative studies of challenge course
    orientation within university departments
  • Qualitative studies of challenge course
    orientation according to funding resources
  • Examination of self-sustained budgets
  • Challenge course promotion on campuses

28
Implications/Recommendations
  • Examination of university strategic planning and
    challenge courses as part (or not) of this
    planning
  • Challenge courses and their orientation via
    placement (prominence) on college campuses

29
Contact INFO
  • Steffen.jeff_at_uwlax.edu
  • Waters.davi_at_uwlax.edu
  • Olson.rya2_at_uwlax.edu

30
This presentation is posted at
  • www.uwlax.edu/steffensgreatest ppt.
    presentations.gov.com.edu
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