St. Ambrose University strives to provide quality instruction through excellence in teaching and learning, to encourage research and public service, and to foster the student’s intellectual, spiritual, ethical, social, aesthetic, and physical development within the context of a catholic, liberal arts environment. The Department of Health, Physical Education, and Sport Science, as a contributing member of the St. Ambrose community, seeks to capture the spirit of that mission through the creative development, implementation, and evaluation of goals and objectives tailored to the specific needs and interests of its majors.

Health, Physical Education, and Sport Science is a diverse department providing students with knowledge and skills applicable to physical education, health education, athletic training, sports management, coaching, and/or related fields. Foundation courses in each discipline encourage development and application of theory and skills, critical thinking and problem solving, assessment and evaluation, and a sense of ethical and social responsibility. The Department seeks to educate majors who will be sufficiently knowledgeable and adaptable to compete successfully in graduate programs, to teach competently in school and community programs, to seek and obtain appropriate licenser/certification, to perform competitively in the work environment, and to exemplify the values and ethics of the allied professions.

1) To provide the student with the opportunity to develop and apply the knowledge and skills necessary to assess, organize, manage, instruct, and evaluate programs in his/her field of study.

2) To provide the student with the opportunity to develop and utilize discipline-related listening, writing and speaking skills.

3) To provide the student with the opportunity to develop and demonstrate knowledge and understanding of the human body and its functions, and the application of mechanical and movement principles.

4) To provide the student with the opportunity to assess, develop, and maintain personal wellness.

5) To provide the student with the opportunity to develop and maintain a wide variety of manipulative and motor skills applicable to his/her chosen discipline.

6) To provide the student with the opportunity to demonstrate affiliation with the characteristics and focus of allied professional organizations.

7) To provide the student with the opportunity to engage in community service activities applicable to his/her chosen field of study.

METHOD OF ASSESSMENT PER OBJECTIVE IN THE MAJOR

All courses offered and taught in the Department of Health, Physical Education, and Sport Science are grounded in currently accepted theoretical and practical knowledge. The nature of the professions supports the utilization of extensive field and laboratory experience to provide for contextual application of related content.

Faculty utilize multiple methods of assessment and teaching to accommodate diverse learning styles and to role model potential applications of theory and skills. Each instructor recognizes the importance of a feedback loop to enhance student learning and application. Appropriate measures are selected and incorporated as per course/discipline demands.

Because of the diverse nature of the majors housed under HPESS, assessment strategies for each course of study have been determined. Those applications are appended and follow this document.

DOCUMENTATION OF STUDENT LEARNING IN THE MAJOR

A number of strategies have been selected to serve as indicators of student learning related to the departmental objectives. Brief descriptions follow:

1) Portfolio File for student majors in physical education teaching, general physical education, athletic training, sports management, and the minor in health education.

a. Student transcripts with grades earned

b. Copies of papers or projects from PED WI-361 and PED WI-340 or other writing intensive courses

c. Placement information on graduate school or employment

d. Record of exit interview conducted by departmental members

e. Other items as designated by the nature of the course of study

2) Results of the alumni survey conducted by the SAU Office of Assessment.

3) Senior capstone course to provide a series of culminating activities and information for departmental improvement.

4) Analysis of syllabi, assignments, exams and other documents for evidence of delivery of requisite skills and knowledge.

a. Each instructor will place on file examples of their course work and have them available for student and department review.

b. In the year prior to program review, the file is reviewed for coverage/duplication of content to assure appropriate application or revision.

c. Instructor modification of course content based on annual review and meetings with department chair or dean of the college.

Appropriate utilization of assessment results can occur only if a plan of action is initiated and followed. In the preceding section it is noted that a number of procedures will be utilized to collect data. The comprehensive nature of the data collected offers HPESS the opportunity to look at the results from a formative and summative view.

Information regarding course operation can be used formatively to provide the basis for revision and upgrading of courses. In addition, currency and applicability of course work and resulting skills is enhanced through the review process.

The departmental objectives outlined at the beginning of this document suggest a profile for the major graduating from one of the HPESS major programs. As per intensive study area, each instructor has devised an outcomes checklist or interview procedure to assure application and possession of the knowledge and practical skills which are delineated. By collating this information, it is possible to provide each student with exit information regarding his or her accomplishments. On the larger scale, the collective review of all files and course data offers the department a global view of its graduates and allows for adaptation as needed.

All data collected will be stored in locked files within the department. The department chair or appointed designee will utilize the University program review cycle as a starting point for determination of the internal review.

In the year preceding the five-year review, data will be reviewed for scope and sequence with knowledge gained applied to make appropriate changes. Each instructor will utilize information gained as is necessary.

The department’s introductory course will be used as the initiatory point for student development. Incoming freshmen or transfer students will be provided with a student handbook outlining portfolio intent and requirements. As students progress through the program, it is suggested that an advisor from HPESS be determined to assure appropriate application and collection of data. Students will be encouraged to collect and file appropriate samples of work and to talk with instructors about professional development. The senior capstone course will be used as a means to culminate the undergraduate effort and provide a springboard to professional opportunities.

The University department review cycle will serve as the basis for assessment of this plan. The department chair or designee will review data on an ongoing basis. Prior to departmental review, HPESS faculty will meet to determine indicated changes. The type of data to be collected represents varied types of information which can be used in varied ways to improve teaching and learning.

Formative data will be utilized to improve process and delivery of courses, advisement of majors, and organizational structure. Summative data will be integrated into the feedback loop to directly influence student progress. Both can also be utilized for faculty development purposes when appropriate.

                                                    ATHLETIC TRAINING MAJOR

A. Competency based workbook of skills and techniques developed by the Education Department of the National Athletic Training Association (NATA).

                    Meets objectives 1,3,5

B. Case study of an athletic related injury including initial injury assessment, notification of medical personnel, surgical repair, follow up medical visits, rehabilitation program follow up to completion for all reports, and insurance filing procedures.

                    Meets objectives 1,2,3,5

C. Samples of the student’s class work including: nutrition program plan form PED WI-340, research paper from PED WI-361, lab report from PED 390, health promotion project from HED 201, and other pertinent material.

Meets objectives 2,4,5

D. Clinical evaluations completed by supervising athletic trainer in clinical settings.

          Meets objective 1

E. Videotape of student teaching an athletic training related skill to peers.

Meets objectives 2,5

F. Verification of current membership in the National Athletic Trainers Association (NATA) and the Iowa Athletic Trainers Society and participation in regional meetings when possible.

Meets objective 6

G. Verification of participation in community service activities that enables utilization of unique and specific skills.

Meets objective 7

SPORTS MANAGEMENT MAJOR

A. Completion of a course of study designed to meet individual needs, which is based on guidelines suggested by The American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) or other related professional organizations and which meets University requirements.

Meets objectives 1,2,3,4,5,6,7

B. Samples of the student’s class work including: research paper from WI-BUS 310 and research project from PED 418, and other pertinent materials.

Meets objectives 1,2

C. Comprehensive evaluations based on field and internship experiences completed by University personnel and worksite supervisors in the field.

          Meets objectives 1,2,3

D. Documentation of research project completed during the internship experience.

Meets objectives 1,2,3,5

E. Verification of current membership in a discipline related professional organization.

Meets objective 6

F. Verification of participation in a minimum of twenty hours of community service activity that provides for utilization or further development of skills related to the course of study.

Meets objectives 1,2,3,5,7

HEALTH EDUCATION MINOR

 

A. A satisfactorily completed course of study that meets requirements set by the state certification agency and the teacher education department of the University.

Meets objectives 1,2,3,4,5,6,7

B. Samples of the student’s class work including: nutritional program plan from PED WI-340, and other pertinent materials.

Meets objectives 1,2

C. Comprehensive evaluations based on field and student teaching experiences completed by University personnel and cooperating teachers within the field.

Meets objective 1,2,3

D. Verification of current membership in the state professional organization, the Iowa Association for Health, Physical Education, Recreation, and Dance (IAHPERD).

Meets objective 6

E. Verification of participation in a minimum of twenty hours of community service activities that provides utilization or further development of skills related to the course of study.

Meets objective 7

PHYSICAL EDUCATION TEACHING MAJOR

 

A. A satisfactorily completed course of study that meets requirements set by the state certification agency and the teacher education department of the University.

Meets objectives 1,2,3,4,5,6,7

B. Completion of wellness profile to include basic motor, fitness and swimming assessments.

Meets objectives 1,3,4,5

C. Samples of the student’s class work including: research paper from EDUC WI-301, research paper from PED WI-361, unit plans from PED 309, 316, 331, and other pertinent materials.

Meets objectives 1,2

D. Comprehensive evaluations based on field and student teaching experiences completed by University personnel and cooperating teachers within the field.

Meets objectives 1,2,3

E. Verification of current membership in the state professional organization, the Iowa Association for Health, Physical Education, Recreation, and Dance (IAHPERD).

Meets objective 6

F. Verification of participation in a minimum of twenty hours of community service activity that provides utilization or further development of skills related to the course of study.

Meets objectives 1,2,3,5,7

GENERAL PHYSICAL EDUCATION MAJOR

A. Completion of a course of study designed to meet individual needs, which is based on guidelines suggested by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) or other related professional organizations and which meets University requirements.

           Meets objectives 1,2,3,4,5,6,7

B. Completion of a wellness profile to include basic motor, fitness, and swimming assessments.

Meets objectives 1,3,4,5

C. Samples of the student’s class work including: research paper from PED WI-361, research paper from an additional WI course, research project from PED 418, and other pertinent materials.

Meets objectives 1,2

D. Comprehensive evaluations based on field and internship experiences completed by University personnel and worksite supervisors in the field.

Meets objectives 1,2,3

E. Documentation of research projects completed during internship experiences.

          Meets objectives 1,2,3

F. Verification of current membership in a discipline related professional organization.

          Meets objective 6

G. Verification of participation in a minimum of twenty hours of community service activity that provides utilization or further development of skills related to the course of study.

          Meets objectives 1,2,3,5,7

1. To provide the student with the opportunity to develop and apply the knowledge and skills necessary to assess, organize, manage, instruct, and evaluate programs in his/her field of study.

2. To provide the student with the opportunity to develop and utilize discipline-related listening, writing, and speaking skills.

3. To provide the student with the opportunity to develop and demonstrate knowledge and understanding of the human body and its functions, and the application of mechanical and movement principles.

4. To provide the student with the opportunity to assess, develop, and maintain personal wellness.

5. To provide the student with the opportunity to develop and maintain a wide variety of manipulative and motor skills applicable to his/her chosen discipline.

6. To provide the student with the opportunity to demonstrate affiliation with the characteristics and focus of allied professional organizations.

7. To provide the student with the opportunity to engage in community service activities applicable to his/her chosen field of study.

A. Completion of a course of study designed to meet individual needs, which is based on guidelines suggested by the American College of Sports Medicine (ACSM) for the fitness professional.

          Meets objectives 1,2,3,4,5,6,7

B. Completion of a wellness profile to include basic motor, lifetime fitness activities, and swimming assessments.

Meets objectives 1,3,4,5

C. A case study of a prospective client, with pre and post fitness assessments, design of a program, implementation, and monitoring of the individual for a duration of a minimum of 8 weeks.

          Meets objectives 1,2,3,5

D. Samples of the student’s class work including: research paper from PED WI-361, nutritional program plan for projected population from PED WI-340, project reports from PED 418, and other pertinent materials.

Meets objectives 1,2

E. Comprehensive evaluations based on field and internship experiences completed by University personnel and worksite supervisors in the field.

Meets objectives 1,2,3

F. Verification of current membership in a discipline related professional organization such as the American College of Sports Medicine and the National Strength & Conditioning Assn.

          Meets objective 6

G. Verification of participation in a minimum of twenty hours of community service activities that provide utilization or further development of skills related to the course of study.

Meets objective 7

The Department of Health, Physical Education, and Sport Science offers and teaches a number of general physical education courses. Students enroll in two or three credit hours of coursework to fulfill the general education requirement adopted by the University in the area of physical education. PED 149 – Wellness Concepts is required of all students.

Within the context of the liberal arts philosophy, St. Ambrose University has approved the requirement of two semester hours of coursework within the area of physical education. The faculty in the Department of Health, Physical Education, and Sport Science offer a number of courses on a regular basis, which have been designed to fulfill the spirit of that requirement. Numerous sections of Wellness Concepts are offered in varied increments on varied days; a conscious effort is made to offer each activity course at least once per year. Popular courses are repeated more often.

Of those courses PED 149, Wellness Concepts, is required of all students. Enrollment in this course yields one semester credit. The second required hour is fulfilled by enrollment in one of the following Lifetime Activity Courses or the Samaritan course, PED 206 - First Aid and CPR.

It should be noted that some of these courses yield one semester hour of credit and others provide two credits based on the amount of time spent. These differences are based on the philosophy that swimming, dance and the Samaritan skills require a longer period to master basic skills.

· PED100 Beginning Swimming (1)

· PED 101 Fitness Swimming (1)

· PED 120 Conditioning and Self Defense (1)

· PED 122 Personal Defense for Women (1)

· PED151 Racquetball (1)

· PED 155 Fitness (1)

· PED 158 Weight Training (1)

· PED 159 Tai Chi (1)

· PED 160 Basketball (1)

· PED 161 Softball (1)

· PED 165 Development Physical Education (for those with specialized needs) (1)

· PED 199 Beginning Volleyball (1)

· PED 200 Intermediate Swimming (1)

· PED 201 Beginning Bowling (1)

· PED 203 Beginning Tennis (1)

· PED 204 Beginning Badminton (1)

· PED 205 Beginning Golf (1)

· PED 206 First Aid & CPR (2)

· PED 208 Cycling (1)

· PED 211 Beginning Modern Dance (2)

· PED 212 Beginning Jazz Dance (2)

· PED 213 Beginning Ballet (2)

· PED 214 Aerobic Dance (2)

As per the Criteria for Selecting Courses to Meet the General Education Distribution Requirements these courses:

· Are offered at least annually, in sufficient quantity, and at varied times to meet student needs.

· Have few or no prerequisites which might preclude enrollment, and knowledge within a specialized context, e.g. basic (General) bowling (specialized context) skills.

· Are based on approved course outlines and have accompanying justification, and

                    meet division approved goals for general education courses.

1. The Department of Health Physical Education, and Sports Science provides a variety of opportunities for student to meet divisional and program goals. Detailed information for each course can be found on the four-point outlines and syllabi in this folio. All students are required to enroll or provide demonstration of previous acquisition of the content and skills implied by these courses.

PED 149 Wellness Concepts, is required of all students. Enrollment in PED 149, Wellness Concepts, should precede enrollment in the lifetime activity courses. This course is designed to provide a grounding for lifestyle choices and to prepare the student for his or her lifetime activity course selection.

The Wellness course has been designed to provide students with current, accurate knowledge about health-related fitness including benefits, assessment strategies, identification of personalized fitness activity and understanding of wellness components. A number of standard concepts are emphasized including physiological and kinesiological principles. Students are encouraged to examine lifestyle choices and to select behaviors, which enhance and maintain wellness. The connection between life satisfaction and participation in an exercise program is emphasized.

Goals Met through This Course: 1,3, 4, 5, 6

The numerous Lifetime Activity Courses appeal to a variety of student needs and interests. Each activity course emphasizes the specialized skills inherent to that activity area. Relationship of the activity to lifetime participation and wellness is stressed. Students are encouraged to apply kinesiological and physiological principles when executing movement skills and patterns, which are specific to successful attainment of course goals. Development of social skills and positive self concept is encouraged through cooperative work, emphasis on sportsmanship, and interaction with instructor and peers.

Goals Met Through These Courses: 1, 2, 3, 4, 5, 6

The Samaritan course, PED 206 First Aid and CPR has been added to the list of potential courses to increase the number and type of choice a student has for developing a skill in the health and recreation area.

Goals Met Through This Course: 1, 2, 4, 5

The departmental review cycle serves as the formalized basis for assessment of this plan. During the previous assessment, the Health, Physical Education, and Sport Science Department suggested the implementation of a three phase process including restructuring, student information/training, and implementation. A brief review of these activities follows.

I. Restructuring Phase

During the previous zero-based review, departmental members sought to create connections among and between the five majors housed within the Health, Physical Education and Sport Science Department. The five majors were grounded in a group of core courses meant to provide a common foundation and to utilize faculty time comprehensively. Our belief that these courses are essential to all our majors continues to exist yet we have, after much conversation, determined that change is necessary to strengthen our majors to meet current trends in the workplace.

Assessment of qualitative and quantitative data occurs on an ongoing basis and has been integrated into our current restructuring process. Departmental meetings, informal discussions between and among faculty, course review, and student grades represent varied sources of information. Formative use of the data has led to revision and expansion of courses, strengthening of the progression of content through each course of study, increased professionalism among faculty, and a focus on advisement of majors. Summative use of the data centers on examination of teaching and learning strategies with a goal of recognizing the diversity and needs of the students we work with on a daily basis.

A. The common core no longer exists. We talked with faculty from other campus departments to determine trends among our peers’ programs and decided to utilize three delineations: foundation courses, core courses, and support courses. The foundation courses provide general background within the discipline. The word "core" in this restructured model should now be interpreted to mean content courses that represent the body of knowledge specific to professions related to that major. Within the elective area we chose to identify as many courses as possible from other departments that could support our mission and goals; we also suggest consideration of other courses within HPESS as possible elective choices.

B. The most significant change within a major revolves around a philosophical change within Athletic Training on the national level. Previously St. Ambrose Athletic Training followed an internship model. National recommendations now require programs desiring accreditation to follow a curriculum program model. All programs seeking this accredited status must be approved, including site visits, by 2004. Our first step in seeking accreditation required us to search for the right program director. We were fortunate to hire a qualified, full-time Athletic Training Program Education Director in July, 2000. The process of making necessary cosmetic changes to our physical plant and academic program began this past summer. Our candidacy application has been accepted and with approval of the proposed course of study, the department can continue to move forward toward the 2004 date.

C. We realized the need to reconsider and strengthen the fitness major or delete it from our offerings. Given the high interest in personal training and the availability of jobs in the fitness industry, we felt the strengthening process to be indicated. The proposed revisions follow recommendations from the National Strength and Conditioning Association. We used the NCSA model to created a program that focuses on exercise principles and technique, exercise prescription for individuals and groups, and fitness program evaluation.

D. We asked similar questions about the sports management major. Our graduates and current enrollees have voiced concern about the core and its focus on the human body. The argument that sports management is a business major with a sport focus led us to determine whether we wanted to seat the major within our department, to drop the major and advise interested students to seek a business major, or to approach the SAU Business Department with a proposal to shift responsibility.

After researching trends at other institutions, we found that programs that in the past had followed a model centered on the body have gradually shifted to a more diversified business base. We also noted a trend that has moved this major directly into the business area at more institutions than previously.

It is important to note that the Sports Management major sustains twenty-five to thirty majors; deleting that major would create a gap in an area we know students want. We focused our revised Sports Management plan around recommendations from the American Alliance for Health, Physical Education, Recreation and Dance and created two new courses that will allow us to "seat" the program under our own umbrella. In addition the restructured course places those majors within close reach of a minor in business.

E. Within the teaching major and the general major a several significant changes reflect the data we gathered. We determined that both of these majors must continue to center around the human body and its performance potential. We talked with several of our peers who work in the school systems, our students, and our previous student teacher supervisor. In addition we completed an assessment of goals/competencies and methods of assessment in the physical education teaching major. This internal study, done in conjunction with the SAU Education Department, is reflective of the state-level education department’s requirement to tangibly document learning in the major.

All the data pointed to increased attention to development of individual movement/sport skills and teaching/planning skills.

· We revised the 220 series of skills courses and will team teach during the first offering of each in an effort to connect the new/revised courses to the intermediate 300-level application courses that follow.

· We renamed our practicum to reflect a common name among the majors.

· We determined a gap and created a 1 hour stunts and tumbling course.

· The former Care and Prevention of Athletic Injury course has a new name, Basic Athletic Training, will change from a 300 to 200 level course, and will have a 2-3 credit option to allow mixing of beginning Athletic Training students and the general group of students wanting a coaching endorsement.

· We are again introducing a proposal to add a senior seminar course.

· Within the general major we added Exercise and Aging to reflect demographic trends

· The swimming requirement will be based on placement testing and completion of the course reflected by placement test results rather than requiring all students to reach the Advanced Swimming level previously required.

F. As with the other majors revising the minor in health education was also indicated. Our biggest concern is attracting students. Many of our teaching majors are interested in the endorsement but find it difficult to finish the teaching major in four years; adding an additional 22 total hours over the teaching major is daunting. The revised minor continues to require 24 credit hours in order to meet the intent of the state code.

What is different about the minor is the development of content reading courses, addition of a one-hour practicum, and expansion of elective choices. The expanded list includes a number of general education courses (as they currently exist). The previously cross-listed content courses did not match state intentions as well as they might. The two health topics courses provide a grounding; elective selections offer students a chance to cross-list while going deeper into a topic of interest. The practicum concept provides a community-based element not previously offered.

· Formal presentation of revised courses of study in the areas of Physical Education Teaching, General Physical education, Athletic Training, Fitness and Human Performance, Health Education, and Sports Management

· Copy of document submitted to Education Department to fulfill state requirements for assessment.

 

· Copy of candidacy application for the Athletic Training Education Program

 

Four specific strategies were used to document student learning including development of a portfolio-based exit interview for all graduating seniors, collection of alumni information, analyzing course materials, and initiating a senior capstone course.

A. A senior capstone syllabus and four point outline is included in the accompanying proposals.

B. The SAU Alumni Relations staff provided us with a matrix of known locations of past graduates. We reviewed the matrix, made changes, contacted students when possible, and have copied those results here. We noted that at least half of our previous graduates work in discipline-related jobs; many sports management majors indicated a business career but many were not sport related. It is gratifying to see success stories.

C. As part of the process of reviewing the courses required per each major, we looked at methods and materials in a critical way. We looked for gaps, talked about the reality of transfer, and have added or changed several courses. Copies of all syllabi and four-point outlines are appended to this document. Courses, student outcomes, and instructor methods are evaluated formally by the chair on a yearly basis and informally among faculty on a daily basis.

D. The Portfolio Project has met our objectives for measuring student learning and assessment in the major and for departmental planning. Student presentations provided us with an avenue for evaluative conversation centered around the student and the student’s indication of program strengths and limitations. In addition the exit interview allows us to discuss career options and expectations. Data gathered from the interview has been extremely helpful to this process.

Freshman and transfer students receive information about the portfolio project and its relationship to the departmental assessment plan in PED 113, Introduction to and History of Physical Education. Efforts are made regularly to inform all other students through other courses or one-on-one in advising sessions. Over time more students comment about the value and the opportunities that creating and presenting the portfolio yield.

Students are provided a packet explaining the procedure and are invited to a workshop which is held twice per semester. The purposes of the workshop are to outline expectations for student involvement in the project, to provide examples of finished portfolios, and to reinforce the need to engage in the project. A copy of the packet is appended to this section.

The portfolio project has been a good tool for information gathering. As each semester passes the quality of the finished products increases. Several strengths and limitations have been identified.

· Communication regarding the expectation to participate needs revision.

· Attendance at workshops seems to hover at 1-3 people regardless of their status; a few stragglers always ask for private tutoring which we will provide though we believe the workshop offers an opportunity for collegial connection.

· Some students do not see the value of the project and so prepare the portfolio poorly; yet only one student in the five years has come to the appointment without a booklet.

· The project has no "teeth" as it is evaluated on a pass-fail basis. If a student would choose to refuse to attempt the project, we have no real means to insist

· Collection of syllabi and corresponding four-point outlines

· Videotapes of exit interviews

· Copies of alumni survey

· Student Portfolio

· Videotapes of exit interviews

· Presentation of document to Education Policies Committee

As has been indicated above, much of the plan has been successfully implemented through daily contact with students and peers and within the more formal process implied by this review. The process of revising majors, reviewing documents, and creating new courses has brought the faculty together – a very necessary action in a department that has added a new full-time faculty member for the first time in ten years. The timing of this process could not have been more opportune from the planning standpoint. Because many of the changes hinged on hiring the Athletic Training Program Education Director and on acceptance of the Athletic Training Education Program Candidacy Application, we found ourselves in a crunch for presenting this document to the Committee and for making deadlines for inclusion of new courses in the upcoming semester and for inclusion in the upcoming academic catalog.

During the past year the entire SAU community has been engaged in a holistic visioning process intended to strengthen our programs and ties with the larger Quad Cities community. A copy of the HPESS Executive Summary and the Visioning Report in its entirety is appended to this document. A number of the concerns and recommendations in that document have also influenced this assessment process.

The section in the previous plan noted future directions. Some comment on those ideas is important. We had been concerned that portfolio storage would be a concern. We decided not to ask students to provide a copy of their work. We do continue to store artifacts based on an instructor’s interest in doing so; those documents are stored in a locked filing cabinet in a locked classroom. We were unable to offer fitness testing due to space constraints but did implement a swim test procedure that has worked well.

We must continue to be committed to working with University Athletics to deliver quality programs in a crowded, overburdened facility. Storage will continue to be a problem. We must continue to be creative with academic scheduling and course delivery within the context of the facility we have. In the event that ground is broken for the new student center, we must house our Athletic Training Program Director and an adjunct dance instructor in alternate office space. Once ground is broken we will lose access to tennis courts unless we go out into the community; this has curricular implications for the majors and general education students.

Based on our portfolio project we have a good view of who our students are and what interests they have. We must continue to provide quality programs that challenge our majors yet "fit" student abilities.

With the proposed changes to our departmental majors, we must continue to identify and implement strategies that reflect current trends within our respective disciplines and the overarching field of curriculum and instruction. The addition of a "smart" classroom within the PE Center would provide "added value" for our students and enhance our ability to diversity our teaching methods to include web-based courses and use of sophisticated software. We have a talented faculty who are expressing interest in change.

We will continue to work toward addition of an exercise science major. This addition is dependent upon campus community interest, ability to staff the requisite courses, and student interest.

It seems important that in the event that faculty are added, it generally agreed that we must strive to diversify our staff through the addition of a minority faculty member.

Future Insights and Goals

 

Based on our discussions during the visioning exercises, the following long term considerations are proposed.

Five Years

· Growth of the university population requires strengthened ties with Athletics to include shared equipment purchase, cooperation regarding use of space, and increased communication.

· Student focused research and the need for updated equipment is a concern. Our dream list includes a smart classroom, a laboratory setting for teaching, and replacements for large items that have become shabby or malfunctioning.

· The apparent lack of interest by SAU students in a health education minor requires us to realistically consider the value of the minor. Recruitment for students should be organized and ongoing.

· For a number of years we have attempted to create and sustain a majors club. The lack of space or furniture that allows students to congregate for leisure or for group study is limited in the building. Support for a new recreation facility is vital.

· Staffing patterns must be considered commensurate with numbers of students and expertise and talents of current faculty. We must work to continue to encourage a pool of quality adjunct instructors.

· We must continue to look for community partnerships that provide opportunity for growth. Such action will enhance our ability to secure good internship / practicum placements. We must strive to be known as a quality program through our work and public relations.

· The Athletic Training Education Program will be accredited and an Exercise Science major added. Adequate faculty will be available to maintain the Athletic Training Program. One to one and one half positions should be considered.

· A position of at least half-time be added to cover Sports Management major course delivery.

· A person of color will have joined the HPESS faculty

Bold type indicates new courses; italics indicates a focus / name change in an existing course.

PED 207 New Course

Stunts and Tumbling (1)

PED 215 Change in name and focus; new course

Basic Athletic Training (2-3)

PED 220 Change name and focus; new course

Introduction to Motor Skills and Fitness Development (2)

PED 221 Change name and focus

Team Sport Skills (2)

 

PED 222 Change name and focus

Individual Sport Skills (2)

PED 290 New Course

Introduction to Exercise Science (3)

PED306 New Course

Sport Promotions and Marketing (2)

PED 307 New Course

Facilities Management / Event Management (2)

PED 311 Change name

Clinical Experience in Teaching Physical Education (1)

PED 392 New Course

Exercise and Aging (3)

PED 407 New Course

Senior Seminar (1)

PED 412 Change name

Clinical Experience in Coaching Sports (1-2)

HED 201 Change name

Consumer and Personal Health (2)

HED 202 New Course

Health Topics I: Substance Use/Abuse, Family Life, Mental Health (2)

HED 205 Change name and expand focus

Public & Community Health Theories & Systems (2)

HED 305 New Course

Clinical Experience in Health Education (1)

D. The Portfolio Project has met our objectives for measuring student learning and assessment in the major and for departmental planning. Student presentations provided us with an avenue for evaluative conversation centered around the student and the student’s indication of program strengths and limitations. In addition the exit interview allows us to discuss career options and expectations. Data gathered from the interview has been extremely helpful to this process.

Freshman and transfer students receive information about the portfolio project and its relationship to the departmental assessment plan in PED 113, Introduction to and History of Physical Education. Efforts are made regularly to inform all other students through other courses or one-on-one in advising sessions. Over time more students comment about the value and the opportunities that creating and presenting the portfolio yield.

Students are provided a packet explaining the procedure and are invited to a workshop which is held twice per semester. The purposes of the workshop are to outline expectations for student involvement in the project, to provide examples of finished portfolios, and to reinforce the need to engage in the project. A copy of the packet is appended to this section.

The portfolio project has been a good tool for information gathering. As each semester passes the quality of the finished products increases. Several strengths and limitations have been identified.

· Communication regarding the expectation to participate needs revision.

· Attendance at workshops seems to hover at 1-3 people regardless of their status; a few stragglers always ask for private tutoring which we will provide though we believe the workshop offers an opportunity for collegial connection.

 

· Some students do not see the value of the project and so prepare the portfolio poorly; yet only one student in the five years has come to the appointment without a booklet.

· The project has no "teeth" as it is evaluated on a pass-fail basis. If a student would choose to refuse to attempt the project, we have no real means to insist

· Collection of syllabi and corresponding four-point outlines

· Videotapes of exit interviews

· Copies of alumni survey

· Student Portfolio

· Videotapes of exit interviews

· Presentation of document to Education Policies Committee

 

As has been indicated above, much of the plan has been successfully implemented through daily contact with students and peers and within the more formal process implied by this review. The process of revising majors, reviewing documents, and creating new courses has brought the faculty together – a very necessary action in a department that has added a new full-time faculty member for the first time in ten years. The timing of this process could not have been more opportune from the planning standpoint. Because many of the changes hinged on hiring the Athletic Training Program Education Director and on acceptance of the Athletic Training Education Program Candidacy Application, we found ourselves in a crunch for presenting this document to the Committee and for making deadlines for inclusion of new courses in the upcoming semester and for inclusion in the upcoming academic catalog.

During the past year the entire SAU community has been engaged in a holistic visioning process intended to strengthen our programs and ties with the larger Quad Cities community. A copy of the HPESS Executive Summary and the Visioning Report in its entirety is appended to this document. A number of the concerns and recommendations in that document have also influenced this assessment process.

The section in the previous plan noted future directions. Some comment on those ideas is important. We had been concerned that portfolio storage would be a concern. We decided not to ask students to provide a copy of their work. We do continue to store artifacts based on an instructor’s interest in doing so; those documents are stored in a locked filing cabinet in a locked classroom. We were unable to offer fitness testing due to space constraints but did implement a swim test procedure that has worked well.

We must continue to be committed to working with University Athletics to deliver quality programs in a crowded, overburdened facility. Storage will continue to be a problem. We must continue to be creative with academic scheduling and course delivery within the context of the facility we have. In the event that ground is broken for the new student center, we must house our Athletic Training Program Director and an adjunct dance instructor in alternate office space. Once ground is broken we will lose access to tennis courts unless we go out into the community; this has curricular implications for the majors and general education students.

Based on our portfolio project we have a good view of who our students are and what interests they have. We must continue to provide quality programs that challenge our majors yet "fit" student abilities.

With the proposed changes to our departmental majors, we must continue to identify and implement strategies that reflect current trends within our respective disciplines and the overarching field of curriculum and instruction. The addition of a "smart" classroom within the PE Center would provide "added value" for our students and enhance our ability to diversity our teaching methods to include web-based courses and use of sophisticated software. We have a talented faculty who are expressing interest in change.

We will continue to work toward addition of an exercise science major. This addition is dependent upon campus community interest, ability to staff the requisite courses, and student interest.

It seems important that in the event that faculty are added, it generally agreed that we must strive to diversify our staff through the addition of a minority faculty member.

Department of Health, Physical Education and Sport Science

FiveYear Review Changes

PED 207 Stunts and Tumbling (1)

PED 220 Introduction to Motor Skills and Fitness Development (2)

PED 290 Introduction to Exercise Science (3)

PED306 Sport Promotions and Marketing (2)

PED 307 Facilities Management / Event Management (2)

PED 392 Exercise and Aging (3)

PED 407 Senior Seminar (1)

HED 202 Health Topics I: Substance Use/Abuse, Family Life, Mental Health (2)

HED 305 Clinical Experience in Health Education (1)

 

Courses that Changed Credit Hours

PED 215 Basic Athletic Training (2-3)

Course that Changed Focus/Name

PED 221 Team Sport Skills (2)

PED 222 Individual Sport Skills (2)

PED 311 Clinical Experience in Teaching Physical Education (1)

PED 412 Clinical Experience in Coaching Sports (1-2)

HED 201 Consumer and Personal Health (2)

HED 205 Public & Community Health Theories & Systems (2)

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