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Annual
Assessment
Report Equestrian General Studies
Equestrian Studies Division
Annual Assessment Report Program Profile
2014-2015 2015-2016
Majors (total, majors 1,2,3) 39 45
Minors
Leadership 3 6
Art 2 1
Therapy 16 14
Equine Media 4 4
EQ Studies 17 22
Full Time Faculty
Part Time Faculty
If your discipline has a secondary education certification component, you will need to indicate that in the
title of this report unless you are submitting a separate report for the education component.
*If your discipline is a major with one or multiple concentrations, that information needs to be included as
separate content. Report the number of declared students by concentration and each concentration will need a
separate assessment section.
Program Delivery (HLC 3A3)
Traditional on-campus _____X_______
Online Program ____________
Evening Cohort _____________
Analysis: As a unique program, the equestrian studies majors draw students with many different skills and many
different career goals. As a department we look at students who persist in any one of the equestrian
majors as a success as well as students who enter the university as equestrian majors and persist as majors
in another department. It is important that these students are tracked as the overwhelming majority of
our student all begin as Equestrian Science majors. It is challenging to help incoming students
understand the reality of what it takes to be successful as an equestrian science major until they have the
opportunity to explore what the equine industry has to offer. Much of this “career counseling” occurs
during EQU 111 Introduction to the Horse Industry taken their first or second semester at WWU. At this
point some students decide that an Equine Administration or Equestrian General Studies major is more
suited to their career goals.
Outside Accreditation: There is not currently an accrediting body for equestrian programs at this time. However, we have
remained active with the National Association of Equine Affiliated Academics and this organization is
moving toward development of national standards.
Program Action Items
Action Item 2: Create an evaluation tool for use during student performance days to
rate student performance
Action steps: Review 2015 EQGS performance day activity
Develop evaluative tool
Train faculty evaluators to use the tool during 2016 student
performance days
Timeline January 2016
Faculty Responsible Jennie Petterson and Laura Ward
Evaluation A rubric was created and senior students planned and facilitated a
session for underclassman during student performance days.
Action Item 1: Establish an every other year rotation for assessing Equine General
Studies concentration objectives
Action steps: Review course enrollment for the last three academic years
Compare and then target courses for a rotational assessment
Timeline December 2015
Faculty Responsible Jennie Petterson and Laura Ward
Evaluation Rotation assessment schedule for concentrations has been
determined.
Program Objectives: All concentrations:
1. Understand the theories and processes for proper treatment of equine illnesses and general
management.
2. Understand dynamics of the equine industry
3. Utilize communication techniques in multiple facets of the equine industry.
4. Explain legal, ethical and industry issues in the specific riding disciplines.
EGS Equestrian Studies Concentration
5. Explain the relationship between historical and modern influences on the equine industry.
Equine Assisted Therapy Concentration
5. Develop teaching methodologies in various situations.
6. Evaluate the differences between an equine assisted therapy program and a traditional riding
program.
7. Identify principles of anatomy and physiology as they relate to the equine-assisted client.
8. Summarize qualities necessary for equine-assisted therapy success.
Equine Media
5. Explain best practices in print and production in equine media.
6. Summarize qualities necessary for the equine media industry.
Equine Leadership
5. Compare methods of leadership in business and industry settings.
Equine Art
5. Examine techniques and methods of design and application in a variety of art media
Program Objectives Matrix Areas that we have identified as courses to pull assessment information from (for 2015-16) but was
missing from the 14-15 report. Details for the course/objective and benchmarks will be determined
prior to the conclusion of the fall semester.
I=Introduced R= Reinforced M=Mastered A=Assessed
Course
Obj.1 Obj.2 Obj.3 Obj.4
BUS332 Business Communications R
EQU111 Intro to the Equine Industry I I I
EQU117 Theory of Performance Horse
Management
I I I
EQU221 Stable Management R-A R R R
EQU403 Senior Seminar M M M-A M
MIS125 Productivity Tools I
EQS330 Dressage Issues R R R M-A
EQS331 Hunter/Jumper Issues R R R M-A
EQS332 Saddle Seat Issues R R R M-A
EQS335 Western Issues R R R M-A
External Assessment A A A A
Equestrian Studies Concentration 5b
EQA320 Equine Event Management
M
EQS320 Origins of Modern Riding M-A
External Assessment A
Equine Assisted Therapy 5b 6b 7b 8b
EDU231 Exceptional Child
R R
EQU211 Survey Equine Assist Therapy M M M-A M-A
EQS212 Theory of Teaching Tech I I-A I I I
PED205 Intro to Anatomy/Physiology I I
EQS Teaching Tech II R R R R
EQU 201 Horse Management Practicum I Obj. 1 core
PED321 Kinesiology R R
EQU 403 EGS Senior Seminar M-A M-A
External Assessment A A A A
Equine Media 5c 6c
COM110 Beginning Media Writing
I I
COM150 Survey of Production Tech R R
COM315 Feature Writing & Magazine M M
COM330 Communication Law M
COM337 Interactive Web
Communication
M M
COM 224 Equine Production R-A R
EQU 403 EGS Senior Seminar M-A M-A
External Assessment A A
Equestrian Leadership
Concentration
5d
COM203 Interpersonal Communication -or- COM213 Gender Communications
R
COM215 Small Group Leadership R
COM334 Visionary Leadership M
COM337 Interactive Web
Communication
M
COM330 Communication Law R
EQU 403 EGS Senior Seminar M-A
External Assessment A
Equine Art 5e
ART105 Basic Design
I
ART202 Fundamentals of Graphic Design R
Upper Level Drawing, Sculpture or
Photography
M
ART110 Drawing I R
ART208 Sculpture I R
ART256 Fundamentals of Photography R
EQU 403 EGS Senior Seminar M-A
External Assessment A
EQS, EQA, EQU Electives 1 2 3 4
EQA305 Tech of Facility Management
R R R
EQS203 History of Breeds & Bloodlines I I
EQS205 Survey Saddle Seat Train
Methods
R R R
EQS212 Theory of Teaching Tech I I R I
EQS304 Theory Equine
Behavior/Training Methods
R R R
EQS306 Practical Equine Anatomy &
Conditioning
R R
EQS311 Tack Construction & Repair I
EQS328 Equine Evaluation R R R R
EQS404 Vet Med & Reproduction M M R M
EQS320 Origins of Modern Riding I
EQU211 Survey of Therapeutic Riding R R
EQU 201 Horse Management Practicum I R R R R
EQU391 Horse Management Practicum II M M R R
EQU405 Equine Business Practices M M
EQA320 Equine Event Management M R
External Assessment indicates the portfolio. The portfolio requires students to submit three artifacts
that demonstrate mastery of the objective as well as a written reflection. Students frequently select
artifacts as evidence of mastery from a variety of courses not identified as “Assessed” in the matrix. In
reality the artifacts and evidence presented by students in the portfolio represents a wide variety of
work at a mastery level from many of the courses listed in the assessment matrix above.
Assessment of Program Objectives
Objective 1 Understand the theories and processes for proper treatment of equine
illnesses and general management.
Methods EQGS Portfolio Rubric Objective #1
EQU 221 Stable Management Analysis
Benchmarks and
Results
EQGS Portfolio Rubric Objective #1—85% of graduating seniors earning
73% or above from both assessors for objective #1
FALL 15= 83% of students earned benchmark scores (15/18 students)
Stable Management Plan—85% of EQGS declared students enrolled in
Stable Management course score 73% or above on the stable management
plan assignment
FALL 15=93% earned benchmark scores (14/15 students)
SPRING 16=86.9% 20/23 earned 73% or above on the final stable
management project.
Remarks: Students continue to show success with the Stable
Management Plan but additional competencies could be utilized for this
major (tied to EQU 117 and EQU 118).
Portfolio artifacts are very strong when pulled from EQU 201 or EQU
391. Not all students are required or choose to take the Horse
Management Practicum sequence.
Data Collected
(course specific)
EQGS Portfolio—all graduating EQGS seniors fall/spring
Stable Management Analysis—EQU 221 student scores for fall and spring
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Senior Portfolio
EQU 221 Stable Management
Budget needs
related to the
objective?
none
Objective 2 Understand dynamics of the equine industry
Methods EQGS Portfolio Rubric Objective #2
Student Performance Days—performance task
Benchmarks and
Results
EQGS Portfolio Rubric Objective #2—85% of graduating seniors earning
73% or above from both assessors for objective #2
FALL 15= 83% earned benchmark scores (15/18 students)
EQGS Competency Test--EQGS juniors and seniors average 75%
accuracy on the competency test questions coded to objective #2
SPRING 16=88% (27 students) 119/135 possible answers were correct on
the EQGS competency questions coded to objective #2
Remarks: While EQGS students met benchmarks for this objective on the
competency test, EQA Jrs and Srs outperformed them on the very same
questions (92.5 % accuracy). It will be important to continue to track
discrepancies in performance on similar assessments for similar
objectives in the future.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Competency questions—all EQGS juniors and senior completing the
exam
Budget needs
related to the
objective?
None-current faculty design, administer and score the exams
Objective 3 Utilize communication techniques in multiple facets of the equine
industry
Methods EQGS Portfolio Rubric Objective #3
Mentor Project EQU 403
Benchmarks and
Results
EQGS Portfolio Rubric Objective #3—85% of graduating seniors earning
73% or above from both assessors for objective #3
FALL 15= 83% earned benchmark scores (15/18 students)
EQGS students earn 85% or above on the mentor project
FALL 15= 94% earned benchmarks scores (17/18 students)
Remarks: Student portfolios were strong with many high achieving
portfolios submitted by EQGS majors. Artifacts presented by students
represent a variety of coursework from required and elective courses in the
program. While this makes targeting specific artifacts for the report
difficult, it highlights the benefit of allowing flexibility in artifact
selection for portfolio purposes.
Data Collected
(course specific)
EQGS Portfolio and mentor project-all graduating EQGS seniors (fall and
spring)
Data Collected
(Assessment Day,
external tests,
NONE at this time, however the division is moving forward with plans to
enhance the assessments completed by EQGS
Senior
Achievement)
Budget needs
related to the
objective?
none
Objective 4 Analyze and justify legal, ethical, and industry issues in the specific riding disciplines
Methods EQGS Portfolio Rubric Objective #4
Rulebook Issues Assignment (from Dressage, Western, Saddle Seat and
Hunter Jumper Issues courses during the academic year)
Benchmarks and
Results
EQGS Portfolio Rubric Objective #4—85% of graduating seniors earning
73% or above from both assessors for objective #4
FALL 15=88% earned benchmark scores (16/18 students)
EQGS students enrolled in issues courses earned 85% or above on the
issues rulebook assignment
FALL 15=EQS 335 Western Issues Rulebook Artifact 86% earned
benchmark scores (13/15 students)
FALL 15 EQS 331 H/J Issues 83% earned benchmark scores (5/6
students)
SPRING 16=330 NO SPRING COURSE (LOW ENROLLMENT)
SPRING 16= EQS 332 Saddle Seat Issues 100% scored 73% or above
Remarks: Efforts were made to keep the selected assignments uniform
(in keeping with the recommendations on our annual assessment
review). This has helped to keep course content consistent between the
disciplines and allowed for a more straightforward comparison of
students achievement.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
students enrolled in their respective issues course during the academic year
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
We administered a competency test with a set of questions coded to this
objective for the first time this academic year. While we did not report results,
we are using the information to develop a more comprehensive sophomore level
testing sequence to be used for student performance review days.
Budget needs
related to the
objective?
none
Objective 5 Equestrian
Studies
Concentration
Explain and relate historical and modern influences on the equine industry
Methods EQGS Portfolio Rubric Objective 5a
Origins of Modern Riding Paper
Benchmarks and
Results
EQGS Portfolio Rubric Objective #5a—85% of graduating seniors earning
73% or above from both assessors for objective #5
FALL 15=72% earned benchmark scores (8/11 students)
Students earn 85% or above on the EQS 320 Origins of Modern Riding
Unit 1 Quiz
FALL 15=100% of students earned benchmark scores (10/10)
Students earn 85% or above on the EQS 320 Origins of Modern Riding
Reading Guide and Quiz 7
FALL 15= 70% earned benchmark scores (7/10)
Remarks: Although the quizzes address the objective, they are just one
form of assessment and from a single course. The 16-17 EQGS proficiency exam will include a more comprehensive sequence for both
sophomores and upper classman.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
Declared EQGS students enrolled in Origins of Modern Riding during the academic year
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Assessment day testing/interviewing will be added to the 16-17 school year.
Budget needs
related to the
objective?
None at this time
Objective 5b Equine Assisted
Therapy
Concentration
Develop and practice applied riding teaching methodologies
Methods EQGS Portfolio Rubric Objective 5b
Teaching Philosophy Project EQS 212
Benchmarks and
Results
EQGS Portfolio Rubric Objective 5b—85% of graduating seniors earning
73% or above from both assessors for objective #5b
FALL 15= 100% earned benchmarks scores (5/5 students)
EQS 212 Theory of Teaching-Teaching Philosophy project—85% of
declared EQGS students earn 73% or above
FALL 15= 54% earned benchmark scores (13/24 students)
SPRING 16=100% earned benchmark scores (25/25 students)
Remarks: Changes in curriculum will allow for artifacts from their
applicable teaching techniques II course during the next academic year.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
Students enrolled in Teaching Methods I during the academic year
Data Collected
(Assessment Day,
external tests,
New assessment testing day sequence will include objective specific questions.
Senior
Achievement)
Budget needs
related to the
objective?
None at this time.
Objective 6b
Equine Assisted
Therapy
Concentration
Evaluate and explain the differences between an equine assisted therapy
program and a traditional riding program.
Methods EQGS Portfolio Rubric Objective 6b
Business Model Worksheet EQU 403
Benchmarks and
Results
EQGS Portfolio Rubric Objective 6b—85% of graduating seniors earning
73% or above from both assessors for objective 6b
FALL 15= 100% earned benchmarks scores (5/5 students)
Business Model Worksheet—85% of EQGS/EAT students earn 85% or
above on the assignment
FALL 15=83% earned benchmark scores (15/18 students)
Remarks: The business model worksheet allows students to select a
business that is directly related to their concentration. EAT concentrations submitted outstanding portfolios this fall.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
Declared EQGS/EAT majors enrolled in EQU 403 during the academic year
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
The new proposed interview sequence for EQGS students will further enhance
student evidence of mastery.
Budget needs
related to the
objective?
None at this time
Objective 7b
Equine Assisted Therapy
Concentration
Recognize and identify principles of anatomy and physiology as it relates
to the equine assisted rider
Methods EQGS Portfolio Rubric Objective 7b
EQU 211 I am Rider/Instructor/Therapist artifact
Benchmarks and
Results
EQGS Portfolio Rubric Objective 7b—85% of graduating seniors earning
85% or above from both assessors for objective 7b
FALL 15= 100% earned benchmarks scores (5/5 students)
EQU 211 Assignment—85% of students enrolled in the course earn 73%
or above on the designated assignment
SPRING 16=85% earned benchmark scores (5/6 students)
Remarks: Small classe sizes make data collection difficult. Students
generated a variety of exemplary artifacts from courses required in the
concentration to address this objective.
Data Collected
(course specific)
EQGS Portfolio-all graduating EQGS seniors (fall and spring)
Students enrolled in Survey of Equine Assisted Therapies during the
academic year
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Budget needs
related to the
objective?
none
Objective 8b Equine Assisted
Therapy
Concentration
Summarize qualities necessary for equine assisted therapy success
Methods EQGS Portfolio Rubric Objective 8b
EQU 403--Professional Collaboration Project
EQU 211 Test #2
Benchmarks and
Results
EQGS Portfolio Rubric Objective 8b—85% of graduating seniors earning
73% or above from both assessors for objective 8b
FALL 15= 100% earned benchmarks scores (5/5 students)
Professional Collaboration Project—85% of students earn 85% or above
on the assignment
FALL 15=88% earned benchmark scores (16/18 students)
EQU Test #2 85% of students earn 73% or better on the test questions that
correspond to objective 8b
SPRING 16=100% earned benchmark scores (6/6 students)
Remarks: 15-16 portfolios were extremely strong with well above
average artifacts representing this objective. Students were able to clearly articulate what they had learned as it relates to the objective.
Data Collected
(course specific)
EQGS Portfolio and professional collaboration project-all graduating
EQGS seniors (fall and spring)
EQU 211 Students (spring only)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Budget needs
related to the
objective?
none
Objective 5C
Equine Media Concentration
Utilize best practices in print and production in equine media
Methods EQGS Portfolio Rubric Objective 5c
EQU 403 Self-Promotion Assignment
COM 224 Equine Production Training Demo Assignment
Benchmarks and
Results
EQGS Portfolio Rubric Objective 5c—85% of graduating seniors earning
85% or above from both assessors for objective 5c
FALL 15=0% (0/1 student earned benchmark scores—1 yes, 1 no)
Self-Promotion Assignment—85% of students earn 85% or above on the
self-promotion assignment
FALL 15= 100% earned benchmark scores (1/1)
Training Demo-85% of students earn scores of 70% or better on the
selected assignment
SPRING 16= 100% of students earned benchmark scores on the training demo assignment
Remarks: The equine production class has added to the program in
many ways. Students have the opportunity to produce training, sales
and demonstration videos that put them in a very favorable position in the industry.
Data Collected
(course specific)
EQGS Portfolio and self-promotion assignment-all graduating EQGS
seniors (fall and spring) COM 224 students
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Budget needs
related to the
objective?
none
Objective 6C
Equine Media
Concentration
Summarize and predict qualities necessary in the equine media industry
Methods EQGS Portfolio Rubric Objective 6c
EQU 403 Business Model Worksheet
Benchmarks and
Results
EQGS Portfolio Rubric Objective 6c—85% of graduating seniors earning
73% or above from both assessors for objective 6c
FALL 15= 100% earned benchmark scores (1/1 student)
Business Model worksheet—85% of students earn 85% or above on the
assignment
FALL 15=83% earned benchmark scores (15/18 students)
Remarks: Low portfolio numbers have limited faculty exposure to
student selected artifacts. Students have pulled evidence from other coursework, but targeted assignments outside of the EQ courses have
not been used because of the size of this concentration.
Data Collected
(course specific)
EQGS Portfolio and Business Model assignment-all graduating EQGS seniors (fall and spring)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
This will be added to the revised student performance review days.
Budget needs
related to the
objective?
none
Objective 5D Compare methods of leadership in business and industry settings
Equine Leadership
Concentration
Methods EQGS Portfolio Rubric Objective 5d EQU 403 Pitfalls Project
Benchmarks and
Results
EQGS Portfolio Rubric Objective 5d—85% of graduating senior earning
73% or above from both assessors for objective 5d
FALL 15= 100% met benchmark (1/1 student)
SPRING 16=
EQU 403 Pitfalls Project—85% of students earn 85% or above on the
assignment
FALL 15=94% earned benchmarks scores (17/18 students)
Remarks: Low portfolio numbers have limited faculty exposure to
student selected artifacts. Students have pulled evidence from other coursework, but targeted assignments outside of the EQ courses have
not been used because of the size of this concentration.
Data Collected
(course specific)
EQGS Portfolio and Pitfalls project-all graduating EQGS seniors (fall and
spring)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
This will be added to the revised student performance review days.
Budget needs
related to the
objective?
none
Objective 5E
Equine Art Concentration
Explore techniques and methods of design and application in a variety of
art media
Methods EQGS Portfolio Rubric Objective 5e
EQU 403 Self-Promotion Project
Benchmarks and
Results
EQGS Portfolio Rubric Objective 5e—85% of graduating seniors earning
85% or above from both assessors for objective 5e
NO ART PORTFOLIOS TO ASSESS
Self-Promotion Assignment—85% of students earn 85% or above on the
self-promotion assignment
NO ART CONCENTRATIONS TO ASSESS
Remarks: Low enrollment in this particular concentration has made data collection challenging.
Data Collected
(course specific)
EQGS Portfolio and Pitfalls project-all graduating EQGS seniors (fall and
spring)
Students enrolled in COM course (to be identified)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
This will be added to the revised student performance review days.
Budget needs
related to the
objective?
none
Attached Rubrics/Assignment:
Portfolio Rubric
Self-Promotion Rubric
Pitfalls Project Rubric
Business Model Worksheet
Mentor Project Rubric
Collaboration Project Rubric
Skills inventory
15-16 Competency Test
Analysis of Assessment: While the equestrian division finds room for improvement, we were extremely pleased with the data
collected and more importantly the increasing quality of the student portfolios. In general the EQGS
portfolios have lagged behind both EQS and EQA. This year EQGS students submitted some of the
strongest portfolios the assessors have scored. Review of low enrollment concentrations is a high
priority for the 16-17 year, with 3 years of solid assessments in the major to help guide decision
making.
(HLC 4B1).
Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Assessment data is collected from identified courses, student performance days and in the form of
student selected portfolio artifacts. As our population of students has changed from those who have
dropped the EQS major and needed to change in order to graduate in a timely manner, to students who
have clearly identified career plans related to one of the concentrations, the portfolio has become a
much more impressive assessment tool. Artifacts selected by students come from a wide variety of
courses (many from elective courses) that demonstrate a strong ability to link coursework to program
objectives and career goals. This has been extremely satisfying for the equestrian faculty. We are
excited to move our portfolios into the new assessment system adopted by the university.
Program Changes Based on Assessment: The equestrian faculty have worked diligently to design a complimentary “proficiency” exam sequence
for the EQGS and EQA majors. The absence of this sophomore level sequence has made both EQA and
EQGS appear to lack rigor in comparison to the EQS major. Multiple years of portfolio data and
assessment day measure indicate a consistent drop in proficiency until students hit their capstone
course. Our EQA and EQGS majors might be just ramping up for their capstone when our EQS
students have been pushed hard as sophomores. We will pilot the proficiency exam sequence (written,
interview, and sophomore preliminary portfolio) during the 16-17 academic year. After reviewing the
past three years of assessment data, we will redesign the portfolio during the summer of 2016 with
consistency in mind. Two out of the three required artifacts will be required (identified as portfolio
artifacts in the course) to allow for more rigorous assignment preparation throughout the students
program of study as well as more consistency in the composition of the portfolio. The redesign was not
possible until we were able to identify the courses and artifacts that students were self-selecting.
Program faculty are working to align their identified portfolio coursework with the scoring rubrics for
the portfolio.
General Education Assessment: Mathematics
Equestrian students analyze data and statistics and identify quantitative relationships through the
study of industry and discipline specific topics at multiple levels of the program.
Meaning
Students are required to analyze texts and identify central themes and interpret underlying meaning
using discipline and industry topics in multiple courses.
Ethical Reasoning
Equestrian students regularly consider ethical problems both in class and in practical experiences both
on and off campus. They examine the role of conflict and competing interests and use a variety of
models or theories related to ethical reasoning in solving or approaching moral dilemmas related the
equine industry.
Historical Perspective
Equestrian students are challenged in many equestrian courses to think historically. This requires them
reflect on how the past has shaped the equine industry and all related components.
Diversity
Equestrian students are challenged to explore and develop their understanding of traditions and
cultures in which horses are used for work, sport and recreation.
Creative and Aesthetic Sensibility
Students examine products of human creativity through the observation and analysis of creative works
related to the horse.
Natural Science
Equestrian students understand the natural world through observation of systems, formation and
testing of hypotheses during both practical and theory based equestrian coursework.
Social Science
Equestrian students study the behavior of people and employ principles of science to explain their
observations through case study and course projects in a variety of equestrian courses.
(HLC 4B1)
Program Activities: Student Performance Day Activities (Assessment Day): EQA, EQS, and EQGS students participate fully in student performance day activities. The proficiency exam is completed by testing EQS students as well as all EQS declared or intended students. EQA and EQGS students complete the incoming test and skill survey that is used both in this report and for comparison with incoming student scores to determine valued added by the program. EQGS seniors facilitated a group task with underclassman that required them to demonstrate mastery of the core EQGS objectives through teaching and discussion with their peers. EQA and EQS seniors facilitated a freshman and transfer discussion group that provided information and insight into the practical coursework in both the EQA and EQS programs. This is the first year that upper classman were involved in facilitation of freshman performance day activities.
Senior Achievement Day Presentations:
EQGS seniors presented at Senior Achievement Day December 3rd. The event was held in the Ivy Room and was set up as a LEAD event. The presenters selected their own projects and were evaluated for presentation technique and project quality by EQS faculty.
Service Learning Activities: The equestrian program offers a variety of informal service learning opportunities for students. We
sponsor a Missouri School for the Deaf partnership that brings MSD students who are members of a
club to the stables to learn more about taking care of horses. This group meets on campus at least once
a month and while sponsored by a faculty member is facilitated with the help of students. Students also
have the opportunity to assist with local 4H and FFA clubs, events and competitions throughout the
academic year.
Program Sponsored LEAD Events:
Equestrian faculty sponsor a number of LEAD events each academic year (18+ equestrian related) and
assist with many more.
History of the Polish Arabian Horse - We will be showing an in depth video covering the historical
development of the modern Polish Arabian Horse. From its origins in the Middle East, through two
World Wars, political and historical upheavals, to bring us to the influential bloodlines that we have both in the World and the United States today. Jean Kraus & Laura Ward (3/15/16)
Social Media Survival Skills for Equestrians - Presentation and discussion on the world of social
media and the unique situations it generates for today's equestrians. Social media literacy, intent and
credibility will be explored with WWU Social Media Strategist - Scott Miniea and EQS Assistant
Professor - Laura Ward & Scott Miniea (3/24/16)
Smith Lilly presented on January 29th to discuss the Saddle Seat training style and industry issues
and history. Mr. Lilly and his wife Alexandra were on campus doing a clinic for the Saddle Seat
students January 29 and 30th. (Sarah Track)
Hunter/Jumper Derby October 2015 (Michele Smith)
Event Management Horse Show 2016 (Michele Smith) Jeff Cook Clinic 2016 (Michele Smith) Spring Horse Show 2016 (Michele Smith) Nov. 14-15, WWU Completely Relaxed Fall Schooling Dressage Show (Dressage Club—Karen Pautz) Feb. 11, Logic, the Structure of Reason (Critical Thinking Community) Karen Pautz Feb. 29, Life Lessons for Everyone (Critical Thinking Community) Karen Pautz Mar. 19-20, WWU Completely Relaxed Spring Schooling Dressage Show (Dressage Club—Karen Pautz) April 16-17, William Woods Spring Dressage Show (Dressage Club—Karen Pautz)
Western Club Fall Horse Show - Join us for our annual Western Club Fall Horse Show in the UPHA
arena. The show is open to the public and will feature western, hunt and saddle seat classes. You must
attend for 1 hour in order to receive LEAD credit. (Petterson)
Resumania Review Workshop - Come join WWU faculty and staff for a one-on-one resume review. In a
15-minute session, you will receive tips and advice to make your resume one that won't be passed over.
Please bring a printed copy of your current resume to the event. (Petterson/Dittmer)
Equestrian Senior Achievement Presentations - Join EQS, EQGS and EQA seminar students as they
present their senior projects. This event requires completion of a reflection form for LEAD credit.
Please bring a pen/pencil to fill out the form. (Petterson)
Competitive Judging 101 - Have you ever wondered what it takes to be on a competitive judging team?
Try your hand at judging a group of live horses and then attempt to give a set of oral reasons. The event
will be run by the WWU Judging Team and coaches and delivery of a short set of reason (using your
notes) is required for LEAD credit. (Petterson)
Student Accomplishments:
EQUESTRIAN STUDENTS:
St. Louis Charity Horse Show 2015: Joey Neuman and “The Kingmaker” were Open English Pleasure
Champions. Betsy Krutek and “Reaganite” were both third in the qualifier and championship of the
Amateur Park division.
Central States Fall Benefit Horse Show 2015: Amanda Tucker and Ro & Me’s Kiss and Tell Champion
Three-Gaited Amateur Park. Taylor Boyer and “I’m a Skywatcher” Grand Champion Three-Gaited
Amateur Park.
American Royal Horse Show 2015: Amanda Tucker and “Gypsies, Tramps and Thieves” win both
Missouri/Kansas 5-Gaited amateur classes. Betsy Krutek and “Reaganite” was Reserve Grand
Champions in the Missouri/Kansas Park class and Taylor Boyer was third in the same class with “I’m A
Skywatcher”. Joey Neuman and “The Kingmaker” were Reserve Grand Champions in the
Missouri/Kansas Three-Gaited Pleasure Championship.
Bridlespur Kick-Off Horse Show 2016: Joey Neuman and “Steelin’ A Dream” were champions in the
Amateur Park class and then came in a close reserve in the grand championship to Betsy Krutek and
“Reaganite”. Amanda Isoda and “Callaway’s Never Wanted More” were Grand Champions in the Open
English Pleasure Championship. Shelby Scanlan was Reserve Grand Champion in the Open English
Pleasure Championship riding “RGT Major Tom”. Shelby was also the champion in the Arabian English
Pleasure class with “RGT Major Tom”.
10 students to the Irish Fox "A" Show St. Louis, Mo. - everyone was in the ribbons with 2 Champions, 10 First Place ribbons, 4 2nd place ribbons and 8 3rds and . 5 students to Encore "A" Show, Germantown, TN, everyone in the ribbons. 1 Championship, 2 reserve champions, 7 1sts, 8 2nds, 4 thirds. U.S. National Champion Judging Team (Tulsa, Oklahoma)
2015 Pinto World Championship top tens and Reserve World Championships (students Patti Finch-
Lonestars Zipsational, Josey Metoxen-Balido KA and Grace Routh-WV Kyss of Fame).
Faculty Accomplishments:
Sarah Track granted a 3 year contract Jean Kraus appointed to the Arabian Horse Association Judge and Steward Steering Committee Jennie Petterson—Reserve World Champion 2015 Pinto World Championships
Alumni (Recent Graduates) Accomplishments (past year graduating class):
EQGS students participated in a graduate survey that gave valuable insight into the program and was
used to develop a 3 year self-study. Students are attending graduate school and are working at:
Callaway County YMCA
Walt Disney
Warm Springs Ranch
Dot Foods
Just Cruisin Equestrian Center
Equine Medical Services
William Woods University
Miller, Bales & Cunningham P. C.
Annual Assessment Evaluation
Assessment
Component
Assessment Reflects Best
Practices
Assessment Meets the
Expectations of the
University
Assessment Needs
Development
Assessment is
Inadequate
Learning
Objectives
Detailed, measurable
program learning
objectives
Objectives are shared with
students and faculty
Measurable program
learning objectives.
Learning objectives are
available to students.
Program learning
objectives are identified
and are generally
measurable
Program learning
objectives are not clear
or measurable
Assessment
Measures
Multiple measures are
used to assess a student-
learning objectives.
Rubrics or guides are used
for the measures.
All measurements are
clearly described.
External evaluation of
student learning included.
Assessment measures relate
to program learning
objectives.
Various measures are used
to assess student learning.
Measures chosen provide
useful information about
student learning.
Assessment focuses on
class content only.
Minimal description of
how the assessment
relates to the objective.
Minimal assessment
measures established.
Assessment measures
not connected to
objectives.
Assessment measures
are not clear.
No assessment
measures are
established.
Assessment
Results
All objectives are assessed
annually, or a rotation
schedule is provided.
Data are collected and
analyzed to show learning
over time.
Standards for performance
and gaps in student
learning are clearly
identified.
Most objectives assessed
annually.
Data collected and analyzed
showing an annual snapshot
of student learning.
Data are used to highlight
gaps in student learning.
Some data from non-course
based content.
Data collected for at
least one program
objective.
Data collection is
incomplete.
Gaps in student
learning not identified.
Lacking external data to
support course data.
Learning objectives are
not routinely assessed.
Routine data is not
collected.
No discussion on gaps
in student learning.
No use of external data
to support student
learning.
Assessment data not
yet collected.
Faculty
Analysis and
Conclusions
Data is shared that
incorporates multiple
faculty from the program.
Discussions on data results
incorporate multiple
faculty.
Opportunities for adjunct
faculty to participate.
Includes input from
external sources when
possible .
Multiple program faculty
receive assessment results.
Assessment results are
discussed
Specific conclusions about
student learning are made
based on the available
assessment results.
Minimal faculty input
about results is sought
Data not used to
determine success or
not to the objective.
Minimal conclusions
made.
Faculty input is not
sought.
Conclusions about
student learning are not
identified.
N/A Program recently
started or too few
graduates to suggest
any changes.
Actions to
Improve
Learning and
Assessment
All assessment methods,
timetable for assessing, and
evaluating the
effectiveness modifications
are included.
Changes to assessment are
inclusive of multiple
faculty.
More than one change to
assessment is proposed,
timetable for assessment,
and evaluating the change is
provided.
Changes to assessment
measures is highlighted.
At least one change to
improve learning or
assessment is
identified.
The proposed action(s)
relates to faculty
conclusions about areas
for improvement.
Lacking actions to
improve student
learning.
Actions discussed lack
supportive data.
Lacking discussion of
the effectiveness of the
assessment plan
Program: Equine General Studies
Additional Comments:
I think with the new assessment system software we will be able to show student learning in a more
visual way and with less narration that clogs up the picture.
In Objective 3, what is the mentor project data and what is the part for the portfolio or is the mentor
project one of the components on the portfolio? I see that the benchmark is 85% but not sure if the data
is for the mentor project or the portfolio component??
On Objective 5, It looks like 2 groups of students did not meet the benchmark? Am I reading it right?
When were changes made to the curriculum in the Assisted Therapy concentration, I noticed that the
fall 15 score was really low from the benchmark and did not know if there was a plan or how the
program was addressing the scores.
Noticing the number of concentrations and that some of them are holding stead a handful of students;
is the program looking at modifying the types/number of concentrations offered.
Description of changes is
detailed and and linked to
assessment results.
Changes are realistic, with a
good probability of
improving learning or
assessment.
Adjustments to the
assessment are
proposed but not
clearly connected to
data
top related