exercise science program review

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Exercise Science

Program Review

History, Mission, and Vision of the Program .........................................................................................................2

Section 1: Student Data..........................................................................................................................................2

A: Demographics Chart..................................................................................................................................................................................... 2

B: Placement Numbers ...................................................................................................................................................................................... 4

C. Curriculum ....................................................................................................................................................................................................... 4

Section 2. Faculty and Resources ..........................................................................................................................5

A. Physical Facilities ........................................................................................................................................................................................... 5

B. Library Holdings ............................................................................................................................................................................................ 6

C. Faculty ............................................................................................................................................................................................................... 8

D. Internship Experiences ................................................................................................................................................................................ 9

Section 3: Financial Analysis of Program ..............................................................................................................9

Section 4: Annual Assessment Evaluation..............................................................................................................9

Section 5: External Review- to be done in January ............................................................................................... 15

Section 6: Conclusions and Recommendations.................................................................................................... 15

Appendix A: Program Checklist .................................................................................................................................................................... 27

Appendix B: Course Descriptions ................................................................................................................................................................ 28

Appendix C: Library Report .......................................................................................................................................................................... 30

Appendix D: Annual Assessment Evaluation ............................................................................................................................................. 36

Appendix E: Annual Assessment Report ..................................................................................................................................................... 40

Appendix F: List of Graduates ...................................................................................................................................................................... 56

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Exercise Science

5-Year Program Review

December 18, 2015

History, Mission, and Vision of the Program

The Exercise Science Program was started in the early 2000’s under the direction of Marshall Robb, PhD, CSCS, with the encouragement of President Jahnae Barnett, Academic Dean Sherry McCarthy and Athletic Director Larry York. These exercise and academic advocates saw the opportunity to help students, passionate about athletics and fitness, continue their lifelong learning and make exercise, in some form, their vocation. In 2002, the Center for Human Performance was opened. This facility boasts a large Athletic Training Room, 3 spacious classrooms and an Exercise Physiology Lab, equipped with metabolic cart, treadmill and bike for stress testing. As the program has progressed, the number of students in the major has grown, a minor is now available to complement other majors and the William Woods wellness program, Health Hunt, has emerged. It is anticipated by health organizations that the need for qualified professionals in Exercise Science will grow as our population appears to be living longer, obesity and sedentary lifestyles increase in our youth and jobs tend to be less physically demanding. The William Woods Exercise Science program was patterned off the standards set by the National Strength and Conditioning Association (NSCA) and the American College of Sports Medicine (ACSM). The program is endorsed by the NSCA as having recommended curriculum and is a part of the Education Recognition Program (ERP). This program prepares its students for careers in the allied health professions of Exercise Science, Exercise Physiology, Strength and Conditioning Coach, Personal Training and Pre-Physical Therapy. Students may choose to work with various populations (athletes, those with chronic health issues, protective services, and more) in a variety of settings (professional sports, corporate settings, and fitness centers for example). The program is student-centered as it emphasizes the integration of mind and body as students gain knowledge and experience in Exercise Science through engaging instruction from professors and interactions with professionals in the field.

Section 1: Student Data

A: Demographics Chart

William Woods University Assessment Data

Program: Exercise Science

10/11 11/12 12/13 13/14 14/15

Declared Majors (as of Oct. 15) Incoming Freshman 5 3 5 2 2

Transfers 1 0 0 3 1

Total 23 26 29 30 27

Undergraduate Enrollment 1,179 1,079 1,009 1,006 1,006

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Declared Minors 14 9 16 12 9

Graduated Majors 6 8 6 7 NA

Graduated Minors 4 NA

Retention Rate: IPEDS definition1 University 66.8% 76.2% 70.5% 76.3% NA

Program 6/8 9/10 5/5 2/2 NA

Graduation Rate: IPEDS definition2 04/05 05/06 06/07 07/08 08/09

University 52.4% 50.2% 50.5% 56.3% 52.4%

Program 2/4 0/0 2/2 2/3 3/3

Graduation Rate: Transfer Students3 University 71.2% 68.8% 63.2% 66.7% 67.4%

Program 1/1 0/0 0/0 1/2 2/2

1 = % of full-time, first-time students that return to the institution in the subsequent

fall semester 2 = % of the full-time, first-time cohort that graduate within 6 years 3 = % of transfer students new to the institution in the fall semester that graduate with a bachelors level

degree

Reflection on the Demographic Data:

Our numbers and retention in Exercise Science appears to stand consistent. As this program can provide foundational knowledge for the student to venture onto a variety of health related professions, there are great opportunities for growth. According to several publications on the top careers to have in the next decade, healthcare rates highest alongside technology. With educational costs increasing nationwide and family budgets becoming tighter, many students are turning to their local college to get an AA degree and transferring to a university their last 2 years. The Exercise Science Program is well suited to receive these students.

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B: Placement Numbers

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Number of Graduates (Total Graduates)

6 8 6 7 13

Employed Within Field 3 4 1 5 5

Employed Outside of Field

2 1 3 0 3

Graduate School 0 1 1 2 5

Not known 1 2 1 0 0

A degree in Exercise Science provides the education and experience for a variety of career opportunities for the graduate. Our graduates are employed as Personal Trainers, Group Exercise Instructors, Fitness Directors, Coaches (with training and/ or experience in a sport) or Strength and Conditioning Specialists and Nutritional Counselors. This degree has provided the foundation for our students to go onto graduate school or Health Related Professions to obtain specialized training as Biomechanisst/ Kinesiologists, Cardiopulmonary Rehabilitation Specialists, Chiropractics, Sports Nutritionisst/ Dieticians, Nursing, Physical, Recreational or Occupational Therapists, and other related fields. Other possibilities for advanced training might be in the field of research.

C. Curriculum

Appendix A - Program Checklist Appendix B – Course Descriptions

Course Title 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

ATR 103 Nutrition NA 21/24 NA 19/24 NA 24/24 NA 19/24 NA 24/24

BUS 206 Entrepreneurship 88/90 84/90 85/90 79/90 90/90 62/90 78/90 59/90 87/90 40/90

EXS 180 Portfolio Development NA 27/30 NA 10/30 NA 13/30 NA 08/30 NA 19/30

EXS 310 Advanced Human Nutrition NA 04/04 18/24 NA 01/01 03/03 17/24 01/01 11/11 NA

EXS 305 Exercise program design 04/03 02/02 15/24 NA 11/24 NA 15/24 01/01 12/24 NA

EXS 315 Exs Tech and Prescrip NA NA NA NA NA NA NA NA NA 10/16

EXS 390 Internship I 01/01 02/02 02/02 02/02 NA 01/01 02/02 01/01 1/20 2/10

EXS 460 Prin of Strength and Condition 08/24 NA 01/01 06/06 14/24 NA 07/24 07/24 8/24 3/3

EXS 460 H

Prin of Strength and Condition NA NA NA NA 00/24 NA 00/24 00/24 0/24 NA

PED 131 Weight Control and Condition NA 24/20 NA 20/20 NA 17/18 NA 21/21 NA 18/18

PED 205 Intro to Anat/Phys (A/P) 52/55 NA 26/24 20/24 26/24 19/24 18/24 18/24 21/24 18/24

PED 245 A/P II NA 19/25 NA 12/25 NA 19/24 NA 11/25 NA 12/25

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PED 220 Social Science in Sport 24/26 NA 25/24 NA 25/24 NA 24/24 NA 24/24 na

PED 221 Physiology of Exercise NA 31/30 11/24 27/26 15/26 25/26 14/26 17/26 23/26 18/26

PED 321 Kinesiology 19/25 NA NA NA 27/25 NA NA 16/25 13/25 9/25

PSY 401 Sports Psych 21/20 26/32 28/32 33/32 24/24 26/32 12/32 24/32 13/25 21/32 PSY 401 H Sports Psych NA 02/24 00/32 00/32 01/24 00/32 00/32 00/32 0/32 NA

SMG 310 Sports Law NA 27/24 NA 25/24 NA NA NA NA NA NA SMG 310 H Sports Law NA 01/24 NA 01/24 NA NA NA NA NA NA SMG 310 OLC Sports Law NA NA NA NA NA 22/20 NA 40/40 NA 25/25

Registered: The total number of students enrolled in the course for the designated term, if there are multiple sections, provide the sum of students registered for all sections. Class Cap: The total possible numbers of students in a course for the designated term, if there are multiple sections, provide the sum of possible seats. Identify courses that are REQUIRED by other major programs (on campus, cohort, or on line).

Course offered Supported Programs

EXS 315 Exercise Technique and Prescription

Athletic Training

Exercise Science is a complementary major or minor to the Athletic Training and the Sport Management programs. Many students double major or get a minor in Exercise Science to improve their marketability. Courses generally have no problem with adequate enrollment numbers.

Section 2. Faculty and Resources

A. Physical Facilities

1. The Center for Human Performance was opened in 2002. This $1.5 million facil ity houses 3 large classrooms, the Human Performance Laboratory with a treadmill and bicycle set up to test metabolic function as well as other assessment tools commonly used in fitness and healthcare facilities. The Athletic Training Room and several academic and athletic offices are also located in this building. The Exercise Science Program also utilizes the Weider Fitness Center, named for honorary trustee, Joe Weider, president of Weider Health and Fitness, publisher of popular health magazines. First opened in 1997, the Weider Fitness Center opened to provide athletes, students and employees of William Woods University the opportunity to improve fitness and strength. Housed in the facility are treadmills, elliptical machines, free weights, isokinetic machines and other fitness equipment. 2. In the last 5 years, TRX Suspension system has been added to the Weider Fitness Center. We have purchased a second Bioelectrical Impedance Unit. 3. The Exercise Science Lab equipment is in need of an update. Currently, the computer and treadmill cannot interface and the treadmill shuts off at higher speeds making us unable to administer a maximal stress test. The Weider Fitness Center is adequate for the varsity athletes but lacks the capacity to accommodate other students

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and employees regularly. Giving our students the opportunity to work with non-athletes would be of great benefit to the student. There is little outdoor recreational area for the non-athlete student population aside from the Frisbee golf course. Basketball goals were taken down to provide a training area for the addition of the tennis team. The Administration of Athletic Training class is constructing a proposal for outdoor recreational areas around the Center for Human Performance to be submitted early in the spring semester. These areas could be used by the Exercise Science students to develop fitness programs for students and employees on our campus.

B. Library Holdings – Appendix C

COLLECTION ANALYSIS September 2015

In Support of the Following Academic Program: Exercise Science

I. MOBIUS Holdings (Subject Search): Exercise – 8,312 catalog entries Exercise Therapy – 1,296 catalog entries Kinesiology - 524 catalog entries Human Physiology – 1,682 catalog entries Nutrition – 17,257 catalog entries Human Anatomy – 2,998 catalog entries

Physical Education and Training – 4,560 catalog entries Musculoskeletal System – 1,295 catalog entries

Sports-Law and legislation – 394 catalog entries II. William Woods University Holdings: Ebooks: Exercise – 185 catalog entries Exercise Therapy – 27 catalog entries Kinesiology - 3 catalog entries Human Physiology – 38 catalog entries Nutrition – 561 catalog entries Human Anatomy – 62 catalog entries

Physical Education and Training – 78 catalog entries Musculoskeletal System – 58 catalog entries

Sports-Law and legislation – 11 catalog entries III. Comparison with Peer Institutions (4 to 1 comparison) Libraries Used For Comparison: Stephens College, Columbia College, Westminster College, Central Methodist University

Journals:

2015

Print 9

Electronic Full-text 159

Electronic Index Only 0

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IV. Library Analysis The data for Exercise Science is a combination of specific aspects of medicine and physical education. There is not a large body of works specifically on exercise science and there has not been a faculty member dedicated to this major until recently. The emphasis in the print collection has been primarily focused on physiology and physical training. WWU Library has also invested in digital materials, both monographic and serial. All these resources are available through Woods OneSearch. Exercise Science is covered in several full-text databases: Academic Search Complete; Films on Demand; and Sport Discus. Any items that are not available in existing print and digital collections are acquired through interlibrary loan. As in all other disciplines, WWU faculty and students have access to the resources available in MOBIUS member libraries, which includes the superb collections at the large research institutions in the state of Missouri, i.e., the four campuses of the University of Missouri, Washington University, Missouri State University and St. Louis University. Beginning in 2014, access to the resources of the academic, public and special libraries in Colorado and Wyoming became possible through Prospector, a resources sharing partner of MOBIUS. Prospector provides access to an additional 30 million books, journals, DVDs, CDs, videos and other materials, and includes the collections of the libraries at the campuses of the University of Colorado, Colorado State University, University of Denver, and the University of Wyoming. Resources selected from both MOBIUS and Prospector are delivered by courier, thereby reducing the delivery time.

64.23%

5.45%

30.32%

4 to 1 Peer Holdings Comparison - Exercise Science -Printed Books and Non-print Materials

Not held by WWU

Held by All

Held by only WWU

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Faculty Response: As Exercise Science is an evidence based practice discipline, current research is of the utmost importance. Our library is well equipped to support our efforts.

C. Faculty

Chart 2C: 1

Name of Faculty Highest Degree Earned (Concentration)

Degree Granting Institution

Years Full-time Teaching in Higher Ed

Contracted Course Load

Cindy Robb M.A. Exercise Science/ Human Performance

University of Denver

13 12

Marshall Robb PhD Physical Educ. And Human Performance

University of Missouri

11 9

Bob Jones M.S. Human Performance

University of Missouri

0 Varies

Our Exercise Science faculty/ instructors teach courses across the division (Physical Education, Sport Management, Athletic Training, Exercise Science and adjuncts). We all work together very well and cohesively. An additional faculty member would be helpful to decrease the need for adjuncts, over-scheduled coaches teaching in the classroom and course overloads for full-time faculty. I, Cindy Robb, split my teaching load between Exercise Science and Athletic Training as well as some Physical Education assignments. Dr. Marshall Robb is part -time faculty, teaching as much as he is capable. Bob Jones teaches an occasional EXS class but his main responsibility is to the Fitness Center, Recreation and conditioning of athletes. Several classes are included in multiple majors that are not designated as Exercise Science, such as Exercise Physiology, a PED class. Additional instructors that teach courses required by Exercise Science majors are Dr. Tim Hanrahan, Steve Middleton, Mike McElhinney, Dr. Woojun Lee, Dan Chapala and Entrepreneurship in the Business department. I believe this teaching faculty is well qualified and dedicated to the success of the students, but stretched to capacity to complete task s of highest priority. This program has a high potential for growth if time could be spent making connections with employers, seeking out potential internship opportunities and graduate programs to better align our program with the future job market. If a nutrition specialist could teach the Nutrition class and Advanced Nutrition class, that would help facilitate supervision of students in the proposed on-campus internship. The internship supervisor could help students hone their skill of working with “clients”, consulting, instructing and leading fitness activities. Tutorial classes come up most when students change majors or transfer from a Junior College and do not have the pre-requisites for the upper level courses. This is especially true when athletes come to the university expecting to play for 2 years and finish school in the same 2 years. Many do not have the anatomy and physiology background. Without that foundation, Exercise Physiology is very difficult, making the other 300 and 400 level courses extremely difficulty. I am currently working on a rotation that should eliminate most or all tutorials or improve communication with transfer students on the need for an additional semester or semesters to complete the degree. Advising loads have improved with the addition of a Sport Management faculty position in the Division but faculty in other disciplines have had to step in to keep those loads manageable. With an additional faculty member in the division, it would eliminate faculty in other disciplines having to serve as an advisor to a program they are not directly involved.

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An administrative assistant for this area would be valuable. Responsibilities once held by our Center for Human Performance administrative assistant now often fall on faculty as the position was redesigned and now there is not an administration assistant in the building.

D. Internship Experiences

Students are required at this time to complete one internship. Students have been responsible for finding their own internship experience. Students are directed to contact an employer in a setting that the student is interested in someday working. Many students opt to go to the Weider Fitness Center to complete this requirement. It has been proposed that students complete 2 internships, one on campus with responsibilities in the fitness center and assisting with the Fitness class or Weight Control and Conditioning. Students may also be called upon to assist in Health Hunt activities. These practical experiences will help students move into off-campus internships equipped with marketable skills that will set them up for successful careers. Students can take up to 3 internships currently but are not required to do so.

Section 3: Financial Analysis of Program

This program is a relatively inexpensive program for the university to support. Its coursework supports the efforts of other majors and minors in the Sports Studies. Athletic Training Majors often double major or can easily obtain a minor in Exercise Science.

Section 4: Annual Assessment Evaluation

The former Division Chairman reported meeting with students individually to go over portfolios on TK20 during Student Performance Days, but upon examination, no artifacts can be found in student portfolios at this time. A test given during Student Performance Days, in 2015 contained sample questions from the Certified Personal Training practice exam. This exam was heavy on Exercise Physiology subject matter and in the future, the test will be revised to cover material comprehension in multiple field of study areas. In the future, each objective will be assessed by at least one assignment in one or multiple required classes and the artifact will be uploaded to TK20 or the latest portfolio program for review.

Objective 1. Explain the concepts and theories of human physiology and specifically apply that knowledge to exercise situations.

2012-2013 2013-2014 2014-2015

PED 460: Principles of Strength and

87.98% N=13

76.56% N=15

84.37% N=8

Program

Total Cost (Personnel, budget and special expenses)

Total Income (Course Fees, tickets, sales)

Number of Majors (2013)

Cost per Major

Exercise Science $27,628.00 $1,260.00 30 $880.00

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Conditioning:

Benchmark 75% success 75% success 75% success

Student Performance Day Activity: NSCA-CPT Practice Test

No data available No data available 1 student was successful. That student did pass the CPT certification test. N=14, Avg. 49%, Range 27-71%

Benchmark 70% success

Artifact for Objective 1: PED 460: 2012-2015 Numbers based on course final grades. PED 460: Future numbers to be based on Poster Presentation (data collection, meta-analysis, presentation to faculty and peers).

Objective 2. Conduct health appraisal, fitness testing and other scientific testing methods considering risk factors and physical status in order to prescribe exercise.

2012-2013 2013-2014 2014-2015

EXS 315: Exercise Testing (Technique) and Prescription Client Fitness Assignment/ Labs

85.80% N=17

88.20% N=13

84.42% N=9


EXS 390: Internship: Client Program Design

No data available No data available No data available

Benchmark NA NA NA

Student Performance Day Activity NSCA- CPT Practice Exam

No data available No data available 1 student was successful. That student did pass the CPT test. N=14, Avg. 49%, Range 27-71%

Benchmark NA NA 75% success

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Artifact for Objective 2: EXS 315: Exercise Technique (Testing) and Prescription: Client Fitness Assignment/ Labs (Labs include: Risk Stratification, Heart Rate and Blood Pressure, Submaximal Exercise Testing and Step Test, VO2 Max, Muscular Strength and Endurance, Nutrition and Presentation, Blood Chemistry, Flexibility, Metabolic Measurements, Client Testing EXS 390: Client Program Design(s) during Internship purposed artifact.

Objective 3: Identify anatomical structures and their influences on human movement in order to improve efficiency, effectiveness and safety in activity. 2012-2013 2013-2014 2014-2015

PED321: Kinesiology, Movement Analysis Final Paper

85.92% N=27

75.6% N=25

78.57% N = 21

Benchmark NA 75% success 75% success

EXS 390: Internship

No data available No data available No data available

Benchmark NA NA NA

Student Assessment Day Activity

No data available Not data available 1 student was successful. That student did pass the CPT test. N=14, Avg. 49%, Range 27-71%


Artifact for Objective 3: Movement Analysis Final Paper (PED321) and Internship Performance Evaluation (EXS 390)

Objective 4. Demonstrate and describe proper exercise techniques for aerobic, anaerobic, speed, strength, flexibility and plyometric training.

2012-2013 2013-2014 2014-2015

EXS 305: Program Design

84.41% N=11

84.55% N=13

84.05% N=12


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85.80% N=17

88.20% N=13

84.42% N=9


Student Performance Day Activity

NA NA 1 student was successful. That student did pass the CPT test. N=14, Avg. 49%, Range 27-71%

Benchmark NA NA 70% pass rate

Artifact for Objective 4: Class demonstration lab on strength training, aerobic training, speed and agility, plyometrics and body weight exercises. (EXS 315).

Objective 5. Design and prescribe exercise programs for various populations to achieve a better quality of life.

2012-2013 2013-2014 2014-2015 EXS 305: Program Design

84.55% N=13

84.41% N=11

84.05% N=12



85.80% N=17

88.20% N=13

84.42% N=9


EXS 390: Internship No data collected Not data collected No data collected

Benchmark NA NA NA

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No data collected No data collected 1 student was successful. That student did pass the CPT test. N=14, Avg. 49%, Range 27-71%


Artifact for Objective 5: EXS 305 Numerous labs summarized on final scorecard (current numbers reflect final grade, EXS 390 Client Assessment Project purposed artifact

Objective 6. Explain and apply sound nutritional concepts for healthy weight management. 2012-2013 2013-2014 2014-2015

EXS 310: Advanced Nutrition. Case Study

87.29% N=3

68.62% N=16

78.54% N=11


EXS 390: Internship

No data collected No data collected No data collected

Benchmark NA NA NA




Artifact for Objective 6: EXS310 Final Nutritional Analysis and Plan for a Client, EXS 390 Client Nutritional Analysis and Plan Purposed Artifact

Objective 7. Examine program administration techniques and the law as it pertains to the business of exercise and recognize issue of liability in order to encourage safe practice.

2012-2013 2013-2014 2014-2015

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SMG310: Sports Law


Benchmark NA NA NA




Artifact for Objective 7: Final project for SMG 310. As this class has not been “owned” by any one person for more than a couple of years, we have lacked consistency in course measurements. The goal is to design an appropriate tool to measure student learning.

Objective 8. Identify psychological and sociological principles as related to participants in sport and exercise.

2012-2013 2013-2014 2014-2015

PED 220: Social Science in Sport

No data collected No data collected 81.62% N=24


PSY 401: Sports Psychology


Benchmark NA NA NA



Benchmark 70% pass rate

Artifact for Objective 8: PED 220 Personal philosophy of sport and exercise. PED 401 Final Project to be determined. This course also has not had a consistent measurement of student learning. The goal is to construct a measurement tool appropriate to the objective.

Assessment is lacking greatly at this time. It appears few artifacts were downloaded to TK20 by students in the past

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few years. The objectives have been measured in the curriculum and reflected in course grades. With the revisions of the program there will be more consistency in assessment, recording of artifacts and better tracking of achievement. Assessment will serve to better direct the actions of the faculty in the program and educate our students to eventually be successful in the field. The university is modifying the assessment software and it is the intention of the faculty that program assessment and general education will be on the new software, allowing for more data collection for the program.

Appendix D - Annual Assessment Evaluation 2015 Appendix E – Annual Assessment Report 2015

Section 5: External Review- to be done in January

Guide for External Reviewers of Major Programs

Name of Reviewer(s) Therese Miller, Ph. D. Program Reviewed William Woods University Date of Review & Campus Visit May 3, 2016 Introduction Your role as an outside reviewer is to verify the information provided by the on-campus program review team. Your evaluation helps identify the program's strengths and recommend ways to address areas of concern.

The following guide is intended to facilitate your work as a reviewer. The questions provide a quality rating of 5 to 1 (high to poor or not evident). Please provide a justification for your rating immediately following the question. Use as much space as necessary for your response. At the conclusion of the questionnaire please provide a summary that addresses overall aspects of the program.

Submit your completed evaluation to the Academic Dean, copied to the division chair and program review team. 1. At what level is the program's curriculum framework aligned with the mission and vision of William Woods University?

1 Not Evident

2

3 Somewhat Aligned

4

5 Completely Aligned

Response: Among the several prominent aspects of the WWU mission, lifelong learning and student centered programming stand out in the Exercise Science major. Students in the major “continue their lifelong learning, and make exercise, in some form, their vocation” The program is “student centered”, integrating mind and body. 2. At what level has the program clearly articulated its educational goals and objectives for majors/minors in its self-study document?

1 not-evident

2

3 somewhat

4

5 completely

Response: The educational goals and objectives are clearly stated and patterned off standards set by NSCA and ACSM. Other more generic student success criteria may be beneficial to add, like effective communication, e.g. Objective:

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Communicate effectively with clients and in professional settings. 3. At what level has the program articulated its assessment plan for student learning?

1 not-evident

2

3 somewhat

4

5 completely

Response: The current assessment plan has utilized student learning artifacts that are available to measure the learning objectives. The EXS program has evaluated these measures and proposed alternative and/or complementary measures for six of the eight objectives: e.g. poster presentations (content not specified?), Client program design during internship, EXS 390 Client Assessment and Client Analysis projects. Sport Law Assessment and Sport Psychology/ Sociology final project are yet to be determined. The introduction of a new portfolio system (Livetext) will merge with other platforms, which will make it easier to effectively download and access student work. 4. To what degree are the student learning objectives sufficient for the discipline?

1 Inadequate

2

3 Adequte

4

5 Superior

Response: As indicated in #2, the major educational goals are identified and patterned off standards set by NSCA and ACSM (professional standard), but the department may consider other general student success criteri a as well, like Effective Communication (Written and Oral) e.g. Communicate effectively with clients and in professional settings or Professional Leadership (e.g. this assessment may be an alternative evaluation authorized by the department faculty similar to a Missouri Educator’s Profile or a student disposition) Students who plan to enter professional schools with additional course requirements, e.g. Pre -Physical Therapy, are advised to take these prerequisite courses in conjunction with major courses. 5. At what level are the students performing in regards to benchmarks established for each objective?

1 Below

2

3 Average

4

5 Exceeding

Response: More than 80% of students are meeting the benchmarks for all objectives, with the exception of Objective #3 (movement analysis) and Objective #6 (nutrition), in which they are just below 80% (79%). 6. How do the students compare to the performance at comparable institutions?

1 Well Below

2

3? Comparable

4

5 Well Above

Response: I am not sure how the performance of WWU students compares to other institutions such as Central Methodist and Truman State. The WWU students interviewed were very engaged; the seniors were working toward certification, graduate assistantships and/or had or were securing jobs. 7. How quickly does the program make changes to address student needs, i.e., when students do not perform at expected levels?

1 Not Reactive

2

3 Somewhat Reactive

4

5 Highly Reactive

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Response: The program appears to be closely evaluating program performance and recommending upgrades. While not stated directly or specifically in the report, the instructors (by interview) are very attentive to student success and are willing to advise students, adapt instruction, and revise classes as necessary and indicated. 8. How reasonable is the program's projected growth in light of the current student population in the major?

1 Unreasonable

2

3 Somewhat

4

5 Reasonable

Response: Student numbers have increased from 27 declared majors in 2014 – 2015 to 32 majors in 2015 – 2016. These numbers indicate a consistent trend upward from 2010-11 (23 majors). 9. Is the retention of students within the program comparable to other programs in the discipline?

1 Below

2

3 Standard

4

5 Exceeding

Response: Retention rates in the major are above the University for each year of recording, and improve with each year recorded: 75%, 90%, 100%, 100%. 10. At what level have courses been offered regularly and in a manner that students are able to take all courses in a two-year period?

1 Inadequate

2

3 Adequate

4

5 Excellent

Response: While major courses are offered regularly and according to a schedule, students noted that in the past, transfer students were occasionally put in upper level courses in their first semester (e.g. EXS Capstone 460 and Test and Measurement). This made for a very steep learning curve and learning frustration. Also, the material from this course is essential for the certification exam, which they cannot take until their senior year (ideally, studying the material from this course closer to the exam date would be most beneficial). Having Cindy Robb as EXS major advisor has helped. Likewise, it is not clear what prerequisite courses are required for upper level courses, and how those courses are sequenced in student’s schedules, especially transfer students (for example, Anatomy for Kinesiology, Chemistry for Advanced Nutrition?) 11. To what degree is the nature and quality of program offerings adequate for the number of majors in the program?

1 Inadequate

2

3 Adequate

4

5 Excellent

Response: The nature of the coursework is consistent with the professional standards, e.g. NSCA and ACSM. The quality of the program offerings is good. The grading rubric for the Kinesiology class and the guidelines for the Advanced Nutrition project are thorough and specific; they make the learning expectations very clear. Students request more laboratory experience earlier in the course sequence, e.g. body composition, goniometer measure. It does not appear that students use motion analysis apps for the Kinesiology assignment, this may be another hands -on learning opportunity. 12. To what degree are there adequate offerings of internships, practicums, student teaching, or other

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workplace experiences to prepare the student for a profession?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: The EXS department faculty has a well designed onsite Fitness Class/ Internship. The department is actively considering adding a 2nd offsite internship which would deepen the student’s learning experiences, advance networking opportunities, and professional development. 13. To what degree does the program provide employment resources to the student? [or How important to the discipline is it that the program provide employment resources to the student?]

1 Not Evident

2

3 Somewhat

4

5 Substantial

Response: 83% of all graduates reported are employed or in graduate school; of those whose status is known, 98% are employed or in graduate programs (5 graduates’ status are unknown). 77 % of students graduating from the program are working in a related field or in graduate school. One student suggested that more institutional / faculty advice on graduate programs would be helpful. 14. To what degree does the faculty appear to have expertise in the subject areas they teach?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Faculty have advanced degrees in the field and many years of teaching and /or clinical experience. Marshall Robb has a terminal degree in Physical Education and Human Performance. Cindy Robb is certified Athletic Trainer, and her years of practice enhance her teaching. Bob Jones has specific expertise in Strength and Conditioning which he brings to the department. Dr. Hanrahan has doctorate in Education and years of K-12 Physical Education teaching experience. They all feel very supported by the university to engage in professional development opportunities to maintain and develop their expertise. 15. To what degree are the teaching loads equitably and reasonably determined?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: Full time faculty, by contract, teach 12 hours a semester. EXS faculty also teach courses for other majors, and faculty from other majors teach courses for EXS majors. Full time faculty may teach as many as 18 hours per semester (and paid a course overload), however, they are discouraged from teaching over 15 hours a semester. An adjunct nutrition specialist will teach Intro to Nutrition in Fall, 2016. Faculty are offered course release for administrative functions. 16. Please rate the faculty to student ratio?

1 Too High

2

3 Satisfactory

4

5 Too Low

Response: The students seem satisfied with classroom instruction, e.g. faculty/ student ratio. “Exercise Science classes and those required by Exercise Science majors generally have between 10 -24 students. …The ratio between students in the program and all instructors that teach courses required by Exercise Science majors, I calculate it would be somewhere around 1:8 ratio, instructor to students. That counts C. Robb, M.

19

Robb, T. Hanrahan, and B. Jones as instructors.” (Cindy Robb, per email 5/3/2016) The 10 – 24 students/ faculty in class is good. 17. To what degree are the library holdings appropriate for the size of the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: The students report that library holdings are good and that the faculty also provide hard copies of journals in the lab. (while these are not systematically organized, they provide an adventurous romp through the research in the field!) 18. How does the faculty's use of current technology, practices, or trends to facilitate instruction compare with other programs in the discipline?

1 Insufficient

2

3 Average

4

5 Superior

Response: The fitness equipment of Weider facility are densely, but neatly and safely organized in the facility. The most current training systems are utilized. The metabolic cart and treadmill testing station in the lab space need upgrades. Movement Analysis software such as Coach’s Eye and/or Hudl are inexpensive tools for functional movement evaluation (e.g. kinesiology) Classrooms have projection, access to Apple technologies, and one class has a Smartboard in the classroom. It is not apparent how extensively these are used by faculty in the department. 19. At what level are the physical resources, such as facilities and equipment appropriate for the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: The three classrooms are clean, bright, and have projector capabilities; one classroom has a Smartboard. Others have Apple TV technologies. The most current training systems are utilized at Weider. As explained above, the fitness equipment of Weider facility are densely, but neatly and safely organized in the facility. The metabolic cart and treadmill testing station in the lab space need upgrades. The open green space behind the Human Performance Lab is a promising space for outdoor training and exercise. (this has been described to WWU Plant Operations Committee) 20. Is the support staff adequate for the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: While a full time administrative assistant in the department would be ideal, it appears that the department will be provided access to a part time assistant. The challenge of this position is that the needs of the department are day to day and more immediate, so scheduling work for this person at a specific time is more difficult to arrange. The coordinator and division chair will continue to discuss the optimal situation for this support.

Summary Please provide your conclusions on the following and any other areas that were not addressed in the above

20

questionnaire that you believe need to be reviewed. What is the program's strength?

Three of the department faculty have many years of professional expertise and committed service to the program and the university; Dr. Hanrahan brings expertise and new energy to the program. All are true to the focus on the student development and student success.

Does the program have components that distinguish it from other programs? The ability of students to double major (or major/ minor) in Athletic Training and Exercise Science is a plus.

What areas need to be addressed and are the steps outlined in the program review adequate to address any

areas of concern? One area to be addressed is the lack of a formal system of assessing the students’ portfolios : (from C. Robb – “Portfolios have been neglected in the past mostly because of inefficiency of the portfolio software. We are getting a new program in the fall.”). The new portfolio system may help with this, but it will also require faculty oversight and feedback to students.

The laboratory upgrade is a priority (treadmill and metabolic cart), for use in the major classes and assignments

Utilizing green space behind the Human Performance Building (provides a safer running location and surface than on the asphalt in front of Weider)

Staffing is very tight. An adjunct for Nutrition has been hired for next year. More stability and consistency is needed in the Sport’s Law instructor.

Area of growth: The development of a second professional internship experience is recommended by faculty and “seconded” by students. The proposal of an off-campus internship will expand the student’s professional experience and network. Question: what responsibilities will student have in this internship? Observation? Will they be certified prior to the internship?

Should the program be expanded, maintained at its current size, reduced, or eliminated? The program is at

capacity with its current personnel and physical resources. (Faculty technically can teach overloads as high as 18 hours a semester, although they are encouraged to not exceed 15 hours of teaching per semester to be most effective) The department’s interest in adding a second (offsite) internship is shared by the students; the increased staffing for this would need to be considered in the plan. This major has opportunities for growth as healthcare professions are forecast to rank very high in the future job market. To expand the program at all, more staff, administrative help, and facility upgrades would be adviseable (treadmill and metabolic cart upgrade is urgent, Weider Gym space expansion is important). In regard to the financial capacity of the program, there is not enough to information provided to comment, although the report states that the program is relatively inexpensive to support.

Thank you for the opportunity to review your program.

Sincerely, Therese Miller, Ph.D., Westminster College Health and Exercise Science Department Chair

21

Section 6: Conclusions and Recommendations

Responses to External Review of Exercise Science Program

3. At what level has the program articulated its assessment plan for student learning?

1 not-evident

2

3 somewhat

4

5 completely

Response: The current assessment plan has utilized student learning artifacts that are available to measure the learning objectives. The EXS program has evaluated these measures and proposed alternative and/or complementary measures for six of the eight objectives: e.g. poster presentations (content not specified?), Client program design during internship, EXS 390 Client Assessment and Client Analysis projects. Sport Law Assessment and Sport Psychology/ Sociology final project are yet to be determined. The introduction of a new portfolio system (Livetext) will merge with other platforms, which will make it easier to effectively download and access student work. Response from Program Advisor: Continued work and collaboration to construct appropriate assessments for the final 2 objectives is needed and will be made a priority in the upcoming year. The new portfolio system will be a key component in making objectives clear to the students and assessments relative and easier to upload and access. 6. How do the students compare to the performance at comparable institutions?

1 Well Below

2

3? Comparable

4

5 Well Above

Response: I am not sure how the performance of WWU students compares to other institutions such as Central Methodist and Truman State. The WWU students interviewed were very engaged; the seniors were working toward certification, graduate assistantships and/or had or were securing jobs. Response from Program Advisor: I too am not sure how our students’ performance compares to that of other institutions. My intention is to visit area Exercise Science employers to see what they are looking for in employees to better prepare our students for the work force. 10. At what level have courses been offered regularly and in a manner that students are able to take all courses in a two-year period?

1 Inadequate

2

3 Adequate

4

5 Excellent

Response: While major courses are offered regularly and according to a schedule, students noted that in the past, transfer students were occasionally put in upper level courses in their first semester (e.g. EXS Capstone 460 and

22

Test and Measurement). This made for a very steep learning curve and learning frustration. Also, the material from this course is essential for the certification exam, which they cannot take until their senior year (ideally, studying the material from this course closer to the exam date would be most beneficial). Having Cindy Robb as EXS major advisor has helped. Likewise, it is not clear what prerequisite courses are required for upper level courses, and how those courses are sequenced in student’s schedules, especially transfer students (for example, Anatomy for Kinesiology, Chemistry for Advanced Nutrition?) Response from Program Advisor: I am in the process of constructing a 4 year and 2 year course sequence so that all students will know exactly what is required of them. Some transfer students may want to acquire prerequisites before the 2 years of Exerc ise Science courses if they have had no previous background in this field of study. 16. Please rate the faculty to student ratio?

1 Too High

2

3 Satisfactory

4

5 Too Low

Response: The students seem satisfied with classroom instruction, e.g. faculty/ student ratio. “Exercise Science classes and those required by Exercise Science majors generally have between 10 -24 students. …The ratio between students in the program and all instructors that teach courses required by Exercise Science majors, I calculate it would be somewhere around 1:8 ratio, instructor to students. That counts C. Robb, M. Robb, T. Hanrahan, and B. Jones as instructors.” (Cindy Robb, per email 5/3/2016) The 10 – 24 students/ faculty in class is good. Response from Program Advisor I think we have a good ration. If upper level course become too large, we might need to consider options for a smaller ratio. 18. How does the faculty's use of current technology, practices, or trends to facilitate instruction compare with other programs in the discipline?

1 Insufficient

2

3 Average

4

5 Superior

Response: The fitness equipment of Weider facility are densely, but neatly and safely organized in the facility. The most current training systems are utilized. The metabolic cart and treadmill testing station in the lab space need upgrades. Movement Analysis software such as Coach’s Eye and/or Hudl are inexpensive tools for functional movement evaluation (e.g. kinesiology) Classrooms have projection, access to Apple technologies, and one class has a Smartboard in the classroom. It is not apparent how extensively these are used by faculty in the department. Response from Program Advisor We do need to have the treadmill, bike and metabolic cart upgraded/ replaced to stay current with Exercise Science testing trends. Dr. Hanrahan has had experience with the Movement Analysis software and would most lik ely be willing to share his knowledge with the rest of the instructors for use in the classroom.

23

19. At what level are the physical resources, such as facilities and equipment appropriate for the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: The three classrooms are clean, bright, and have projector capabilities; one classroom has a Smartboard. Others have Apple TV technologies. The most current training systems are utilized at Weider. As explained above, the fitness equipment of Weider facility are densely, but neatly and safely organized in the facility. The metabolic cart and treadmill testing station in the lab space need upgrades. The open green space behind the Human Performance Lab is a promising space for outdoor training and exercise. (this has been described to WWU Plant Operations Committee) Response from Program Advisor Our classrooms are well equipped. Our lab needs upgrades. We could definitely benefit from a new fitness/ recreation building project should that be in the university’s future. A green space proposal has been written and submitted to members of the Facilities Committee. This low cost project could supply our program and others with outdoor fitness opportunities when weather permits. 20. Is the support staff adequate for the program?

1 Inadequate

2

3 Adequate

4

5 Superior

Response: While a full time administrative assistant in the department would be ideal, it appears that the department will be provided access to a part time assistant. The challenge of this position is that the needs of the department are day to day and more immediate, so scheduling work for this person at a specific time is more difficult to arrange. The coordinator and division chair will continue to discuss the optimal situation for this support.

Response from Program Advisor Day to day, unexpected events occur without someone to take care of them. Often actions required to take care of a malfunction fall upon the person who comes across it or is neglected. A part-time support staff member would be especially helpful in the mornings when classes are at their highest activity level.

Summary

I believe Dr. Miller’s review is accurate. There are areas that need to be address for future growth. I believe the recommendations are reasonable. I am positive that this program can grow, that we are all working hard to graduate quality students from this program and we are headed in a very positive direction.

24

Academic Council Response:

Excellent Adequate Needs Improvement Comments

His

tory

, M

iss

ion

an

d V

isio

n

Overview is succinct (-300 words)

Program’s purpose/mission is clear, including relationship to the university’s mission statement.

Clearly describes the

approach to maintain or improve student retention and graduation rates.

Provides detailed

description of possible employment positions for graduated students.

Introduction describes the program with more detail than necessary (+300 words)

Introduction includes the program mission but it is unclear about it purpose within the university.

Summarizes the data on

student retention and graduation rates.

Provides a short summary of

employment placements for graduated students.

Introduction omits either program mission or the program purpose within the university.

Program description is absent, weak or lacked reflection of program data.

Description of student data lacks reflection.

Lists a few locations where

graduated students are employed.

Co

urs

e r

ota

tio

n-o

ffe

rin

gs

Course rotation is followed in the way courses are offered.

All cross-listed courses are identified.

Course offerings appear appropriate for the needs of the program.

Course rotation is followed with few exceptions of independent study/tutorial courses when needed.

Course rotation is not followed. Many instances of tutorial and/or independent study.

Fa

cu

lty

an

d R

es

ou

rce

s

Faculty qualifications and specific competencies are fully and accurately described

Provides a sound rationale for current staffing and/or future recommendations related to student learning.

Summarizes all physical equipment needs and supplies noting any deficiencies and the impact on student learning.

Provides summary analysis of library holdings, noting specifically how deficiencies, if any, affect student learning

Provides rationale and recommendations to improve resources that would address such deficiencies and link student learning.

Faculty qualifications and competences are described.

Notes the adequacy or inadequacy of current staffing with little discussion on the impact to student learning.

Provides summary of current equipment, etc., but does not connect to student learning.

Provides a summary of library holdings.

Provides recommendations to improve resources but does not connect to student learning.

Faculty qualifications and competencies are poorly described or absent.

Merely lists the faculty/staff positions in the department with no explanation how current staffing impacts student learning.

Lists only perceived equipment deficiencies (no list of actual resources)

Omits library information.

Does not recommend any changes to resources for the program.

25

As

se

ss

me

nt o

f P

rog

ram

Annual Assessment includes

learning outcomes and assessment measures, which are clearly explained.

Problems involving curriculum clearly explained.

Standards for performance

and gaps in student learning are clearly identified with action plans for improvement if needed.

Report includes

collaboration from all program faculty, including adjunct, external constituents in the assessment of student learning.

Program’s involvement in service, LEAD, and other university activities are clearly explained.

Annual Assessment includes learning outcome and/or assessment measures.

Problems involving curriculum are addressed.

Standards for performance

and gaps in student learning are recognized.

Program report includes

feedback from all on campus faculty in assessing student learning.

Program involvement in service, LEAD, and other university activities are listed.

Annual Assessment does not address learning outcomes and/or assessment measures.

Problems involving curriculum are omitted.

Standards for student

performance and gaps in student learning are not identified.

Program report does not

include feedback/input from all program faculty when assessing student learning.

Program involvement in

service, LEAD, and other university activities are omitted.

E

xte

rna

l R

ev

iew

Program response to all criteria marked as “somewhat – not evident” on the External Review report is complete with specific strategies for improvement.

Program responded to some of the criteria marked as “somewhat-not evident” on the External Review report with ideas on how to improve.

Program did not respond to the areas of weakness marked on the report as “somewhat –not evident”.

Co

nc

lus

ion

Strengths and challenges include references to student learning.

Challenges exhibit more depth than resource shortages and include challenges for the program faculty.

Program response to external review and Academic Council is complete and thorough.

Action plan for the program is visionary, showing evidence that the program is aiming for a higher level of student learning.

Strengths and challenges are identified, but don’t relate to student learning.

Challenges are little more than resource driven.

Action plan accommodates the program challenges but does not move it to a higher level.

Program responds to external review and Academic Council with little discussion.

Strengths and challenges are identified.

Challenges are all resource driven.

There is no action plan that addresses the challenges that face the program.

Program acknowledges the recommendations of external review and Academic Council with no discussion on changes.

26

Program Strengths: Program is beginning to develop a more thorough identity after years without a full -time faculty member devoted to the major. Prof. Robb is devoted to strengthening the program. Program Challenges: Much equipment needs replacing. Lack of full-time faculty member devoted only to this program.

Academic Council Recommendations: Make formal budget requests for needed equipment before negative impact on student learning and curriculum results.

27

Appendix A: Program Checklist

B.S. EXERCISE SCIENCE– 45 credits 2015-2016 Catalog

ID#: Name: ________________________ Advisor: _______________________________

***Students are required to have 122 distinct credits for gradua tion***

REQUIRED COURSES 45 credits

Course

Credit Semester

Completed

Grade

Earned

Substitutions

ATR103 Nutrition 3 BUS206 Entrepreneurship 3 EXS180 Portfolio Development 1 EXS310 Advanced Human Nutrition 3 EXS305 Exercise Program Design 3 EXS315 Exercise Tech & Prescrip 3 EXS390 Exercise Sci Internship I 3 EXS460 Prin of Strength & Condition 3 PED131 Weight Control & Condition 2 PED205 Intro to Anat/Physiology 3 PED245 Anatomy/Physiology II 3 PED220 Social Science in Sport 3 PED221 Physiology of Exercise 3 PED321 Kinesiology 3 PSY401 Sports Psychology 3 SMG310 Sports Law 3

The General Education Requirements for Exercise Science are: BIO114/115 – General Biology (4), CHM114/115 – General Chemistry I (4), PHY201 – Physics (4), MAT114 – Elementary Statistics (3).

*It is suggested that all students seeking a major in Exercise Science complete PED104.

Student: Date:

Advisor: Date:

Division Chair: Date: Substitutions to the coursework above requires the signature of the division chair.

Updated February 13, 2015

28

Appendix B: Course Descriptions

Course Course Descriptions

ATR 103 Nutrition

This course will introduce nutrient functions and the effects of various

supply/demand states on physical well-being. Discussion will include the role of carbohydrates, fats, proteins, vitamins, minerals, and hydration on performance.

BUS 206 Entrepreneurship

A straightforward, fundamental approach to managing a small firm. Students will organize, interpret data and show the proper procedures in planning, operating, directing, and evaluating a new small business.

EXS 180 Portfolio

Development

An introduction to the William Woods University Electronic Portfolio process

that is required for all Exercise Science students.

EXS 305 Exercise Program and Design

Designing a safe and effective resistance and aerobic training program involves the consideration and manipulation of certain variables. In this course on program design you will learn to assess a client's current fitness status, exercise experience, and primary fitness goal.

EXS 310 Advanced Nutrition

Emphasize exercise metabolism and its role in nutrition.

EXS 315 Exercise Technique

and Prescription

Properly performed exercise has enormous health benefits. It reduces the

risk of many diseases, increases functional capacity, and improves the quality of our lives. In this course you will learn proper aerobic and anaerobic

exercise techniques. After learning proper techniques you will learn how to prescribe exercise to varying populations.

EXS 390 Exercise Science

Internship 1

Course requires a minimum of 120 clock hours in an approved work

situation.* The student must submit a log documenting the work dates and times and describing the work activities according to at least three pre-approved objectives. In addition, the student will submit three essays describing and evaluating each of the following: the role of the on-site supervisor, the quality of the work environment, and the usefulness of extended internship activities. The student will also prepare a resume. Requires permission of the instructor and the division chair. *The approved

situation would require direct supervision by an individual holding a degree in business.

EXS 460 Principles Of Strength and Conditioning

Becoming certified by the National Strength and Conditioning Association is the foal for most strength and conditioning specialists and sports medicine professionals. This course will help the strength and conditioning professional maximize the physical performance potential of the athlete

without incurring injuries. This course utilizes the disciplines of anatomy, biochemistry, biomechanics, endocrinology, nutrition, exercise physiology,

and sport psychology.

PED 131 Weight Control and Conditioning

The course is designed so that the student may get an appreciation for the human body's response to strength and conditioning exercises, proper

29

technique and safety will be emphasized. The course will include both lecture and laboratory experiences.

PED 205 Introduction to Anatomy and Physiology

An overview of the human body and how it functions. Emphasis will be placed on skeletal, muscular, cardiovascular, pulmonary, endocrine and digestive systems.

PED 245 Anatomy and Physiology II

An overview of the human body and how it functions. Emphasis will be placed on the internal organs and their functions, along with the

cardiovascular, pulmonary, endocrine and nervous systems.

PED 220 Social Science in Sport

An analysis of the significance of physical activity in society and culture. Motivation and self-concept as applied to play, game, sport, and athletics are

examined. PED 221 Physiology of Exercise

This course is designed to study the responses and adaptations of the functions of the human body during muscular exercises. Material is pertinent

to teaching, coaching, and individuals interested in exercise. PED 321 Kinesiology

An application of mechanical principles to human movement.

PSY 401 Sports Psychology

An introduction to the theoretical concepts and current research in the psychology of sport and exercise.

SMG310 Sports Law

This course is an exploration of the current relationship of the law to

organized secondary schools and collegiate sports. It provides professionals in athletics with basic knowledge of a wide range of legal principles that

relate to the performance of their duties. A major focus of this course is a

review of judicial opinions on legal issues that have frequently arisen in cases involving organized athletics.

30

Appendix C: Library Report

William Woods University - Dulany Library COLLECTION ANALYSIS

September 2015

In Support of the Following Academic Program: Exercise Science

I. MOBIUS Holdings (Subject Search):

Exercise – 8,312 catalog entries Exercise Therapy – 1,296 catalog entries Kinesiology - 524 catalog entries

Human Physiology – 1,682 catalog entries Nutrition – 17,257 catalog entries

Human Anatomy – 2,998 catalog entries Physical Education and Training – 4,560 catalog entries Musculoskeletal System – 1,295 catalog entries

Sports-Law and legislation – 394 catalog entries

II. William Woods University Holdings:

Ebooks:

Exercise – 185 catalog entries Exercise Therapy – 27 catalog entries

Kinesiology - 3 catalog entries Human Physiology – 38 catalog entries

Nutrition – 561 catalog entries Human Anatomy – 62 catalog entries

Physical Education and Training – 78 catalog entries

Musculoskeletal System – 58 catalog entries Sports-Law and legislation – 11 catalog entries

Books (Printed) and Non-print Materials:

A. By Publication Date

Subject Totals

1930-

1939

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015 Other

Physical Training Totals 187 3 2 29 47 30 33 18 12 12 1

Gymnastics, Calisthenics,

Heavy Exercises 39 0 0 5 15 6 10 1 0 2 0

Journals:

2015

Print 9

Electronic Full-text 159

Electronic Index Only 0

https://dulanylibrary.share.worldcat.org/wms/cmnd/

31

Subject Totals

1930-

1939

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015 Other

Physical Training 43 3 1 6 14 4 6 5 4 0 0

Teaching, Research 31 0 0 7 2 7 5 4 1 5 0

Training for Special

Classes of People 49 0 1 8 13 8 7 3 5 4 0

Subject Totals

1930-

1939

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015

Human Anatomy Totals 37 1 1 3 3 12 6 3 8

Anatomy - Study & Teaching,

Research 1 0 0 0 0 0 0 0 1

Digestive System 1 0 0 0 0 0 1 0 0

Human & Comparative

Histology - General 2 0 1 0 0 1 0 0 0

Human Anatomy 14 0 0 1 1 7 4 1 0

Musculoskeletal System 11 0 0 2 1 4 0 1 3

Nervous System 2 0 0 0 0 0 1 0 1

Respiratory System 1 0 0 0 0 0 0 0 1

Vascular System 2 0 0 0 0 0 0 1 1

Subject Totals

1940-

1949

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015

Practice of Medicine

Totals

70 2 1 10 18 7 23 2 5 2

Carbohydrate Control 1 0 0 0 0 1 0 0 0 0

Dietary Cookbooks (General)

1 0 0 1 0 0 0 0 0 0

Dietetics. Diet Therapy 7 0 0 1 4 1 1 0 0 0

Exercise Therapy.

Medical Gymnastics 5 0 0 3 0 0 2 0 0 0

Massage 3 0 0 0 0 1 1 0 1 0

Meat Diets. Protein

Control 1 0 0 0 1 0 0 0 0 0

Rest. Relaxation 2 0 0 0 2 0 0 0 0 0

Vegetable Diets. Fruit

Diets 1 0 0 0 1 0 0 0 0 0




32

Subject Totals

1920-

1929

1940-

1949

1950-

1959

1960-

1969

1970-

1979

1980-

1989

1990-

1999

2000-

2004

2005-

2009

2010-

2015 Other

Physiology Totals 244 1 1 2 25 29 34 63 35 38 13 3

Cardiovascular System 5 0 0 0 0 0 1 4 0 0 0 0

Central Nervous System 35 0 0 0 3 1 1 11 4 11 4 0

Developmental Physiology

- Growth, Aging, etc. 11 0 0 0 0 4 1 5 0 0 1 0

Digestive System 4 0 0 0 0 0 0 2 1 0 1 0

Human Physiology -

General 13 0 0 0 1 2 0 5 1 4 0 0

Influence of the

Environment, Physiological

Adapt

5 0 0 0 1 0 1 1 1 1 0 0

Musculoskeletal System,

Movements 18 0 0 1 1 0 2 4 5 1 3 1

Nervous System, General 2 0 0 0 1 0 0 0 0 1 0 0

Nutrition 16 0 0 0 2 1 2 4 5 2 0 0

Physiology 23 1 1 0 5 3 1 3 6 2 0 1

Physiology - Study &

Teaching, Research 1 0 0 0 1 0 0 0 0 0 0 0

C. By Format

Subject Totals Books Journals/Magazines Videos

Physical Training

Totals

187 160 23 4

Gymnastics, Calisthenics,

Heavy Exercises 39 35 4 0

Physical Training 43 31 12 0

Teaching, Research 31 29 2 0

Training for Special

Classes of People 49 45 0 4

Subject Totals Books Computer Files Journals/Magazines Videos

Human Anatomy Totals 37 21 2 5 9

Anatomy - Study &

Teaching, Research 1 1 0 0 0

Digestive System 1 0 0 0 1

Human & Comparative Histology - General

2 2 0 0 0

Human Anatomy 14 10 2 2 0

Musculoskeletal System 11 6 0 1 4

Nervous System 2 0 0 1 1





33

Subject Totals Books Computer Files Journals/Magazines Videos

Respiratory System 1 0 0 0 1

Vascular System 2 0 0 1 1


Practice of Medicine

Totals

70 61 1 8

Carbohydrate Control 1 1 0 0

Dietary Cookbooks

(General) 1 1 0 0

Dietetics. Diet Therapy 7 7 0 0

Exercise Therapy. Medical

Gymnastics 5 5 0 0

Massage 3 2 0 1

Meat Diets. Protein Control 1 1 0 0

Rest. Relaxation 2 2 0 0

Vegetable Diets. Fruit Diets 1 1 0 0


Physiology Totals 244 129 102 13

Cardiovascular System 5 1 4 0

Central Nervous System 35 27 6 2

Developmental Physiology

- Growth, Aging, etc. 11 8 3 0

Digestive System 4 1 2 1

Human Physiology -

General 13 11 1 1

Influence of the

Environment, Physiological

Adapt

5 3 2 0

Musculoskeletal System,

Movements 18 11 5 2

Nervous System, General 2 1 1 0

Nutrition 16 3 13 0

Physiology 23 7 15 1

Physiology - Study &

Teaching, Research 1 1 0 0




34

III. Comparison with Peer Institutions (4 to 1 comparison)

Libraries Used For Comparison: Stephens College, Columbia College, Westminster College, Central

Methodist University

IV. Analysis

The data for Exercise Science is a combination of specific aspects of medicine and physical

education. There is not a large body of works specifically on exercise science and there has not been a faculty member dedicated to this major until recently. The emphasis in the print collection has been primarily focused on physiology and physical training. WWU Library has also invested in digital

materials, both monographic and serial. All these resources are available through Woods OneSearch.

Exercise Science is covered in several full-text databases: Academic Search Complete; Films on Demand; and Sport Discus. Any items that are not available in existing print and digital collections are acquired through interlibrary loan.

As in all other disciplines, WWU faculty and students have access to the resources available in

MOBIUS member libraries, which includes the superb collections at the large research institutions in the state of Missouri, i.e., the four campuses of the University of Missouri, Washington University, Missouri State University and St. Louis University. Beginning in 2014, access to the resources of the

academic, public and special libraries in Colorado and Wyoming became possible through

64.23%

5.45%

30.32%

4 to 1 Peer Holdings Comparison - Exercise Science -Printed Books and Non-print Materials

Not held by WWU

Held by All

Held by only WWU

35

Prospector, a resources sharing partner of MOBIUS. Prospector provides access to an additional 30 million books, journals, DVDs, CDs, videos and other materials, and includes the collections of the

libraries at the campuses of the University of Colorado, Colorado State University, University of Denver, and the University of Wyoming. Resources selected from both MOBIUS and Prospector are

delivered by courier, thereby reducing the delivery time.

36

Appendix D: Annual Assessment Evaluation

Assessment Rubric Annual Assessment Report

Assessment

Component

Assessment Reflects

Best Practices

Assessment Meets the

Expectations of the University

Assessment Needs

Development

Assessment is

Inadequate

Comments:

Learning Outcomes

Program learning outcomes are aligned to national standards

Measurable program learning outcomes.

Learning outcomes are clearly articulated.

Program learning outcomes have been identified and are somewhat measurable

Program learning outcomes are not clear or measurable

Assessment Measures

Multiple measures are used to assess a student-learning outcomes.

Rubrics or guides used are provided.

All measurements are clearly described.

Specific measures are clearly identified

Measures relate to program learning outcomes.

Measures can provide useful information about student learning.

Some measurements are described, but need further description.

Assessment measures do not connect to learning outcomes (objectives).

Assessment measures are not clear.

No assessment measures are established.

37

Assessment Results

All learning outcomes are assessed annually; or a rotation schedule is provided.

Data are collected and analyzed to evaluate prior actions to improve student learning.

Standards for performance and gaps in student learning are clearly identified.

A majority of learning outcomes assessed annually.

Data collected and aggregated are linked to specific learning outcome(s).

Standards for student performance and gaps in student learning are recognized.

Data collected and aggregated for at least one learning outcome (objectives).

Data collection is incomplete

Standards for student performance and gaps in student learning are not identified.

Learning outcomes are not routinely assessed.

Routine data is not collected.

N/A Program is too new to have collected assessment data.

Very little data in the report. I do believe that the program is working towards changing this.

Assessment

Component

Assessment Reflects

Best Practices

Assessment meets the

expectations of the University

Assessment needs

Development

Assessment is

Inadequate

Comments:

Faculty

Analysis and Conclusions

All faculty within the program synthesize the results from various assessment measures to form conclusions about each learning outcome.

Includes input from adjunct faculty.

Includes input from outside consultant.

Program faculty receive annual assessment results and meet to discuss assessment results.

Specific conclusions about student learning are made based on the available assessment results.

Some program faculty receive annual assessment results

Faculty input about results is sought

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.

This program would benefit from assistance in creating their assessment.

Actions to Improve Learning

and Assessment

A comprehensive understanding of the program’s assessment plan and suggestions for improvement.

Clearly stated adjustments in curriculum as a result of assessment data.

Actions are innovative in approach in attempt to improve student learning.

Description of the action to improve learning or assessment is specific and relates directly to faculty conclusions about areas for improvement.

Description of action includes a timetable for implementation and identifies who is responsible for action

Adjustments to the assessment plan are proposed but not clearly connected to data

Minimal discussion of the effectiveness of the assessment plan; minimal discussion of changes, if needed.

No actions are taken to improve student learning.

Actions discussed are not connected to data results or analysis.

N/A Program recently started or too few graduates to suggest any changes.

There is some discussion on rubrics, but conclusions are not clearly defined due to lack of data presented.

38

Actions are realistic, with a good probability of improving learning or assessment.

Additional Comments:

Some inconsistencies between the matrix and the data reported. Objective 1: EXS305 is in the matrix for assessment, but no data is reported

EXS315 is not on the matrix for assessment, but data is reported EXS390 is in the matrix for assessment, but no data is reported

EXS460 is not on the matrix for assessment, but data is reported *No data in Objective 1 at all, the only thing in the data section of the report were the prompts provided to assist faculty in filling out the chart.

Objective 2: EXS460 is in the matrix for assessment, but no data is reported

*The data from EXS 305 was listed but there was no data about how many students completed the assignment, or what the scores were on the assignment. No discussion from assessment day activities either.??

Objective 3: No classes listed for Assessment

Objective 4: The assignments are listed and the benchmark is identified, but no data is reported.


* The assignments are listed and the benchmark is identified, but no data is reported Objective 6: EXS305 is in the matrix for assessment, but no data is reported

* The assignments are listed and the benchmark is identified, data is reported but conclusions are made about the data?


* The assignments are listed and the benchmark is identified, but no data is reported

Objective 8: * The assignments are listed and the benchmark is identified, data is reported but conclusions are made about the data?

39

Not sure what CMA is about? I noticed that the objectives are aligned with CMA, but there is no CMA5?... if this is a certifying group can

we add the CMA objectives as an attachment so that I have that for reference, it might help me provide better feedback.

There are several sections of the report that were not completed. The last section that focuses on assessment changes, service learning, student performance review, senior achievement day… were not completed. Method: what type of assessment, a case study, a survey, a exam, a portfolio??? Data Collected Course Specific: the number of students, from which class, semester, and scores

Data Collected Assessment Day: this is the data that you do on assessment day, the number of students who do the practice exams?

The data from a portfolio assessment? Results/outcomes: did the students meet the benchmark? Why

* you don’t have to report on how minors scored… you can but that is not required.

Appendix E: Annual Assessment Report

Annual Assessment Report

2014-2015

Exercise Science

Annual Assessment

Program Profile

2013-2014 2014-2015 Majors (total, majors 1,2,3) 30 27

Minors 12 9 Full Time Faculty Cindy Robb, Tim Hanrahan,

Anthony Lungstrum, Cindy Robb, Tim Hanrahan, Anthony Lungstrum,

Part Time Faculty Dan Chapala Bob Jones, Marshall Robb

Dan Chapala Bob Jones, Marshall Robb

Program Delivery (HLC 3A3)

Traditional on-campus _____X_______ Online Program ____________ Evening Cohort _____________

Analysis:

Program goals for student retention, persistence and degree completion are? Consider the students’ “time to degree.” Does the actual time to degree fit and reflect the program’s expected and advertised

time? If not, are there ways to align the two?

Outside Accreditation:

William Woods University is recognized by the National Strength and Conditioning Association for successfully meeting established educational program criteria in strength and conditioning as

specified by the Education Recognition Program. William Woods University Exercise Science undergraduate degree also meets and in some cases

exceeds the minimum requirement to register for the American College of Sports Medicine’s (ACSM) Health/ Fitness Instructor certification examination: “…a 2-year, 4- year, or master’s degree from an accredited college or university in a health-related field to include exercise physiology, human

performance, biology, and sport management.” (Isaacs, 2004)

Program Action Items

Action Item 1: Create rubrics for many of the assignments.

Action steps: Start with fall semester, followed by spring.

Timeline Start immediately for Social Science in Sport

Faculty Responsible Cindy Robb, Marshall Robb, Bob Jones, Tim Hanrahan and Anthony

Lungstrum

Evaluation Verify on TK20

Action Item 2: Training all faculty involved on TK20

Action steps: Set up appointment with Pricilla.

Timeline Last week of August.

Faculty Responsible Cindy Robb

Evaluation All faculty involved have been trained on TK20, with the exception of Bob Jones who will do it in the Spring Semester.

Program Objectives: (from most recent Assessment Plan)

1. Explain the concepts and theories of human physiology and specifically apply that knowledge to

exercise situations. (CMA 1) 2. Conduct health appraisal, fitness testing and other scientific testing methods considering risk factors and physical status in order to prescribe exercise. (CMA 2, 3, 4)

3. Identify anatomical structures and their influences on human movement in order to improve efficiency, effectiveness and safety in activity. (CMA 10)

4. Demonstrate and describe proper exercise techniques for aerobic, anaerobic, speed, strength, flexibility and plyometric training. (CMA 7, 10) 5. Design and prescribe exercise programs for various populations to achieve a better quality of life.

(CMA 7) 6. Explain and apply sound nutritional concepts for healthy weight management. (CMA 8)

7. Examine program administration techniques and the law as it pertains to the business of exercise and recognize issue of liability in order to encourage safe practice. (CMA 11) 8. Identify psychological and sociological principles as related to participants in sport and exercise.

(CMA 9)

Program Objectives Matrix (from most recent Assessment Plan)

Obj. 1 Obj. 2 Obj. 3 Obj. 4 Obj. 5 Obj. 6 Obj. 7 Obj. 8

ATR103

Nutrition

I IR

BUS206 Entrepre.

RM

EXS180

Portfolio

I I I I I I I I

EXS305 Prog. Des.

A MA MA MA

EXS310

Adv. Nut

MA

EXS315 Ex. Tech

RMA MA

EXS390 Internsh

A A

EXS460

Stren&Con

MA

PED131 Wt. Cont.

I I I I I I I

PED205

IntroA&P

I I

PED220 Soc. Sci. Sp

RMA

PED221 Phys Ex

RM R

PED245 A&P II

RM RM

PED321

Kines.

MA MA

PSY401 Sport Psyc

RMA

SMG310

Sport Law

RMA

External Activities

All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily assessed each time they are listed as a Program objective for the course. The faculty in

the program determine when the objective will be assessed, in which course, with which artifact, and what if any outside assessment will occur.

Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When identifying the methods, consider fall and spring courses and assignments to identify appropriate assessments for the objectives. Best practices recommend multiple measures of

assessment for each objective

Assessment of Program Objectives

Objective 1 Students must explain the concepts and theories of human

physiology and specifically apply that knowledge to exercise situations.

Methods Practice Tests developed by the National Strength and Conditioning Association are given as tests in EXS 315 and EXS 460.

Benchmark 75% passing rate

Data Collected (course specific)

Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible

and attach to the report.

Data Collected (Assessment Day,

external tests,

Explain the activities used out of class for assessment of the objective. Identify the total number of students in the assessment

and how the information is collected.

Senior

Achievement)

Results/Outcomes Results from various assessment activities articulated here in relation to the faculty proposed benchmarks. Please include all

assessment information that was identified in the initial Assessment plan. In class assessments and out of class assessments need to both be included in this section. Also note

any disparities in student success compared to the benchmark.

Proposed changes to the

assessment process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any

changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, realign courses…?

Budget needs

related to the objective?

Are there any budget needs for the program to make the

assessment more effective?

Objective 2 Students will conduct health appraisal, fitness testing and other

scientific testing methods considering risk factors and physical status in order to prescribe exercise.

Methods Students perform tests and appraisals on peers in class in EXS

315

Benchmark 75% on rubrics

Data Collected

(course specific)

Explain the specific assignment/portfolio/case study… used for

assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible and attach to the report.

In EXS 305, Exercise Program Design students will design 6 specific exercise programs for mock special populations clients:

a.) having a metabolic condition b.) having a cardiovascular disease, c.) youth, d.) pregnant e.) spine injury and f.) elderly. This learning activity is already in place. A rubric needs to be

refined.


external tests, Senior

Achievement)


and how the information is collected.

Results/Outcomes Results from various assessment activities articulated here in

relation to the faculty proposed benchmarks. Please include all assessment information that was identified in the initial

Assessment plan. In class assessments and out of class assessments need to both be included in this section. Also note any disparities in student success compared to the benchmark.


assessment

process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on

the Assessment Process, not the results. Do faculty need to work

on rubrics, modify objectives, realign courses…

Budget needs



assessment more effective? Video and Practice Tests need to be updated.

Objective3 Students will identify anatomical structures and their influences

on human movement in order to improve efficiency, effectiveness and safety in activity.

Methods Final Paper in Kinesiology. Students will select a motor skill and write an annotative bibliography, identify or create phases of

movement, identify the muscles responsible for movement during each phase of movement and define parameters for efficiency, effectiveness and safety.

Benchmark 75% on rubric


Explain the specific assignment/portfolio/case study… used for assessment from course content. Identify the total number of

students in the assessment. Refer to specific Rubric if possible and attach to the report. Final Paper in Kinesiology.

Data Collected

(Assessment Day, external tests,

Senior Achievement)

Explain the activities used out of class for assessment of the

objective. Identify the total number of students in the assessment and how the information is collected.


relation to the faculty proposed benchmarks. Please include all assessment information that was identified in the initial Assessment plan. In class assessments and out of class

assessments need to both be included in this section. Also note any disparities in student success compared to the benchmark.

Six Exercise Science Majors and 2 Exercise Science Minors completed the Kinesiological Analysis. Five of the six majors reached the benchmark, average score was an 84%. The 2

Exercise Science Minors did not reach the benchmark with an average score of 72%. (Spring 2015)

Three of four Exercise Science majors reached the benchmark of 75% or greater this Fall, 2015. The average score being 76.75%.


assessment process


changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work

on rubrics, modify objectives, realign courses…? I have a long form explaining each of the Final Paper components and scoring and a short rubric. Do I include both?

Budget needs




Objective 4 Students will demonstrate and describe proper exercise techniques for aerobic, anaerobic, speed, strength, flexibility and

plyometric training.

Methods A. Students will design programs based on best practice methods for improving characteristics of fitness.

B. Final Paper in Kinesiology. Students will select a motor skill and write an annotative bibliography, identify or create phases of

movement, identify the muscles responsible for movement during each phase of movement and define parameters for efficiency, effectiveness and safety.

Alternative: In EXS 305, Exercise Program Design students will design aerobic exercise program for a mock client and an

anaerobic/ resistance program for a mock client. Rubric to be refined.


Data Collected

(course specific)



Data Collected


Senior Achievement)




assessment information that was identified in the initial Assessment plan. In class assessments and out of class


Proposed

changes to the assessment

process

Discuss the Assessment Process, how did the data collection go?

Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work

on rubrics, modify objectives, realign courses…?

Budget needs related to the

objective?

Are there any budget needs for the program to make the assessment more effective?

Objective 5 Students will design and prescribe exercise programs for various

populations to achieve a better quality of life.

Methods Students will design programs based on best practice methods for improving characteristics of fitness.

Benchmark 75% on rubric

Data Collected

(course specific)



In EXS 315, Exercise Technique and Prescription students will learn to conduct various fitness appraisals, analyze the results

and prescribe exercise according to the findings.



Achievement)


and how the information is collected. In EXS 315, Exercise Technique and Prescription students will learn to conduct fitness appraisals, analyze the results and

prescribe exercise according to the findings. Students will be assessed on their ability to complete the tests appropriately,

analyze the results accurately and prescribe appropriate exercise according to the findings. A rubric needs to be refined.


assessment information that was identified in the initial Assessment plan. In class assessments and out of class



assessment process


changes made to Assessment Day activities? This section is on the Assessment Process, not the results. Do faculty need to work

on rubrics, modify objectives, realign courses…


objective?

Are there any budget needs for the program to make the assessment more effective? The treadmill and metabolic cart need to be upgraded!

Objective 6 Students will explain and apply sound nutritional concepts for healthy weight management.

Methods A. EXS 310 Assignment: Students will consult with a client and design a dietary plan to meet the specific needs of the client

based on data collected and research on nutrition. B. EEXS 310 Assignment: Students will design an exercise program to meet the needs of the client.


Data Collected

(course specific)


assessment from course content. Identify the total number of students in the assessment. Refer to specific Rubric if possible

and attach to the report. Students were assigned a client (faculty of staff member of WWU) and were instructed to interview the client, establish

personal fitness goals, teach the client how to track intake and expenditure, gather data on eating habits and activity level and

then design a dietary program and fitness regime according to the goals of the client. See rubric at the end of this document.



Achievement)


and how the information is collected. Of the 8 Exercise Science Majors that completed the assignment,

6 met the benchmark. The average score was 84.5%. Of the 2 minors that completed the assignment, 1 reached the benchmark. The average score was a 67%.

Results/Outcomes Results from various assessment activities articulated here in relation to the faculty proposed benchmarks. Please include all assessment information that was identified in the initial



assessment

process

Discuss the Assessment Process, how did the data collection go? Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on

the Assessment Process, not the results. Do faculty need to work on rubrics, modify objectives, realign courses…?

Budget needs




Objective 7 Students will examine program administration techniques and the law as it pertains to the business of exercise and recognize issue

of liability in order to encourage safe practice.

Methods A. Students will construct a business plan B. TBA- an adjunct taught this class

Benchmark 75% score on rubric



students in the assessment. Refer to specific Rubric if possible and attach to the report.

Data Collected


Senior



Achievement)




Proposed


process


Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on



objective?

Are there any budget needs for the program to make the assessment more effective?

Objective 8 Students will identify psychological and sociological principles as related to participants in sport and exercise.

Methods A. Students will construct their personal philosophy on sport and/or exercise based on specific sports sociology concepts

B. Students will complete a Social-Reinforcement Field Observation

These become TK20 Artifacts

Benchmark 75% score on rubric



students in the assessment. Refer to specific Rubric if possible and attach to the report.

Data Collected


Senior Achievement)



A. Students completed a Personal Philosophy on Sport and/ or Exercise in PED 220 Social Science in Sport. Four of the 5 students reached the benchmark, average score was 84%.




Proposed


process


Do faculty need to modify assignments used for assessment, any changes made to Assessment Day activities? This section is on


Budget needs




Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the chart to the report (portfolio guidelines, assignment sheet)

Analysis of Assessment:

What concerns do you have about the data provided? In the results of the assessment, what worked and what did not work? Does the data represent an identifiable trend in the level of activity/ achievement/ accomplishment? Does the data represent an acceptable level of activity/accomplishment/achievement given our mission and values? (HLC 4B1). I believe we are moving in the right direction and preliminary results look promising. I am a little concerned with the Advanced Nutrition assignment in that the class did not completely comprehend the value of the assignment and some did not give it the attention it needed. The Nutrition class is going to a 3 hour course to provide the appropriate number of credit hours for the Physical Education Program so I think students will get an even better base of knowledge from which to draw for the Advanced Nutrition assignments.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3)

Describe your assessment process; clearly articulate how the program is using course work and or

assessment day activities for program assessment. Note any changes that occurred to that process since the previous year. Discuss what activities were successful at assessment and which ones were

not as helpful and why. Please include who met to discuss the changes (unless you are a program of one person) and when you met. – Include a discussion on the process for collection and analysis of program data.

Few meetings have taken place to discuss the analysis of assessment. Dan Chapala did a great job getting his assignment on TK20 and creating the rubric. The rubrics in place provided some data

from which make changes and assess student learning. Next step is to clearly identify class activities and outside activities to assess student learning with appropriate tools. I believe the treadmill and metabolic cart need to be upgraded so that students can test individuals and be ready to do so in a

work situation.

Program Changes Based on Assessment:

This section requires that you review the previous year’s annual assessment and determine whether

the actions suggested were implemented and to what affect those actions had on student learning from data you collected. Changes can be: course rotation, assessment activities, and assignment changes… Also indicate changes you made to the program outside of data collection and why. How

did those changes impact the student results?

General Education Assessment:

How do the General Education criteria align with the Program Objectives? What courses within your program build upon skills learned in general education courses (please list the program course and the general education criteria). The General Education areas are: Communication, Mathematics, Value, Meaning, Historical Perspective, Critical Thinking, Diversity, Creative and Aesthetic Sensibility, Natural Science and Social Science. (HLC 4B1)

Program Activities:

Student Performance Day Activities (Assessment Day):

Describe the department assessment day activities. Please articulate the nature of the assessments

are conducted, explain the process for assessment that happens on these two days. Include the schedule of assessment day for your program. What does the data and outcomes tell you? What changes will you make as a result of the data? What areas are successful for the program?

Senior Achievement Day Presentations:

Describe program Senior Achievement Day activities? What benefit does the program gain from the

activities? What if any assessment of students happens on this day? What changes if any will occur due to what is learned by faculty on Senior Achievement Day’s?

Service Learning Activities:

How is service learning infused in the coursework within your department? Is service or community engagement in the program mission? Describe the Service Learning Activities that your students and

department engaged in this past year. How did the activities improve student learning? How did the activities benefit the community?

Program Sponsored LEAD Events:

Highlight lead events sponsored by program faculty that are connected to program or general education objectives for the past academic year. Include a total number of lead events program

faculty sponsored.

Student Accomplishments:

Highlight special examples of student successes in the field (academic: mentor-mentee, conference presentations, competitive internship, journal acceptance; extra-curricular: horse show championship,

art exhibit). This is for any accomplishments that a student achieved outside of course work or the normal expectations of student success.

Faculty Accomplishments:

Highlight any faculty accomplishments that supersede the normal expectations of program faculty. (Examples: journal acceptance, presentation at a national conference, off campus art show exhibit or

other community/professional honor)

Alumni (Recent Graduates) Accomplishments (past year graduating class):

Results of Alumni survey and how well the program prepared them for their profession, this data is collected ourselves from contact with students. We can ask the alumni office to share what information they have on your graduates and then provide your own input to the data. Discuss special

honors or positions earned by recent graduates of the program. This can be done on survey software, facebook, or an alternative platform that allows the information to be collected.

Bibliography

Isaacs, L. D. (2004). Preparing for the ACSM Health/ Fitness Certification Examination. Champaign: Human Kinetics.

Rubrics

Kinesiological Analysis Final Paper Name: __________________

Your final paper will be very similar to the template presented in the first chapter of the text. Each component must be identified clearly in your final paper (ex. “Section A. 1).

A. Introduction of the skill and the sport. You will need to identify the sport specific

skill you are analyzing, how it is used in the sport and the importance of this particular skill in the

sport.

A.1. Primary Purpose of the Skill: You will answer the question: what is the primary

purpose of this motor skill and why is the movement being performed. Speed of movement, accuracy,

good from or distance attained might all be addressed as part of your primary purpose. Go from the basic purpose to characteristics of a successful motor skill execution.

Exemplary (4) Proficient (3) Developing (2) Insufficient (1) Omitted (0)

Primary purpose is

clearly stated, is interesting and original. It

provides the reader with an

understanding of the skill and its importance

to the sport.

Primary purpose is

clearly stated and somewhat original. Tends

to use popular rather than

scholarly sources. Tends to be a

summary of everything

rather than a clear purpose for the

particular motor skill.

Primary purpose is not

very original and not very intriguing to the

reader.

Primary purpose is

vague and/ or contains unrelated

information or may not

pertain to the topic. Topic is supported by

biased sources or not

supported at all.

Primary purpose is not

evident.

A.2. Movement Phases. Identify the breakdown of the motion you intend to analyze. Identify all of the phases. If your skill is

complex and you intend to look at one particular part of the skill, state that now. Some skill phases are well established as in the phases of throwing, others may not. Skills may include a “force phase” or a “return to starting position” for example. The starting and ending point must be established for

the skill and each phase of that skill.

Exemplary (4) Proficient (3) Developing (2) Insufficient (1) Omitted (0)

Phases of movement are

identified clear and precise. Descriptions

come from reliable

sources. Phases of movement are

identifiable by use of

appropriate terminology

Phases of movement are

identified clear. Descriptions come from

reliable sources.

Phases of movement are identifiable by

use of SOME appropriate

terminology such as planes

Phases of movement

were identified but were not clearly defined.

A moderate amount of

information was covered but gaps in the

information were obvious.

Phases of movement

were vague and/ or confusing.

Little or no supporting

information was used.

Phases of movement

were not identified properly and

little of no supporting

information was given.

such as planes

of motion, axis of motion, degrees of

motion (flexion, extension,

etc.). Sub-phases are clearly

identified.

of motion, axis

of motion, degrees of motion (flexion,

extension, etc.), but may

be lacking is some areas.

A.3. Classification of the Skill Identify the motor skill as it relates to other motor skills and common characteristics. Granted that the body must maintain a certain degree of tension to remain upright against gravity, this is a common

characteristic among most motor skill that does NOT need to be stated in this section UNLESS it is essential to the analysis of a situation that hinders a person from maintaining normal muscle tension in the body. The Classification of Motor Skill Patterns system discussed in the textbook on pages 6-8

is where you should draw your classification. 3 points awarded for stating the classification with an explanation of how it fits the motor skill and

identifies additional sub-categories as they pertain to the skill. Classification of skill is presented in a scholarly fashion. 2 points for stating the classification correctly with an explanation and some additional pertinent

information. 1 point for stating the classification correctly with an explanation. No points for omission.

A. 4. Simultaneous-Sequential Nature of the Motion 2 points for identifying the motor skill correctly as simultaneous, sequential or having components of

both. There is supporting or clarifying statements to support the description. 1 point for identifying the motor skill correctly as simultaneous, sequential or having components of

both BUT may lack supporting information of overlooked aspects of the skill that need to be identified. No points for incorrectly identifying the motor skill or lacking supporting information.

B. Anatomic Analysis B.1. and B.2. are to be put in chart form 8-10 points awarded for degree of proficiency for complete chart with appropriate start and finish

positions for each phase. Charts include the name of the motor skill, the phase of motion, the name of the joint, the starting position, the action of the joint, the segment being moved, the muscle(s)

responsible for the movement and the kind of contraction. See page 11 in the text. 5-7 points award to complete charts but lacks a degree of proficiency and/ or contains some

inaccurate information or contains gaps in the information. 2-4 points awarded to charts that contain most of the material but lacks significant information. 0-1 point for omitting joint actions, segment motions, muscle participation and forms of contractions.

B.3. Neuromuscular Considerations- if this is an area important to your motor skill, include it. If it is

not, don’t include it.

C. Mechanical Analysis Here is where your research comes in.

After you have determined to phases of the movement and the muscles involved, you now can

determine exactly how and when the movements of the motor skill are done properly and with excellence. You will present qualities of a standard performance of that skill and how to perform that

skill successfully. You are providing a greater understanding of how the skill is mastered. The skill may have underlying mechanics that contribute to the success of the motor skill performance (see page 12-13 of the text). You may need to discuss balance, locomotion, projection, manipulation of

objects or the body, speed, power and forces. You may also need to discuss the effects of gravity on the body or an object and what it takes to overcome this force at least for a short period of time. You

will need to identify the critical elements to successfully executing the motor skill you have selected. You will need to address the issues of safety, effectiveness and efficiency as it pertains to your selected motor skill. You will need to identify common errors and why those errors occur. You may

need to address maturity or proficiency of the athlete or participant in the motor skill. For example, beginners may perform a certain skill in a manner that decreases their need for balance, while a

proficient athlete with strong core muscles rise to another level of performance, omitting steps a beginner would take. Discuss what makes an athlete or participant go from beginner to mastery. 11-15 points awarded for degree of proficiency in discussing the biomechanical elements necessary

for the successful completion of the motor skill. Identification of proper technique, forces acting on the body and how the skill is masterfully completed. Compare and contrast beginner qualities of

execution to that of mastery the skill in a scholarly manner. Points discussed in this section could help a coach or instructor guide a participant to success. 6-10 points award to a basic discussion of the biomechanical elements necessary for the successful

completion of the motor skill. Discussion centered on proper technique, forces acting on the body and how the skill is completed successfully. 3-5 points awarded to a basic discussion of the motor skill but goes barely beyond what is commonly

known about the motor skill. 0-3 point awarded for basic principles discussed about the motor skill but lacks academic vigor or

points for identifying safety, effectiveness or efficiency issues.

D. Prescription for Improvement of Performance/ Summary or Conclusion These are the recommendations that apply to successful execution of the motor skill for the purpose of safety, efficiency and effectiveness. 3 points awarded for bringing out the most important parts of the of the analysis for safety, efficiency

and effectiveness 2 points awarded for bringing out some of the most important aspects of the motor skill performance.

1 point for an attempt at making a summary of improvement points 0 points for a pointless summary.

Grammar, typos, neatness and resources 5 points awarded for good grammar, very few typos (5 or less), everything typed and at least 5

reliable resources. Points reduced as performance on grammar typos and neatness declines. All 5

points subtracted if less than 5 resources are utilized.

EXS 310: Advanced Nutrition Client Assignment

Name:______________________________________ Total Points:_________________ Interviewed the client thoroughly, clear notes were recorded, “PAR-Q and You” included. 4

Interviewed client, some important information was included. 2 Poor interview, notes are vague and unclear 1

No interview material was included 0 3 days of caloric intake were assessed, information about how the intake evaluation was conducted

was included, notes on client instruction was included 3 1-3 day of caloric intake was assessed, questionable technique in client instruction, inconsistencies

exist. 2 Caloric intake was estimated or not included 0

3 days of caloric expenditure were assessed, information about the client’s exercise habits in the past and present were included, information about how the expenditure evaluation was conducted was

included 4 1-3 day of caloric expenditure was assessed, questionable technique in client instruction 1

Caloric expenditure was estimated or not included 0

Baseline measurements were taking using advanced/ appropriate techniques 3 Baseline measurements were taken and recorded 2 Baseline measurements were vague (BMI only) 1

No baseline measurements were taken 0

Sound dietary recommendations were given, a descriptive meal plan or diet was recommended in plain terms that were client friendly, modifications included, long-term and short-term goals were included 6

Some dietary recommendations along with some modifications were included, 4 Little dietary recommendations were given, goals were unclear 2

Dietary recommendations were not sound nor helpful 0 Presentation of finished product was outstanding, clear and typed, professional in appearance

5 Presentation was clear and typed 3

Presentation was neat but not particularly appealing 1 Presentation was wrinkled, handwritten, hard to read, etc. 0

Evaluation by client was outstanding 5 Evaluation by client was average 3

Evaluation by client was below average 1 Evaluation by client was not handed in with project 0 ________________________________________________________________________________

Total Points Possible: 30

Graduates of William Woods University Exercise Science Program

Appendix F: List of Graduates

last_name first_name middle_nameid_num dte_degr_conferreddegr_cde major_1 major_2

Locke Jordan Rae 194198 8/3/2012 BS ATHTR EXS Chiropractic School Logan University

Struemph Benjamin Joseph 207939 5/8/2015 BS ATHTR EXS Grad Assistant WWU

SchuermannRyan Blaine 202581 12/12/2014 BS ATHTR EXS Grad Assistant WWU, Weider Fitness

Butvin Robertt Joseph 212483 12/12/2014 BS EDS EXS Grad Assistant WWU, Weider Fitness

Burgess Blake 237422 8/22/2014 BS EXS Personal Trainer, PowerWorks Fitness, Assistant Women's Basketball Coach, Lincoln Land Comm. College

Berry Samantha Jo 214431 5/10/2014 BS EXS Chiropractic School

Standifer Jessica Marie 192536 8/5/2011 BS EXS Desert Diamond Casino Intern

Kriegel Ryan Samuel 212679 12/14/2012 BS EXS Owner of 3C Fitness, Assistant Personal Training Manager at Crunch Fitness, Sarasota, FL

Radcliff Nathaniel Brant 205226 8/3/2012 BS EXS ETMC Regional Healthcare System, Tyler, TX

Fritz Grace Victoria 247858 5/8/2015 BS EXS Fitness Instructor in St. Louis, MO and Nursing School

Eagan Sarah Rose 200857 8/5/2011 BS EXS Coaching High School Women's Basketball

Danison Mariah Kathleen 205091 5/5/2012 BS EXS Teaching at North Callaway, Coaching Assistant for Softball Team

Brown Ashlee Nicole 199467 8/1/2014 BS EXS Unknown

Mueller Kathryn Dianna 199455 5/7/2011 BS EXS Geotechnology, Inc. St. Louis, MO

Pelley Kristen Elizabeth 198887 5/5/2012 BS EXS Recreaton Supervisor at O'Fallon Sports Park, MO

Bauer Morgan Christine 200925 5/11/2013 BS EXS Real Estate Agent, RE/MAX Innovations, Belton, MO

KesselheimCasey Lynn 217152 5/8/2015 BS EXS SPM Account Representative Saint Mary's Health Center, MO

Jungmann Bailey Ann 182422 5/8/2010 BS EXS U.S. Army Combat Medic

Stock Abbey L 181703 5/8/2010 BS EXS Fitness and Nutrition Consultant at Hermann Area District Hospital

Henderson Courtney B 199314 12/13/2013 BS EXS Unknown

Simmons Cali Kate 195996 5/8/2010 BS EXS Unknown

Schulte Kelsey L 191952 5/5/2012 BS EXS SPM Personal Trainer at California Fitness Academy

LaGesse Jennifer Bernice 191347 5/7/2011 BS EXS Unknown

Locher Bonnie Elizabeth 249992 5/8/2015 BS EXS Paramedic Boone Hospital Ambulance Service

Behlmann Stephanie Marie 218219 5/8/2015 BS EXS Graduate school Masters in Public Health at Benedictine University

Guidry Philip Taylor 192603 5/8/2010 BS EXS Iberia Parrish School, Lafayette, LA, Track Coach and Teacher, Grad School University of Denver

Meyer Ryan William 199050 5/10/2013 BS EXS Technical Representative for Adidas Running

McKee Tanner Laine 203278 5/10/2014 BS EXS Unknown

McDearmonZach R 197143 5/7/2011 BS EXS Personal Trainer at GO Performance and Fitness in Paducah, KY

BrandenburgRobert Steven 204691 12/13/2013 BS EXS Anytime Fitness Instructor, Graduate School

Kroell Jordan V 175379 8/7/2009 BS EXS Olympic Weight Lifting Coach at CrossFit, Columbia, MO

Dallmeyer Mitchell Reeves 205661 8/3/2012 BS EXS Dollar General Distribution Center

Clowers Blake Anthony 237151 12/12/2014 BS EXS Camp Counselor at Camp Pocono Trails, Weight Loss Camp in Garner, NC

Switzer Kyle Daniel 203825 5/10/2014 BS EXS Activity Therapy at West Central Georgia Regional Hospital, Columbus, GA

Hustead Andrew David 189556 12/9/2011 BS EXS Unknown

Switzer Eric Matthew 201324 5/5/2012 BS EXS Columbus, GA

Cann Alexander William 201545 5/7/2011 BS EXS Teaching at San Diego Unified School District and Trainer at LA Fitness

Young Jesse Delbert 204104 5/10/2013 BS EXS MBA program WWU

Helle Matthew James 204874 5/8/2015 BS EXS Account Executive Ricoh Americas Corporation

Sallin Quinton Joseph 202443 5/8/2015 BS EXS Certified Personal Trainer and Gym Attendent at Linn Technical College

Harrison Jacob Adam 198242 5/10/2013 BS EXS SPM Employed with Granger

Held Cheryl Frances 194707 5/10/2013 BS SPM EXS Unknown

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