CoSEA Academic Programs Revie · 2020-02-18 · CoSEA Academic Programs Review Due: Jan 7, 2013 A basic rules: 1. Programs that can be offered 50%+ on-line are considered separate

CoSEA Academic Programs Review

Due: Jan 7, 2013 A basic rules: 1. Programs that can be offered 50%+ on-line are considered separate programs. Thus,

most of our programs must have two separate reviews 2. Grad programs to be reviewed now include Chemistry and Biology Information Really Wanted (I think): 1. Enrollment trends — Use data & graphs sent to you earlier, or use the data

viewer listed at the end of this document 2. Graduation trends — Use data & graphs sent to you earlier, or use the data

viewer listed at the end of this document 3. Faculty credential (duplicate from other requirements) — Attach Faculty

credentials material submitted earlier. You could even attach everyone’s vita, including those of all you adjuncts

4. Program assessment (SLO assessments) — You should have that in hand already, but in case you can’t find it, try this: http://www.tamuc.edu/aboutUs/institutionalEffectiveness/hidden-pages/student-learning-outcomes.aspx

5. Other stuff needs to be there but perhaps can be somewhat minimal in the amount of prose you produce

Information Asked For per numbers: (This is the template to follow) 6.1 Introduction to department an update since last review.

6.1.1 Describe actions taken in response to recommendations made in the previous five year review. Include copies of implementation plans and annual reports, if available.

6.1.2 Describe enrollment trends in the program for the past five years. Provide analysis of how successful the program is in recruiting and graduating students. Include information about how the department meets the needs of students in service courses (for other majors, general education, remediation), if appropriate.11.99.99.R0.04 Academic Program Review Page 5 of 10

6.1.3 How has the program and field changed over the past five years and how has the curriculum changed to address developments?

6.2 Department Planning and Structure

6.2.1 What are the goals and priorities of the department over the next five years? How do these goals support the college and the university plans and mission?

6.2.2 Briefly describe the strengths and weaknesses of the department in terms of faculty numbers, use of part time instructors, staff support, equipment, instructional equipment, facilities, etc.

6.2.3 Does faculty expertise cover the breadth of the program? Please report how faculty members are engaged and supported in scholarship, research, and/or creative activity.

6.2.4 Do all faculty meet the SACS requirements? Provide qualifications for full time and part time faculty for all faculty teaching courses in the last academic year. (See template for required items.)

6.2.5 Describe faculty productivity in terms of SCH generation, research, creative and scholarly activities, departmental and university service, community service, and support of service courses, etc.

6.2.6 Describe the quality of the management and communications in the department, including information on the collegial environment, management of staff and part time faculty, mentoring of new faculty, clarity of internal procedures for acquiring clerical support, travel, supplies, etc.

6.2.7 What are the procedures for handling student advising and mentoring? Provide an assessment of the quality of student advising and involvement with student majors and other academic student activities.

6.2.8 For programs with substantial online course offerings or off-campus program offerings, please describe how the quality of the program, including access to faculty, faculty qualifications, student advising, library resources, etc., is assured.

6.3 Commitment to Student Learning

6.3.1 Provide the learning goals and assessment program that is in place for students majoring in your program and your assessment program for collecting information regarding student learning. Other than grades, how do you document students are achieving these goals? Does the program have a capstone or culminating experience? How do you gather and use data collected in your assessments?

6.3.2 Provide a summary analysis of the results of your assessment program. Give examples of changes that have been initiated due to these analyses over the past five 11.99.99.R0.04 Academic Program Review Page 6 of 10 years. Include examples from the undergraduate and graduate programs in the department.

6.3.3 For undergraduate programs, describe the program’s role in providing service programs to the core curriculum/general education program. How successful are these programs in supporting the University Studies’ goals? Please provide the information on which you base your analysis.

6.3.4 For graduate programs, describe how you gather and use information derived from the assessment of the learning for graduate students to improve your graduate program and student learning. Provide data on learning outcomes of graduate students.

6.4 Recommendations and Implementation Plan

6.4.1 What are the recommendations of the program in response to this review? Provide the plan that shows implementation of these recommendations and projections

for the program for the next five years. In the course of your plan, please address the following: What student profile is anticipated, both in number and type of students? What curricular changes are planned? What scheduling changes are planned?

6.4.2 What types of human, fiscal, and physical resources are needed to implement your enrollment projections and recommendations?

A preliminary draft of the implementation plan should be included with the selfstudy; however, the final draft should reflect not only the views of the program faculty but also recommendations by the college deans and other members of the review process.

The final implementation plan will result from discussion and consultation among the self-study coordinator, the department chair, the dean of the college, and the provost. The implementation plan will link the program plans and goals to those of the college and university and will guide the activities of the program for the subsequent five years.

WHERE TO GET HELP *Statistical Student Data- Resources that are available include IEP's new website (http://www.tamuc.edu/aboutUs/institutionalEffectiveness/default.aspx ). With data already available; you will only need to add your analysis of the information as appropriate in the review. *Dataviewer - located on the IEP website at https://apps.tamuc.edu/iep/viewer/MainWeb.html offers tables on enrollment, degrees, course history, course retention, semester credit hours and coming soon faculty. On this one, select your department at the top, then at the very bottom are tabs for different types of data *Faculty Credential forms submitted as part of the SACS initiative to the Provost Office can be used for the credentials information in the report. *SLOs - This past spring and fall, you submitted your SLOs and data. That information has been posted to the web at: http://www.tamuc.edu/aboutUs/institutionalEffectiveness/hidden-pages/student-learning-outcomes.aspx

https://apps.tamuc.edu/iep/viewer/MainWeb.html

http://www.tamuc.edu/aboutUs/institutionalEffectiveness/hidden-pages/student-learning-outcomes.aspx

http://www.tamuc.edu/aboutUs/institutionalEffectiveness/hidden-pages/student-learning-outcomes.aspx

Sample Program Review document produced by Betty Block follows…

ACADEMIC PROGRAM

REVIEW 2007 - 2011

HEALTH AND HUMAN PERFORMANCE

6.1 Introduction to the Department and Update

The Department of Health and Human Performance has a rich history at the university and in the

State of Texas. The evolution of the department’s image of being teacher/coach trainers has

changed to reflect the growing needs and interests of students and society to meet the demands of

a digitized and global world. However, many of the changes that were made to the program

curricula were done with little or no strategic planning or purpose. As a result, there were

programs added while previous programs remained in-tact. Courses were added and revised

across programs that did not align with program goals. The department did not have a set

direction or plan for the future. It was difficult to manage enrollment data and program

advisement because the academic programs were in disarray. Numbers were declining as

students were not clear about the direction or quality of the programs in the department.

In July 2011, a professional department head was hired to work with the faculty and guide the

department strategically. The first steps taken included an internal review of all programs and the

development of a vision and mission for the department including a five-year strategic plan. The

department program coordinators revised curricula and created more online offerings. A pressing

administrative challenge was the entrenchment of coaches into the department which created

academic integrity issues and a strain on the departmental salary budget. A proposal was

presented to the Dean, Provost, and President in January 2012 to separate the coaches from the

department. The President made the decision to reassign the coaches to the Athletic Department

full-time beginning Fall 2012.

Program revisions were completed and approved over the 2011-1012 academic year. The newly

developed vision and mission of the department guided the development of the departmental

goals and objectives. A tenure-track faculty member was identified to coordinate each program

and collect data related to student learning outcomes that address departmental goals and

objectives. Academic decisions are now made with regard to the conceptual framework for

academic programs in the department. Find below the vision, mission, conceptual framework,

and overview of undergraduate programs.

DEPARTMENTAL VISION

The Department of Health and Human Performance at TAMU-C will become the premier

Kinesiology department in the A&M System with faculty and programs that support doctoral

programs that prepare the next generation of scholars to excel in a global and digitally connected

world.

DEPARTMENTAL MISSION

The Department of Health & Human Performance achieves excellence in implementing

challenging academic curricula that prepare leaders in the fields of health, kinesiology, and sport

to excel in a dynamic and digital society. The Department empowers and engages students and

faculty through applied knowledge and real-world experiences in diverse community and global

settings. Faculty and students produce and disseminate quality research that is current and

relevant to communities of learners in our academic, professional, and global environments.

CONCEPTUAL FRAMEWORK for PROGRAMS

STUDENT LEARNING OBJECTIVES

Preparing Leaders

Students majoring in the Health and Human Performance Department will achieve excellence in

the classroom and beyond by completing the challenging academic curricula as evidenced by

their ability to integrate knowledge, skills and behaviors in a major area of study.

Programs in the department develop curricula around nationally approved standards of

excellence that are systematically applied to student learning outcomes.

Student outcomes related to the integration of knowledge, skills and behaviors are

assessed annually

Excelling in a Dynamic and Digital Society

Students majoring in the Health and Human Performance Department will acquire the skills

necessary to excel in a dynamic and digital society as evidenced by their ability to effectively

manage technology and communicate appropriately using a variety of digital platforms.

Programs in the department assess student competence in effectively using technology

through selected presentations.

Applying Knowledge and Real-World Experiences

Students majoring in the Health and Human Performance Department will apply content

knowledge, associated skills, and leadership appropriate to a major area of study to real-world

experiences as evidenced by participation in activities that support their growth as professionals

in the field.

Programs in the department assess the quality of professional growth experiences outside

the academic classroom.

Empowering Students to Engage in Diverse Communities and Global Settings

Students majoring in the Health and Human Performance Department will become global

citizens by learning about different cultures, interacting with a variety of diverse communities,

and engaging with people from around the world as evidenced by their ability to plan for

diversity.

Programs in the department will assess engagement through programmatic assignments,

plans, and projects that call for students to engage diverse others in an activity related to a

sub-discipline.

Producing and Disseminating Quality, Relevant Research

Students majoring in the Health and Human Performance Department will produce and

disseminate quality, relevant research in a major area of study as evidenced by the products of

collaborative research projects and action research studies.

Programs in the department will assess the ability of students to produce quality, relevant

research at an appropriate undergraduate or graduate level either individually or

collaboratively.

OVERVIEW OF PROGRAMS

The Department of Health and Human Performance offers the Bachelor of Science and the

Bachelor of Arts degrees with majors in athletic training (will become a concentration area in

human performance 2015), health, health promotion, human performance, sport and recreation

management, and kinesiology and sports studies. Health and human performance majors are

offered with or without teacher certification. The Bachelor of Arts degree requires twelve

semester hours of a foreign language.

The following organizational chart represents the Bachelor of Science degree in the Department

of Health and Human Performance. Each program is coordinated by a tenure-track faculty

member who coordinates advisement, curriculum revisions, program assessment, and data

collection related to their academic program. The coordinators are also responsible for giving

monthly reports to the faculty and coordinating changes and recommendations with the

department head. Below the organizational chart is the most current CIP code designation for

department programs

Department of

Health & Human Performance

Undergraduate Program

THECB Degree Inventory for Health and Human Performance (5 August 2012)

Department of HHP 1395 CIP Codes

SPORT AND RECREATION

MANAGEMENT 31.0504.00

BS (120 SCH)

Start date: 09/01/2006

HUMAN PERFORMANCE 31.0505.00

BS (120 SCH)


HEALTH PROMOTION 31.0505.00

BS (120 SCH)


KINESIOLOGY AND SPORTS

STUDIES 31.0505.00

BA (120 SCH) BS (120 SCH)


HEALTH 51.0001.00

BA (120 SCH) BS (120 SCH)


ATHLETIC TRAINING 2018 51.0913.00

BA 1 (120 SCH) BS

1 (120 SCH)


6.1.2 Enrollment Trends and Analysis

Enrollment trends indicate that student numbers have reached and surpassed the 2007 numbers.

The numbers have come back after a steady decline during 2008 and 2009. Faculty members

have focused attention on revision of curriculum, advisement, and online offerings which

increased enrollment and contributed to higher retention and graduation rates. In addition, the

department has begun to replace all ad interims with full-time tenure-track faculty. Three new

hires were made in 2012 and two full-time instructors were added to the faculty roster. The

department wrote a tactical advancement marketing plan and implemented it fall 2011. The plan

includes an academy that will enable faculty to engage students in meaningful ways with course

content out in the community.

6.1.3 Changes to the program and evaluation of the field.

According to the American Kinesiology Association, the number of undergraduate kinesiology

majors grew 50% from 2003 to 2008. Kinesiology is one of the fastest-growing majors in the

country. The profession has begun to shake its reputation as being whistle-blowing physical

education teachers and coaches to a more rigorous and popular academic discipline. The field

has proliferated into many sub-disciplines, including exercise physiology, biomechanics, fitness

and wellness, sport and recreation management, athletic training, and pre-physical and

occupational therapy, to name a few. Students are becoming more interested in careers that align

with the allied health and medical professions and the management of sports and recreational

settings. Students are also interested in holistically promoting health and well-being to a nation

that is becoming more and more concerned with the obesity epidemic.

Some have argued that the field of kinesiology has lost its focus on physical activity and has

relegated the body moving to secondary importance. For example, across the nation exercise

physiologists have appointments in medical schools, and sport psychologists are housed with

psychology. Some of the top doctoral-level university programs have turned too far toward the

empirical and scientific study of the physiological systems of the body and have lost sight of the

physical activity component of the human being. Consequently, undergraduates of their

programs leave the field to get graduate degrees in medicine, physical therapy, and other

disciplines. We, at Texas A&M University – Commerce, have kept the focus on the holistic

study of the human body and physical activity. We study the body from many perspectives and

make the programs and service-learning activities in the department relevant to the wider society.

We are creating an undergraduate presence that prepares graduates to excel in a dynamic and

digital world and are prepared to enter graduate school.

6.2 Department Planning and Structure

STRATEGIC PLAN

This strategic plan is aligned with the strategic goals of the College of Education and Human

Services and the University. It is designed to accomplish three major objectives of the

Department of Health and Human Performance at Texas A&M University – Commerce. It is our

intention to raise $1,000,000.00, renovate the teaching spaces eventually build an academic

building dedicated to Health and Human Performance. For decades the Athletic and Health and

Human Performance Departments have enjoyed a collegial and close working relationship,

however, both programs have the largest numbers ever as the university has grown.

Additionally, the requirements for increased scholarship and research for faculty make it

necessary for the Health and Human Performance Department to upgrade classrooms, labs, and

meeting spaces, serve the community and region, and create innovative curricula to serve a

diverse and global clientele.

In 2009, external reviewers evaluated the graduate programs in the HHP department. One of

their suggestions was to upgrade facilities, classrooms and laboratories so that advanced research

and graduate studies could be supported. Our labs, classrooms, and equipment needs have

outgrown current space and technology requirements. Additionally our mission and vision

support the development of new online and face-to-face masters and doctoral programs that will

require updated facilities, faculty release-time for research and doctoral student advisement.

Also required are meeting rooms for seminars, doctoral defenses, state-of-the-art classroom

spaces, a computer lab and additional office space for new faculty. In addition to building

upgrades, a goal of the department is to reestablish a doctoral presence.

In order to address student learning outcomes, faculty research, and service to the East Texas

area, the department is developing the Academy for Health Potential (AHP). The AHP will be

fully staffed and will serve as a local manner in which faculty can combine teaching, research

and service to the community while working together to meet departmental goals and objectives.

The department searched for a tenure-track Health Promotion professor to establish the AHP and

hired someone. This person was slated to begin August, 2012; however, he pulled-out of his

contract during the summer. The search committee is searching again fall 2012 for a hire spring

2013. The department was successful in obtaining strategic initiative funding for an

administrative assistant/assistant director. She is slated to begin fall 2012. The AHP is housed in

a dedicated space in the Field House with an outside doorway (the former Motion Lab). We are

requesting initiative funding to renovate the space. There are three major objectives of the AHP:

Health Education, Social Justice Research, and Community and Corporate Wellness. The

department was success in coordinating all wellness activity and stakeholders across the

university are on-board with wellness activating being run through the AHP. The AHP will

generate revenue that will support and sustain faculty and student research, travel, and equipment

needs in the new facility. It is our hope that as we grow the Academy we will be able to make it

part of the academic building, and that it will generate enough income to fund the cost of an

addition to the academic building. We secured $177,000.00 HEF to renovate a 4008 square foot

space in the Field House to house the Academy for Health Potential. The space will be ready for

use summer 2013.

DEPARTMENTAL PLAN

OBJECTIVE: The Department will embark in an aggressive fundraising campaign to secure

revenue sources that will support the vision and mission of the department and the strategic goals

of the university. Four revenue sources will be targeted:

Funding sources include gifts and endowments from alumni and friends, and current

stakeholders such as faculty, staff and students. Alumni have expressed an interest in raising

funds so that the Field House can be named after Dr. Jesse Hawthorne. This money will be used

to enhance the academic programs offered in the program. Our goal is to raise $1,000,000.00 to

renovate the Field House and to build a new building. We will contact former doctoral-level

graduates to contribute to the building fund in order to get the doctoral program reinstituted in

the department. New faculty are being hired with the pre-condition that they actively seek grant

money. There are several avenues available for all faculty in this regard including research

grants, community grants, state grants, and university sponsored program grants. In addition to

grants, faculty will participate in an entrepreneurial venture that will become a profit center for

the department. Lastly, we will actively seek TRB funding and E&G funding from the A&M

System for matching funds.

OBJECTIVE: The Department will develop three on-line graduate degree programs including an

Athletic Administration master’s degree, a Doctorate in Global eLearning with a concentration in

Health, and a Doctorate in Higher Education Leadership with a cognate in Human Performance.

In addition to the successful undergraduate programs offered in the department, the faculty

members are developing three competitive online degrees that will distinguish the department as

a leader in the A&M System in graduate education. The MS in Athletic Administration is

designed to provide area coaches with a practical master’s level degree that will prepare them to

professionally manage their teams or to move into directing athletic programs. The EdD in

Global e-Learning is a collaborative effort undertaken with the Department of Educational

Leadership. Our department will offer a concentration in Health for those students who are

interested in maximizing technology in creating and disseminating health information and a

Doctorate in Higher Education Leadership with a cognate in Human Performance. It is projected

that each of these programs will be offered fully on-line and will have competitive market

advantages that will produce substantial credit hours for the department.

Future plans for implementation of these programs and continuing to grow and develop existing

programs include:

Hiring doctoral level faculty

Upgrading the computer lab

State-of-the-art classrooms

Conference/seminar rooms

Additional faculty and staff office space

State-of-the-art exercise science lab space

Scholarships

National/International travel opportunities for faculty and students

Graduate assistantships

Unique

Competitive

Online Degrees

OBJECTIVE: The Department will establish the Academy of Health Potential, an

entrepreneurial venture that will promote corporate and community wellness, education, and

social justice while supporting teaching, research and service to the East Texas area.

The Academy for Health Potential (AHP) is an entrepreneurial venture that will integrate

graduate and undergraduate program standards with practical outcomes-based objectives and

faculty research while contributing to the education, wellness and social well-being of East

Texas citizens. A full-time tenure track Health Promotion faculty position is currently being

advertised. The successful candidate will have experience promoting programs and services to

the larger society and conducting research. It is our intention to grow the AHP into a valuable

resource that will generate funds back to the department so that programs and services can be

supported from within the department. Current faculty members are writing scholarly plans that

demonstrate how individual research, teaching specialty areas and service can be coordinated

through the AHP.

Future plans for implementation of this objective include:

Hiring an administrative assistant and student workers

Renovating existing dedicated space in the Field House to include

o Offices

o Work room

o Community meeting room for education

o An activity space

o Clinical testing lab space

FIVE YEAR PLAN

6.2.1 Strengths and Weaknesses of the Department

The strength of the department rests in the expertise and leadership of program coordinators and

faculty who are passionate, well-prepared and forward-thinking. Faculty are committed to

excellence in the classroom and beyond by providing excellent instruction and many outside

opportunities for professional practice and growth. Over the past few years the university has

seen unprecedented growth and the administration has supported the growth of the department

with full-time faculty lines and graduate assistants. Unlike many universities across the country,

Texas A&M University – Commerce has funding to support programs and faculty research.

Enhancement fees cover the cost of equipment and supplies and there is Higher Education

Funding available for large ticket items. Our laboratories are fully staffed, operational, and

contain state-of-the-art equipment. The building that houses the labs is in need of renovation and

the strategic plan addresses this issue. The faculty have $1100.00 per year for travel and funds

are available from alternative sources should they need more dollars for travel. The department

was granted strategic initiative funding for another administrative assistant/assistant director of

the AHP, fall 2012. The addition of this position will make it possible for faculty to combine

research, teaching and service through the Academy for Health Potential. Additionally, students

will be provided many opportunities to interact with the community and profession through the

coordination of these efforts by the assistant director (freeing time for faculty to research and

serve the university and profession in other ways). The department only uses part-time

instructors when absolutely necessary. As a consequence, the department keeps part-time faculty

at a minimum. Graduate assistants only teach lower-level courses and do so only if they have

eighteen graduate hours in the field of kinesiology. The department is requesting new faculty

lines to address the large influx of students who have expressed an interest in our department.

6.2.3 Faculty Expertise

Faculty expertise covers the breadth of the program. Faculty members are engaged and

supported in scholarship of teaching through participation in faculty development workshops

twice a year at the university. They are also given department head evaluations of their teaching,

receive peer evaluations, and student evaluations. These evaluations are discussed annually

during the department head evaluation of faculty. The faculty members in the department were

teaching out-of-area when the new department head came on campus. Each faculty member was

given directions for writing a scholarly plan, every faculty member in the HHP department

completed the plan and decisions were made regarding the level of support they needed for

scholarship. As a result of this exercise, many of the faculty members were assigned graduate

research assistants to aid them in their research agendas.

6.2.4 Faculty Qualifications

All teaching faculty in the HHP department are credentialed in-field and area of expertise (see

appendix 1 for credentialing forms and hiring plan). There is sufficient breadth of faculty

expertise to cover every course with a qualified instructor or professor.

6.2.5 Faculty Productivity 2011- 2012 Academic Year

FACULTY

SEMESTER

CREDIT

HOUR

GENERATION

RESEARCH

CREATIVE

&

SCHOLARLY

ACTIVITIES

DEPARTMENTAL

SERVICE

UNIVERSITY

SERVICE

COMMUNITY

SERVICE

PROFESSIONAL

SERVICE

Betty A. 4 published 3 national Organized 2 IRB alternate Rotary Vice President-

Block articles

2 national

articles in

press

1

international

article in

review

presentations

1 regional

presentation

Presented at

the NAKHE

leader

development

workshop

Attended the

A&M System

Department

Head Training

Faculty retreats

Wrote a Tactical

Advancement Plan

Developed online

courses HHPK 350

and 510

Represented the

Department at

TAHPERD

exhibits/social

Developed a

marketing plan

member

COEHS FDC

COEHS

Prevention of

Bullying

Seminars

Alternative

Certification

Workshop

Presenter

University

Wellness

Collaborative

Committee

Projects

Lion’s Club

Projects (VP)

Delta Kappa

Gamma (VP)

Elect NAKHE

NAKHE FDC

National

Collaborative

Conference 2014

Convention

Director

Stacy Bishop 1 Regional

Presentation

Attended 1

National

Conference

1 published

article

2 articles in

review

Completed

Dissertation

resulting in

3 studies:

Intermittent

Cooling and

Sport

Performance

1 invited

lecture

Phi Pi Delta

Faculty Advisor

Human

Performance

program

Coordinator

Admissions

and

Recruitment of

Students

Committee

University

Wellness

Collaborative

Committee

Forestt

Bridges

2 regional

presentations

Attended 1

national

(NATA) and 1

regional

(SWATA)

conferences

Athletic Training

Education Program

Clinical

Coordinator

Athletic Training

Education

Committee

Member

Sport and

Recreation

Management

Search Committee

Relay for Life

SWATA Student

Competency

Workshop

Committee;

Domain 1

Question Author

and Presenter

Quynh Dang 2 published

articles

2 regional

presentations

Attended 2

national

presentations

(Nutrition &

Obesity and

American

Democracy

Project)

TAHPERD

Leadership

Workshop

Health Promotion

Program

coordinator, Health

Promotion Search

Committee Chair

SACS steering

committee,

Faculty Senate

Secretary,

University

Academic

Appeals, Mayo

committee,

Civic Health

Initiative

Coordinator,

Academic

Practices

North Texas

Food Bank

The Stewpot

MS Walk

Food For

Families

TAHPERD

Health Promotion

Chair

Committee

Chair

University

Wellness

Collaborative

Committee

Sandy

Kimbrough

SCH

productions

1 published

article

3 submitted

research

articles

6 state

presentations

3 national

presentations

Attended two

state and two

national

conferences

All-level

Kinesiology

Program

coordinator,

FRA program

assessment and

oversight

TEARAC

committee,

Honors College

Committee

Honor’s thesis

advisor (2

students)

Children’s

Medical

Center;

volunteer

Cross Country

and Volleyball

coach,

Greenville

Christian

School,

Brenham ISD

in-service

Vice-President,

Sport and

Leisure,

SDAAHPERD;

TAPHPERD

Recreation

Nominating

Committee

Sarah

Mitchell

2 regional

presentations

Attended 1

national

(NATA) and 1

regional

(SWATA)

conferences

Athletic Training

Education Program

Director

Developed a phase-

out plan for ATEP

Academic advisor

Athletic Training

Education

Committee Chair

Exercise Physiology

Search Committee

Assistant Athletic

Trainer Search

Committee (for 2

positions)

Susan G

Komen 3-day

Breast Cancer

Walk

Relay for Life

NATA Research

& Education

Foundation

Scholarship

Committee Chair

SWATA Student

Competency

Workshop

Committee; Lab

Coordinator for

workshop

Henry Ross 2 state

presentations

Member, All-level

kinesiology

program, All-level

health committee

member;

departmental

academic advisor

3 dissertation

committees; 1

honor’s thesis;

advisor

Student

Veteran’s

Association;

Commerce

Community

Cares;

Commerce

Planning and

Zoning

Commission

Executive Council

(TAHPERD);

Health

Committee

(TAHPERD);

Nominating

Committee

(TAHPERD)

Tara

Tietjen-

Smith

2 submitted

national

research

articles;

2 national

research

articles in

press

1 state

presentation;

1 regional

presentation;

3 national

presentations

– One as an

invited

Keynote

speaker

Graduate

Coordinator;

Chair of HHP IRB;

Chair of T & P

Committee;

Chair of

Computer/

Technology

committee;

Chair or member

of 3 search

committees;

member:

Strategic Planning

committee and

Health Majors.

Graduate

Council -

Curriculum

sub-committee member

Faculty

Development

Leave

Committee; chair in Fall

2011)

Institutional

Effectiveness QEP

IACUC

Committee

member

PHBA

Committee

Member:

Challenged

Horsemen

(riders with

disabilities);

National

Convention

Planning;

Technology –

Web, APA

Software,

Computer;

Amateur;

World

Championship

Show;

Show Rules

TAHPERD,

Health

Committee

secretary; Invited

Reviewer for

AAHPERD

National

Convention 2013

Research

Consortium

Health Proposals;

Editorial Board

Member for 4

National

journals;

Reviewer for 3

national journals

and 1 state

journal.

Developed online

course HHPK 516.

Graduation

Committee

member

1 dissertation

committee; 1

thesis chair; 3

honor’s thesis

chair

COEHS T & P

committee

chair;

COEHS

Faculty Search

committee

member;

COEHS

Assessment

committee

member;

COEHS QEP

committee

member;

University

Wellness

Collaborative

Committee

Bullying

inservice for

Cumby ISD

Delta Kappa

Gamma

Planning

committee

member

TPEA

Marketing

Director;

Executive

Board, State

Director,

National

Director,

Amateur

National

Director

Scott

Waltemyer

1

manuscript

in review

3

manuscripts

in progress

1 national

presentation

1 chapter in a

nationally

used textbook

Sport/Rec Mgmt

coordinator,

Sport/Rec Mgmt

program

assessment and

oversight,

Sport/Rec Mgmt

faculty search

committee chair,

Assisted on new

building proposal,

1 Master’s thesis

committee,

HHP Graduate

Admissions

committee

Facility

Advisory

Committee,

COEHSFaculty

Evaluation

Committee,

Hunt County

Special

Olympics,

Volunteer

coach with

Hockey

Ministries

International

Represented

Sport/Rec Mgmt

program and

HHP Dept at

British Studies

Program 2012

Gwendolyn

Weatherford

1 national

article in

press

1 international

presentation

(University of

Ferrara,

Ferrara,

Italy),

1 national

presentation

Member, Graduate

Committee;

Member, Sport

Management

Committee,

Developed online

course HHPK 597,

Kinesiology and

Sport Studies

Committee

Senior

Associate

Campus

Recreation

Search

Committee,

Sophomore

Year

Experience

Facilitator,

Prestigious

Speaker

Committee,

Member,

Lion’s Club

International,

Special

Olympics

Volunteer

Coordinator

Chair, NAKHE

Public Affairs,

Grant reviewer

for NASPE and

the ING Run for

Something Better

grant

Moderated

Q&A for Dan

Rather Event,

Co-coordinator

for Dan Rather

Private Social

1 Master’s

thesis, 1

Honor’s thesis,

Chair Honors

Thesis, Honor’s

Thesis

Committee,

Adapted PE

student

participant

coordinator for

Disability

Awareness

Week & Fair

6.2.6 Quality of the Management and Communications in the Department

The department head organizes two full-day retreats each year, one in August and the other in

January, to set the vision for the year and communicate initiatives. Further, faculty and staff

meet bi-weekly to give program reports, administrative assistant reports regarding supplies,

equipment needs, travel, planned giving, and other internal procedures that are pertinent. Once a

year, faculty members are asked to fill out an anonymous organizational effectiveness survey

online. The department head and the administrative assistant address any effectiveness issues

that are cited in the survey report. There is a formal orientation and evaluation system in place

for all graduate assistants, adjuncts, and part-time faculty. The information from the evaluation

system is used to assess quality in teaching and research. Additionally, each graduate assistant is

assigned a faculty mentor that guides them through their experience as an assistant. Those

teaching in the fitness and recreational activities program (FRA) are provided a handbook that

outlines all procedures and processes for teaching in the HHP department. Handbooks for the

other programs are being developed and will be completed before May 2013.

6.2.7 Student Advising and Mentoring

The College of Education and Human Services is committed to providing quality advising for

students majoring in all programs in the college. The HHP department is also committed to

quality advisement and involvement with student majors as evidenced by the implementation of

an advisement evaluation system (see appendix for the advisement evaluation card). In addition,

a professional service requirement has been implemented that requires each student to complete

100 hours of service-learning activities before graduation (see appendix for professional service

form). The advisement evaluation and the professional service requirement were implemented

fall 2012. First data will be collected and reported in August 2013.

6.2.8 Substantial Online Course Offerings/off-campus Programs

Not applicable to our programs.


Athletic Training Education Program

Sarah Mitchell, Program Coordinator

6.3.1 Provide the learning goals and assessment program that is in place for students

majoring in your program and your assessment program for collecting information

regarding student learning.

By the end of this program, graduates will demonstrate the ability to:

1. Apply the Commission on Accreditation of Athletic Training Education (CAATE)

Standards and the 5th Edition of the National Athletic Trainers’ Association (NATA)

Educational Competencies to the profession of athletic training as evidenced by their

ability to summarize the standards and competencies.

2. Integrate the knowledge and skills of athletic injury prevention, diagnosis, and treatment

as evidenced by their ability to complete injury evaluations, and design and implement

treatment protocols with physically active individuals.

3. Use technology as evidenced by their ability to write research papers and to accurately

use lab instrumentation while completing injury evaluations, and designing and

implementing treatment protocols with physically active individuals.

4. Integrate the professional knowledge and skills of an athletic trainer as evidenced by their

ability to complete real-world experiences through their clinical experiences in various

athletic training settings, such as: collegiate athletics, high school athletics, physical

therapy clinics, the university student health center, and an orthopedic physician’s office.

5. Engage with diverse individuals as evidenced by their ability to complete real-world

experiences through their clinical experiences in diverse athletic training settings, such

as: collegiate athletics, high school athletics, physical therapy clinics, the university

student health center, and an orthopedic physician’s office.

6. Produce research as evidenced by their ability to write research papers and presentations.

Assessment of these goals is accomplished through a variety of assignments in several courses

required by the program. Examples of assignments used for assessment include: interview, oral

discourse, labs, lab instrumentation, case studies, research papers, projects, and clinical

experiences.

Other than grades, how do you document students are achieving these goals?

Students are assessed using the department’s assessment rubric. Their performance on

assignments is categorized as unacceptable, acceptable, or on target. Additionally, students are

assessed twice each semester in their Clinical Experience in Athletic Training courses by their

supervising athletic trainer. These courses require hands-on experience similar to a practicum or

an internship. The evaluation rubric covers behavior, professionalism, and knowledge that is

required of someone who is practicing as an athletic trainer. Finally, graduates of the program

complete an alumni survey and their employer completes a survey on how the individual is

performing in their job. These evaluations provide feedback as to how the graduates perform in

their job as an athletic trainer.

Does the program have a capstone or culminating experience?

The "culminating experience" for Athletic Training majors is HHPA 480, Clinical Integration of

Athletic Training. Students are required to integrate the National Athletic Trainers’ Association

competencies and proficiencies with decision making processes before entering professional

practice. The students participate in scenario-based problem solving and critical thinking

challenges. Content areas to include: review of clinical skills, professional licensure and

certification exam preparation, career opportunities, and professional development requirements.

How do you gather and use data collected in your assessments?

Data is gathered throughout each semester as students complete assignments associated with the

program goals. The Clinical Experience Evaluation forms are completed at mid-term and final

each semester. The alumni survey and employer survey are completed at approximately 1 year

after graduation and again at 3-5 years after graduation. Data is analyzed at the end of each

academic year and program adjustments are made based to address areas of weakness.

6.3.2 Provide a summary analysis of the results of your assessment program.

Summary of analysis submitted to the Commission on Accreditation of Athletic Training

Education (CAATE) for the program’s accreditation report in May 2011.

The program recognizes three content areas that need improvement and have developed plan to

improve didactic instruction in these areas to hopefully improve students’ actual and perceived

knowledge in these content areas.

1. Nutritional Information: This content area is covered in HHPH 331: Nutrition, which is

taught by a professor who is not an athletic trainer. The program feels the content of the

course is sufficient and that students are gaining appropriate knowledge in this area.

However, the course may not apply the content to the specific athletic population that the

athletic training students need. It is possible that the application of content in the course

is to the general population. To address this, the program is including nutrition projects

in the Clinical Experience in Athletic Training courses and in the Clinical Integration

course. Exposing students to nutrition information more often and having them apply

their knowledge to athletes will help improve their ability to utilize nutritional

information.

2. Basic Pharmacology: This content area is covered in HHPA 459: Assessment of General

Medical Conditions and in HHPA 140: Introduction to Athletic Training. Currently, the

pharmacology information is presented over the course of two weeks in HHPA 459 and

briefly covered in HHPA 140. To address this, the program will provide more time to

cover the material in the HHPA 459 course. This will allow the information to be

explained more thoroughly and provide the students with more time to learn and

understand the material.

3. Social, Mental, and Emotional Behaviors: This content is covered in several courses as it

relates to the specific material in the course. HHPA 213: Prevention and Care of Athletic

Injuries, HHPA 259: Athletic Injury Assessment I, and HHPA 369: Athletic Injury

Assessment II covers the psychosocial behaviors as it relates to injuries. HHPA 339:

Therapeutic Rehabilitation covers the behaviors as it relates to the rehabilitation process.

HHPA 459: Assessment of General Medical Conditions covers the specific psychosocial

disorders and the process for recognizing, intervening, and referring patients with these

conditions. This material is covered during one week in the HHPA 459 course. To

address this, the program will provide more time to cover the material in the HHPA 459

course since the bulk of the material is taught in this course. The program will also

include more application projects of this material in the Clinical Experience in Athletic

Training courses and in the Clinical Integration course.

Give examples of changes that have been initiated due to these analyses over the past five

years.

Include examples from the undergraduate and graduate programs in the department.

The program determined students were not gaining sufficient hands-on experience with up-to-

date lab instrumentation. The program secured HEF funds to purchase lab instrumentation for

HHPA 240: Therapeutic Modalities Lab.

Though students have sufficient opportunities to apply knowledge in real-world experiences in

diverse communities, the program determined the need to increase the number of clinical sites to

allow students a greater variety in the types of experiences they have. Over the last five years,

the program has added three physical therapy clinics and four high schools as clinical sites.

Summary of analysis submitted to the Commission on Accreditation of Athletic Training

Education (CAATE) for the program’s accreditation report in May 2011.

The program recognizes three content areas that need improvement and have developed plan to

improve didactic instruction in these areas to hopefully improve students’ actual and perceived

knowledge in these content areas.

1. Nutritional Information: This content area is covered in HHPH 331: Nutrition, which is

taught by a professor who is not an athletic trainer. The program feels the content of the

course is sufficient and that students are gaining appropriate knowledge in this area.

However, the course may not apply the content to the specific athletic population that the

athletic training students need. It is possible that the application of content in the course

is to the general population. To address this, the program is including nutrition projects

in the Clinical Experience in Athletic Training courses and in the Clinical Integration

course. Exposing students to nutrition information more often and having them apply

their knowledge to athletes will help improve their ability to utilize nutritional

information.

2. Basic Pharmacology: This content area is covered in HHPA 459: Assessment of General

Medical Conditions and in HHPA 140: Introduction to Athletic Training. Currently, the

pharmacology information is presented over the course of two weeks in HHPA 459 and

briefly covered in HHPA 140. To address this, the program will provide more time to

cover the material in the HHPA 459 course. This will allow the information to be

explained more thoroughly and provide the students with more time to learn and

understand the material.

3. Social, Mental, and Emotional Behaviors: This content is covered in several courses as it

relates to the specific material in the course. HHPA 213: Prevention and Care of Athletic

Injuries, HHPA 259: Athletic Injury Assessment I, and HHPA 369: Athletic Injury

Assessment II covers the psychosocial behaviors as it relates to injuries. HHPA 339:

Therapeutic Rehabilitation covers the behaviors as it relates to the rehabilitation process.

HHPA 459: Assessment of General Medical Conditions covers the specific psychosocial

disorders and the process for recognizing, intervening, and referring patients with these

conditions. This material is covered during one week in the HHPA 459 course. To

address this, the program will provide more time to cover the material in the HHPA 459

course since the bulk of the material is taught in this course. The program will also

include more application projects of this material in the Clinical Experience in Athletic

Training courses and in the Clinical Integration course.

6.3.3 For undergraduate programs, describe the program’s role in providing service

programs to the core curriculum/general education program.

The major courses for this program do not fulfill any of the core curriculum/general education

requirements for the university. However, the program requires six Clinical Experience in

Athletic Training courses and a Clinical Integration course. These courses allow professional

growth and professional success by allowing the students the opportunity to put their skills to

work on real patients while learning from athletic trainers and healthcare providers who are

practicing in their respective fields.

How successful are these programs in supporting the University Studies’ goals?

Again, the major courses for this program do not fulfill any of the core curriculum/general

education requirements for the university. However, the program requires six Clinical

Experience in Athletic Training courses and a Clinical Integration course. Students successfully

demonstrate professional growth throughout these courses as evidenced by their evaluations. By

the end of the program, students have a good understanding of the professional requirements of

an athletic trainer and how to maintain professional success in their career.

Please provide the information on which you base your analysis.

Student success in these areas are determined by the student evaluations completed by their

supervising athletic trainer. Students in their final semester of the program typically average a

4.5 to 5.0 on their evaluations. (Evaluation scale is 0-5, with 0 being poor and 5 being excellent).

Professional growth and success of the students is also determined by the employer surveys

which provide information on how the individual is performing in their job. These evaluations

provide feedback for overall growth and success of the students beyond graduation.


6.4.1 What are the recommendations of the program in response to this review?

In September 2011, the program was notified by the Texas Higher Education Coordinating

Board that the major of Athletic Training is being cut due to low enrollment and graduation rates

for the last 5 years. Therefore, the program has created a phase-out plan to allow current

students to complete the degree program and graduate within the time frame specified by the

Coordinating Board. The phase-out plan allows the program to remain compliant for all

standards required by the Commission on Accreditation of Athletic Training Education in order

to maintain full accreditation status through May 2015. Implementation of this plan began in

August 2012.

Students wishing to pursue athletic training as a field of study can major in Human Performance

and complete the requirements for licensure through the Texas Advisory Board of Athletic

Trainers. This includes completing 1800 apprenticeship hours under the supervision of an

athletic trainer.

Provide the plan that shows implementation of these recommendations and projections for

the program for the next five years.

The program has implemented the phase-out plan beginning in August 2012. Current students

will progress through the curriculum and complete the program by May 2015.

All new students interested in athletic training are directed to the Human Performance major.

Three-year phase out plan is outlined below:

Athletic Training Education Program (ATEP) Phase Out Plan

Fall 2012

HHPK 213, 3sch: Prevention & Care of Athletic Injuries (2 sections;

30 students in each)

HHPA 249, 1 sch: Clinical Experience in Athletic Training I (8

students)

HHPA 259, 3 sch: Athletic Injury Assessment I (18 students)

HHPA 260, 1 sch: Athletic Injury Assessment I Lab (18 students)

HHPA 239, 3 sch: Therapeutic Modalities (23 students)

HHPA 240, 1 sch: Therapeutic Modalities Lab (23 students)

HHPA 349, 1 sch: Clinical Experience in Athletic Training III (15

students)

HHPA 449, 1 sch: Clinical Experience in Athletic Training IV (5

students)

HHPA 459, 3 sch: Assessment of General Medical Conditions (5

students)

HHPA 460, 1 sch: General Medical Techniques Lab (5 students)

Faculty Teaching Loads

Program Director, Sarah Mitchell: HHPA 259, 260, 459, 460, 449 =

9 sch

Clinical Coordinator, Forestt Bridges: HHPK 213 (2 sections),

HHPA 249, 239, 240, 349 = 12 sch

Administrative & Personnel

Changes

1. Fully integrate the 5th

Edition

of the Athletic Training

Education Competencies into the

curriculum.

2. Begin changes to become

fully compliant with the 2012

CAATE Standards.

Spring 2013

HHPK 213, 3 sch: Prevention & Care of Athletic Injuries (1 section;

40 students)

HHPA 279, 1 sch: Clinical Experience in Athletic Training II (8

students)

HHPA 369, 3 sch: Athletic Injury Assessment II (18 students)

HHPA 370, 1 sch: Athletic Injury Assessment II Lab (18 students)


students)

HHPA 339, 3 sch: Therapeutic Rehabilitation (23 students)

HHPA 340, 1 sch: therapeutic Rehabilitation Lab (23 students)

HHPA 441, 3 sch: Athletic Training Administration (5 students)

HHPA 442, 1 sch: Health Care Administration Lab (5 students)

HHPA 479, 1 sch: Clinical Experience in Athletic Training VI (5

students)

HHPA 480, 3 sch: Clinical Integration (5 students

Faculty Teaching Loads

Sarah Mitchell: HHPA 369, 370, 339, 340, 480 = 11 sch

Forestt Bridges: HHPK 213, HHPA 279, 379, 479, 441, 442 = 10

sch

1. Finalize changes for ATEP to

be fully compliant with the 2012

CAATE Standards

Summer I 2013

HHPK 213, 3 sch: Prevention & Care of Athletic Injuries (1 section,

40 students)

Faculty Teaching Load

Sarah Mitchell: 3 sch

Fall 2013

HHPK 213, 3 sch: Prevention & Care of Athletic Injuries (1 section;

40 students)

HHPA 349, 1 sch: Clinical Experience in Athletic Training III (8

students)


students)


students)



Sarah Mitchell = 9 sch

1. Phase out faculty line for

Forestt Bridges. Sarah Mitchell

will take on the role of Clinical

Education Coordinator for

Standard III Personnel, B 1-3.

2. Stacy Bishop (Assistant

Professor in dept.) will serve as

an additional full-time FTE

faculty member for the ATEP as

required under Standard III

Personnel, C 3. Stacy teaches

HHPK 335, 417, and 450 which

are required courses for the

degree.

Spring 2014


students)

HHPA 441, 3 sch: Athletic Training Administration (23 students)

HHPA 442, 1 sch: Health Care Administration Lab (23 students)


students)

HHPA 480, 3 sch: Clinical Integration (15 students)



Summer I 2014


40 students)



Summer II 2014


40 students)



Fall 2014

HHPK 213, 3 sch: Prevention & Care of Athletic Injuries (2

sections; 30 students in each)


students)


students)




Spring 2015

HHPK 213, 3 sch: Prevention & Care of Athletic Injuries (2

sections; 30 students in each)


students)

HHPA 480, 3 sch: Clinical Integration (8 students)



1. Last cohort of students will

graduate in May 2015.

In the course of your plan, please address the following:

What student profile is anticipated, both in number and type of students?

Current students will complete the program, but new students will not be able to declare their

major as athletic training. New students will declare their major as Human Performance and

complete the requirements for that major. It is anticipated that 5-10 students will enroll each

year in the Human Performance major who also wish to complete the requirements for licensure

through the Texas Advisory Board of Athletic Trainers.

What curricular changes are planned?

Due to the phase-out of the major, no curricular changes are planned for the athletic training

major.

What scheduling changes are planned?

Due to the phase-out of the major, no scheduling changes are planned for the athletic training

major. As the student cohorts complete coursework, certain courses will not need to be offered

during future semesters. A few of the courses will continue to be offered on a rotating basis for

students completing the requirements for licensure through the Texas Advisory Board of Athletic

Trainers.

6.4.2 What types of human, fiscal, and physical resources are needed to implement your

enrollment projections and recommendations?

The current human, fiscal, and physical resources are sufficient to maintain the program through

the phase-out process. Once the athletic training major has been phased-out, it will be necessary

to retain some of these resources (human and fiscal) in order to offer students the option to

pursue athletic training through the major in Human Performance and complete the requirements

for licensure through the Texas Advisory Board of Athletic Trainers.

A preliminary draft of the implementation plan will be included with the self-study; however, the

final draft will reflect not only the views of the program faculty but also recommendations by the

college deans and other members of the review process. The final implementation plan will

result from discussion and consultation among the self-study coordinator, the department chair,

the dean of the college, and the provost. The implementation plan will link the program plans

and goals to those of the college and university and will guide the activities of the program for

the subsequent five years.


All-Level Kinesiology: Kinesiology and Sports Studies

Sandy Kimbrough, Program Coordinator



regarding student learning. Other than grades, how do you document students are

achieving these goals?

With the obesity epidemic among Texas children and adults and the lack of physical activity

prevalent in our state, the importance of quality physical education programs is more essential

than ever before. Graduates of the program not only teach children to be effective movers, but

prepare them for a physically active lifestyle. The high quality of our program allows our alumni

to advocate developing and maintaining healthy lifestyles.

The goals of the program, in line with the conceptual framework of the department, include the

following:

o Preparing students to be leaders in the field of physical education in Texas school

districts and organizations

o Preparing students to employ technology that is relevant, practical, and promotes

physical activity among those they influence

o Preparing students to apply knowledge to real-world experiences that affect

change in the lives of their students and colleagues

o Empowering students to engage in diverse communities and global settings,

demonstrated by involvement and leadership of our graduates across the state,

nation, and beyond

o Producing and disseminating quality relevant research that is pertinent to

individuals in the fields of health, physical education, and exercise science

The rubric (see appendix) provides the Student learning Outcomes and assessments used in the

Kinesiology and Sports Studies undergraduate program, along with target achievement rates and

specific measures of student learning, other than grades.


The culminating experience for all students in this program is the semester of student teaching,

done in collaboration with a regional school district, under the coordination of the Educator

Certification Office.


Data collected is used to adjust the curriculum scope and sequence; it also helps us hire faculty

who can fill the existing needs of the program, in light of the overall needs of the department and

all its programs.


Specific numbers for each outcome is provided within the assessment table.

Currently, the teacher preparation program in Physical Education produces the most graduates in

the Health and Human Performance department annually. Within the past 5 years, completers of

the program have passed the state teacher certification exam at a rate of 100%.

The teacher preparation program, over the last 5 years (2007-2012) has produced 47% of the

undergraduate degrees conferred from the department.

Faculty members and students in the program engage in quality research, service, and teaching

presentations at the state, national, and international levels. Students are frequently involved and

have multiple opportunities to collaborate and network with students and professionals in the

field.


years. Include examples from the undergraduate and graduate programs in the

department.

This program is an undergraduate program, so only the undergraduate changes will be addressed.

Recently, our department has identified a true program coordinator position to oversee curricular

and staffing changes for this program. Under the direction of the program coordinator, the

students have been excelling and the number of graduates has not decreased much, despite the

addition of other degree options within the department.



How successful are these programs in supporting the University Studies’ goals?

Please provide the information on which you base your analysis.

This specific degree program does not provide coursework for the University’s Core Curriculum.



Provide the plan that shows implementation of these recommendations and projections for

the program for the next five years.

Action Item Timeline Justification

Purchase and installation of current

Fitnessgram software and technical

support, along with the inclusion of

Fitnessgram training for students in

HHPK 314 and HHPK 315.

Fall 2013 Physical education teachers in

the state of Texas are required

to conduct Fitnessgram

annually; we need to prepare

our students for the competitive

job market by training them in

Fitnessgram.

Faculty member in the area of

pedagogy who can teach HHPK 274,

HHPK 314, HHPK 315, and other

courses as assigned (e.g. HHPK 250,

HHPK 251, HHPK 154, HHPK 144).

Fall 2013 Courses in the All-level KINE

program are FULL, even with

multiple sections added. We

are turning students away due to

a lack of faculty members and

available sections. Adjunct and

ad-interim faculty members

cannot be relied upon to

consistently provide quality

instruction in these courses.

In addition to HHPK 314 and

315, a full-time pedagogy

person could and should teach

HHPK 274, with additional

courses from the following list:

HHPK 144, HHPK 154, HHPK

250, HHPK 251, and graduate

coursework in curriculum and

instruction.

Complying with SACS rules

concerning the percent of online

courses in a program, we cannot

afford to change any more

classes in the program to an

online format.

Currently, the faculty member

teaching HHPK 314 is a

temporary one-year

appointment. The faculty

member who currently teaches

HHPK 274 and has been

teaching HHPK 314 and 315 is

now tenure-track in the Sport

Management Program.

The Program Coordinator has a

full teaching load.

Continued use of COEHS

enhancement funds to provide

students in program with essential

out-of-class activities.

Ongoing Students gain valuable

experiences and network with

students and professionals from

around the state.

In the course of your plan, please address the following:

What student profile is anticipated, both in number and type of students?

We anticipate holding our numbers steady, despite the plateau or reduction in the number of

teaching jobs in this field. Our students recognize the importance of providing quality physical

education within our school systems. Varying slightly from semester to semester, our students

are roughly equal in number for gender. Most of our students are traditional age (18-24), but

some are older and/or veterans. We anticipate these trends will continue.

The numbers below reflect the number of graduates in the department per year that are all-level

kinesiology majors.

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

All-level

KINE

55 41 31 43 34

The numbers below reflect the percentage of graduates in the department per year that are all-

level kinesiology majors.

2007-

2008

2008-2009 2009-2010 2010-2011 2011-2012

57% 48% 34% 40% 30% All-level KINE

What curricular changes are planned?

None at this time.

What scheduling changes are planned?

None at this time.



See table above.

A preliminary draft of the implementation plan will be included with the self-study;

however, the final draft reflects not only the views of the program faculty but also

recommendations by the college deans and other members of the review process.

The final implementation plan will result from discussion and consultation among the self-

study coordinator, the department chair, the dean of the college, and the provost. The

implementation plan will link the program plans and goals to those of the college and

university and will guide the activities of the program for the subsequent five years.


All-Level Health

Henry Ross, Program Coordinator


In keeping with its Departmental Mission, the Health and Human Performance department at

Texas A&M University-Commerce seeks to achieve excellence through the implementation of a

challenging academic curriculum that will prepare leaders in the fields of health, kinesiology,

and sport that will allow them to excel in a dynamic and digital society. The Department also

seeks to empower and engage students and faculty through applied knowledge and real-world

experiences that will help them to be successful in diverse community and global settings.

Together and independently, both faculty and students produce and disseminate quality research

that is current and relevant to the communities of learners in our academic, professional, and

global environments.



regarding student learning.

Student outcomes related to the integration of knowledge, skills, and behaviors are assessed

annually. By the end of the program, students will:

(1) Demonstrate the ability to identify and apply the National Commission for Health

Education Credentialing to curriculum development, philosophy, and instruction.

(2) Demonstrate the ability to apply the State of Texas Assessments of Academic Readiness

(STARR).

(3) Demonstrate the ability to apply and use technology through the use of presentation

technology.

(4) Demonstrate the ability to use discipline-specific technology in the assessment and

application of the principles of health.

(5) Demonstrate the ability to apply their knowledge and experiences outside the walls of the

classroom by creating laboratory experiences, and developing and teaching lessons for

elementary and secondary school health students.

(6) Demonstrate the ability to engage in diverse communities by providing volunteer service

to the Special Olympics and feeding the homeless and at-risk.

(7) Demonstrate the ability to gather existing data, measure, evaluate, make assessments, and

present data within the discipline.

Other than grades, how do you document students are achieving these goals?

Other than grades, student documentation includes the following:

Courses in the curriculum meet the academic standards,

The department admissions standards were raised from 2.0 to 2.25,

More challenging assignments are being developed in courses,

An integrated electronic portfolio assessment and student teaching which allows for more

effective tracing of student progress on key assessment criteria,

The development of “required” courses that are taught completely online so that students

must be able to navigate technology, and

“Required” experiential learning which involves volunteering for the Special Olympics as

well as serving the homeless and at-risk.


The culminating experience for Health All-Level Teaching involves the successful completion of

the Student-Teacher Education Program in Health K-12 as well as the achieving a passing score

on the State’s Teacher Education Exam.


Data are gathered through classroom observation, case studies, research papers, exams,

portfolios, and projects. The data collected are used to improve course offerings and to provide

for improved instruction.


The results of the Department’s assessment program for Health All-Level Teaching indicate that

approximately 65% of the students evaluated for Goal I (Preparing Leaders) met the assessment

criteria. When the assessments for Goal II (Excelling in a Dynamic and Digital Society) were

undertaken, it was found that approximately 65% of those students achieved success.

Approximately 75% of the students met the assessment criteria for Goal III (Applying

Knowledge and Real-World Experiences). Results for Goal IV (Empowering Students to Engage

in Diverse Communities and Global Settings) indicated that approximately 65% of the students

met the assessment criteria during the evaluation period. Approximately 75% of the students

evaluated met the assessment criteria for the final goal (Goal V: Producing and Disseminating

Quality, Relevant Research).


years.

Changes that have been initiated due to the above mentioned analyses over the past five years are

as follows:

Classrooms have been fitted with the technology and software suited for appropriate

instruction,

Instructors have been provide with the most currently personal technology/software,

Admission standards to the department have been raised from 2.0 to 2.25 and will raise

incrementally as the HHP Department continue to grow in numbers.

The development of an integrated electronic portfolio used to track student progress on

key assessment criteria,

The development of courses that are delivered only via online instruction, and

The development of opportunities for experiential learning involving diverse populations.



The Department’s undergraduate program in health does not contribute to the general education

curriculum.


It is recommended that formative and summative evaluations of the program continue and that

data be used to increase course offerings and to improve instruction. Data collections through

formative and summative evaluations have always been used; but have not been performed

consistently. Consistent evaluations will be performed and data collected is expected to begin

during the Fall Semester, 2012.


Although courses in the current program for All-Level Health meet the academic standards,

higher standards in the form of more challenging assignments in courses are being developed.

The Health and Human Performance Department has also raised the admission standards to the

department from 2.0 to 2.25. The admission standards are expected to be raised incrementally as

the department continues to grow in the number of students and academic achievement.



A preliminary draft of the implementation plan should be included with the self-study; however,

the final draft should reflect not only the views of the program faculty but also recommendations

by the college deans and other members of the review process.

The final implementation plan will result from discussion and consultation among the self-study

coordinator, the department chair, the dean of the college, and the provost. The implementation

plan will link the program plans and goals to those of the college and university and will guide

the activities of the program for the subsequent five years.


Health Promotion

Quynh Dang, Program Coordinator

Documents

CoSEA Academic Programs Revie · 2020-02-18 · CoSEA Academic Programs Review Due: Jan 7, 2013 A basic rules: 1. Programs that can be offered 50%+ on-line are considered separate