Assessment Plan 2006
I. INTRODUCTION
A. Description:
The Health, Physical Education and Recreation Department (HPER) fosters multiple roles and best practices in science based academic and field engaged career preparation in school health education, community health education, physical education teacher preparation, coaching certification, exercise science, corporate wellness, pre-physical therapy and parks and recreation administration. These majors are content rich, laboratory supported and field based, resulting in high quality, professional association - accredited and solution - focused curricula.
B. Analysis and Assessment:
Assessment of students consists of four components beyond the course specific content examinations and assignments. 1) Each student completes the standard university course/instructor evaluation form. This form is administered to every class each semester. The student is able to share candid and precise reviews of the quality of the course, its content and the ability of the instructor. The faculty use both the numbered indicators as well as the narrative statements to improve and sharpen the course experience. 2) Each student, regardless of discipline area, participates in a required capstone course. This capstone course consists of one of several culminating experiences, i.e., student teaching, practicum or internship or seminar for senior level students. Students are assessed by faculty to determine the readiness of the student for the experience. The supervision of the capstone experience consists of both university faculty and field based professionals. Each experience has well established objectives and multiple evaluations occur during the course. Evaluation methods include written assignments, site visits, interviews, observations and graded assignments. Several feedback points are designed into the experience. 3) All academic programs within the department have created a course by competency outcomes matrix. Within the matrix are the corresponding primary, secondary and third level objectives from the courses that are set to achieve that competency outcome. This curriculum based competency plan reflects the purpose, value and need for each of the courses and the specific objectives of those achieving these competencies. 4) Students in the various majors participate in an exit interview with faculty to determine the effectiveness of the program and measure satisfaction of the total program. Students are identified randomly to complete a final evaluation and visit with faculty on a one to one exit interview.
- View the Health Education outcome matrix
- View the Physical Education outcome matrix
- View the Parks and Recreation outcome matrix
C. Challenges and Recommendations
There are three specific challenges that face the department and increasing quality experiences for students. The first is the need for one additional faculty member to serve the parks and recreation curriculum. The undergraduate degree program is accredited by the National Recreation and Park Association Council on Accreditation. During the last accreditation review the program was cited for the need for one additional faculty member. In the interim the program has been using multiple adjunct faculty to equate the full time line. The physical education curriculum has been experiencing a significant increase of students interested in the exercise science component. This course requires rather structured laboratory experiences where large enrollment lecture courses are reduced down to smaller enrollment laboratory courses. The addition of an additional exercise science faculty member is critical. At this point in time the university has been working to transfer an extension based faculty member to the department. Expanding the M.Ed. Extension based cohort to two overlapping sets of students is critical to meet the needs of graduate students statewide. This expansion is currently in the development phase.
II. SELF STUDY
A. Department Overview
The Department of Health, Physical Education and Recreation (HPER) is housed in the College of Education and Human Services. The department began in 1890 the same year that the Agricultural College of Utah was founded. From 1890 to 1922 the program was within the Athletic Department and in 1922 moved to the College of Education . The Department is located in the HPER Complex which is a 54,000 square foot building consisting of 20 faculty offices, eight classrooms, three multipurpose studios, one gymnastics center, two indoor swimming pools, three multipurpose gymnasiums, one weight lifting room, six racquetball courts, fourteen tennis courts and four outdoor sport fields.
B. Degree programs
The department offers five degree programs with three at the undergraduate level and two at the graduate level.
1. Degrees Offered
The specific degrees, academic areas and majors and minors are:
Degrees Areas Major Minor BS Health Education School Health, Community Health School Health, Community Health BS Physical Education Teacher Preparation, Pre-Physical Therapy, Exercise Science Teacher Preparation, Coaching BS Parks & Recreation Administration Administration MS HPER Physical Education, Health Education Physical Education, Health Education MEd HPER Physical Education Physical Education 2. Student Data
The following represents several student based data sets from 2002 to 2006:
3. Analysis and Assessment
Assessment of students consists of four components beyond the course specific content examinations. Each student completes the standard university course/instructor evaluation form. The student is able to share candid and precise reviews of the quality of the course, its content and the ability of the instructor. Faculty use both the numbered indicators as well as the narrative statements to improve and sharpen the course experience. The student also completes a curriculum specific form that identifies for the student the specific curriculum core values that this course was designed to meet. The student is able to rate how well the course achieved those specific content competencies. Each discipline within the department has different curriculum core values and each course complements the achievement of the content competencies. Each student, regardless of discipline area, participates in a required capstone course. This concluding experience consists of student teaching, practicum or internship. Students are assessed by faculty to determine the readiness of the student for the experience. The supervision of the capstone experience consists of both university faculty and field based professionals. Each experience has well established objectives and multiple evaluations occur during the course. Evaluation methods include written assignments, site visits, interviews, observations and graded assignments. Several feedback points are designed into the experience. All academic programs within the department have created a course by competency outcomes matrix. Within the matrix is the corresponding primary, secondary and third level objectives from the courses that are set to achieve that competency outcome. This curriculum based competency plan reflects the purpose, value and need for each of the courses and the specific objectives of those courses. The faculty design learning experiences and objectives to assist the student in achieving these competencies.
4. Challenges and Recommendations
There are three specific challenges that face the department and increasing quality experiences for students. The first is the need for one additional faculty member to serve the parks and recreation curriculum. The undergraduate degree program is accredited by the National Recreation and Park Association Council on Accreditation. During the last accreditation review the program was cited for the need for one additional faculty member. In the interim the program has been using multiple adjunct faculty to equate the full time line. The physical education curriculum has been experiencing a significant increase of students interested in the exercise science component. This course requires rather structured laboratory experiences where large enrollment lecture courses are reduced down to smaller enrollment laboratory courses. The addition of an additional exercise science faculty member is critical. At this point in time the university has been working to transfer an extension based faculty member to the department. Expanding the M.Ed. Extension based cohort to two overlapping sets of students is critical to meet the needs of graduate students statewide. This expansion is currently in the development phase.
C. Faculty
1. Description
There are 16 faculty assigned to the HPER Department with 95 percent holding a terminal degree. The following table displays faculty degrees by academic rank.
Professor Associate Professor Assistant Professor Lecturer Total Number 3 7 4 2 16 Degreed Ph.D. Ph.D., Ed.D., MFA Ph.D. Ph.D., MS -- Tenured 3 7 0 0 10 2. Research/Creative Production and Activity
The faculty engage in research and creative production as part of their role statements. The faculty range from 5 percent to 35 percent of their workload assignments in the scholarship area. The following table displays research production over time.
2001 2002 2003 2004 2005 Books -- -- 2 2 Chapters in Books 1 2 -- -- Refereed Articles 2 4 16 16 Papers 21 33 31 33 Monographs -- -- -- 4 Popular Papers -- -- 2 -- Editorialships -- -- 1 -- Boards -- -- 3 -- Awards -- -- -- 1 Other -- -- 12 7 3. Extension
The HPER Department expends significant energy in the provision of two M.Ed. cohorts. One cohort of 30 students is served statewide and a second cohort of 30 students is served in the Salt Lake City area. Four courses are provided each semester (fall, spring) and two courses in summer. Each student produces a creative project that requires faculty committee supervision.
4. Analysis and Assessment
Faculty are evaluated using multiple data points. Each faculty member have students evaluate the quality of their instruction and course using the standard university form. The results are reviewed by both the faculty member and department head. Adjustments and improvements are made as appropriate. Each faculty member participates in an annual review process in which the faculty member shares evidence of fulfillment of their pre-established role statement. The evidence consists of data concerning teaching performance, scholarship production and service contributions. The annual review is prepared by the department head and reviewed by the dean. Adjustments and improvements are made as necessary. Each tenure track faculty member goes through an annual faculty committee, department head and dean review. Also, at year six external sources are contacted. Each fifth year tenured faculty participate in a post tenure review process that consists of an evidence portfolio and faculty committee review. The department head and dean review this evaluation process.
5. Challenges and Recommendations
There are three specific challenges that face the department and increasing quality experiences for students. The first is the need for one additional faculty member to serve the parks and recreation curriculum. The undergraduate degree program is accredited by the National Recreation and Park Association Council on Accreditation. During the last accreditation review the program was cited for the need for one additional faculty member. In the interim the program has been using multiple adjunct faculty to equate the full time line. The physical education curriculum has been experiencing a significant increase of students interested in the exercise science component. This course requires rather structured laboratory experiences where large enrollment lecture courses are reduced down to smaller enrollment laboratory courses. The addition of an additional exercise science faculty member is critical. At this point in time the university has been working to transfer an extension based faculty member to the department. Expanding the M.Ed. Extension based cohort to two overlapping sets of students is critical to meet the needs of graduate students statewide. This expansion is currently in the development phase.
D. Support Services
1. Facilities
The HPER Department is housed in the HPER Building located at 700 North 850 East on the main campus. The HPER Complex is a 54,000 square foot building consisting of 20 faculty offices, eight classrooms, three multipurpose studios, one gymnastics center, two indoor swimming pools, three multipurpose gymnasiums, one weight lifting room, six racquetball courts, fourteen tennis courts and four outdoor sport fields.
2. Staff
The HPER Department is served by the following staff:
Position Status Staff Assistant 1 full time Bookkeeper 1 full time Secretary 1 part time Workstudy 2 part time 3. Operating Budget
There is no department operating budget provided by the university. The department is allowed to collect limited fees from some courses that go directly back to support those courses. This may include special equipment, educational materials and miscellaneous supplies. The following are the courses that allow fees:
HEP 2000 First Aid
HEP 3400 Stress Management
PEP 2100 Skills I
PEP 2200 Skills II
PEP 2400 Skills III
PEP 2500 Rhythms and Movement
PEP 3050 PE in Elementary Schools
PEP 3100 Athletic Injuries
PEP 3200 Motor Learning
PEP 4100 Exercise Physiology
PEP 4200 Biomechanics
PEP 6450 Fitness Assessment/Exercise Testing
PEP 6800 Biomechanics and Ergonomics
PRP 1500 Social Recreation Leadership
4. Analysis and Assessment
The building is inspected monthly for safety and accessibility compliance. Adjustments are made as appropriate. The staff are evaluated annually by the department head using the university form. The staff evaluations are reviewed by the dean. Adjustments and improvements are made as necessary. The budgets are monitored daily at the department level, monthly at the dean level and annually by the internal auditors of the university. Adjustments and improvements are made as appropriate.
5. Challenges and Recommendations
A recent university budget reduction required the elimination of the two part time advisor positions. The faculty have been trained on advisement and are working to assist students. A part time work study and part time secretary have also been trained to assist. This has been a severe impact to the department.
III Appendix 1: Faculty Vitae
- Eadric Bressel
- Matt Flint
- Hilda Fronkse
- Julie Gast
- Richard Gordin
- Donna Gordon
- Edward Heath
- Arthur Jones
- John Kras
- Peter Mathesius
- Dennis Nelson
- Dale Wagner
- Phillip Waite
- Rolayne Wilson
IV Appendix 2: Course Syllabi
Physical Education - PEP
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Health Education - HEP
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Parks & Recreation - PRP |