ANNUAL DEPARTMENT/PROGRAM REPORT. Department/Program: Physical Education Teaching/Athletic Training. Submit to Dean by March 7, 2014

Transcription

1 ANNUAL DEPARTMENT/PROGRAM REPORT Department/Program: Physical Education Teaching/Athletic Training Submit to Dean by March 7, 2014 I. Department/Program Vision, Mission, Philosophy and Description A. Vision Statement Through the Physical Education department students will understand wellness, health and fitness with the end result being a lifestyle that embraces physical, mental, emotional and social well-being. Through the Physical Education department students will develop attitudes, skills and knowledge of human movement that will result in lifetime participation in physical activity. Through the Physical Education department students should learn efficient movement and sport skills, acquire knowledge and strategy of sports and games and learn positive nutritional and exercise habits. B. Mission Statement The Physical Education Department prepares students for transfer to higher level institutions. The key to health is the quality of one s lifestyle, which has physical, mental, emotional and social aspects. The department also provides professional programs in health and physical education that are designed to prepare students to teach health education and physical education, to coach athletic teams, and to work in areas such as fitness, recreation and sports medicine. NON-TEACHING In the non-teaching degree in Physical Education the student will be able to study about corporate fitness, exercise science, coaching and personal training education. ATHLETIC TRAINING The Athletic Training Education Program is designed to begin to prepare students for the National Athletic Trainers Association and Board of Certification exam and for careers as certified athletic trainers. The Athletic Training program combines formal classroom instruction with clinical experiences to develop the specific allied health care skills and knowledge required for this profession.

2 C. Philosophy 1. Teaching Philosophy & Pedagogy Physical Education today is endeavoring to produce individuals who can keep pace with the changing demands of a complex society. In an age when the health and fitness of Americans have become a significant concern, it is time to examine the influence of these important values of daily living on our children. Current research tells us that the concerns for a healthy lifestyle have not captured the attention of our nation s youth as they have in the adult population. We believe that a systematic physical education program is essential in contributing to individual student s physical, social and emotional well-being. The student who is sound in body and mind is better prepared to deal with the physical and mental stresses inherent in an ever-changing society. A physical education program insures the achievement of the basic skills and fitness needed to develop and enjoy a healthy lifestyle. The mental processes of planning, timing, judgment and recall require the physically active student. Guided and student lead co-educational experiences bring a student to a level of social development characterized by a spirit of cooperation, sportsmanship and respect for one s self and others, while keeping pace and contributing to society. 2. Digital Learning Philosophy We will provide the tools and knowledge necessary for students to be successful in pursuing lifelong fitness and a healthy lifestyle. Digital learning courses are offered to fulfill graduation requirements for physical education. 3. Dual Enrollment Philosophy The philosophy of the physical education department is to collaborate with all departments and to cross-list all appropriate course and content materials. D. Articulation Agreements (if applicable) We have discussed with University Wyoming and Chadron State the content and course work needed to fulfill specific program requirements. We are willing to work with other Universities where the students choose to attend. E. Advisory Committee Membership and Function (if applicable)

3 F. Special Events or Activities - Health Fair - Clinical- Various athletic events G. Personnel 1. Full-Time Faculty (include degrees & qualifications) Dan Dalen Bachelor s Degree: Physical Education Certified and Licensed Athletic Trainer (ATC, LAT) Mike Moline Bachelor s of Science: Athletic Training Master s of Science: Kinesiology Certified and Licensed Athletic Trainer (ATC, LAT) Angel Sharman Associate of Arts: Health - Bachelor s Degree: Physical Education & Health - Master s Degree: Administration & Coaching 2. Part-Time Faculty (include degrees & qualifications) 3. Other Personnel Dwight Gunnare Patty Kempf Micah Rush Shawn Powell Dan Russell Bill Mixer Patricia Hayden Lee Burgess Tom Parker W. Bohman Kelleen Gilstad K. McDill Jim Gibbs A. Beckstead H. Enrollment Trends Data (Past 5 years) 2008 AT: 10 PE: AT: 17 PE: AT: 12 PE: AT: 14 PE: AT: 13 PE: AT: 28 PE: 24

4 II. Program Strategic Planning Report Summary A. Department Goals for The physical education department will: Provide the foundation for students to continue their pursuit of a career in physical education. Offer a variety of activity courses that give the students a choice in how they develop and maintain a healthy lifestyle. Begin the preparation of quality coaches, athletic trainers and teachers for careers in schools, colleges, professional teams and organizations, industry, and related areas. Develop an atmosphere of cooperation and nurturing that allows each individual to flourish within the program. B. Department Strengths 1. We have (3) three faculty who are willing to develop their roles as faculty. 2. Faculty have diverse knowledge and experience. 3. Faculty have the knowledge and desire to develop and revise our department/course offerings as needed. 4. Faculty want to expand the offerings to increase enrollment in Physical Education courses and for majors. 5. Faculty have a willingness to be available to all campus participants and are actively involved in campus-wide committees. C. Department Challenges 1. The current classrooms, labs, and offices are inadequate and do not meet the needs of students and faculty. 2. Instructional technology and related resources such as equipment for classes and the fitness center are needed annually. 3. The current P.E. operating budget and campus-wide equipment purchase process does not allow for timely purchases. 4. More faculty are needed to accommodate enrollment growth, to enhance current offerings, and to revise, expand, and develop courses and degrees. D. Department Resource Needs for Next Year 1. Facilities The training room substitutes for a much needed lab for athletic training students. This is not large enough for athletic training students and is shared with the athletics department. When we host teams, we move the athletic training students elsewhere which disrupts schedules for students and faculty.

5 We use a classroom that is not big enough for the equipment we use. Therefore, we use the gym that other people are using during class time. Privacy is lacking and constant interruptions distract students and faculty. Another classroom TB 160 is connected to the fitness center. Students use the room for fitness class. Work-out equipment is stored in this room so students disrupt the class to retrieve or to ask for equipment during class time. If there is a lecture in this room, tables and chairs must be set up and moved in every instance. Coaches and adjunct faculty are sharing office space. Thus, private conferences will students on a drop in basis are difficult to accommodate. Because of space limitations, we use space in other buildings and schedule P.E. classes in the LH gym which means the gym is unavailable for external constituents. Our credit classes often conflict with the continuing education division s offerings. Our facilities coordinator is unable to offer space for conferences and larger campus events during the day and some evenings. The current seating in one classroom is the old-fashioned desk/chair combo. Unfortunately, many of our students do not fit in the chairs, and the desks are too small to take notes comfortable. Swapping the seating for tables and chairs would necessitate lowering caps on the classes held in the room. The current classrooms limit class sizes and increase salary costs for Casper College. Since we share this building with athletics, we move our classes when Casper College hosts any tournaments. We also lose our lab for the athletic training program as it is needed to serve as the training room. When there is inclement weather, outdoor classes are moved indoors, but we do not have enough space to practice proper technique due to safety reasons. The use of another gym would make our activity classes safer and more enjoyable with proper space. 2. Equipment Additional equipment for activity and professional classes is needed on a continuing basis. 3. Personnel We will need to increase faculty to develop additional courses. 4. Budget and Request for next year* Budget Line Item Amount Request Educational Supplies $ $ Office Supplies $ $ Medical Supplies $1, $1, Software $ $500.00

6 Graduation Supplies $ $ Advertising $1, $1, Laundry Services $ $ Other Contracted Services $2, $2, Repairs Equipment $7, $7, Dues/Memberships $1, $1, Registration/Entry Fees $ $ Employee Travel In State $ $ Employee Travel Out of State $ $ Recruitment $1, $1, Other Operating Expenses $1, $1, Computer Equipment $ $ Total $20, $20, *Explain and/or justify any significant changes to the budget requested.

7 III. Assessment Updates (3 levels of assessment General Education, Degree/Certificate, and Department/Program) Physical Education A. Executive Summary (bullet points) 1. Major take aways from general education outcomes assessment - When instructing students on assignments, as a department we will strive to provide more information specific to each assignment ie: When doing research for an academic paper or assignment, to use appropriate sources. Students will be instructed on how to access and utilize peer reviewed journals; using Casper College library data bases. This specifically targets general education outcome 6, but also will touch on outcomes 1,2 & Major take aways from degree/certificate or program-level assessments. - Traditionally, we have utilized class assignments and exams to measure outcomes. We plan to develop additional assessment techniques that will be implemented in PEPR 2460 (field exp.). Specifically, we will provide students with a capstone exam and use supervisor evaluations specific to the learning outcomes. B. General Education Outcomes Assessment - Describe changes to instruction, program, advising or strategy as a result of the last General Education Outcomes Assessment results (updated each fall and spring.) As graduates of Casper College, students will be able to 1. Demonstrate effective oral and written communication 2. Use the scientific method 3. Solve problems using critical thinking and creativity 4. Demonstrate knowledge of diverse cultures and historical perspectives 5. Appreciate aesthetic and creative activities 6. Use appropriate technology and information to conduct research 7. Describe the value of personal, civic, and social responsibilities 8. Use quantitative analytical skills to evaluate and process numerical data C. Department/Program Name: Physical Education List the Degrees/Certificates awarded by the Department/Program: Physical Education A.S. D. Student Learning Outcomes and Assessment by Degree/Certificate

8 Degree or Certificate: Physical Education Learning Outcomes PE i PE ii A How/Where is outcome learned? PEPR 1005 PEPR 2012 B Evidence/ Indicator(s) of Learning Quantitative Qualitative Quantitative Qualitative C Collection method(s) for each source of evidence Formal Exams Writing Capstone Exam Supervisor Eval Formal Exams Activities Projects Capstone Exam Supervisor Eval D Analysis method(s) for each source of evidence Instructor Instructor E Feedback Procedures (Faculty, staff & students) Written and Inclass Written and Inclass E. Assessment Activities and Results (raw data reports) - Grades have been documented and tracked. F. Assessment Analysis What changes have you made or do you plan to make in this degree or certificate based on your assessment data? - More assessment techniques are being added. More emphasis on using peer reviewed research. [Copy and paste parts D, E and F for each degree/certificate assessment plan in the program.] G. Department/Program Level Assessment Results & Analysis 1. External Assessment Data Relevant to the Department/Program - Supervisor Evaluations 2. Third-Party Comments/Evaluations (if applicable, such as accreditors, community advisory boards, etc.) - N/A 3. Department/Program Overall Assessment Analysis Describe the changes to the department/program based on the past year s assessment activities. How has the department/program used the assessment data to celebrate student achievements and/or improve the curriculum or pedagogy in the last year? - Based on class exams and projects, student outcomes are being met. However, we feel more assessment measurements would improve statistics. Therefore, the previously mentioned methods will be added to course curricula.

9 III. Assessment Updates (3 levels of assessment General Education, Degree/Certificate, and Department/Program) Athletic Training A. Executive Summary (bullet points) 1. Major take aways from general education outcomes assessment - When instructing students on assignments, as a department we will strive to provide more information specific to each assignment ie: When doing research for an academic paper or assignment, to use appropriate sources. Students will be instructed on how to access and utilize peer reviewed journals; using Casper College library data bases. This specifically targets general education outcome 6, but also will touch on outcomes 1,2 & Major take aways from degree/certificate or program-level assessments. - We have found that students have improved in all 3 outcomes from their 1 st to 2 nd year. Additionally with the use of the Simulation Center, we will be able to more effectively measure student progress. Specifically evaluating students at the end of 1 st and 2 nd years. - One noted area of concern within our student outcome of prevention was poor performance on taping and wrapping techniques. This was indicated as a weakness on our clinical evaluation forms filled out by clinical instructors. To remedy this, we have added a new course: KIN 1020 (Taping and Wrapping for Orthopedic Injuries). B. General Education Outcomes Assessment - Describe changes to instruction, program, advising or strategy as a result of the last General Education Outcomes Assessment results (updated each fall and spring.) As graduates of Casper College, students will be able to 1. Demonstrate effective oral and written communication 2. Use the scientific method 3. Solve problems using critical thinking and creativity 4. Demonstrate knowledge of diverse cultures and historical perspectives 5. Appreciate aesthetic and creative activities 6. Use appropriate technology and information to conduct research 7. Describe the value of personal, civic, and social responsibilities 8. Use quantitative analytical skills to evaluate and process numerical data C. Department/Program Name: Athletic Training List the Degrees/Certificates awarded by the Department/Program: Athletic Training A.S. D. Student Learning Outcomes and Assessment by Degree/Certificate

10 Degree or Certificate: Athletic Training Learning Outcomes AT I AT Ii AT Iii A How/Where is outcome learned? KIN 1052 KIN 1052,1058, 2057,2058 KIN 2057, 2050,2058,2098, 2078 B Evidence/ Indicator(s) of Learning Quantitative Qualitative Quantitative Qualitative Quantitative Qualitative C Collection method(s) for each source of evidence Formal Exams Writing Projects Writing Exams Practical Exams Writing Simulation Center Clinical Evals Writing Exams Practical Exams Writing/projects Simulation Center Clinical Evals D Analysis method(s) for each source of evidence Instructor Instructor Instructor E Feedback Procedures (Faculty, staff & students) Written, Inclass and Faculty Communication Written, Inclass and Faculty Communication Written, Inclass and Faculty Communication E. Assessment Activities and Results (raw data reports) - Clinical evaluation are housed in office. Grades have been documented and tracked. F. Assessment Analysis What changes have you made or do you plan to make in this degree or certificate based on your assessment data? - More assessment techniques are being added. - More emphasis is being placed on using peer reviewed research. - KIN 1020: Taping and Wrapping for Orthopedic Injuries has been added to the curriculum. [Copy and paste parts D, E and F for each degree/certificate assessment plan in the program.] G. Department/Program Level Assessment Results & Analysis 1. External Assessment Data Relevant to the Department/Program - Clinical Evaluations 2. Third-Party Comments/Evaluations (if applicable, such as accreditors, community advisory boards, etc.)

11 - N/A 3. Department/Program Overall Assessment Analysis Describe the changes to the department/program based on the past year s assessment activities. How has the department/program used the assessment data to celebrate student achievements and/or improve the curriculum or pedagogy in the last year? - Based on class exams and projects, most student outcomes are being met. Where students were falling short (prevention of injuries), we have added a course to our curriculum. We also feel that more assessment measurements would improve statistics. Therefore, the previously mentioned methods will be added to course curricula.