Exercise Science Department Graduate Prioritization Criteria and Questions/Elements. 1. History, Development and Expectations of the Program

Transcription

1 Exercise Science Department Graduate Prioritization Criteria and Questions/Elements 1. History, Development and Expectations of the Program a. Provide, to the best of your ability, a brief description of the program s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words) The Exercise Science Department (formerly The Department of Men s Physical Education and a separate Women s Physical Education until the early 1990s) established a Master of Science (MS) degree in Physical Education in the early 1950s. The MS curriculum in Physical Education served students who were physical education teachers and athletic coaches working at local area public schools and focused on curriculum design and evaluation. New coursework in exercise physiology, exercise and aging, biomechanics and methods and procedures of physical fitness testing were developed in the mid-1970s leading to a new concentration in Human Performance. The program attracted students who were physical therapists, nurses, dieticians, and physical educators interested in advanced study in the exercise sciences. A second concentration in Sport Psychology was added in the late 1990s to target students interested in health psychology, performance enhancement and intervention. Advances in the exercise science profession have been substantial over the past decade and required the development of additional courses in Exercise Physiology, Bionutrition of Exercise and Sport, and Physiological Bases of Designing Resistance Training Programs. A job task analysis has helped to define the major areas of professional practice for the exercise science practitioner. The current Exercise Science Human Performance curriculum is aligned with the American College of Sports Medicine s (ACSM) Registered Clinical Exercise Physiologist (RCEP) certification. The curriculum prepares students to work in areas that require the application of physical activity and behavioral interventions to provide therapeutic and/or functional benefits for a wide range of clinical diseases and health conditions. This curriculum is in alignment with the Exercise as Medicine concept initiated by ACSM in Students who earn the RCEP certification are recognized as qualified to work with individuals with cardiovascular, pulmonary, metabolic, orthopedic, musculoskeletal, neuromuscular, immunologic, and hematologic diseases. A RCEP certified

2 student provides primary and secondary prevention and rehabilitative strategies designed to improve physical fitness and health in populations ranging across the entire lifespan. A RCEP educated student provides exercise screening, exercise and physical fitness testing, exercise prescriptions, exercise and physical activity counseling, exercise supervision, exercise and health education/promotion, and measurement and evaluation of exercise and physical activity-related outcome measures. Students graduating from our program work individually or as part of an interdisciplinary team in a clinical, community, or public health setting. b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words) The Exercise Science Department has seen significant economic support during the past 5 years with the addition of several pieces of laboratory equipment totaling ~$275,000. The Exercise Science Department established a very successful relationship with Yale University School of Medicine in carrying out the physical activity intervention of a six year NIH funded grant ($75,000,000) called the Lifestyle Intervention for Independence for Elders Trial (LIFE Study). The Department recently voted unanimously to move to a new school which aligns the department with the School Mission. The expanded faculty will allow us to seek accreditation of the MS-Exercise Science-Human Performance concentration through the Commission of Allied Health Education Programs. 2. External Demand for the Program a. Using the data provided, review and explain the relationship between the program and external factors that impact the: i. number of applicants and percentage of applicants accepted ii. 5-year enrollment trends (450 words) Academic Year Applications Accepted Acceptance % 2008/ / / / /

3 F 08 S 09 F 09 S 10 F 10 S 11 F 11 S 12 F 12 S 13 AvF AvS Fem Male Total FT PT The enrollment trend has decreased over the past five years. We should evaluate the number of students that actually enrolled who were accepted. The number of students enrolled is tracked internally, and that number too has trended downward. Prior to the School of Graduate Studies increasing the grade point average for acceptance, the Exercise Science Department upgraded the requirements for acceptance into our program ( ). These changes included: 1) GPA 3.0, 2) personal statement, 3) two letters of recommendation, and 4) scores from the Graduate Record Examination (GRE) (general exam). Initially, the department saw application numbers drop dramatically with considerable resistance centering around the GRE. Currently, the department is seeing less and less resistance to the GRE as numerous post-baccalaureate programs require such scores. In 2009, Sacred Heart University (SHU) started a M.S. Program in Exercise Science that is quite similar to Southern Connecticut State University s MS in Exercise Science-Human Performance. Moreover, three of their current faculty are graduates of our MS program. Prior to the start of the SHU program, SCSU would admit and enroll 3-4 SHU students per year. Beginning in 2014, we will enroll our first SHU student since There were two reasons for this student selecting SCSU Exercise Science: 1) the quality of the program, 2) the affordability of the program. The affordability component is a marketing concept that all programs at Southern could benefit from, yet to date has not been utilized to recruit graduate students. In addition, prospective students are beginning to take notice of the department webpage and observing the variety of faculty sponsored research occurring in the active Human Performance Laboratory. Recently, the Exercise Science Department has been receiving a significant number of completed applications from outside the State of Connecticut (Massachusetts, Rhode Island, North Carolina, & Arkansas). Often one of the first questions asked by prospective students is regarding the availability of graduate assistantships. Nationally, many high quality MS programs in Exercise Science fully fund their students, thus increasing the number of full time students and reducing part time students. Without the ability to offer similar financial incentives, we often lose students to schools who can offer graduate assistantships that include stipends and tuition waivers.

4 b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words) Nationally, institutions of higher learning (University of Illinois-Chicago, Marymount University, University of Missouri, University of Michigan, High Point University, University of Colorado) and public (United States Army Research Institute for Enviromental Medicine) and private (Gatorade Sports Science, Pepsico) research institutions benefit from our graduates. Regional hospitals (Veterans Affairs, Yale-New Haven, St. Vincent s, Griffin, Hospital of Central Connecticut, Danbury Hospitals) and clinics (cardiac & pulmonary rehabilitation), community, or public health settings (Yale School of Medicine Research Interventions with Geriatric or Cancer Participants) benefit from our MS program graduates. Furthermore, MS program graduates benefit a variety of commercial health and personal fitness facilities (YMCA, Jewish Community Center, Corporate Wellness, Strength & Conditioning, and Personal Fitness Trainers). c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100 words) As mentioned earlier, Sacred Heart University provides local competition. In Connecticut, the University of Connecticut and Central Connecticut State University have similar programs which serve as competition, particularly for Connecticut residents. 3. Internal Demand for the Program a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words) Percentage of Students in Your Courses from Other Programs Credits AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Average Generated Total Acad. Crd Major Crd Totl Studt % Other

5 The Exercise Science Department has no knowledge of any graduate program requiring an Exercise Science course in their MS program. The table above demonstrates a small percentage of students elect to enroll in an elective course in our program. A detailed look at BannerWeb course rosters indicates students from Women s Studies, Recreation and Counseling & School Psychology have taken elective courses in our Sport Psychology concentration. b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway between the two programs? (100 words) Undergraduates from our BS Exercise Science-Human Performance program have not been actively recruited to enroll in our MS program. On inspection, between 7 22% of EXS MS students come from our undergraduate program. Four students from our undergraduate program were accepted and enrolled in our MS program in the Fall, 2013 semester. Encouraging and recruiting our best undergraduate students has become part of our recruitment strategy. There is the potential for a new cohort of graduate students from the BS in Athletic Training as their professional organization is moving towards requiring all athletic training programs to be MS programs. c. How reliant are you on non-program students taking your courses? (100 words) The MS in Exercise Science is not reliant on enrollment by non-program students due to the prerequisite math and science courses necessary for successful completion of our MS program courses. d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words) The Exercise Science Department houses a Human Performance Laboratory (HPLab) in the James Moore Field House. Faculty & Graduate Assistants provide laboratory assessments for student athletes, students, faculty, staff and general public. All except athletes pay a nominal fee deposited into the HPLab fund and is used to support graduate student research and travel to professional conferences. The assessments include: cardiorespiratory fitness, muscle strength and power, body composition, gait analyses, resting metabolic rate, and cycling power.

6 e. Is there anything else you would like us to know? (100 words) Upon completion of the Graduate Prioritization process, the MS program in Exercise Science-Human Performance will seek accreditation through the Commission on Accreditation of Allied Health Programs (CAAHEP) and if successful would become the third accredited Applied Exercise Physiology program in the country. One of the site reviewers during our recent (October, 2013) and successful undergraduate accreditation site visit made the comment that when his university obtained accreditation of its MS programs, their enrollment significantly increased. The Exercise Science faculty agree that such an accreditation should help to boost the MS program enrollment numbers. 4. Quality of Program Inputs and Processes a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program s curriculum. (450 words) The Exercise Science department has 11, (7 tenured and 4 tenure-track) faculty, highly qualified, full-time faculty, all with doctoral degrees and are members of the graduate faculty. Five faculty are full professors, one is an associate professor, and the remaining are assistant professors. Six of these faculty have taught graduate courses in the last five years. Furthermore, seven faculty have either been the advisor or second reader of Master s theses. A typical graduate faculty load is one graduate course per semester in a topic area of strength/expertise. Currently, we have no adjunct faculty teaching in either of the MS programs in Exercise Science. The past five years saw three full professors in the Exercise Science department retire, retire for health reasons, and one that passed away unexpectedly. The department utilized these faculty openings to target specific Exercise Science expertise including: 1) clinical exercise physiology with focus on cardiovascular rehabilitation, exercise physiology and nutrition, 2) biomechanics and strength & conditioning, and 3) general anatomy & physiology, pathophysiology, and exercise physiology with clinical focus on neuromuscular and orthopedic rehabilitation.

7 b. Briefly describe the merits and logic of your curriculum. (250 words) The MS programs in Exercise Science (EXS) are comprised of the following components, undergraduate prerequisite, research, required core, and elective. The MS EXS-Human Performance (HP) (30 credits) has four prerequisite courses completed prior to graduate study start including: Human Anatomy & Physiology I & II, Biomechanics, and Exercise Physiology. The MS EXS-Sport Psychology (SP) (33-34 credits) requires Personality and Abnormal Psychology in place of Exercise Physiology. Students from both programs complete a course in Research Techniques within their first four classes. Students in MS EXS-HP have approximately one year of foundational, coursework in Exercise Physiology, Heart Physiology, Strength & Conditioning followed by more advanced coursework in Sports Medicine, Bionutrition and Biomechanics. The latter courses include both faculty lectures along with a seminar approach where current research articles are presented, discussed, and led by students. The MS EXS SP program is much more flexible in terms of course sequence. Elective coursework order is driven by prerequisite requirements described in the graduate catalog for Counseling and School Psychology and Psychology departments. The culminating experience in both MS programs is either a six credit thesis (Seminar 3 credits; completion 3 credits) or an independent study along with a comprehensive examination. Those students who may wish to pursue a doctoral degree or a career in research are encouraged to select the thesis as their culminating experience. Three recent thesis students are currently in their third year of doctoral studies (University of Ballarat, Australia, University of Florida, Sacred Heart University). c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words) The MS EXS-HP faculty meet formally at least once a semester to discuss the program and curriculum. Moreover, due to the close proximity of four faculty offices in the HPLab, additional, more informal discussions take place on a near weekly basis. The past five years has seen the transition from a more seasoned faculty (3 full professors) to four new assistant professors with little graduate teaching experience. Again, these new professors were targeted because of their specific exercise science expertise which they have brought to

8 the classroom in the form of doctoral-type teaching methodologies which include reading/presenting/discussing relevant and challenging research articles. Informal student feedback indicates these seminar-type teaching styles are extremely challenging yet they feel they are learning and becoming more confident and conversant in what they know. The most recent Graduate Program review undertaken by the Exercise Science Department occurred in March This review demonstrated a significant number of cancelled class sections. Again, during our recent undergraduate accreditation, one site reviewer noted that we have too many elective courses in our graduate program. His recommendation was to pare down the number of elective courses to two or fewer or even eliminate completely. We are having ongoing discussions this semester to determine which electives to eliminate. Furthermore, as the MS EXS-HP faculty prepare the CAAHEP accreditation application this summer/fall, 2014, a thorough review of each required course will take place to ensure that we have all of the performance domains and associated job tasks covered within our curriculum. The current performance domains of a registered clinical exercise physiologist (RCEP) are: clinical assessment, exercise testing, exercise prescription, exercise training, education and behavior change, program administration, and legal & professional considerations. d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered elsewhere?) (200 words) As previously noted, our undergraduate EXS-HP program was recently (January 2014) accredited by CAAHEP. The same faculty that teach in the undergraduate program are actively involved in both teaching and research in the graduate MS EXS-HP program. A comparison of our MS EXS-HP program to one of the two accredited applied exercise physiology programs demonstrates that we should consider adding one course in neuromuscular and orthopedic rehabilitation. Our newest tenure track faculty hire has this expertise and he has begun to create such a course that will be cross listed with an undergraduate course. Therefore, we are quite confident that we will meet the requirements for accreditation of our MS EXS-HP program. The MS EXS-HP program better serves students than similar programs offered elsewhere is the unique nature of the location of four faculty offices located in the HPLab. The HPLab is both a teaching and research facility that allows the faculty to work directly with students as they begin to learn about clinical assessments, conduct exercise testing, prepare exercise

9 prescriptions, etc. The close proximity of the faculty results in team/collaborative approach in which students thrive. 5. Quality of Program Outcomes a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other assessments, participation in groups or organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words) The GPA table below demonstrates a high level of academic success in coursework that requires a significant foundation in the sciences. Not included in the data provided was the GPA of entering students. The average GPA of admitted students ( ) was During this time MS EXS- HP students have been awarded 5 GSGAs and 4 GRFs. Overall GPA for Enrolled Students F 08 S 09 F 09 S 10 F 10 S 11 F 11 S 12 F 12 S 13 Ave Total GPA Student opinion survey results consistently rate various student opinions strongly agree or agree at the 80% level or above. Methods of instruction, quality of instruction, high course standards, and taking responsibility for their own learning scored near the 90% level suggesting a quality program. Results from our 2012 Alumni Survey indicated that 100% strongly agree/agree that our MS-EXS-HP program helped accomplish educational goals, faculty created an atmosphere where open discussion was encouraged, faculty used a variety of assessment methods, faculty communicated well, program was academically challenging, courses were appropriate for learning the material, access to faculty was convenient, and that they would recommend this program to others in this field of study. Alumni shared a number of comments regarding their most significant learning experiences, strengths of the program, what they would most like to see improved, and knowledge and skill areas to be added to the program. Comments regarding significant learning experiences included: 1) improving my scientific writing, 2) personal learning experiences with faculty outside of classroom in applied setting, 3) creating my own research project from conception to peer-reviewed publication,

10 4) hands-on experience in labs tied to jobs we will perform in the field, and 5) learning how to construct a scientific research proposal. Strengths of the program were: experience of the faculty, knowledgeable faculty and their willingness to spend time with students who express a genuine desire to enhance their knowledge in the field, solid explanation of physiology and why/how the body does what it does, and professors were willing to mentor students regardless of who was their official mentor. Knowledge and skills to add to the program as a result of my work experience are: functional anatomy and health promotion, more emphasis on sport science and physical preparation of athletes, more hands on work, and a statistics course for those wishing to continue in research. Lastly, what I would most like to see improved is: more faculty, upgrade to the building and class rooms, more hands on work with EKG and more labs on human movement and biomechanics, more academically challenging courses, more practical experiences in classroom for those not continuing on to doctoral studies, and provide more opportunities for students to become involved in ongoing research. The department has addressed a number of Alumni Survey items in both the knowledge and skills to add and improvements to the program categories. Specifically, the department hired a tenure-track faculty member (Fall, 2012) with expertise in Biomechanics and Strength & Conditioning addressing content areas of functional anatomy, and hands on work with human movement and biomechanics, and more emphasis on sport science and physical preparation of athletes. Moreover, the department has recently hired an additional tenure-track faculty member with expertise in functional anatomy, pathophysiology, and exercise physiology. Our tenure-track biomechanics professor successfully submitted a bond money proposal to purchase an instrumented treadmill, 4-camera motion capture system, an electromyography (EMG) system to assess muscle activity, and software that will incorporate both kinetic, kinematic, and EMG data into a report that will quantify strength and joint movement patterns. Together, this system will afford our graduate students the hands on experience in analyzing and interpreting human movement from a biomechanical perspective. The department continues to prepare students for a variety of professions including continuing on for their doctoral work. Currently, three students from this five-year assessment period are working on their doctorate degrees; two students in Exercise Physiology and one in physical therapy. Two students have pursued careers in research, utilizing their thesis experience (Mass General Hospital as Clinical Researcher, VA Hospital Geriatric Research). Another thesis track graduate continued his education in

11 cardiovascular echostenography and is now a clinician at Yale New Haven Hospital and Yale School of Medicine performing cardiovascular ultrasound assessments and participating in various research projects. Student Opinion Survey Results Course Information Survey AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Statement SA/A SA/A SA/A SA/A SA/A Methods of instruction have helped me understand the subject matter. 88% 93% 82% 82% 85% Reading the assigned material has helped me understand this subject. 79% 82% 76% 84% 77% Exams and out-of-class assignments have helped me understand the subject matter. 92% 91% 82% 84% 83% Number of exams & other graded assignments has been sufficient to evaluate my progress. 84% 94% My experiences in this class make me want to learn more about this subject. 82% 91% I would rate the quality of instruction in this course as high. 88% 89% I would rate the overall quality of this course as high. 82% 96% This course helped me meet the learning goals. 88% 84% 93% This course evaluated how well I met those learning goals. 80% 82% 83% My experience in this course helped me appreciate this subject. 74% 89% 87% The instructor provided regular feedback on my performance in this course. 76% 71% 83% The instructor had high standards for student achievement. 98% 88% 94% The instructor encouraged me to take responsibility for my own learning. 96% 91% 93%

12 Upon successful completion of the M.S. in Exercise Science program, graduates will be: Learning Outcome (LO) LO#1 LO#2 LO#3 LO#4 Description Demonstrate knowledge of the exercise sciences including human performance and sport psychology. Demonstrate knowledge of research findings of the exercise sciences by communicating effectively (oral and written). Demonstrate knowledge and ability to apply exercise science to practice in a variety of exercise science settings. Demonstrate responsibility for engaging in professional development b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words) Currently, there is no licensure for MS-EXS-HP students. There are a number of appropriate certifications offered through two professional organizations that the Exercise Science faculty recommend: American College of Sports Medicine s (ACSM) certified exercise specialist (CES) and the registered exercise physiologist exams (RCEP); National Strength and Conditioning Association certified strength and conditioning specialist exam (CSCS). Until we are accredited by CAAHEP there is no other way than student self report to determine the passing rate of our students on any of these examinations. The Exercise Science Department has had difficulty tracking many past graduates of the program. We are able to track those former students who have chosen to become professionally involved in the American College of Sports Medicine or the National Strength and Conditioning Association. Seeing alumni at regional and national meetings of these two organizations demonstrates those faculties have instilled upon them the importance in engaging in professional development. One look at Sacred Heart University s Exercise Science graduate faculty and will observe three graduates of the MS-EXS-HP program demonstrating careers in academe. Many students, current and past from this review period are already working in their chosen profession and will be more qualified for advancement upon completion of their MS degree.

13 6) Size, scope and productivity of the program a. How many credit hours does the program generate? (table generated by OMIR) Credits AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Generated Total Academic Credits Major Credits Total Students b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c) c. How many degrees or certificates have been awarded (five year data)? Degrees Conferred MS- Exercise Science AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/ d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words) The EXS graduate faculty are actively engaged in research and creative activity. Their work is published in professional and academic journals and presented at regional, national, and international meetings. Faculty regularly attend professional conferences to mentor graduate students and to stay current in their field. One faculty member has been awarded a CSU grant to study the biomechanics of running gait. This project will jumpstart this new line of research in the Exercise Science Department. Another faculty member is continuing a 6-year collaboration with Yale University in a project entitled Lifestyle Intervention for Independence in Elders trial. This partnership in a national trial (N=1600 participants) brought nearly $400,000 to the University with nearly one-half of the funds supporting MS-EXS-HP alumni

14 (N=3), graduate students (N=7) and undergraduate students (N=3) who carried out the physical activity intervention for 3.5 years. Another faculty member received a SCSU grant to investigate the effects of high intensity interval training and postexercise nutrition on postural stability and nitrogen balance in young and older participants. Lastly, investigating the effect of obesity, stress, ethnicity and sedentary lifestyle on the cardiovascular system is an important research line currently underway. Publications Type of Publication 2009/ / / /13 Book, Chapter in Scholarly Book - New Journal Article, Academic Journal Journal Article, Professional Journal Monograph Other Professional Presentations Presentation Type 2009/ / / /13 Oral Presentation Paper Poster Professional Conference Participation Role 2009/ / / /13 Attendee Other e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words) Over the five-year period, 13 master s theses have been defended and produced. Four of these theses have been presented at regional meetings, two have been presented at national meetings and one has been published in a peer-reviewed journal. Observation of the various publications and presentations demonstrate that a significant number of graduate students are engaged in creative activities with the faculty.

15 f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words) Several factors have influenced the flat trend in total academic credits during this review cycle. One is the start of Sacred Heart University s EXS program which has been discussed previously. Second, we believe the increase in the grade point average and the requiring of the GRE scores impacted our overall student numbers and thus total academic credits. A third factor that may impact research and creative activity moving forward is the rise in our undergraduate student population which will demand an increase in UG course offerings and advisement. Such a trend will require the department to reduce the number of graduate course offerings per semester, which may be a positive when we look forward to reduce the number of graduate elective courses in the MS-EXS-HP program. During this five year review period we had three productive members of the MS-EXS-HP faculty leave and have since hired four tenure-track faculty, two of which have developed a track record of one publication and one national/international presentation per year; one faculty member is completing his second year and will begin his research from our campus this summer, and the newest hire (March, 2014) is preparing to begin his creative activity next year. g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words) The past 5 years has seen a significant upgrade in the laboratory equipment purchase by the Exercise Science Department through grants, bond money, and other department resources. The most recent purchase was a threedimensional motion capture system and instrumented treadmill for gait analysis, surface electro myography for assessing muscle function. Additional purchases have included: 1) Nexfin and Sphygmacor systems for non-invasive evaluations of the cardiovascular system; 2) Lode Excalabur Cycle Ergometer used in high intensity interval training studies; 3) microplate reader for measuring hormones and enzymes in blood plasma.

16 7) Revenue and other resources generated by the program a. What are the sources and how much revenue does the program generate through student enrollments? Fiscal Year Tuition & Fees Other Revenue Total Revenue , , , ,234 79, , , , ,147 b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words) There is no revenue at this time from laboratory fees or special user fees. c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words) The HPLab generates $2-3,000 per year from testing services provided to the general public, students, faculty, and staff. We anticipate revenues will increase moving forward with the addition of the running injury clinic. The LIFE study subcontract with Yale University totaled $388,000 over six years (2015 end date). d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words) The running gait analysis system will be used for running performance improvement & prevention and rehabilitation of running-related overuse injuries. Baseline testing & ongoing evaluation (return-to-play assessment for individuals who sustain concussions. Moreover, the gait system will evaluate the effectiveness of neuromuscular rehabilitation strategies and interventions and balance related walking abnormalities as related to fall prevention. Future revenues may be generated by collaboration with the local medical community and grant submissions. LIFE study revenue was used to purchase the Lode Cycle Ergometer in 2011 ($26,000).

17 e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words) Although winding down this year, the Exercise Science Department s subcontract with Yale University School of Medicine totaled $388,000 over six years. The successful completion of a 3.5-year physical activity intervention may open the door for future collaboration with researchers at Yale University School of Medicine, Nursing or Public Health and the Veteran s Administration Hospital. We have written grant proposals to various foundations soliciting external funding and we are currently actively engaged in trying to obtain additional funding to support student and faculty research. 8) Costs and other expenses a. What are the total costs of the program? (table) Fiscal Year Emp Comp Oper Exp Indr Cost Total Cost Cost/Rev ,107 2, , , : ,392 4, , , : ,722 8, , , :1.00 b. What is the ratio of costs to revenues? (table) c. What investment in new resources does the program require? (200 words) The majority of the MS EXS faculty carry a teaching load and thus to carry out often time consuming data collections and data analysis, having more graduate assistants who are full time students will help in this endeavor. Graduate assistants who receive a stipend and tuition waiver (covers full cost of attendance) will significantly increase the productivity of the department and faculty by assisting with various research initiatives. d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words) With the recent hire of our newest tenure-track faculty, one new course in the area of neuromuscular and orthopedic rehabilitation is needed at both the undergraduate and graduate level. This course might be well served if crosslisted. Currently, independent study and some thesis credit are completed during the summer semesters.

18 9) Impact, justification, and overall essentiality of the program a. How does this program connect to the University s mission statement and/or the Graduate School s mission statement? (100 words) The Exercise Science programs empower students with the knowledge, skills and abilities to be leaders in health and fitness. The programs provide coursework in applied and clinical exercise science to prepare students in a variety of applied and clinical healthcare settings. The MS programs provide students the opportunity to conduct or participate in research that may provide service for the public good. In addition, the proposed focus on Health and Human Services as an area of excellence at SCSU as outlined in the Excel CT plan will place our program at the forefront of the educational mission of the University. b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state s workforce; meeting health care needs of the community, etc.)? (100 words) The UMS states that Southern leads the way in graduate education and produces the largest number of graduates in the Health/Life Sciences. Both programs prepare allied health professionals to work with clinical populations with the goal of achieving better health through physical activity (PA). Our students support the UMS to provide service for the public good by encouraging increased PA, since only 20.6 % of adults meet PA guidelines for both aerobic and strength exercise. Currently, our faculty and students are actively engaged in studying exercise and hypertension in minority women, a major health problem within the state. c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words) There are four universities in Connecticut that offer a MS degree in Exercise Science/Kinesiology. The HPLab would be superior to all except UConn. The MS programs at SCSU have a breadth of faculty expertise and research experience that separates us from CCSU and SHU. Furthermore, the HPLab has cutting-edge equipment that we expose our students to through research and hands on learning in our courses. The collaborative and

19 interdisciplinary nature of the faculty makes for a positive learning environment. d. Is there anything else you would like us to know? (100 words) The Exercise Science Department has a vision to open up an exercise & aging clinic on campus where graduate faculty and students could provide clinical assessments, exercise testing, exercise prescription, exercise training & rehabilitation, and education & behavior change. These services would provide primary and secondary prevention and rehabilitative strategies designed to improve physical fitness and health in populations that could include individuals with cardiovascular, pulmonary, metabolic, orthopedic, musculoskeletal, neuromuscular, immunologic, and hematologic disease. In addition, the new motion capture system will be instrumental in starting a running injury clinic. 10) Opportunity analysis of the program a. Describe the external opportunities for strengthening your program. (300 words) The Exercise Science department sees seeking external accreditation from the Commission on Accreditation of Allied Health Programs (CAAHEP) as a major opportunity for strengthening our program. Currently, there are two applied Exercise Physiology MS programs in the country, with both programs located in Pennsylvania. Conversations with one of our recent site reviewers of our undergraduate program stated upon observation of your graduate catalog, your department has the majority of the knowledge, skills, and abilities necessary for accreditation. The missing area in his brief overview was neuromuscular and orthopedic rehabilitation. As noted in 10b, this shortfall in our curriculum has been addressed in our most recent faculty hire. The Exercise Science Graduate faculty have a number of professional contacts at nearby hospitals and research facilities that afford our students the opportunity to gain hands on experience in practical settings through independent study arrangements. Such contacts will be expanded into the neuromuscular and orthopedic rehabilitation areas through our recent 2014 faculty hire.

20 Furthermore, the Exercise Science Department s recent successful collaboration with Yale University School of Medicine, Department of Internal Medicine Geriatrics may open doors for future research and clinical practice experiences for both faculty and students. Additional collaborations with Albert Einstein Medical School, College of Medicine Alfaisal University of Saudi Arabia, Columbia University College of Physicians & Surgeons, The Rudd Center for Food Policy & Obesity at Yale University have and will continue to occur. The focus of these collaborations centers around the issues of hypertension, obesity, and health in various populations. These collaborations present excellent opportunities for faculty research and student employment. b. Describe the internal opportunities for strengthening your program. (300 words) The recent addition of four tenure-track faculty (2010, 2011, 2012 & 2014 has expanded the knowledge, expertise, and research capabilities of the department. The first two faculty hires have filled clinical exercise physiology and sport performance physiology realms, respectively. Furthermore, both of these two faculty members have been successful both publishing their research as well as involving graduate students with their work. Our third hire (2012) is on the brink of having his motion capture system ready to begin collecting data for his CSU grant and has submitted a GSGA research application for a student interested in attending the University to learn more about research in the gait mechanics area. Our fourth hire (2014) has a neuromuscular clinical rehabilitation background that will be critical for us as we apply for CAAHEP accreditation. All four new faculty hires have taught graduate classes during this five year time period and have had enough exposure to our students and the overall curriculum to have insights as to how our curriculum can be revised. The revisions will include but will not be limited to: adding a new course, reducing the number of elective courses, revising current courses, revising the course rotation to allow students to attend our program on a full time basis. Moreover, these new faculty come from the highest ranked programs in the country. Such quality will both carry and invigorate the program as we move forward with high-quality, cutting-edge research and modern/up-todate course content. If approved by the administration, the Exercise Science Department will be moving into the School of Health and Human Services in the Fall 2014.

21 There may be the possibility of collaboration with new colleagues in this school that may strengthen our program.