MS Sports Administration ( )

Transcription

1 MS Sports Administration ( ) Program Information Point of Contact Jennifer Mak Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The College of Health Professions mission is to prepare students and health care professionals to function as highly competent, collaborative, and socially responsible health care professionals in a dynamic health care environment. Program Mission The mission of the Master of Science in Sport Administration program is to educate students to become reflective, principled, knowledgeable, and creative learners who will succeed in the global sport management community in the 21st century. Support for College Mission The Master of Science in Sport Administration program contributes to the enhancement of graduate education, expansion of the body of knowledge, commitment to society through public service, economic development, diversity in student body, faculty, staff and education programs, maintenance of rigorous standards and high expectations for student learning and performance, and interaction with individual students. Support for University Mission The Marshall Mission statement contains several objectives. Several of these objectives are particularly pertinent to the M.S. in Sport Administration degree program. Marshall University will provide affordable, high quality undergraduate and graduate education appropriate for the state and the region; provide services and resources to promote student learning, retention, and academic success;

2 foster faculty, staff, and student outreach through service activities; make instruction available throughout Marshall s service area using all appropriate modes of delivery; educate a citizenry capable of living and working effectively in a global environment; and further the intellectual, artistic, and cultural life of the community and region.

3 Learning Outcomes Oral Communications: The students will be able to organize and deliver an effective oral presentation. ESS626: History and Philosophy in PE and Sports Content Analysis Presentation ESS615 Legal Concern in PE and Athletics Debate/Mock Trail Presentation Managerial Knowledge: The students will demonstrate a broad core knowledge of each of the sport and recreation management related disciplines (sport administration, sport ethics, sport finance, sport history, sport law, sport marketing, sport sociology) and demonstrate the ability to integrate knowledge from the various sport and recreation related disciplines. ESS652 Organizational Behavior of the Sport and Leisure Industry Case Study Analysis ESS615 Legal Concern in PE and Athletics Debate/Mock Trail

4 Problem Solving/ Decision Making: The students will be able to DEMONSTRATE a variety of technical, logical, practical skills for sound decision making in sport and recreation management related industry. ESS516: Planning & Developing HPER & Athletic Facilities Facility Paper ESS675: Marketing Management of the Sport Industry Case Study Analysis Written Communication: The student will be able to articulate and formulate ideas in sport management through effective use of writing skills. ESS516: Planning & Developing HPER & Athletic Facilities Risk Management Report ESS600: Ethics in Sport Sports Ethics Persuasive Paper

5 Technological Fluency: The student will be able to identify and then use appropriate technological tools to calculate measure and evaluate problems within the field. These skills will; aid in decision making, facilitate research, and improve the student's powers of persuasion. ESS516: Planning & Developing HPER & Athletic Facilities Facility Paper/Presentation ESS675: Marketing Management of the Sport Industry Case Study Paper/Presentation Internship: Student will integrate theory and practice by successfully performing an internship in the sport/recreation/fitness industry. ESS652: Organizational Behavior of Sport and Leisure Industry Resume, Mock Interview and Internship search ESS660: Internship Internship Portfolio Research and Analysis: The students will be able to conduct independent research and analysis. ESS671: Research in Sport Studies Research paper ESS675: Marketing Management of the Sport Industry Sport Marketing Review Paper

6 Rubrics Oral Communications: The students will be able to organize and deliver an effective oral presentation. Trait Introductory Milestone Capstone errors and brings new and Content Student presents false, misleading, or mistaken material as fact. Student fails to mention materially important information. Student cannot answer questions on "cross examination" or from the audience. errors. Student covers the Student answers questions with clarity, substance, and confidence. errors and brings new facts or data to the table. Student covers and prioritizes the Student anticipates objections, and answers questions with clarity, substance, and confidence. unique facts, data or questions to light. Student identifies and prioritizes the Student anticipates objections and composes a list of possible solutions for each; examines questions with a great level of clarity, substance, and confidence. Student prepares themselves above normal expectations. Organization Student presentation of material is hard to follow. Student presentation lacks structure and veers off into tangents. Student presents material in a cogent, progressive, and timely fashion. Student stays focused on task at hand. Student presents material in a cogent, progressive, and timely fashion, stays on task, and adjusts content and presentation dynamically to the situation. Student presents material in a cogent, progressive, and timely fashion, stays on task, and produces a dynamic and synergistic presentation above normal expectations. Student integrates the power Rhetoric Student fails to connect with audience on personal, emotional or persuasive levels. Student misses opportunities link logic (facts, arguments, etc.) to rhetoric (stories, anecdotes, humor, etc.) Student is aware of the power of rhetoric, but connects with the audience in the most cursory ways (impersonal/incomplete stories, canned/inappropriate/excessive humor, clichés, etc.). Student is aware of the power of rhetoric and uses it to their advantage. Student ties logic to rhetoric through the use of; apropos/personal stories, relevant and appropriate humor, and clever/insightful anecdotes, etc. of rhetoric and uses it to their advantage. Student ties logic to rhetoric through the use of; apropos/personal stories, relevant and appropriate humor, and clever/insightful anecdotes, etc. Student also creates an environment of interest beyond that of normal expectations. Delivery Student appears uncomfortable or unprepared. Student speaks inappropriately; (too fast, too soft, stammers, umms, reads, etc.) Student uses inappropriate body language (slumps, chews gum, twitches, plays with hair, etc.) Student fails to Student does not appear nervous or unprepared. Student avoids or self corrects speech problems (speed, ums, reading, etc.). Student s body language is not distracting. Student makes eye contact and speaks to the audience. Student appears confident. Student avoids speech problems and is aware of the rhetorical power of cadence, pauses, questions, etc. Student s body language expresses authority, exudes confidence, and demands attention. Student makes eye Student appears confident. Student avoids speech problems and is aware of the rhetorical power of cadence, pauses, questions, etc. Student s body language expresses authority, exudes confidence, and demands attention. Student makes eye contact and engages the make eye contact or engage Student dresses and speaks contact and engages the audience and creates an the audience. Student fails to professionally. audience. Student is atmosphere of positive energy dress or speak professionally. professional. conducive to learning and is beyond normal expectations.

7 beyond normal expectations.

8 Managerial Knowledge: The students will demonstrate a broad core knowledge of each of the sport and recreation management related disciplines (sport administration, sport ethics, sport finance, sport history, sport law, sport marketing, sport sociology) and demonstrate the ability to integrate knowledge from the various sport and recreation related disciplines. Trait Introductory Milestone Capstone Content Student misunderstands the material. Student fails to prioritize information. Student cannot answer or generate questions appropriate questions regarding the topic at hand. errors. Student covers the Student examines questions with clarity, can articulate the substance of the issue, and confidently discuss the topic at hand. errors and brings new facts, data or questions to light. Student covers and prioritizes the most important information. Student anticipates objections, and examines questions with a level clarity, substance, and confidence that suggest mastery of the topic at hand. errors and brings new facts, data or questions to light. Student covers and prioritizes the most important information. Student can lead and facilitate a group discussion on the subject matter, reinforcing their mastery of the topic. Student applies the Integration Student identifies examples, facts, theories, or other relevant data from across the sub disciplines of sport management. Student articulates the connection between the examples, facts, theories or other relevant data they have identified from within the subdisciplines of sport management. Student applies the connections identified between the sub disciplines to the question at hand in pursuit of innovative and/or integrative solutions. connections identified between the sub disciplines to the question at hand in pursuit of innovative and/or integrative solutions. Student may create a diagram of the subject matter to affirm their understanding of the topic. Student is able to apply Student is aware of the Student is aware of the knowledge of the dynamic Applies Theory to Practice Student fails to connect theory to practice. Student cannot demonstrate the interdependence between sound theory and professional dynamic relationship between theory and practice but tends to demonstrate relationship in single direction causal relationship (Theory and Practice). Insights tend to be dynamic relationship between theory and practice. Student can articulate this dynamism by pointing out the multidirectional causal relationship (Theory and Practice). Insights relationship between theory and practice. Student can illustrate with graphs the dynamism of the multi directional causal relationship (Theory and Practice). practice. basic or regurgitated from are unique and applicable to Insights are unique and lecture/text. the task/issue at hand. applicable to the task/issue at hand. practices for insights, but Leadership Student looks to current practices rather than best practices for insights. Student does not initiate action, even when problems are identified. Student passes the buck, avoids responsibility, or fails to see how things could change. practices for insights. Student begins to take initiative, and see solutions. Student realizes that professionals must take responsibility for their practice, which means that sometimes things must change. practices for insights, but evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student realizes that leaders take responsibility for problems and actively seek to resolve them. evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student models outstanding leadership attributes to their classmates; realizes that leaders take responsibility for problems and actively seek to resolve them. Student models outstanding leadership attributes to classmates.

9 Problem Solving/ Decision Making: The students will be able to DEMONSTRATE a variety of technical, logical, practical skills for sound decision making in sport and recreation management related industry. Trait Introductory Milestone Capstone Student identifies and evaluates examples, facts, Content Student identifies examples, facts, theories, or other relevant data from across the sub disciplines of sport management but fails to integrate them in pursuit of potential solutions. Student identifies and evaluates examples, facts, theories, or other relevant data from across the subdisciplines of sport management and begins to integrate them in pursuit of potential solutions. Student identifies and evaluates examples, facts, theories, or other relevant data from across the subdisciplines of sport management and integrates them in pursuit of a prioritized list of potential solutions. theories, or other relevant data from across the subdisciplines of sport management and integrates them in pursuit of a prioritized list of potential solutions and generates a strategic plan to address one solution to ensure its viability and successfulness. Student identifies a broad range of options for action and Integration Student fails to see anything other than the most basic and pedestrian options for action. Student eliminates possibilities before even raising them. Student identifies a broad range of options for action but still looks to others for validation of their reasoning before settling on a decision. Student identifies a broad range of options for action and is willing to make and defend decisions based upon reason; independent of their expected popularity. is willing to make and defend decisions based upon reason; independent of their expected popularity. Successfully anticipate conflicts which may arise from your stated options and decisions. Student is able to apply Applies Theory to Practice Student fails to connect theory to practice. Student cannot demonstrate the interdependence between sound theory and professional practice. Student fails to see how theory impacts decisions in the real world. Student is aware of the dynamic relationship between theory and practice but tends to demonstrate relationship in a single direction causal relationship (Theory and Practice). Insights tend to be basic or regurgitated from lecture/text. Student is aware of the dynamic relationship between theory and practice. Student can articulate this dynamism by pointing out the multidirectional causal relationship (Theory and Practice). Insights are unique and applicable to the task/issue at hand. knowledge of the dynamic relationship between theory and practice. Student can illustrate with graphs the dynamism of the multi directional causal relationship (Theory and Practice). Insights are unique and applicable to the task/issue at hand. Leadership Student looks to current practices rather than best practices for insights. Student does not initiate action, even when problems are identified. Student passes the buck, practices for insights. Student begins to take initiative, and see solutions. Student realizes that professionals must take responsibility for their practice, practices for insights, but evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student realizes that leaders practices for insights, but evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student realizes that leaders take responsibility for avoids responsibility, or fails to which means that sometimes take responsibility for problems and actively seeks see how things could change. things must change. problems and actively seeks to resolve them. Student to resolve them. models outstanding leadership attributes to classmates.

10 Written Communication: The student will be able to articulate and formulate ideas in sport management through effective use of writing skills. Trait Introductory Milestone Capstone errors and brings new and Content Student presents false, misleading, or mistaken material as fact. Student fails to mention materially important information. Student cannot anticipate or answer counter arguments errors. Student covers the Student presents arguments with clarity, substance, and confidence. Student is aware of counter arguments but struggles to consistently address them. errors and brings new facts or data to the table. Student covers and prioritizes the Student anticipates objections, and answers counter arguments with clarity, substance, and confidence. unique facts, data or questions to light. Student identifies and prioritizes the Student anticipates objections and composes a list of possible solutions for each; examines questions with a great level of clarity, substance, and confidence that suggest mastery of the topic at hand. Student presents material in a Student designs materials that Organization Student presentation of material is hard to follow. Student s composition lacks structure and veers off into tangents. Student presents material in a cogent, progressive, logical fashion. Student stays focused on task at hand. cogent, progressive, and timely fashion. Student is aware of when argumentation needs elaboration, and acts appropriately (e.g. further writing, additional sources, are dynamic and presents them in a cogent, progressive, and timely fashion. Student is able to produce a strongly written argument by using the appropriate amount of writing footnotes). sources and footnotes. Rhetoric Student fails to connect with the reader on personal, emotional or persuasive levels. Student misses opportunities to link logic (facts, arguments, etc.) to rhetoric (stories, anecdotes, humor, etc.) Student is aware of the power of rhetoric, but connects with the reader in the most cursory ways (impersonal/incomplete stories, canned/inappropriate/excessive humor, clichés, etc.). Student is aware of the power of rhetoric and uses it to their advantage. Student ties logic to rhetoric through the use of; apropos/personal stories, relevant and appropriate humor, and clever/insightful anecdotes, etc. Student integrates the power of rhetoric and uses it to their advantage. Student ties logic to rhetoric through the use of; apropos/personal stories, relevant and appropriate humor, and clever/insightful anecdotes, etc. Delivery Student text due to a lack of sound content, organization or rhetoric fails to persuade the reader. Student s work does not come across as professional. Student text is sound if uninspiring. There are no major logical, technical, or rhetorical mistakes, yet the writing also lacks originality or new information. Insights are correct, but pedestrian. Student text exudes confidence and authority. Student avoids logical and technical problems and is aware of the rhetorical power of the written word. Student s work offer fresh and compelling insights into the topic at hand. Student is professional. Student text exudes confidence and authority. Student avoids logical and technical problems and is aware of the rhetorical power of the written word. Students work is inventive and composed above normal expectations.

11 Technological Fluency: The student will be able to identify and then use appropriate technological tools to calculate measure and evaluate problems within the field. These skills will; aid in decision making, facilitate research, and improve the student's powers of persuasion. Trait Introductory Milestone Capstone Information Literacy Student has only a basic understanding of source finding and evaluation. Student relies on past research uncritically. Student fails to see opportunities to generate new research or data. Student has a solid understanding of research and it sources. Student begins to evaluate such research critically. However student still fails to see opportunities to generate new research or data. Student has a solid understanding of research and its sources. Student evaluates such research critically. Student is aware that sometimes new research is necessary and is not afraid to pursue/generate it. Student fails to sort and Evaluation prioritize the data. Student has not mastered the applications, software, or other technological tools necessary to share or evaluate the data Student begins to prioritize the data. Student uses technological tools effectively. Student prioritizes the data and uses technology to present or understand it in new/insightful ways. effectively.

12 Internship: Student will integrate theory and practice by successfully performing an internship in the sport/recreation/fitness industry. Trait Introductory Milestone Capstone Expertise Student struggles to articulate and apply the theoretical and practical skills necessary to thrive in a professional setting. Student can articulate and apply the basic theoretical and practical skills necessary to thrive in a professional setting, but still has trouble adapting to a dynamic setting (e.g. changing marketing conditions, counter arguments or professional pushback). Student can articulate and apply the basic theoretical and practical skills necessary to thrive in a professional setting. The student has mastered these skills and can present and apply them dynamically. Student can articulate and apply advanced theoretical and practical skills necessary to thrive in a professional setting. The student has mastered these skills and can present and apply them dynamically. Initiative Student misses opportunities or is hesitant to apply skills and expertise in a professional setting. Student applies skills in a professional setting, when asked, but still misses opportunities to initiate such application. Student creates opportunities to apply skills and expertise in a professional setting. As such, the student s skills are in demand. Student confidently applies skills and expertise in a professional setting when asked, does not miss any opportunities to initiate their application. The student s skills are in high demand. Reliability Student fails to show up on time or acts as if punctuality is the only measure of reliability. Student is sensitive to the broad array of ways that reliability matters, and therefore is punctual and professional. Student still struggles however with anticipating needs/foreseeing problems. Student is sensitive to the broad array of way that reliability matters. Student anticipates needs, foresees problems, and consistently solves them without direction. Student is sensitive and adapts to the broad array of ways that reliability matters. Student anticipates needs, foresees problems, and consistently solves them without guidance. Leadership Student looks to current practices rather than best practices for insights. Student does not initiate action, even when problems are identified. Student passes the buck, avoids responsibility, or fails to see how things could change. practices for insights. Student begins to take initiative, and see solutions. Student realizes that professionals must take responsibility for their practice, which means that sometimes things must change. practices for insights, but evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student realizes that leaders take responsibility for problems and actively seeks to resolve them. practices for insights, but evaluates them critically. Student seeks initiative and is not afraid to be proactive. Student models outstanding leadership attributes to their professionals; realizes that leaders take responsibility for problems and actively seeks to resolve them. Student models outstanding leadership attributes to professionals.

13 Research and Analysis: The students will be able to conduct independent research and analysis. Trait Introductory Milestone Capstone Accuracy majority of info used has been misinterpreted/used incorrectly or inappropriately or is not relevant to the topic majority of info used correctly with a couple of misrepresentations or misinterpretations all info used correctly with only one misrepresentation or misinterpretation all info used correctly and appropriately Shows analysis and interpretation little to no analysis evident mostly restatements of evidence or summaries of content inconsistent use of analysis inconsistent use of analysis and interpretation does not actually match/make logical sense consistent use of analysis and interpretation most is explained well and clearly little incorrectly analyzed gives clear explanations for each piece of info correctly explains why/how on consistent basis for each piece of info correctly has multiple issues with many has minor issues with only Original, clear, appropriate, of the following: originality, ONE of the following: is mostly original, appropriate, is mostly original, appropriate, organized, and well presented appropriateness, organization, originality, appropriateness, organized and presented organized and presented presentation organization, presentation