NCPEID Future of Adapted Physical Education in Higher Education. Luke E. Kelly, Ph.D., CAPE University of Virginia U V A P E
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1 NCPEID Future of Adapted Physical Education in Higher Education Luke E. Kelly, Ph.D., CAPE niversity of irginia
2 Presentation Outline Discuss what I see are a number of risks to APE in higher Education Brief discuss the status of these risks in you institutions and states Provide a proposal of how NCPEID might begin to address these risks Discuss this proposal and alternative proposals
3 Risks to APE Rapid growth of Kinesiology major Pathway to health related fields Increasing the quality of the candidates Making it more competitive to get into the Kinesiology major Stressing and overloading faculty resources Declining and enrollments in PETE/APE PETE faculty and programs at risk of being cut
4 Kinesiology Growth By 2018, the number of physical therapists in the nited States is projected to grow by 30.3 percent, but the number of students majoring in kinesiology a field in which many physical therapists hold a degree -- is growing at an even faster rate. According to the American Kinesiology Association, the number of undergraduate kinesiology majors grew 50 percent from 2003 to 2008, to more than 26,000 students, making it one of the fastest-growing majors in the country. Source:
5 Sample Kinesiology Enrollments
6 Risks to APE (cont.) Reduced state funding in many states for higher education IHE s needing to raise tuition and/or IHE s/departments needing to increase class sizes to cover costs The ever rising cost of getting a bachelor s degree in PE/APE and acquiring college debt versus low teaching salaries and a competitive job market
7 Risks (cont.) The rapid growth of online degree programs that will initially compete and likely will eventually replace many on-grounds undergraduate and graduate teacher degree programs particularly at the master s degree level The risk here is online degree programs not MOOC s
8 Massive Open Online Courses (MOOCs) A small segment of higher education institutions are experimenting with MOOCs with a somewhat larger number in the planning stages. Most institutions remain undecided. The percent of higher education institutions that currently have a MOOC, increased from 2.6 percent to 5.0 percent over the past year. The majority of institutions (53 percent) report they are still undecided about MOOCs, while under onethird (33 percent) say they have no plans for a MOOC. Only 23 percent of academic leaders believe that MOOCs represent a sustainable method for offering online courses, down from 28 percent in 2012.
9 Tracking Online Education in SA When this report series began in 2002, less than one-half of all higher education institutions reported online education was critical to their long-term strategy. In 2013 nearly 70% of all higher education institutions reported that online education was critical to their long-term strategy. Institutions that do not have any online offerings account for all of the decrease from 2012 to 2013, while those with online offerings are as positive in 2013 as they were in The proportion of institutions reporting online education is not critical to their long-term strategy has dropped to a new low of 9.7 percent. The survey is designed, administered and analyzed by the Babson Survey Research Group, with data collection conducted in partnership with the College Board. sing responses from more than 2,800 colleges and universities. January, 2014.
10 How Critical is Online?
11 How Many Students Involved? The number of additional students taking at least one online course continued to grow at a rate far in excess of overall enrollments The number of students taking at least one online course increased by over 411,000 to a new total of 7.1 million. The proportion of higher education students taking at least one online course is at an alltime high of 33.5 percent.
12 Enrollment as % of Total
13 Future of Online? Chief academic officers are strong believers that the number of students taking online courses will continue to grow. They are divided on other aspects of the future of online learning. Ninety percent of academic leaders believe that it is Likely or ery Likely that a majority of all higher education students will be taking at least one online course in five years time. Two-thirds of chief academic officers believe that there will be substantial use of student-directed, self-paced components in future online courses. Less than one-third of academic leaders believe that there will no longer be concerns about the relative quality of online courses.
14 Growth of Online Programs BMO Capital Markets estimates that 25% or 1 out 4 students will be enrolled in 100% online degree Programs by 2020
15 $$ Spent on Online
16 Total vs Online Enrollment
17 Online vs Face to Face 74 percent of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face instruction The proportion of academic leaders who believe the learning outcomes for online education are inferior to those of face-to-face instruction increased from 23 percent last year to 26 percent this year. Academic leaders at institutions with online offerings remain positive about the relative learning outcomes for online courses; all of the decrease can be attributed to leaders at institutions without online offerings becoming more negative.
18 Top Online Providers
19 Our Future Students Most high school students familiar with online Many high schools now require students to take online courses Many of the top students take AP courses online Many states now have complete online high school programs
20 What Experts Predict Cost of higher education is: Already attracting more students to online degree programs E.g., American Military niversity As more student attend online programs fewer will attend traditional IHEs Eventually will reach a tipping point where: It is not cost effective for many IHEs to continue offering many undergraduate degree programs IHE s cannot sustain enrollments to stay in business
21 Implications of these Trends If we do nothing, many of our programs could be in jeopardy We need to start, if you have not already, exploring online options for your programs at your institution As an organization we need evaluate what role we can play to secure the training programs of our profession
22 A Draft Proposal The NCPEID should create national accreditation standards for undergraduate and graduate APE programs The NCPEID should develop a portfolio and site visit evaluation system for applying the accreditation standards to undergraduate and graduate APE programs
23 Accreditation Benefits: Establish NCPEID as the authoritative APE organization in the nation Is a feasible task that the NCPEID could accomplish with current size of its membership Would provide an income stream for both the organization and for compensating members who performed portfolio reviews and site visits Would apply a uniform level of quality control for all APE programs that would be developed by the NCPEID membership
24 Benefits (cont.) Would allow the NCPEID to control the quality of future online APE training programs that would desire national accreditation Would position the NCPEID to partner with IHEs and Online providers interested in creating and implementing new online programs thereby creating another: Potential ongoing income stream for the NCPEID, and Potential funding for members interested in working on these projects
25 Questions & Discussion
26 NCPEID Past-Presidents Panel Luke E. Kelly, Ph.D., CAPE niversity of irginia
27 What is the future of APE? In your State? At your Institution?
28 Risks to APE The rapid grow of Kinesiology as an undergraduate major Declining interests and enrollment in undergraduate PETE/APE Competition for faculty resources Cutting of PETE undergraduate and graduate programs Reduced state funding in many states for higher education IHE s needing to raise tuition and/or IHE s/departments needing to increase class sizes to cover costs The ever rising cost of getting a bachelor s degree in PE/APE and acquiring college debt versus low teaching salaries and a competitive job market The rapid growth of online degree programs that will initially compete and likely will eventually replace many on-grounds undergraduate and graduate teacher degree programs particularly at the master s degree level
29 Proposal: NCPEID should Create national accreditation standards for undergraduate and graduate APE programs Develop a portfolio and site visit evaluation system for applying the accreditation standards to undergraduate and graduate APE programs
30 Accreditation Benefits: Establish NCPEID as the authoritative APE organization in the nation Is a feasible task that the NCPEID could accomplish with current size of its membership Would provide an income stream for both the organization and for compensating members who performed portfolio reviews and site visits Would apply a uniform level of quality control for all APE programs that would be developed by the NCPEID membership
31 Benefits (cont.) Would allow the NCPEID to control the quality of future online APE training programs that would desire national accreditation Would position the NCPEID to partner with IHEs and Online providers interested in creating and implementing new online programs thereby creating another: Potential ongoing income stream for the NCPEID, and Potential funding for members interested in working on these projects
32 QESTIONS & DISCSSION
33 Online by School Size
34
35 PE Salaries Fairfax County schools start teachers with a salary of $45,839. New teachers with a bachelor s degree plus 15 credits in physical education earn a starting salary of $47,335 A bachelor s degree plus 30 credits earns a starting salary of $48,852 A master s degree earns a starting salary $51,500 A master s degree plus 30 credits starting salary of $52,960 Ph.D. earns a starting salary of $55,062
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