Health and Physical Education, M.S. Non Teaching Endorsement Degree Program Report Admission: The Master of Science in Health and Physical Education offers an on-line program focused on the types of knowledge and skills that will enhance one s effectiveness as a teacher of physical and health education. Students are required to attend two, two-week intensive sessions during two consecutive summers. Each 2 week intensive session includes 2, 3 credit graduate level classes. Students are also required to enroll and successfully complete 6 credits of online graduate coursework each quarter of the 2 program. : Table 1. Required Courses Prefix/Syllabi HPE 510 HPE 581 HPE 560 HPE 580 HPE 557 HPE 578 HPE 540 PE 561 HHPN 595 PE 560 HPE 579 HHPN 700 HPE 577 PE 599 Course Title Issues in Health and Physical Education Technological Applications in HHPN Statistical Applications in HHPN Physical Education Grant Writing & Fundraising Research Methods Physical Education Program Promotion Socio-Psychological Dimensions of Sport Curriculum Trends in Physical Education Graduate Research Systematic Analysis of Physical Education Supervision of Teaching PE & Health Education Project/Examination/Thesis Design Physical Education Curriculum Seminar in Physical Education
Standards, Alignment, and Assessment Program Goals, NASPE ADV and CTL Conceptual Framework Alignment Table (See Table 2) Table 2. Department of Physical Education, School and Public Health Assessment Plan Department / Program Goals CTL CF Standard (Advanced Candidates) NASPE ADV Standards NCATE Method(s) of Assessment (What is the assessment?) Who / What (populati on, item) When (term, dates) Criterion of Achievement (Expectation of how good things should be?) Transition Measures demonstrate the ability to contribute to the larger field of related professional literature through collaboration with faculty. The students will demonstrate knowledge of teaching and related topics. 1. A successful candidate will demonstrate critical pedagogic skills that make learning meaningful and provide evidence of student learning 2. A successful candidate will written communication skills 5. A successful candidate will demonstrate proficiency in critiquing, applying, and contributing to the professional educational knowledgebase. 2. A successful candidate will written communication skills 4. A successful candidate will demonstrate knowledge of the evolving social transformation of the education profession. 7. A successful candidate will demonstrate the knowledge, skills and dispositions needed to connect assessment, measurement and evaluation with instruction and curriculum practices. culminating experience. culminating experience Number of Professional Presentations/ Publications per Number of students passing Presentation Component of Defense During the program and after graduation. End of Program Spring quarter ly Match with Defense Presentati on Fall, winter, spring, summer Two Presentations / publications per 100% of the students who get to this point. / Graduate Follow-Up Graduation Requireme nt
Department / Program Goals The students will demonstrate an indepth understanding of a specific Physical Education related topic. CTL CF Standard (Advanced Candidates) NASPE ADV Standards 4. The curriculum for shows evidence of one or more areas of interest NCATE Method(s) of Assessment (What is the assessment?) Completion of thesis/project Who / What (populati on, item) Graduates When (term, dates) Summer. Criterion of Achievement (Expectation of how good things should be?) 75% of the students in each cohort Transition Measures Graduation Requireme nt demonstrate the ability to develop curricular materials in Physical Education.. A successful candidate will demonstrate critical pedagogic skills that make learning meaningful and provide evidence of student learning. culminating experience Curriculum development rubric. Livetext HPE 577 Spring 80% competency level. demonstrate competency in utilizing a variety of technological tools for teaching and assessment. 2. A successful candidate will written communication skills. 7. A successful candidate will demonstrate the knowledge, skills and dispositions needed to connect assessment, measurement and evaluation with instruction and curriculum practices. 4. The curriculum for shows evidence of one or more areas of interest culminating experience. Technology performance rubric. Livetext. HPE 581 Online program Summer 85% on a technology rubric. Successful completion of graduate online courses that require the use of technology. 9. Student learning will be delivered through an integration of technology that is appropriate and of high quality.
Department / Program Goals demonstrate an understanding of teacher effectiveness and the development of a master teacher. demonstrate the ability to access additional grant monies. CTL CF Standard (Advanced Candidates) 1. A successful candidate will demonstrate critical pedagogic skills that make learning meaningful and provide evidence of student learning. 3. A successful candidate will demonstrate the knowledge, skills, and dispositions needed to integrate technology into instruction 7. A successful candidate will demonstrate the knowledge, skills and dispositions needed to connect assessment, measurement and evaluation with instruction and curriculum practices 2 A successful candidate will written communication skills NASPE ADV Standards 3. The curriculum for shows competency in methods of inquiry NCATE Method(s) of Assessment (What is the assessment?) Systematic analysis project assessment tool. Livetext Supervision project assessment tool. Livetext Funding survey Who / What (populati on, item) PE 560 HPE 579 HPE 580 When (term, dates) Summer and fall Winter. Criterion of Achievement (Expectation of how good things should be?) 80% on appropriate rubrics. 50% of the students will access external funding for their schools. Transition Measures demonstrate an understanding of the research process. 5.A successful candidate will demonstrate proficiency in reading, critiquing, applying, and contributing to the professional educational knowledge-base. culminating experience Completion of thesis/project HPE 700 HPE 595 Spring 75% of the students will complete their thesis/project in 2 s and a quarter. Graduation Requireme nt
Measurements Admission: In order to be considered for admission into the degree program, application must be made to the graduate school. In addition to general university requirements for admission to the graduate school, full admission to the graduate program in Health and Physical Education requires an undergraduate degree with a major in the student s desired area of study. After applications are complete, information is given to a graduate student selection committee. No more than 13 students are accepted. Specific Alignment to standards is delineated in Table 2. Types of measurement include Livetext rubrics, thesis/project completion, tally post graduation professional contributions. Data is collected in combination between course and program. Aggregated Data Artifact Mapping: See Table 2. Transition Measures: Actual matrix documenting the relationship between data collected, standards, and timing of assessment can be found in Table 2. See Livetext Rubrics by going to Livetext and viewing. Syllabi will be posted via the CTL website. Table 5. Admission/Graduation Data Status Year Admitted 2001 2002 2004 2006 2008 Total Admitted 5 11 6 13 10 49 Completed 5 4 4 6 19 Table 5 provides a significant piece of information concerning this degree. Students seem to be consistently interested in the Degree and the method of instruction. However, students are typically unable to complete the degree in the two window. In all cases, the students who were admitted and lasted through the first summer intensive stayed in the program. However, only 54% of the students have graduated. In all instances the 46% who have not graduated have not completed their thesis/project. Recognizing that this tends to be a hang up, numerous adjustments have been made in the schedule. The first adjustment was to move the first 3 credits of graduate research where students start working on ideas for the thesis/project from the winter quarter of the second to the summer of the second. This led to more students finishing closer to the end of the second but clearly not enough. The adjustment in the schedule for the newest cohort will include the summer graduate research class to remain in the second summer with the first 3 credits of thesis/project to be offered during the fall of the second. Hopefully, this will keep students focused on the thesis/project as soon as they develop ideas and give them more time to finish. Of course this remains to be seen. Table 6. Technology Livetext Rubric Report:
Rubric: Technology Project Rubric Advanced (4 pts) Proficient (3 pts) Developing (2 pts) Beginner (1 pts) Mean Mode Stdev Proposal 9 0 0 0 4.00 4 0.00 Introduction 4 2 3 0 3.11 4 0.87 Equipment Budget 9 0 0 0 4.00 4 0.00 Equipment Description 9 0 0 0 4.00 4 0.00 Grammar 2 7 0 0 3.22 3 0.42 Appearance 9 0 0 0 4.00 4 0.00 Assignment 9 0 0 0 4.00 4 0.00 Lesson Content 7 2 0 0 3.78 4 0.42 Application 9 0 0 0 4.00 4 0.00 Proposal CWU-CTL.1.2.5, CWU-CTL.4.26, CWU-CTL.4.26.3 Introduction CWU-CTL.1.2.5, CWU-CTL.3.16.3 Equipment Budget CWU-CTL.1.2.5, CWU-CTL.3.16.3, CWU-CTL.4.26, CWU-CTL.4.26.3 4 (44%) 2 (22%) 3 (33%) Equipment Description Grammar 2 (22%) 7 (77%) Appearance Assignment CWU-CTL.4.26, CWU-CTL.4.26.3 Lesson Content CWU-CTL.1.2.5, CWU-CTL.4.26, CWU-CTL.4.26.3 Application CWU-CTL.4.26, CWU-CTL.4.26.3 7 (77%) 2 (22%) Advanced Proficient Developing Beginner Total Documents : 9 The technology class is one of the first courses that the students take up entering the graduate program. The major artifact that is created encompasses numerous standards including the writing, knowledge of teaching and curriculum and the relationship to technology and its uses in the classroom. All of this is brought together with the students writing and research of professional data through technology. Given that the report included above is the first major assignment of their two program, they did relatively well on the content knowledge component. Their writing skills weren t bad but there is still room for improvement and their ability to write in a professional manner that accommodates literature is in the greatest need for improvement. This would also indicate that the students who were admitted into the program come in relatively prepared and ready to complete work at the graduate level. However with only one artifact collected on the new cohort of students, little is known about their quality.