ba in kinesiology self study - home – csu, chicochildren to lead healthy and active lives through...

California State University, Chico

BA in KinesiologySelf-study

http://www.csuchico.edu/kine/

2010-2015

http://www.csuchico.edu/kine/http://www.csuchico.edu/kinehttp://www.csuchico.edu/kine

Contacts:

Kevin Patton Associate Chair

California State University, Chico Chico, California 95929-0110

Phone: 530-898-5743 Fax: 530-898-4932

[email protected]

Josh Trout Department Chair

California State University, Chico Chico, California 95929-0110

Phone: 530-898-6453 Fax: 530-898-4932

[email protected]

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

TABLE OF CONTENTS

Page

Certification.................................................................................................................... iii

Quick Program Facts. .................................................................................................... iv

Executive Summary ....................................................................................................... v

List of Exhibits................................................................................................................ vi

Articulating a Collective Vision

I. Mission and Program Goals .................................................................................. 1-1

1.1 Mission Statement ........................................................................................ 1-1 1.2 Appropriateness of Mission Statement.......................................................... 1-3 1.3 Program Goals ............................................................................................. 1-6 1.4 Performance Indicators and Evidence .......................................................... 1-8 1.5 Diversity ....................................................................................................... 1-11

Articulating a Collective Vision Summary .............................................................. 1-15

Organizing for Learning

II. Curriculum............................................................................................................. 2-1

2.1 Program Student Learning Outcomes........................................................... 2-1 2.2 Program Curriculum...................................................................................... 2-4 2.3 Assessment of Program Effectiveness.......................................................... 2-7 2.4 Faculty Development .................................................................................... 2-13 2.5 Student Involvement .................................................................................... 2-16

III. Faculty Resources................................................................................................. 3-1

3.1 Sufficiency of Faculty Resources .................................................................. 3-1 3.2 Deployment of Faculty Resources ................................................................ 3-3 3.3 Faculty Development Activities .................................................................... 3-5 3.4 Faculty Scholarship and Creative Activity Profile ......................................... 3-7 3.5 Faculty Planning Process ............................................................................. 3-10

IV. Students as Partners in Learning ......................................................................... 4-1

4.1 Student Characteristics................................................................................. 4-1 4.2 Student Understanding of Requirements ...................................................... 4-3 4.3 Student Retention......................................................................................... 4-8 4.4 Student Engagement in Scholarship – Creative Activity................................ 4-10 4.5 Extra-curricular Activities .............................................................................. 4-12

i

V. Other Learning-Enabling Resources ..................................................................... 5-1

5.1 Fiscal Resources Sufficiency and Alignment................................................. 5-1 5.2 Staff Personnel Sufficiency and Professional Qualifications.......................... 5-2 5.3 Sufficiency of Student Support Resources.................................................... 5-3 5.4 Sufficiency of Information Resources............................................................ 5-6 5.5 Sufficiency of Academic Technology Resources........................................... 5-9

Organizing for Learning Summary. ........................................................................ 5-11

Becoming a Learning Organization

VI. Commitment to Learning and Strategic Improvement............................................ 6-1

6.1 Mission Statement Review Process ............................................................. 6-1

6.2 Program Effectiveness Monitoring and Improvement Processes .................. 6-2 6.3 Leadership Commitment to Improvement ..................................................... 6-3

Becoming a Learning Organization Summary. ...................................................... 6-5

VII. Appendices ...........................................................................................................

Required Data Elements ....................................................................................... A Faculty Scholarship ............................................................................................... B Biomechanics Learning (Hsieh, Mache & Knudson, 2014) .................................... C BA Kinesiology MAPs............................................................................................ D

ii

_________________________________________________

_________________________________________________

CERTIFICATION

We, the chair and faculty coordinator respectively of the Department of Kinesiology, do certify that the information contained in this Five-Year Self Study Report presents a fair and accurate description of the BA in Kinesiology at the California State University, Chico.

FOR THE DEPARTMENT:

Dr. Josh Trout, Chair

Date: ______________________________

FOR THE DEPARTMENT FACULTY:

Dr. Kevin Patton, Faculty Coordinator

Date: ______________________________

iii

Kinesiology BA - Quick Program Facts • The Department of Kinesiology offers a BS in Exercise Physiology and a BA in Kinesiology with

Options in Movement Studies and Physical Education Teacher Education. In addition, the Department of Kinesiology also offers an MA in Kinesiology.

• Kinesiology is the 7th largest (out of 120) majors offered at Chico State based on the current number of students that have officially declared a major.

• The BA in Kinesiology has increased majors by more than 10% from 2010-present:

2010/11 Historical Data

2011/12 2012/13 2013/14 2014/15 2015/16 Primary Majors BA Kinesiology 375 370 396 384 408 419 BS Exercise Physiology 264 335 395 441 445 454 MA Kinesiology 44 48 35 34 42 38

Totals 683 753 826 859 895 910

• Faculty are recognized both nationally and internationally within their specific disciplines and areas of expertise.

• The Department employs 14 full time tenured/tenure track faculty and more than 40 part time (Spring 2016)

About the CSU, Chico Campus

California State University, Chico Traditions

California State University, Chico Quick Facts

Department of Kinesiology Website

Kinesiology and Exercise Physiology Catalog

Kinesiology Curriculum

Kinesiology and Exercise Physiology Course Offerings

iv

http://www.csuchico.edu/kine/top-nav/academic-programs/bs-exercise-physiology.shtmlhttp://www.csuchico.edu/kine/top-nav/academic-programs/ba-kinesiology/option-movement-studies.shtmlhttp://www.csuchico.edu/kine/top-nav/academic-programs/ba-kinesiology/option-phed-teacher-education.shtmlhttp://www.csuchico.edu/kine/top-nav/academic-programs/ma-kinesiology/index.shtmlhttp://www.csuchico.edu/pa/chico-facts.shtmlhttp://catalog.csuchico.edu/viewer/16/TRADITIONS.htmlhttp://www.csuchico.edu/pa/chico-facts.shtml#1http://www.csuchico.edu/kine/http://catalog.csuchico.edu/viewer/16/KINE/KINENONEUN.htmlhttp://catalog.csuchico.edu/viewer/16/KINE/offerings.html

Executive Summary

Articulating a Collective Vision

The Department of Kinesiology’s mission statement is appropriate for higher education and in agreement with the mission, values and strategic priorities of the college and university. Furthermore, it is concurrent with the mission, values and strategic priorities of the American Kinesiology Association and the Society of Health and Physical Educators.

The mission of the Department of Kinesiology is to communicate and create knowledge about sport, exercise, and physical activity. The department achieves its mission through innovative and engaging instruction, scholarship, and professional service. The uniqueness of our integrative discipline is that we work directly to promote lifelong learning and participation in human movement to enhance quality of life for all.

The Department of Kinesiology’s mission statement reflects the core beliefs, values and missions of the American Kinesiology Association (AKA) and the Society of Health and Physical Educators (SHAPE America).

The department achieves its mission through innovative and engaging instruction, scholarship, and professional service. The uniqueness of our integrative discipline is that we work directly to promote lifelong learning and participation in human movement to enhance quality of life for all.

Furthermore, the Department of Kinesiology’s vision is to, become a national leader in communicating knowledge about physical activity to enhance quality of life for all. The evidence of the departments desire to be national leader in communicating knowledge about physical activity to enhance quality of life for all is consistently and thoroughly documented throughout this report.

Kinesiology - is an academic discipline which involves the study of physical activity and its impact on health, society, and quality of life. –AKA-

The American Kinesiology Association promotes and enhances kinesiology as a unified field of study and advances its many applications. AKA does this by advocating for kinesiology at national and international levels as well as by supporting its member departments by providing resource materials and leadership and educational opportunities for university administrators in kinesiology.

SHAPE America's mission is to advance professional practice and promote research related to health and physical education, physical activity, dance, and sport. SHAPE America is committed to empowering all children to lead healthy and active lives through effective health and physical education programs.

Organizing for Learning

The department, like the university, views its role as one of service through innovative and engaging instruction, scholarship, and professional service. As a result, three core values work to guide the efforts of faculty.

The faculty value: • The use of a variety of instructional strategies to facilitate student learning and physical activity. • All forms of created and communicated knowledge in all sub disciplines of Kinesiology:

discovery, integration, application and teaching (Boyer, 1990). • Service to people of all ages in an effort to improve their health and well-being.

Furthermore; • Faculty are recognized both nationally and internationally within their specific disciplines and

areas of expertise.

v

http://www.americankinesiology.org/http://www.shapeamerica.org/http://www.shapeamerica.org/

• The Department of Kinesiology is housed in Yolo Hall, to include state of the art facilities and laboratories.

• The department is recognized on a regional, national and international level for its contributions to the field of Kinesiology through the individual and collective accomplishments of the faculty in the areas of teaching, service and research.

• The faculty frequently involve students in various research and other scholarship activities.

The department faculty reviews the curriculum yearly and makes adjustments and changes as necessary. The curricula for the BA in Physical Education\Teacher Education (PETE) and minor in Adapted Physical Education are reviewed periodically as part of the NCATE accreditation process. The department has a curriculum committee consisting of 6 to 8 faculty members that are elected to 3 year terms. The faculty within the department are sensitive to the changing needs of the university and college and make adjustments to schedules as well as other sacrifices to ensure that the needs of the department, college and university are being met.

Becoming a Learning Organization

The mission, goals and objectives provide a foundation for the Department of Kinesiology as an innovative and exemplary learning organization. The department has an assessment plan in place that focuses on how well programs meet student learning objectives (SLO’s). The faculty is fiercely dedicated to the idea of “student-centered learning,” and qualitative and quantitative documentation of success when assessing student-learning outcomes. The department seeks recommendations from alumni, professionals in the field and internship coordinators on a regular basis to enhance student learning.

The department faculty are dedicated and committed to the mission, goals and objectives of the department. The faculty is dedicated and committed to student learning and has a personal regard for each and every student. Faculty not only care about student’s academic successes while at Chico State and beyond, but they also care deeply about their personal health and happiness.

Written comments from Student Evaluations of Teaching (SET) data reveal that students consistently rate the Department of Kinesiology faculty’s instructional abilities as excellent to superior. Qualifiers such as; well prepared, enlightening, approachable, motivating and fair resonate throughout standard departmental reports.

The department faculty has started to use various social networking platforms to engage and communicate with their current students as well as alumni. For example, the Adapted Physical Education and PETE Programs utilize Facebook to communicate with students about important dates, events and club meeting times and locations.

vi

Physical Education Teacher Education (PETE)

PETE Club CSU Chico: http://chicopete.weebly.com/ Chico State Physical Education (Pete Chicostate) on Facebook

Adapted Physical Activity

Adapted Physical Education: http://www.csuchico.edu/kine/top-nav/adapted-physical-education/ Chico State Adapted Physical Activity on Facebook

vii

http://chicopete.weebly.com/https://www.facebook.com/pete.chicostate?fref=tshttps://www.facebook.com/pete.chicostate?fref=tshttp://www.csuchico.edu/kine/top-nav/adapted-physical-education/https://www.facebook.com/Chico-State-Adapted-Physical-Activity-356409700739/?fref=ts

Movement Studies (Coaching/Administration); Fitness & Wellness)

Movement Studies: http://www.csuchico.edu/kine/top-nav/academic-programs/ba-kinesiology/option-movement-studies.shtml

Recent years have been difficult for any department in higher education with respect to the state budget crises and reduced revenues to the CSU system, and the Department of Kinesiology at Chico State is no different. Throughout this time the department faculty have been committed to ensuring that to the best of their ability, students’ needs were met and a budgetary crisis would not compromise student learning outcomes. The faculty’s commitment and dedication to the mission of the department and individual students will continue.

Diversity

The Department of Kinesiology wholeheartedly supports and believes in C.S.U., Chico’s Office of Diversity and Inclusion’s mission and vision statements:

Mission: The Office of Diversity and Inclusion is committed to cultivating a culturally inclusive environment where diversity of thought and expression are valued, respected, appreciated and celebrated. It serves as a resource to our campus community by providing information, referrals, advocacy, coordination and support for diversity-related events, activities, initiatives and discussions.

Vision: Be a model Diversity Program in preparing students to participate in a global and diverse environment.

Diversity is central to the mission and vision of the Department of Kinesiology. Diversity is a common theme of discussion as well as guiding principle throughout virtually every course taught in the department. Our faculty value diversity, they teach about it, practice it and believe and support it. See Section 1.5 for more information on how Kinesiology embraces diversity.

Future Challenges

The Department of Kinesiology at Chico State prepares students for the myriad of career opportunities, including; physical education, personal training, coaching, adapted physical education as well as graduate education opportunities. Future challenges for the department focus on maintaining and effectively utilizing our current resources matched to the goals and SLO’s of the department while

viii

http://www.csuchico.edu/kine/top-nav/academic-programs/ba-kinesiology/option-movement-studies.shtmlhttp://www.csuchico.edu/diversity/http://www.csuchico.edu/diversity/http://www.csuchico.edu/kine/mission-statement.shtml

intelligently planning ahead for anticipated future resource needs (i.e., retirements, projected new hires, equipment needs, etc.) while ensuring at all times the goals and SLO’s of the individual program within the department are always at the forefront as the #1 priority of the Department of Kinesiology.

ix

List of Exhibits

Evidentiary Exhibits 1.1a – Kinesiology Mission Statement .......................................................................................................1-1 1.1b – Kinesiology Program Web Page .....................................................................................................1-2 1.2a – Department of Kinesiology Mission Statement ...............................................................................1-3 1.2b – College of CME Mission Statement ................................................................................................1-4 1.2c – CSUC Strategic Plan: Our Mission .................................................................................................1-4 1.2d – Congruence of University Strategic Plan and the Department Mission..........................................1-4 1.3 – BA Kinesiology Program Goals and Objectives..............................................................................1-6 1.4a – Freshmen Time to Degree: Kinesiology Compared to the 10 Largest Majors................................1-8 1.4b – Freshmen Graduation Rates by Major – Kinesiology .....................................................................1-9 1.4c – Kinesiology Major Persistence Rates – First Time Freshmen ........................................................1-9 1.5a – KINE Diversity Committee – Mission ............................................................................................1-11 1.5b – KINE Diversity Committee – Timeline of Events...........................................................................1-12 1.5c – KINE Diversity Committee – Future Directions .............................................................................1-12 1.5d – KINE Diversity Committee – Survey Results ................................................................................1-13 2.1a – Kinesiology Student Learning Objectives .......................................................................................2-1 2.1b – Kinesiology BA: SLO’s ....................................................................................................................2-2 2.1c – Example Kinesiology Syllabi (KINE 410) ........................................................................................2-2 2.2a – Curriculum for the BA in Kinesiology ..............................................................................................2-4 2.2b – Kinesiology BA Course Alignment Matrix .......................................................................................2-5 2.3a – Calendar for Assessment of Kinesiology SLOs ..............................................................................2-7 2.3b – Selected Assessment Results ........................................................................................................2-8 2.4a – Kinesiology Tenure Track Faculty Professional Development Engagement................................2-13 2.4b – Individual (Supervised) Instruction: Tenure/Tenure Track............................................................2-13 2.4c – Service Load: Tenure/Tenure Track Faculty.................................................................................2-14 2.4d – Teaching Loads: Tenure/Tenure Track.........................................................................................2-14 2.5a – Integration of Seven Principles for Good Practice in Undergraduate Education..........................2-16 2.5b – Kinesiology Student Evaluation of Teaching Scores ....................................................................2-17 3.1a – Kinesiology Department FTES........................................................................................................3-1 3.1b – FTEF Profile ....................................................................................................................................3-1 3.1c – Student Faculty Rations for Kinesiology .........................................................................................3-2 3.2a – Qualifications of Current Tenure Track KINE Faculty.....................................................................3-3 3.2b – Faculty by Classification Tenure Count FTE ..................................................................................3-4 3.2c – FTES by Faculty Appointment Type ...............................................................................................3-4 3.2d – Percentage of FTES Taught by TT Faculty vs. PT Faculty ............................................................3-4 3.3a – Kinesiology RTP Guidelines, Policies, and Procedures .................................................................3-5 3.3b – Kinesiology AWTU Profile ...............................................................................................................3-5 3.3c – Kinesiology Sabbaticals & Grants ...................................................................................................3-6 3.3d – Sources of Support for Tenure-track/Tenured Faculty Professional Development ........................3-6 3.4a – Significant Faculty Accomplishments..............................................................................................3-8 3.4b – Scholarship – Average Productivity by Category Over Time..........................................................3-9 3.5a – Qualifications of Current Tenure Track KINE Faculty...................................................................3-10 3.5b – Growth in Majors and Minors ........................................................................................................3-11 3.5c – Number of TT Faculty Over Time..................................................................................................3-11 3.5d – Changes in Faculty Positions in Kinesiology since Previous Review...........................................3-12 4.1a – Major Count by Ethnicity .................................................................................................................4-1 4.1b – Percentages of White and Non-White KINE Majors .......................................................................4-1 4.1c – KINE Majors by Gender ..................................................................................................................4-2 4.1c – KINE Program Average GPA at Graduation by Ethnicity................................................................4-2 4.1d – KINE Program Average GPA at Graduation by Gender .................................................................4-2 4.2a – KINE Student Advising & Forms Webpage ....................................................................................4-3 4.2b – KINE Program Advisors and Coordinators .....................................................................................4-4 4.2c – Movement Studies Major Academic Plan (MAP) ............................................................................4-5 4.2d – Kinesiology PETE Student Success Map .......................................................................................4-6 4.3a – First Time Freshmen Persistence Rates: Kinesiology ....................................................................4-8

x

4.3b – Upper Division Undergraduate Transfer Persistence: Kinesiology.................................................4-9 4.4a – Community Student Service Partners with the Department of Kinesiology..................................4-10 4.4b – Sample Movement Studies BA Internships ..................................................................................4-11 4.4c – Selected Kinesiology Undergraduate Student Scholarship ..........................................................4-11 4.5a – Extracurricular Activities: Community and Service Programs.........................................................5-1 4.5b – FitU Program...................................................................................................................................5-2 5.1 – Kinesiology Department Budget .....................................................................................................5-3 5.2 – Departmental Administrative Support Staff Positions .....................................................................5-4 5.3a – Kinesiology Department Scholarships Available to Undergraduate Students in Kinesiology.........5-5 5.3b – Kinesiology Department Student Programs & Outreach ................................................................5-6 5.3c – Kinesiology Department PETE Club Schedule of Events ...............................................................5-7 5.4a – Kinesiology Laboratories.................................................................................................................5-8 5.4b – Learning Materials and Informational Resources (summary) .......................................................5-10 5.5a – Teaching with Technology ............................................................................................................5-11 6.2 – Assessment Plan for the BS in Exercise Physiology ......................................................................6-7

xi

Articulating a Collective Vision: Mission and Program Goals

Criteria for Review

1.1 The program has a clear and published mission statement.

Program Performance

The mission of the Department of Kinesiology is available on the department website http://www.csuchico.edu/kine/. The statement is also disseminated to students at orientation meetings and student convocations. Kinesiology is the study of movement and within this context the BA in Kinesiology prepares individuals with the knowledge and skills for successful careers in teaching and coaching, adapted physical activity, and the fitness industry.

The department, like the university, views its role as one of service through innovative and engaging instruction, scholarship, and professional service. As a result, three core values work to guide the efforts of faculty.

The faculty value: • The use of a variety of instructional strategies to facilitate student learning and physical activity. • All forms of created and communicated knowledge in all sub disciplines of Kinesiology: discovery,

integration, application and teaching (Boyer, 1990) • Investment in all people through service.

Evidentiary Exhibit – 1.1a – Kinesiology Mission Statement

Mission Statement


Five-Year Program Self-Study Report Format 1 - 1

http://www.csuchico.edu/kine/https://depts.washington.edu/gs630/Spring/Boyer.pdf

Evidentiary Exhibit – 1.1b – Kinesiology Program Web Page Displaying Mission Statement,Program Goals, & Student Learning Objectives

http://www.csuchico.edu/kine/mission-statement.shtml

Reflective Comments

The BA in Kinesiology program mission statement was originally drafted in 2008 and revised in 2010. The mission statement is reviewed yearly and was deemed for this self study. The presence of our program mission statement on our website publicizes our commitment to our students, learning, and scholarship. We anticipate further use of these statements in program-related materials.


http://www.csuchico.edu/kine/mission-statement.shtml


Criteria for Review

1.2 The program mission is appropriate for higher education and consonant with the mission, values and strategic priorities of the department, college and university.

Program Performance

The BA in Kinesiology serves northern California by preparing students for teaching, coaching, and administrative careers as well as leadership positions in their communities. The program shows strong student interest and demonstrated program excellence in Physical Education, Coaching, Fitness & Wellness, and Adapted Physical Activity. The Option in Outdoor Education is currently suspended and is therefore not addressed in this report.

The Department of Kinesiology reaffirms the role of CSU, Chico as the anchor institution of the region by continuing to develop positive links and relationships with the local community and region. The Kinesiology Mission Statement (Exhibit 1.2a), College of CME Mission Statement (Exhibit 1.2b), and CSUC Strategic Plan (Exhibit 1.2c) are inextricably intertwined. As a department we are cognizant of the congruence of University Strategic Plan and the Department Mission (Exhibit 1.2d).

Evidentiary Exhibit 1.2a - Department of Kinesiology Mission Statement

Department of Kinesiology Mission Statement



Evidentiary Exhibit 1.2b College of CME Mission Statement

College of Communication and Education Mission Statement

The mission of the College of Communication and Education is to prepare our students to be effective, educated, engaged, and ethical leaders in their relationships, communities, and professions. We do so by building a student-centered learning environment that focuses on the innovative pairing of disciplinary knowledge and applied professional practice to meet the needs of a diverse society.

Evidentiary Exhibit - 1.2c - CSUC Strategic Plan: Our Mission

California State University, Chico Strategic Plan: Our Mission

California State University, Chico is a comprehensive university principally serving Northern California, our state and nation through excellence instruction, research, creative activity, and public service. The University is committed to assist students in their search for knowledge and understanding and to prepare them with the attitudes, skills, and habits of lifelong learning in order to assume responsibility in a democratic community and to be useful members of a global society.

Evidentiary Exhibit - 1.2d – Congruence of University Strategic Plan and the Department Mission

University Strategic Priorities Department Response Believing in the primacy of learning, we will The department’s primary responsibility is to provide continue to develop high-quality learning innovative and engaging instruction, of high quality, environments both inside and outside the to all majors and other students electing to take classroom. Kinesiology courses. Believing in the importance of faculty and staff, and their role in student success, we will continue to invest in faculty and staff development.

As a department of teacher-scholars, faculty are committed to professional development and service. The department supports professional development to help faculty maintain their leadership roles as scholars and teachers in Kinesiology

Believing in the wise use of new technologies Strong evidence of the department’s use of in learning and teaching, we will continue to technology for instruction, scholarship and service provide the technology, the related training, demonstrates the department’s commitment to this and the support needed to create high quality university priority. learning environments both inside and outside of the classroom. Believing in the value of service to others, we will continue to serve the educational, cultural, and economic needs of Northern California.

The department is strongly committed to its role as physical education and exercise science leaders in northern California.

Believing that we are accountable to the While not addressed specifically in our mission people of the State of California, we will statement, the program’s 5 year review includes continue to diversify our sources of revenue sufficient evidence of its commitment to this and strategically manage the resources university priority. entrusted to us. Believing that each generation owes While not addressed specifically in our mission


something to those which follow, we will create environmentally literate citizens, who embrace sustainability as a way of living. We will be wise stewards of scarce resources and, in seeking to develop the whole person, be aware that our individual and collective actions have economic, social, and environmental consequences locally, regionally, and globally.

statement, the program’s 5 year review includes sufficient evidence of its commitment to this university priority.

Reflective Comments

The BA in Kinesiology offers to students an integrated program that maintains clear links between teaching, scholarship and creative activity, learning, and service. Students in Kinesiology are well prepared after graduation to seek and secure productive and fulfilling jobs—particularly in teaching, coaching, and health related professions. These goals and objectives mesh closely with the stated goals of the College of Communication and Education and California State University, Chico. The department will continue to review and evaluate the mission and outcomes to meet the needs of the university, college, department, and community at large.

The program supports strong student engagement, and is unique in that it demonstrates program excellence in a number of areas that are equally strong under one department, lending distinction among other CSU programs and similar institutions.



Criteria for Review

1.3 The program has developed and widely disseminated its program goals.

Program Performance

The BA programs Mission Statement and Goals (see Exhibit 1.3) were reviewed in 2010 as part of the last five-year review. The department faculty periodically reviews and discusses the Mission Statement and Goals as part of its annual self-assessment. Any proposed changes would begin with the department’s Executive Committee for further review.

Evidentiary Exhibit - 1.3 – BA Kinesiology: Program Mission Statements

Program Mission Statements

Option in Physical Education Teacher Education (PETE) To educate teachers to become knowledgeable and skillful agents of change so the California children and youth (K-12) become physically active for life.

Option in Movement Studies To train professionals to lead systematic programs of human movement activity that improves the quality of life.

Program Goals

Option in Physical Education Teacher Education (PETE) The PETE program philosophy is congruent with the University’s vision for intensive, high-quality learning environments, cutting edge learning and information resources, intellectual rigor, and moral development. Furthermore, the program coincides with the University’s concept of a well-prepared teacher. This view of prospective teachers includes preparation of: • Effective public school teachers who will be ready to serve a diverse population of learners

based on demographic changes in California. • Informed and reflective teachers who can link theory and practice. • Teachers who are knowledgeable and skillful agents of change who insure that schools are

places where California’s future is shaped. • Teachers who understand the developmental nature of learners in a pluralistic, democratic

society. • Teachers who value lifelong learning and are committed to personal growth and

development

Option in Movement Studies The curriculum in Movement Studies develops professionals that: • Integrate exercise science and practical knowledge of physical activity • Value lifelong learning and are committed to the personal growth of clients • Value individual differences and the developmental nature of learning


KINE 113 – Ballroom Dance (Dr. Cathrine Himberg)

Reflective Comments

Physical Education Teacher Education graduates are educated to provide developmentally appropriate learning experiences for all students, with the ultimate goal to help these students become physically active for the rest of their lives. The program helps prospective teachers meet the individual needs of students. It gives future teachers the tools they need to encourage lifetime participation in physical activity, which in turn helps develop fitness and wellness in California’s youth. In addition, the program prepares prospective teachers to advance state and national standards for physical education (the California Physical Education Framework and Challenge Standards as well as the SHAPE America National Physical Education Standards).

The curriculum in Movement studies develops professionals that are skilled to lead activities in one of several areas: Personal trainers, strength and conditioning coaches, athletic coaching and coaching administration, or other fitness related fields.


https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahUKEwif_7OExL7NAhUCxmMKHQgLDHQQFgglMAE&url=http%3A%2F%2Fwww.cde.ca.gov%2Fci%2Fcr%2Fcf%2Fdocuments%2Fpeframework2009.pdf&usg=AFQjCNGE8iI1Eq-QU0iwdHyBx43uwYOKCw&sig2=mxINAyDCRTs_WFdTs5vOXQhttps://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwif_7OExL7NAhUCxmMKHQgLDHQQFggeMAA&url=http%3A%2F%2Fwww.cde.ca.gov%2Fbe%2Fst%2Fss%2Fdocuments%2Fpestandards.pdf&usg=AFQjCNHtuBKXPFW68iB4gOXN2fTv3muRuQ&sig2=NRbbAWcaOImJ4mpz6yR7VQhttp://www.shapeamerica.org/standards/pe/index.cfmhttp://www.shapeamerica.org/standards/pe/index.cfm

- - - - -


Criteria for Review

1.4 The program has developed and begun to use key indicators and sources of evidence to ascertain the level of achievement of its mission and goals.

Program Performance

The Department of Kinesiology assesses student achievement of its mission and goals, in a variety of ways. Individual faculty members determine the quality pertaining to performance through various assignments, including examinations, research papers, oral presentations, group projects, and class participation. For a discussion of these key indicators see Section 2.3.

The following evidentiary set of exhibits demonstrate Kinesiology BA’s overall achievement of the program mission and goals: • 1.4a - First Time Freshmen Average Time (Years) to Degree for Baccalaureate Programs Kinesiology

Compared to the 10 Largest Majors • 1.4b - First Time Freshmen Graduation Rates by Major – Kinesiology • 1.4c – Kinesiology Major Persistence Rates – First Time Freshmen

Evidentiary Exhibit - 1.4a - First Time Freshmen Average Time (Years) to Degree for Baccalaureate Programs Kinesiology Compared to the 10 Largest Majors at CSUC

2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 Avg. 1 Business Administration BS 4.71 (95) 4.64 (247) 4.87 (305) 5.03 (289) 4.71 (268) 4.79 2 Psychology BA 4.07 (41) 4.59 (79) 4.73 (98) 4.83 (106) 4.53 (102) 4.55 3 Nursing BS 6.50 (6) 5.16 (19) 5.00 (34) 5.52 (23) 5.03 (31) 5.44 4 Criminal Justice BA 4.21 (29) 4.52 (46) 4.48 (62) 4.90 (79) 4.70 (63) 4.56 5 Liberal Studies BA 4.13 (48) 4.39 (95) 4.36 (101) 4.52 (102) 4.50 (68) 4.38 6 Biological Sciences BS 5.80 (10) 4.72 (18) 5.42 (19) 5.47 (19) 4.76 (21) 5.23 7 Kinesiology BA 4.60 (10) 4.74 (34) 5.15 (27) 5.13 (38) 4.64 (28) 4.85 8 Exercise Physiology BS 4.67 (12) 4.71 (34) 4.85 (65) 4.88 (64) 4.90 (67) 4.80 9 Mechanical Engineering BS 6.33 (3) 5.18 (22) 5.00 (15) 5.43 (21) 5.14 (21) 5.4 10 Construction

Management BS 5.90 (10) 4.85 (61) 5.21 (56) 5.24 (38) 5.55 (20) 5.35


*Evidentiary Exhibit(s) - 1.4b - First Time Freshmen Graduation Rates by Major – Kinesiology*

Graduating within Kinesiology Entry Year FTF

Count 4 Years 5 Years 6 Years 7 Years 8 Years

Fall 2005 50 2% 8% 8% 8% 8% Fall 2006 54 4% 13% 15% 15% 15% Fall 2007 87 1% 10% 13% 13% 13% Fall 2008 80 6% 14% 17% 19% Fall 2009 76 4% 12% 12% Fall 2010 65 12% 23% Fall 2011 94 4%

KINE Average 72 5% 13% 13% 14% 12%

Graduating within the University Entry Year FTF Count 4 Years 5 Years 6 Years 7 Years 8 Years

Fall 2005 50 10% 40% 50% 52% 56% Fall 2006 54 11% 65% 83% 83% 83% Fall 2007 87 15% 51% 66% 69% 71% Fall 2008 80 13% 50% 63% 64% Fall 2009 76 29% 63% 67% Fall 2010 65 26% 69% Fall 2011 94 20%

KINE Average

72 18% 56% 66% 67% 70%

**University Average

2455 19% 50% 60% 62% 63%

* Estimated rates of eventual graduation from CSU, Chico by regularly admitted first-time freshmen and CCC transfers. Source: Insight: FTF GradRates by Major * Most recent four year persistence data available **Source: Insight – First Time Freshman Graduation Rates

*Evidentiary Exhibit(s) - 1.4c – Kinesiology Major Persistence Rates – First Time Freshmen

Persistence within Kinesiology Entry Year FTF Count 1 Year 2 Years 3 Years 4 Years 5 Years 6 Years

Fall 2010 65 63% 35% 29% 12% 0% 0% Fall 2011 94 57% 36% 20% 9% 0% 0% Fall 2012 115 69% 39% 26% 0% 0% 0% Fall 2013 73 62% 33% 0% 0% 0% 0% Fall 2014 110 62% 0% 0% 0% 0% 0%

KINE Avg. 91 63% 29% 15% 4% 0% 0%

Persistence within the University Entry Year FTF Count 1 Year 2 Years 3 Years 4 Years 5 Years 6 Years

Fall 2010 65 83% 78% 78% 51% 8% 0% Fall 2011 94 88% 82% 78% 48% 0% 0% Fall 2012 115 88% 73% 68% 0% 0% 0% Fall 2013 73 88% 74% 0% 0% 0% 0% Fall 2014 110 76% 0% 0% 0% 0% 0%

KINE Avg. 91 85% 61% 45% 2% 2% 0% *University 2466 86% 77% 74% 48% 13% -

*First-Time Freshmen (FTF) Persistence represents the subsequent enrollment (one year later) of the First-time Freshmen cohort group.

Source: http://ir.csuchico.edu/ERSDB_Reports/PersistenceAndGraduation/


http://ir.csuchico.edu/ERSDB_Reports/PersistenceAndGraduation/

Reflective Comments

First time freshman average years to degree (Exhibit 1.4a) is 4.85 years which is in line with the averages of the 9 other largest majors. The percentage of first time freshmen graduating in four years with a Bachelor of Arts in Kinesiology (see Exhibit 1.4b) is consistent with university average. Similarly, examination of Kinesiology persistence rates indicates that persistence within the university is consistent with the university average (85% and 86% respectively). Despite this consistency, there is always room for improvement. For example, through better advising and more easily accessed advising information, this time to degree could be improved.

Collectively, the data presented in this section provides initial and partial evidence of Kinesiology BA’s overall achievement of the program mission and goals. Further evidence of the achievement of student learning outcomes, benchmarks for student performance, and levels of student learning are reported in Section 2.3.

Five-Year Program Self-Study Report Format 1 -10


Criteria for Review

1.5 Consistent with its purpose and character, the program demonstrates an appropriate response to the increasing diversity of society and the student body in its curriculum, co-curriculum, and hiring.

Program Performance

The Department of Kinesiology wholeheartedly supports and believes in C.S.U., Chico’s Office of Diversity’s mission and vision statements;

The Office of Diversity is committed to cultivating a culturally inclusive environment where diversity of thought and expression are valued, respected, appreciated and celebrated. It serves as a resource to our campus community by providing information, referrals, advocacy, coordination and support for diversity-related events, activities, initiatives and discussions.

Be a model Diversity Program in preparing students to participate in a global and diverse environment. We are committed to providing an inclusive and welcoming environment where students, faculty, and staff can succeed and thrive. Together we can foster a climate that acknowledges and celebrates the differences that define who we are.

Consistent with this commitment, in 2001, the Department of Kinesiology formed an AdHoc diversity Committee (see Exhibit 1.5a for Mission Statement). Recent activities and future directions of this committee are reported in Exhibits 1.5b, and 1.5c. Finally, in Exhibit 1.5d results of a survey focused on diversity that was administered to tenure/tenure track faculty and lectures is presented.

Evidentiary Exhibit – 1.5a - KINE Diversity Committee – Mission

Mission The mission of the Kinesiology department diversity committee is to serve the department as we work to align with the priorities outlined in the University Diversity Action Plan. The overarching aim of the department committee is to help create and nurture an environment that encourages effective and inclusive teaching, learning, and collaboration.


Evidentiary Exhibit - 1.5b - KINE Diversity Committee – Timeline of Events

Accomplishments/Tasks • Fall of 2011: committee outlined a diversity action plan for the department that was intended

to align with the university plan. • Fall of 2011: feedback was gathered from faculty. The feedback was intended to assess

faculty competency as it related to their understanding of diversity and how topics of diversity are addressed in the curriculum they deliver.

• Winter of 2012: a half day ‘Diversity Awareness’ training was organized by the department committee. The training was facilitated by campus diversity leaders.

• Spring of 2015: Feedback solicited from faculty via an electronic survey in an attempt describe how diversity is covered in our curriculum and how faculty feel the importance of diversity is perceived in our department (see ‘KINESurveyResults’)

• 2013 – 2015: Two social hours for faculty and staff to engage off campus were organized. These socials were aimed at encouraging faculty to build positive relationships with one another and an attempt to build morale.

• Fall 2015: job postings shared with university diversity leaders – these leaders posted the announcements on sites to help increase the diversity of our candidate pools (e.g. WomenAndHigherEd.com; VeteransinHigherEd.com; HispanicsinHigherEd.com; DiabledinHigherEd.com). As we search for new colleagues in the future we will continue to share job announcements in a variety of venues so that we may attract diverse pools of highly qualified individuals.

• Spring of 2016: diversity training organized for all interested Kinesiology faculty. The focus of the training was to raise awareness of the importance of diversity on our campus in our department. We hope to find venues for similar conversation in the future.

Evidentiary Exhibit - 1.5c - KINE Diversity Committee – Future Directions

Future Directions • Update the department diversity action plan to reflect changes made to the university action

plan and the ever changing needs of the Kinesiology department. • Increase faculty awareness of the unique challenges our diverse student population can

present in the classroom • Provide faculty with the resources needed to help them develop an understanding of the

importance of diversity in our department and across our campus (e.g., relevant literature) • Find an appropriate means (e.g., Facebook page, link on department website, etc.) for

making faculty aware of the many opportunities on campus related to diversity (e.g., Unconscious’s Bias Training, Safe Zone Ally Training, grant opportunities related to the university’s Hispanic Serving Institution designation, etc.)

• Develop a better understanding of the diversity topics covered in our current curriculum. This in part may be accomplished by reviewing course syllabi

• Develop a better understanding of how prepared our graduates are to work with diverse populations when they begin their career

• Identify action items to address any deficiencies that may become apparent. Ideally we would like to solicit feedback from alumni via an electronic survey


http:DiabledinHigherEd.comhttp:HispanicsinHigherEd.comhttp:VeteransinHigherEd.comhttp:WomenAndHigherEd.com

Evidentiary Exhibit - 1.5d - KINE Diversity Committee – Survey Results


Evidentiary Exhibit - 1.5b - KINE Diversity Committee – Survey Results (cont.)

Reflective Comments

Diversity is central to the mission and vision of the Department of Kinesiology. Diversity is a common curricular thread as well as guiding principle throughout most courses taught in the department (see Exhibit 1.5b). Our faculty value diversity, they teach about it, practice it and believe and support.

The work of the KINE faculty and the Kinesiology Diversity Committee have made great strides in the past 5 years. We have accomplished the initial steps of helping to create and nurture an environment that encourages effective and inclusive teaching, learning, and collaboration. Their future directions (see Exhibit 1.5d) indicate that their work is not yet done; they have plans for the department in terms of fostering a broadly defined view of diversity.


-

Articulating a Collective Vision (Summary)

Content Area 1: Articulating a Collective Vision

This content area centers on the degree to which the program sets goals and obtains results in student learning at both the program and course levels that are: a) clearly stated and widely understood by students, faculty, and other stakeholders; b) appropriate for the type and level of program offered; c) adequately assessed; and, d) continuously improved based on assessment results.

Overall Program Performance

The mission statement is disseminated to potential students, current students, faculty, administrators, advisory board members, other institutions, and community at large. The mission statement is available on the department web page, department brochure, and university catalog. The mission statement is expressed at department functions, displays and events. Most recently, all department faculty included department SLO’s on all course syllabi, informing students how course objectives are informed by (and are connected to) department SLO’s.

Furthermore, the Department of Kinesiology’s mission statement is aligned with the core beliefs, values and missions of the American Kinesiology Association and the Society of Health and Physical Educators.

The American Kinesiology Association promotes and enhances kinesiology as a unified field of study and advances its many applications and is an advocate for kinesiology at national and international levels.

The mission of NASPE is to enhance knowledge, improve professional practice, and increase support for high quality physical education, sport, and physical activity programs.

The Department of Kinesiology embraces and articulates the mission and goals of the individual program options;

The mission of the option in Physical Education Teacher Education (PETE) is to educate teachers to become knowledgeable and skillful agents of change so the California children and youth (K-12) become physically active for life.

The mission of the option in Movement Studies is to train professionals to lead systematic programs of human movement activity that improves the quality of life.

Evidence Used to Assess Achievement of Department Mission

Goals Evidence based Assessment Mission 1. Student Evaluations of Teaching data (see Exhibit 2.4b) The mission of the Department of 2. Graduation and persistence rates (see Section 1.4) Kinesiology is to communicate and 3. Peer-reviewed publications and books (see Section 3.4) create knowledge about sport, exercise, 4. Peer-reviewed presentations at state, regional, national, and and physical activity. The department international conferences (see Appendix B) achieves its mission through innovative 5. Other scholarship (see Section 3.4) and engaging instruction, scholarship, and professional service. The uniqueness of our integrative discipline is that we work directly to promote lifelong learning and participation in human movement to enhance quality of life for all.


http://www.americankinesiology.org/http://www.shapeamerica.org/

-

Goals Evidence based Assessment Student Learning Outcomes

1. Content Knowledge 2. Communication 3. Reflection and Critical

Thinking 4. Programming and

Assessment 5. Professionalism and Ethics 6. Value Physical Activity and

Fitness

1. SLO in course Syllabi (See Exhibit 2.1c) 2. Student Evaluations of Teaching (see Exhibit 2.4b) 3. Samples of Student Work 4. Student assessments (see Section 2.3) 5. Student portfolios 6. Faculty evaluations of students

Reflective Thoughts on Overall Program Performance in Content Area 1

The Bachelor of Arts degree in Kinesiology is aligned with the Department’s student learning objectives that describe the knowledge, skills and dispositions of a Kinesiology graduate (B.A., B.S., M.A.). These outcomes are consistent with the university strategic plan, department mission, and the standards set by professional organizations within the field. All undergraduate programs and options address these learning outcomes through specialized learning objectives. Specialized learning objectives are measurable competencies designed to address the relevant graduate, professional and credentialing standards.


Organizing for Learning: Curriculum

Criteria for Review

2.1 The program has specified its expected learning outcomes and they have been widely shared among its members, including faculty, students, staff, and – where appropriate – external stakeholders.

Program Performance

The Department of Kinesiology’s Student Learning Outcomes describe the knowledge, skills, and dispositions of a Kinesiology BA graduate. These outcomes are consistent with the university strategic plan, department mission, and the standards set by professional organizations within the field. All programs and options address these learning outcomes through specialized learning objectives. Specialized learning objectives are measurable competencies designed to address the relevant professional and credentialing standards. CSU, Chico graduates with a BA from the Department of Kinesiology demonstrate knowledge, skills, and dispositions in Exhibit 2.1a. Additionally, option specific SLOs are displayed in Exhibit 2.1b.

The student learning outcomes are reviewed annually. Each faculty member includes the department student learning outcomes in syllabi and aligns specific course student learning outcomes to the department outcomes with identifiable assessments. The Department of Kinesiology student learning outcomes can be found on the department website http://www.csuchico.edu/kine/missionstatement.shtml.

Each year one specific department SLO is identified to be measured. Thus over the course of five or six years each SLO’s would be evaluated. Data are collected using systematic techniques. Following the evaluation of this data, for two semesters, specific actions plans are developed for continued improvement.

All faculty are encouraged to include SLOs on syllabi as well as how Department SLO’s align with course objectives (see Exhibit 2.1c). In the Fall 2015 all Kinesiology syllabi were examined and it was determined that 100% included Department SLOs.

Evidentiary Exhibit – 2.1a – Kinesiology Student Learning Objectives

Student Learning Objectives

• Content Knowledge – Students will demonstrate knowledge and disciplinary concepts related to the field of Kinesiology

• Communication – Students will apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity

• Reflection and Critical Thinking – Students will demonstrate reflection and critical thinking in order to refine professional practice.

• Programming and Assessment – Students will demonstrate evidence-based knowledge and skills (and best practices) for assessing client/student needs and for designing, implementing and evaluating programs.

• Professionalism and Ethics – Students will demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration, service to others, and techniques for lifelong learning.

• Value Physical Activity and Fitness – Students will articulate a philosophy that physical activity programs are important to health and well-being of individuals, and that physical activity can foster self-expression, development, and learning.


http://www.csuchico.edu/kine/mission-statement.shtmlhttp://www.csuchico.edu/kine/mission-statement.shtml

Evidentiary Exhibit – 2.1b – Additional Kinesiology BA: Additional SLO’s by Option

Additional SLOs for the Option in PETE

• Link theory and practice to provide evidence-based teaching and learning for K-12 physical education

• Provide developmentally appropriate learning experiences with the ultimate goal of helping students become physically active for life

• Design and implement curricula based on standards set by the state of California and SHAPE America

• Value lifelong learning with a commitment to personal growth and development of all

Additional SLOs for the Option in Movement Studies

• Are skilled to lead activities in one of three areas: outdoor education, adult fitness, or sport coaching

• Integrate exercise science and practical knowledge of physical activity • Value lifelong learning and are committed to the personal growth of clients • Value individual differences and the developmental nature of learning

Evidentiary Exhibit – 2.1c – Example Kinesiology Syllabi (KINE 410): Alignment of Department SLO’s and course objectives

STUDENT LEARNING OUTCOME

DESCRIPTION PERTINENT KINE 410 COURSE OBJECTIVES

METHOD OF ASSESSMENT

Content Demonstrate knowledge ► Understand the general characteristics of *Quizzes Knowledge and disciplinary concepts

related to the field of Kinesiology.

adolescent behavior and puberty as they relate to teaching physical education ► Understand how to implement a developmentally appropriate physical education curriculum for a diverse population of middle school students

*Exit slips *Microteaching *Lesson plans *Block plan *Unit plan

Communication Apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity.

► Demonstrate effective methods of verbal (e.g. instruction and feedback) and nonverbal (e.g. demonstration and body language) communication when peer teaching and teaching middle school students

*Movement labs *Microteaching *Peer teaching

Reflection and Demonstrate reflection and ► Critically assess and reflect upon both peer *Reflection paper critical thinking critical thinking in order to

refine professional practice. teaching in labs and teaching in public and private schools, which will be videotaped and reviewed

*Class discussion *In-class DVD Review

Programming Demonstrate evidence ► Demonstrate awareness of designing *Microteaching and assessment based knowledge and skills

(and best practices) for assessing client/student needs and for designing, implementing and evaluating programs.

appropriate activities for middle school students with special needs such as physical, emotional, psychological, mental, or other developmental delays/disabilities ► Demonstrate use of selected methods of authentic assessment in evaluating middle school students in the cognitive (knowledge), affective (attitudes), and psychomotor (motor skill and sport performance) domains

*Peer teaching *Lesson plans *Block plan *Unit plan *Class discussion *Quizzes


► Create a clear and concise lesson plan, block plan, and unit plan that addresses the California (2005) and NASPE (2013) standards.

Professionalism Students will demonstrate ► Display professional behavior and wear *Microteaching and ethics professional behaviors,

including commitment to excellence, valuing diversity and collaboration, service to others, and techniques for lifelong learning.

appropriate attire during peer teaching in labs and microteaching in public and private schools ► Maintain a high degree of professionalism during class (e.g. arrive on time, turn off cell phone, contribute to discussion, participate in group projects) ► Demonstrate understanding of selected social psychological concepts

*Peer teaching *Class discussion * Daily professionalism *Daily attendance reports

Value physical Articulate a philosophy that ► Develop and improve personal performance, *Quizzes activity and physical activity programs knowledge about, and appreciation for variety of *Task sheets fitness are important to health and

well being of individuals, and that physical activity can foster self-expression, development, and learning.

physical activities. ► Understand why the mission of physical education is to promote lifetime physical activity

*Role cards *Class discussion

Reflective Comments

The student learning outcomes for the BA in Kinesiology are linked to the Mission, Goals, and Objectives of the program and also the College and University Academic Plans. In addition, the content is aligned with appropriate professional program standards and certifications. The faculty who teach in this area are involved in national associations that govern content knowledge and skills and consistently review program content for currency. Such national bodies include: CAHPERD, SHAPE America, American College of Sports Medicine, National Federation of State High School Associations, the National Strength and Conditioning Association, the California Interscholastic Federation and the North American Federation of Adapted Physical Activity.



Criteria for Review

2.2 The program’s curriculum content and standards address program goals and learning outcomes.

Program Performance

The Curriculum for the BA in Kinesiology is available online in the University Catalog (See Exhibit 2.2a).

The SLOs are directly linked to the program goals and mission. The Curriculum Matrix (see Exhibit 2.2b) indicates how each course is designed for introducing, practicing, and/or demonstrating proficiency in achieving the SLOs.

Evidentiary Exhibit(s) 2.2a – Curriculum for the BA in Kinesiology


http://catalog.csuchico.edu/viewer/16/KINE/KINENONEUN.html

Evidentiary Exhibit(s) 2.2b – Kinesiology BA Course Alignment Matrix

Kinesiology Student Learning Outcomes

1. Content Knowledge – Students will demonstrate knowledge and disciplinary concepts related to the field of Kinesiology

2. Communication – Students will apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity

3. Reflection and Critical Thinking – Students will demonstrate reflection and critical thinking in order to refine professional practice.

4. Programming and Assessment – Students will demonstrate evidence-based knowledge and skills (and best practices) for assessing client/student needs and for designing, implementing and evaluating programs.

5. Professionalism and Ethics – Students will demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration, service to others, and techniques for lifelong learning.

6. Value Physical Activity and Fitness – Students will articulate a philosophy that physical activity programs are important to health and well-being of individuals, and that physical activity can foster self-expression, development, and learning.

SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 KINE 247 World Sport and Games P I P NA P I KINE 305 Philosophy of School Based

Teaching Physical Education P P P I P I

KINE 306 Net Games & Self-defense for Teachers

P P P P M M

KINE 308 Rhythms and Dance for Teachers P P P I P P KINE 309 Developmentally Appropriate

Physical Education for Children P P I I I I

KINE 312 Outdoor Education for Teachers P P P I P P KINE 314 Psychology of Coaching I P P P P P KINE 315 Intro to Adapted Physical

Education P P I I P P

KINE 320 Foundations of Exercise and Sport Psychology

I P P NA P P

KINE 321 Motor Development and Behavior P P P P P P KINE 322 Biomechanics P I P I P I KINE 323 Physiology of Exercise M P P/M P/M I P KINE 331 Principles of Team Sports P P P P M M KINE 332 Principles of Individual Sports P P P P M M KINE 335 Youth Fitness P P P P P P KINE 345 Motor Learning and Human

Performance P P P P P P

KINE 346 Sport and Society P P P NA P P KINE 386 Sports Epidemiology P P P NA P P KINE 388 Personal Training P P P P P P KINE 410 Developmentally Appropriate

Physical Education for Middle School Students

P P P P P P

KINE 411 Assessment in Physical Education

P P P M P P

KINE 430 Administration and Management of Sport and Fitness Programs

P P P P M M

KINE 484 Developmentally Appropriate Physical Education for High School Students

M M M M M M

KINE 505 Exercise Behavior and Adherence

M P P P P M

KINE 524 Biomechanical Analysis M P M P P I KINE 530 Advanced Principles of Strength

and Conditioning P P P P P P

Key: I = Introductory Level P = Practice Level M = Mastery Level


Reflective Comments

The matrix of SLO’s was developed by the department chair and assessment coordinator. Faculty from the varying course areas provided input as to the alignment of the SLO’s to the curriculum and whether the SLO was introduced, practiced, or mastered. The Kinesiology Student Learning Outcomes (BA) are linked to its Mission and Goals, and the mission of the College and University. In addition, the content is aligned with the methodologies, theoretical perspectives, and key content areas in the discipline of Kinesiology. The faculty will continue to monitor the currency of these outcomes, consider revisions, and how best to achieve the desired curricular results.



Criteria for Review

2.3 The program has established processes for assessing student learning outcomes, has established benchmarks for student performance, documented levels of student learning, and provides examples of the use of assessment results for program improvement.

Program Performance

As stated previously, there are six SLOs assessed in the program. The SLO assessed each year is decided by the Kinesiology Assessment Coordinator in consultation with the core faculty. In the previous five years, 5 of the six SLOs have been assessed (#4 – Programming and Assessment being the SLO not assessed, although #4 is scheduled to be assessed in the 2016/17 review cycle). Exhibit 2.3a illustrates the assessment schedule of the last few years.

It should be noted the program historically conducted exit interviews with every graduating major in the spring semester. Since the Kinesiology now has the 7th and 8th largest majors on campus, coupled with a dramatic decrease in tenure track faculty, with enrollment increases, it became no longer feasible.

Evidentiary Exhibit – 2.3a - Calendar for Assessment of Kinesiology SLOs

Sem/Y ear

SLO Course(s) Assessment Method

F13 #1 Content Knowledge

• KINE 322 – Biomechanics - 2 different sections of KINE 322 completed a pre- and post-test given during the first and last two weeks of the sessions (N=51).

• Biomechanics Concept Inventory (BCI3):measured student learning in six competency areas: • Basic muscular anatomical concepts (MAC) • Algebra and graph reading skills (ALG) • Neuromuscular function concept (NFC) • Kinematics (KIM) • Kinetics (KIN) • Fluid mechanics and application skills (FLA)

F13 – Sp14

#3 Reflection and Critical Thinking

• KINE 113 - Beg. Ballroom Dance • KINE 114 - Inter. Ballroom Dance • KINE 169 - Yoga • KINE 308 - Rhythms & Dance for

Teachers • KINE 305 - Philosophy of School

Based PE • KINE 410 - Developmentally

Appropriate Middle School PE

• Reflective Writing/Thinking Rubric: o In KINE 113, 114, 169, and 308, journal

reflection assignments were assessed based on the attached.

o In KINE 410, a self-reflection paper analyzing students’ teaching performance was used.

• Critical Thinking Rubric: o KINE 305, a 3-page philosophy of

teaching position paper with a minimum of 7 references was used.

F10 #2 Communication • All students graduating with a KINE • Candidate Disposition Form (Developed by Sp16 #3 Reflection and

Critical Thinking #5 Professionalism and Ethics

PETE degree, applying for the Teacher Credential Program.

the CSU Chico School of Education)

*F15/ Sp16

#5 Professionalism and Ethics

• Internship supervisors assessed student performance in KINE 489 ‘Internship’ class (N=45)

• ‘Internship Supervisor Assessment’. The survey was developed and refined by the department’s faculty and administered via the Office of Institutional Research.

*Sp16 #5 Professionalism and Ethics

• All current KINE BA/BS students. A total of 138 students responded (response rate of 20%).

• ‘KINE Professionalism Survey’ The survey was developed and refined by the department’s faculty and administered via the Office of Institutional Research.

Sp15 #6 Value Physical Activity and Fitness

• All current KINE BA students (N=450) in both the Movement Studies option and the PETE option. A total of 187 students

• ‘Physical Activity Values & Behaviors Survey’: Responses were assessed using an electronic survey. The survey was developed


http://www.csuchico.edu/pa/chico-facts.shtml

=

-

responded (response rate of 42%). and refined by the department’s faculty and administered via SurveyMonkey.

*Data from 2016/2016 Annual Assessment Report included to provide a more complete assessment of KINE SLO’s

Evidentiary Exhibit(s) – 2.3b Selected Assessment Results

SLO #1 (Fall 2013) - Results from the Biomechanics Concept Inventory (BCI3)*

Results - Paired t-test indicated that students in these introductory biomechanics classes exhibited a significant improvement (p < 0.01; 23% more from the pre-test) in the mastery of biomechanical concepts on the BCI3. Strengths - students demonstrated significant learning on neuromuscular and kinetics competencies Areas of Improvement - students performed consistently from pre- to post-tests on basic muscular anatomical concepts, algebra skills, and graph reading skills. The lack of improvement in these areas could also be related to the fact these areas may not have been the focus of the instructors’ curriculum.

n 51 Basic muscular anatomical concepts

Algebra andgraphreadingskills

Neuro muscular function concept

Kinematics Kinetics Fluid mechanics and application skills

Pre-Test 49.4% 52.0% 32.7% 38.4% 22.7% 36.7%

Post-Test 51.5% 48.6% 41.1% 43.1% 44.9% 41.8%

P-value 0.43 0.22

=

Competent Developing Poor Clarity 5 6 0 Relevance 7 4 0 Analysis 7 4 0 Interconnections 7 4 0 Self-critique 5 6 0 % Developing or Competent

100%

SLO #2,3,5 (Fall 10 - Spring 16) - Candidate Disposition Form

• Disposition #1: Appreciates and values human diversity, recognizes community and cultural norms, shows respect for students’ varied talents and perspectives, seeks to foster culturally-appropriate communications and demonstrates best practices in his or her field.

• Disposition #2: Believes that all children can learn, appreciates their varying abilities and persists in helping all children achieve success.

• Disposition #3: Committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.

• Disposition #4: Demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

• Disposition #5: Committed to the expression and use of democratic values and is committed to creating a learning environment that fosters active engagement in learning and encourages positive social interaction.

Semester Disposition

#1 Disposition

#2 Disposition

#3 Disposition

#4 Disposition

#5 F13 Totals 2.89 3.00 2.89 2.78 3.00 Sp14 Totals 2.69 2.88 2.75 2.88 2.69 Sp13 Totals 2.40 3.00 2.50 3.00 3.00 Sp15 Totals 2.96 2.71 2.88 2.90 2.33 F15 Totals 2.07 2.07 2.21 2.21 2.21 Sp16 Totals 2.10 2.10 2.70 2.70 2.30 Avg. 2.52 2.63 2.66 2.74 2.59

1 = Unacceptable; 2 = Acceptable Beginning Practice; 3 = Acceptable Professional Practice; 4 = Exceptional Practice

SLO #5 (F15/Sp16) - KINE 489 ‘Internship Supervisor Assessment’ Results

Criteria F15/Sp16 (N 45) Always Often Rarely Sometimes NA

Respectful to Others 91.1% 8.9% 0% 0% 0% Behaves Professionally 82.2% 17.8% 0% 0% 0% Communicates in a Way that Strengthens the Workplace 66.7% 15.6% 2.2% 15.6% 0% Collaborates Well With Others 77.8% 13.3% 0% 6.7% 2.2% Produces High Quality Work 64.5% 26.7% 0% 2.1% 6.7% Committed to Lifelong Learning 82.2% 15.6% 0% 0% 2.2% Values Diversity in the Workplace 88.9% 6.7% 0% 0% 4.4% Committed to Excellence 82.2% 15.6% 0% 0% 2.2% Punctual 84.4% 8.9% 6.7% 0% 0% Consistently Engaged and Task Focuses 80.1% 13.3% 2.2% 4.4%

0%

Demonstrates Initiative 71.1% 15.6% 2.2% 11.1% 0% Works Productively in the Absence of Supervision 66.7% 17.8% 2.2% 4.4% 8.9%


SLO #5 (Spring 2016) - ‘KINE Professionalism Survey’ Selected Results (N=138)

Certifications/Conferences Attended/Student Club & Service Engagement

Certifications % Conferences Attended %

First Aid 39.6% CAHPERD 2.2% CPR 35.1% National Adapted Physical Education .7% AED 25.4% ACSM 0% Certified Strength & Conditioning Specialist

1.5% Southwest ACSM 0%

ACE - Personal Trainer .7% SHAPE/AAHPERD 1.5% NASM - Personal Trainer 0% Biomechanics in Sports .7% ISSA - Personal Trainer 0% NSCA 0% ACSM - Personal Trainer 0% Applied Sports Psychology 0% ACSM Group Exercise Instructor 0% Other 5.2% ACSM Exercise Physiologist 0% ACSM Exercise Physiologist 0%

Student Club/Service Engagement

%

Exercise Physiology Club 11.9% Pre-Physical Therapy Society 11.9% PETE Club 4.5% Strength & Conditioning Club 3% Dance Sports Club 2.2%

CAVE – Community Action Volunteers in Education

17.9%

Self-Report of Professional Behaviors (N=138)

Professional Behavior: I consistently….

None CompletelyFalse

Somewhat False

SlightlyFalse

SlightlyTrue

Somewhat True

CompletelyTrue

Use appropriate Language 26.1% 0% 0% 3% 2.2% 25.4% 46.3%

Wear professional Attire 26.1% 1.5% 0% 7.5% 13.4% 20.9% 30.6%

Engage in Collaborative Behaviors

27.6% 0% .7% .7% 3% 20.9% 47%

Am Well Prepared 26.1% 0% .7% 1.5% 3.7% 26.9% 41%

Put for Effort 26.9% 0% 0% 0% .7% 13.4% 59%

Take Initiative 26.1% 0% 0% 1.5% 7.5% 32.1% 32.8%

Am Helping/Caring 26.9% 0% 0% .7% 2.2% 16.4% 53.7%

Am Committed to Excellence 26.1% 0% 0% 0% 3% 17.9% 53%

Am a Lifelong Learner 26.1% .7% 0% 0% 1.5% 11.9% 59.7%

SLO #6 (Spring 2015) - Physical Activity Values & Behaviors Survey’

Percent of Students Achieving • 94% agreed or strongly agreed that they value physical activity • 83% stated that physical activity programs are important to health and well-being of individuals • 58% engage in moderate physical activity at least 5 days/week • 77% engage in muscle strengthening activities at least 2 days/week. • 64% engage in vigorous aerobic activity at least 3 days/week • On the 6-point scale, most indicated positive feelings about physical activity including 70% who

reported they felt “confident in my ability to perform physical activities that personally challenged me”


Reflective Comments

Assessment in the Kinesiology BA Program is an ongoing process. In addition to participating in the five-year cycle for assessing each of our learning outcomes, many Kinesiology faculty seek anonymous feedback in their classes to learn more about the effectiveness of various aspects of their courses. These formal and informal methods provide on-going checks on the quality of our courses and program. At our department meetings, discussions often focus on a variety of assessment issues, including student learning objectives selected for the year, coordination among courses, and ideas for improving the curriculum in response to assessment results.

As a department, we are committed to continuing our discussions about “closing the loop” around the lessons we learn through assessment. As an overall objective of offering the best possible program to our students, we recognize that the program must change over time. With the philosophy of offering our students a valid curriculum that best meets their needs, we also recognize that student learning objectives must also evolve over time.

The 2010-2015 assessment cycle was successfully implemented as planned. Due to administrative changes, however, assessment data for years 2010-2012 were unavailable. Therefore, no data for SLO #4 are reported. This SLO ‘Programming and Assessment’ will be the focus of the 2016-17 review cycle.

A number of noteworthy changes to the program occurred as a result:

SLO #1 Result: students demonstrated significant learning progress on neuromuscular and kinetics competencies improved. Anatomical concepts, algebra skills, and graph reading skills have become an instructional goal for our program.

Changes: Specifically, KINE will review the prerequisite for KINE 322 Biomechanics to determine if current expectations (Biology 103 ‘Human Anatomy’) are sufficient. Further, Biomechanics professors have begun to make these areas of deficiency a more concerted focus in the overall curriculum.

SLO #3 Results: The findings indicate the vast majority of students are either competent or appropriately developing their skills in reflection and critical thinking.

Changes: Students in both the Movement Studies and PETE options take KINE 320 (the department’s writing proficiency course) as well as KINE 323, which requires a large research-based term paper. Faculty who teach these courses will be involved in discussions about maintaining high levels of writing competency in our undergraduate students. Since it appears that KINE students are presently writing reasonably well, assignment/criteria sheets for all undergraduate courses involving writing in KINE can be enhanced with specificity.

SLO #5 Results: Interns scored high on nearly all categories. Specifically, supervisors rated interns highest on the category of respect (91.1% always), followed by valuing diversity (88.9% always, and punctual (84.4% always). The lowest ranked categories were produces high quality work (64.5%), works productively in absence of supervision (66.7%), and communication (66.7%).

Changes: Though students were rated high on many of the categories, room for improvement certainly exists. In particular, the Department of Kinesiology may wish to make expectations more explicit to students prior to beginning the internships. This could be conveyed via a handbook or in a series of classroom meetings. Additionally, the department may choose to implement a mid-semester assessment to solicit supervisor feedback; this would allow for intervention if needed.

SLO #6 Results: The data indicate that the vast majority of students value physical activity, which is encouraging since that is a key departmental SLO. Interestingly, however, the data indicate that fewer students actually are physically active compared to those who simply value physical activity.


Changes: KINE has started to address this is by “preaching” the importance of daily physical activity to freshman and transfer students during summer orientation advising sessions. This includes emphasizing their “obligation” as KINE majors to be physically active, to talk with professors about physically active opportunities in the community, and to not take the elevator whenever possible. We are also examining 15-week fitness projects and behavior modification programs in some of our PETE courses including the capstone (KINE 484) as well as our newest course offering (KINE 335). The four student clubs in our department have also introduced more physically active meetings including Pickleball tournaments and Strength & Conditioning seminars. Note: KINE Faculty have also discussed medication of the current SLO #6 or an additional SLO to address this.



Criteria for Review

2.4 The program actively supports faculty development aimed at strengthening pedagogical practice and innovation.

Program Performance

The Kinesiology faculty are proud of teaching success and adherence to quality pedagogical practice. Faculty adhere to the Seven Principles of Good Practice at both the undergraduate and graduate levels. As indicated in Exhibit 2.4a, faculty invest considerable time engaging in professional development activities, as they are encouraged to pursue excellence in their professional and scholarly development.

A testimony to the Kinesiology faculty’s dedication to effective teaching practice is the individual (supervised) instruction time (see Exhibit 2.4b) they provide to students. Though undeniably dedicated to effective teaching, Kinesiology faculty engage in considerable service expectations (see Exhibit 2.4c) as well as high teaching loads (Exhibit 2.4d).

Evidentiary Exhibit - 2.4a – Kinesiology Tenure Track Faculty Professional Development Engagement

Professional Development Engagement (reported as per faculty/per year) (N=13)

Professional 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 AVG.

National/International Professional Conferences

1.4 1.2 1 1.1 1.3 1.2

Local/Regional Conference .4 .2 .2 .4 .3 .33 Professional Total 1.8 1.4 1.2 1.5 1.6 1.5

Teaching Related CELT Workshop .7 .7 .2 .1 0 .34 Academy eLearning .1 0 0 0 0 .02 Civic Learning Institute .1 0 0 0 0 .02 CSU system-wide course redesign

.1 0 0 0 0 .02

Faculty Learning Community .1 0 0 .2 .1 .08 Other PD activities focused on effective, innovative pedagogy

.2 .2 .2 .3 .2 .22

Teaching Total 1.3 .9 .4 .6 .3 .7 Prof./Teaching Totals 3.1 2.3 1.6 2.1 1.9 2.2

Evidentiary Exhibit(s) – 2.4b – Individual (Supervised) Instruc

ba in kinesiology self study - home – csu, chicochildren to lead healthy and active lives through...

Documents