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					              COMPREHENSIVE
             PROGRAM REVIEW


             PHYSICAL EDUCATION
                            2008-2009




         Riverside Community College District
                   Office of Institutional Effectiveness

                             Web Resources:
http://www.rcc.edu/administration/academicaffairs/effectiveness/review.cfm




                                                                             1
                        Table of Contents



I. Physical Education Comprehensive Program Review
   A. Mission and Relationship to the College(s)     Page 3
   B. History
   C. Data Analysis and Environmental Scan           Page 6
   D. Programs and Curriculum
   E. Student Learning Outcomes Assessment           Page 11
   F. Collaboration with other units
   G. Outreach                                       Page 24
   H. Resources
   I. Summary
   J. Recommendations                                Page 30




                                                               2
                     Riverside Community College
                    Comprehensive Program Review
                          Physical Education
                             2008 – 2009

A. Mission and Relationship to the College(s)

The mission of the Physical Education Discipline at Riverside Community College
District is to provide students with an accessible and comprehensive program that
promotes student success, health and wellness, and lifelong learning. The Physical
Education Discipline will prepare students with the concepts and skills needed to develop
and maintain lifetime fitness and wellness, and the techniques needed to ensure student
success during the pursuit of educational goals.

The Physical Education Discipline continues to align itself with the District’s missions,
visions and strategic goal to provide an instructional program of the highest standard that
is designed to meet the needs of the transfer, pre-professional, career and occupational
students.

    The Riverside Community College District is accessible and comprehensive…

The mission of the Physical Education Discipline is to provide an accessible and
comprehensive program to all students. We do that by offering a wide variety of courses
as well as a variety of instructional options including online and hybrid courses, lifetime
activity and lecture courses, early morning and late evening courses, and our certificate
courses. In order to better serve the individual needs of our students, the Physical
Education Discipline offers multiple levels (beginning, intermediate and advanced) of
Physical Education activity courses. Most of our courses are offered to all students on all
three campuses. We target the working student, (by offering online and night courses),
the athlete, (by offering 19 different sports and early morning courses) and the general
college student (who has access to all of our courses).

    The District provides transfer programs paralleling the first two years of university
     offerings…

The Physical Education Discipline offers courses that transfer to local four-year
institutions. We provide transfer, pre-professional, career preparation and occupational
programs that lead to an Associate in Arts Degree with an Emphasis in Physical
Education; Health & Wellness an Exercise, Sport and Wellness Certificate; or the
Exercise, Sport and Wellness Certificate with additional units to complete the Associate
in Science Degree in Physical Education.




                                                                                             3
    The District works in partnerships with other educational institutions, businesses
     and industry…

The Exercise, Sport and Wellness Certificate that is offered by the Physical Education
Discipline provide students with an educational and practical foundation for multiple
professions within the community. We have created an advisory committee that consists
of local business members and members of the community. The Physical Education
Discipline collaborates with other educational institutions such as Cal State San
Bernardino, Cal Baptist and the Riverside Unified School District. We as a discipline are
constantly changing to keep abreast of the current trends so that we can offer the most up
to date variety of courses to the students.

The Physical Education Discipline strives to maintain and improve on our retention and
success rates that are above the District averages and provides an effective learning
environment by embracing the RCCD’s values of teaching excellence.

B. History

       1. Exercise, Sport & Wellness Certificate Program and AS Degree
           Continued to market, develop and offer the ESW Certificate Program
           Keep abreast current trends and advise from the ESW Advisory
              Committee
           Added curriculum, revised content of courses and made minor
              requirement changes
           Monitored and advised ESW Certificate students

       2. Added new activity courses to the PHP curriculum to increase variety of
          offerings
           New courses created for Moreno Valley, Norco and the Riverside School
              of the Arts
           Moreno Valley and Norco increased the number of academic and activity
              classes offered on their campuses
           Riverside City Campus assisted with the creation of new courses and
              continues to offer a wide variety of course offerings

        4. Student Learning Outcomes designed for all PHP Curriculum

       5. SLO Assessments activities planned and executed for PHP A81 Physical
          Fitness, PHP A90 Weight Training, PHP 4 Nutrition, and PHP 30 First Aid
          and CPR

       6. New fitness center allows the Discipline to offer PHP A81 Physical Fitness
          classes on the Norco Campus for the first time

       7. New replacement portables planned to house Karate/Yoga classes and
          PE/Athletics Office


                                                                                          4
   8. New full-time faculty member hired for the Norco Campus, Fall 2006

   9. Collaboration with other disciplines in the creation of a Physical Education,
      Health and Wellness Emphasis Area for the AA Degree that takes effect in the
      2008-2009 academic year

2. What were the goals and recommendations in the unit’s last program review
(if any) and how has the unit responded to those goals and recommendations?


   Previous Goal #1 The Physical Education Discipline will develop new
   curriculum for the Physical Fitness and Weight Training classes that will
   include an in-depth assessment component, individualized fitness programs
   for each student based on that assessment and flexible scheduling.

   The original idea of creating a new combination course was dependent on the
   actualization of a plan to have a new facility on the Riverside City Campus.
   Because this is not going to be a reality for a long time, the Discipline has
   concentrated on the assessment components of the PHP A81 course (offered on
   all 3 campuses) and creating individualized fitness programs for each student. The
   Moreno Valley and Norco Campuses at this time do not offer PHP A90 Weight
   Training. The Riverside City Campus is finally realizing its goal to have flexible
   scheduling for the PHP A81 Physical Fitness classes starting the Fall semester,
   2008. The Riverside City Campus is able to do this due to its larger student
   population and the fact that they offer many PHP A81 classes throughout the day.

   Previous Goal #2 The Physical Education Discipline will use technology to
   improve classroom instruction and increase faculty/student access to
   information.

   The PHP Discipline has made many improvements in this area. The Riverside
   City Campus faculty requested and received computers with power point and
   DVD presentation capabilities for our two lecture classrooms. (A working
   Internet connection is still needed on the Riverside City Campus due to the fact
   that the wireless connection does not work within the brick walls.) The Moreno
   Valley and Norco Campuses already had these capabilities. Now, all PHP
   instructors have been trained with the use of technology to effectively improve
   instruction. All instructors continue to use email to communicate with students
   and other faculty members. Some instructors use web enhanced activities. The
   PHP Discipline has increased the number of faculty who can teach online. This
   has increased our offerings and section numbers of online courses such as PHP 4
   Nutrition, and PHP 36 Wellness: Lifestyle Choices. PHP 35 Foundation for
   Fitness and Wellness has been approved as a hybrid course.




                                                                                      5
       RCC varsity coaches of football, basketball, baseball and fastpitch use digital
       software such as Right View Pro and Digital Sport Video that can be used to
       analyze movement. The software can assist coaches and students in analyzing the
       student’s technical skills and lead to student improvement of skills. In the theory
       of coaching classes such as PHP 27, PHP 28, PHP 33 and PHP 34, the students
       learn the technical aspects of using the digital software and how it can be used as
       a teaching tool. In addition, the software can be used as a tool for scouting of
       players. Nutrition instructors, depending on the assigned classroom, access the
       web during lectures to explain nutritional analysis assignments and other topics.
       The full-time PHP instructors have already or will be taking training in the use of
       Curricunet for the revision of the 122 courses in the PHP curriculum.

       Previous Goal #3 Develop new course offering for the Exercise, Sport and
       Wellness Certificate and market the program to the community and
       potential students.

       A full-time faculty member on the Riverside City Campus was hired to act as
       coordinator of the ESW Certificate Program. The coordinator of the ESW
       Certificate Program continues to market the program to employers in the area and
       perspective students at the college and high school level. This includes
       advertising in the Occupational Education Handbook, continuing to develop the
       Community Advisory Committee and holding annual meetings, continuing to
       develop relationships with community employers, and making presentations to
       high school student groups, career days, counselor to counselor events, and high
       school coaches. The coordinator also created brochures and fliers describing the
       different emphasis areas and presents this information to students in core ESW
       courses and works with other instructors in these courses to present the
       information.

       Previous Goal #4 Assess physically challenged student’s needs and expand
       curriculum in our adaptive course offerings.
       The Discipline has not surveyed the two specialized courses for Disabled Students
       PHP A03 and PHP A04, nor added to these courses curriculums. Paula
       McCroskey, Director of DSPS, has praised the Discipline for our efforts to make
       necessary accommodations to enable the inclusion of students with disabilities in
       PHP courses.

C. Data Analysis and Environmental Scan

       The PE Discipline reviewed data provided by Institutional Research from Fall
       2002 to Spring 2007. This data includes information broken down by number of
       sections, enrollment, class average, FTES, efficiency, retention, success, and the
       demographic successful completion percentage of students.

The following table provides section, enrollment, and class average trends over the last 6
years (Fall 2002 to Spring 2007).



                                                                                            6
      TERM               SECTIONS            ENROLLMENT             CLASS AVERAGE
    *Fall 2002               213                   5914                  27.7
   Spring 2003               162                   4184                  25.8
     Fall 2003               162                   4313                  26.6
   Spring 2004               165                   4195                  25.4
     Fall 2004               165                   4258                  25.8
   Spring 2005               170                   4198                  24.7
     Fall 2005               174                   4305                  24.8
   Spring 2006               172                   4203                  24.6
     Fall 2006               179                   4490                  25.1
   Spring 2007               173                   4211                  24.5
*Concurrent Enrollment (High School Students Included)

       Although our class average has declined slightly, the enrollment has continued to
       increase as the PE Discipline strives to offer a diverse selection of courses.
       Riverside Community College District encourages the idea of comprehensive
       colleges. The PE Discipline offers adaptive, senior, skill level, and an Exercise,
       Sport, & Wellness Certificate Program that embraces those ideals. Although the
       complete data is not yet available, the Physical Education Discipline has observed
       a tremendous increase in enrollment during the Fall 2007, Spring 2008 and Fall
       2008 terms.

The following table provides FTES and Efficiency trends by campus for the Fall 2007
and Spring 2008 terms.

            TERM                          FTES                     EFFICIENCY
Fall 2007 – Moreno Valley                83.66466                   592.92685
Fall 2007 – Norco                       112.17597                    588.8931
Fall 2007 - Riverside                   370.47341                   493.28934
             Total                      566.31404                   519.66758
Spring 2008 – Moreno Valley              91.64141                    679.8352
Spring 2008 – Norco                     116.31993                   622.67332
Spring 2008 – Riverside                 370.26959                   495.88137
             Total                      578.23093                   533.58858

       Over the last 6 years the Physical Education Discipline has strived to become
       more efficient. The balance between efficiency and offering a diverse number of
       courses can be difficult at times. The Discipline is now achieving the districts
       efficiency goal of 525, however, the Discipline has found some data inaccuracies
       especially with our cross-listed courses that we believe has an impact on our
       efficiency. We plan to continue to work with the Institutional Research and
       Effectiveness office to resolve these issues.


The following table provides Retention and Successful Completion trends over the last 6
years (Fall 2002 to Spring 2007) for the Physical Education Discipline.


                                                                                          7
            TERM                        RETENTION                   SUCCESSFUL
                                                                    COMPLETION
          *Fall 2002                       93%                         87%
         Spring 2003                       91%                         84%
           Fall 2003                       90%                         83%
         Spring 2004                       91%                         83%
           Fall 2004                       90%                         83%
         Spring 2005                       91%                         83%
           Fall 2005                       89%                         81%
         Spring 2006                       88%                         81%
           Fall 2006                       90%                         82%
         Spring 2007                       88%                         81%

* Concurrent Enrollment (High School Students Included)

         Overall, the Physical Education Discipline has an average course retention rate of
         90%. We are meeting and will continue to strive to improve on the districts goal
         of 87.5 retention over the next five years. In terms of successful completion, the
         Discipline has an average rate of 83%. Again, this is well above the District’s
         goal of increasing the rate to 70% by 2010.

The following table provides Demographic successful completion trends over the last 6
years (Fall 2002 to Spring 2007).

TERM         AFRICAN      ASIAN/FILI/    HISPANIC      NATIVE         OTHER/           WHITE
            AMERICAN      PACIFIC IL.                  AMER.       UNK/DECLINED
 *Fall          81%           90%           87%          76%             89%            89%
 2002
Spring          81%           85%           83%          68%             84%            85%
 2003
 Fall           78%           85%           80%          82%             78%            86%
 2003
Spring          76%           87%           84%          80%             84%            86%
 2004
 Fall           76%           83%           82%          77%             81%            86%
 2004
Spring          77%           85%           84%          88%             83%            85%
 2005
 Fall           73%           87%           81%          69%             79%            85%
 2005
Spring          75%           81%           82%          78%             80%            84%
 2006
 Fall           74%           86%           82%          92%             81%            85%
 2006
Spring          80%           83%           82%          74%             81%            81%


                                                                                         8
 2007

* Concurrent Enrollment (High School Students Included)

        The Physical Education Discipline recognizes and is accommodating the growth
        of the surrounding community, including socio-economic and ethnic issues to
        provide more diversity of choice for our students. Analyzing the data, the
        Discipline did not identify any major inconsistencies in terms of demographics.
        Our overall success rate of 83% is well above the District’s goal of 70% by 2010.

        Overall, the Physical Education Discipline is doing a very good job of serving
        students and the District. The Discipline bases this judgment on the large number
        of students served and on the successful completion, retention, and efficiency
        data. We are constantly seeking new ways to offer classes, improve student
        learning and become more responsive to our student’s needs.

            Exercise, Sport and Wellness Certificate Program Graduates

                                        2007-2008
                 Award Type                          Program Type          Award Count
Associate of Science (A.S.) degree              Fitness Trainer (083520)           1
Certificate requiring 18 to fewer than 30 units Fitness Trainer (083520)           4
Certificate requiring 30 to fewer than 60 units Coaching (083560)                  1
Certificate requiring 30 to fewer than 60 units Fitness Trainer (083520)           1
Grand Total                                                                        7

                                        2006-2007
              Award Type                        Program Type            Award Count
                                            Fitness Trainer
Associate of Science (A.S.) degree                                            2
                                            (083520)
Certificate requiring 18 to fewer than 30   Fitness Trainer
                                                                              6
units                                       (083520)
Certificate requiring 30 to fewer than 60
                                            Coaching (083560)                 1
units
Certificate requiring 30 to fewer than 60   Fitness Trainer
                                                                              1
units                                       (083520)

Grand Total                                                                   10




                                                                                        9
                                      2005-2006
                      Sub-Discipline: Physical Education (0835)
                                                                            Award
                Award Type                        Program Type
                                                                            Count
Associate of Science (A.S.) degree            Coaching (083560)                      1
Certificate requiring 30 to fewer than 60
                                              Coaching (083560)                      1
units
Certificate requiring 30 to fewer than 60     Fitness Trainer
                                                                                     2
units                                         (083520)
Grand Total                                                                          4


D.    Programs and Curriculum

      The PHP Discipline has added new courses and expanded the course offerings
      available to students on all three campuses. New courses were added to the
      Coaching Emphasis and Fitness Professions Emphasis of the Exercise, Sport and
      Wellness Certificate Program. PHP 33 Baseball Theory, PHP 34 Softball Theory,
      PHP A52 Fastpitch Fundamentals, Offensive; PHPA53 Fastpitch Fundamentals,
      Defensive were added as electives to the Coaching Emphasis. PHP 44 Yoga
      Instructor Training was added as an elective to the Fitness Professions Emphasis.
      All these new classes were offered on the Riverside City Campus. Four current
      Athletic Training courses (PHP 17-20) offered on the Riverside City Campus
      were revised to allow for a change in content as part of the Athletic Training
      Emphasis. This made minor requirements and electives changes necessary for the
      Athletic Training Emphasis.

      Five new activity courses geared for the general student were developed to offer
      students more options and additional courses that could be offered on the Norco
      Campus such as PHP A55 Slow Pitch Softball, and PHP A63 Ultimate Frisbee.
      On the Norco Campus, the addition of a new full-time faculty member increased
      the numbers of courses offered and brought new leadership and planning for the
      PHP Discipline at Norco. Because of the new fitness center on the Norco
      Campus, the PHP Discipline was able to offer more courses and class sections
      with easier access for students.


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      The Moreno Valley Campus faculty developed the new PHP A89 Body Sculpting
      activity course. Since the last review, Body Sculpting, Beginning and
      Intermediate Tennis, and Soccer are being taught on the Moreno Valley Campus.
      The college is utilizing tennis courts at Vista Del Lago High School for the tennis
      classes. The Moreno Valley Campus increased the number of academic and
      activities course sections focusing on lifetime fitness and wellness as well as sport
      activity. Also, PHP 4 Nutrition is now being taught in the online mode.

      Two T’ai Chi Ch’uan courses were added to the PHP curriculum at the request of
      the Riverside School of the Arts.

      The PHP Discipline has consistently updated our curriculum to current knowledge
      requirement and skills competency requirements when revising our course
      outlines. Most of our courses are transferable to the CSU System and/or UC
      system. Even in our ESW Certificate Program, most courses are transferable.
      Most of our courses do not have prerequisites. An exception to this is our Athletic
      Training Emphasis courses in the ESW Certificate Program. We do not use
      placement tests for our lecture courses, however, we do have course sequences in
      the activity courses to help students progress in their skills through beginning,
      intermediate, and advanced. In these cases, entry skills are indicated.

      Our PHP varsity courses have tryouts that are limitations on enrollments due to
      the public performance of the varsity teams. In the Fall of 2007, we started
      revising the varsity courses to be repeatable so that only one varsity course is
      needed per sport. We were able to revise 11 varsity sport courses to be repeatable
      so that 11-second year courses were deleted. Our goal this Fall semester is to
      finish revising the other 9 varsity courses. Another course that we plan to delete
      this Fall semester is PHP A79 Inline skating.

E. Student Learning Outcomes Assessment.

   1. Briefly review your outcomes assessment activities over the past four years
      and assess in some detail the effectiveness of those methods in documenting
      and improving student learning.

      The Physical Education Discipline emphasizes the importance of physical well
      being and life-long learning in this area. Riverside Community College District
      recognizes the importance of this outcome by requiring students to complete
      coursework in this area to meet AA graduation requirements. The PE Discipline
      recognizes the importance of physical well-being and life-long learning by
      making these outcomes the basis for the Discipline’s Student Learning Outcomes
      and assessment strategies for those SLO’s.

      The Physical Education Discipline has always understood the importance of
      outcomes based assessment. It is inherent in the subject matter that the pre and



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      post test format has always been an evaluation tool in this subject area, and
      discipline assessment of SLO’s is becoming easier to understand and design. By
      evaluating what we expect our students to leave our courses with, we inevitably
      begin to evaluate how we teach the subjects. On the four courses listed below, the
      Discipline has learned that the subject cannot just be taught and graded; we must
      look at the assessment measures and improve instruction in some areas so that
      students leave our courses having learned what we expect them to learn.

      Part-time faculty in the four courses identified below have been included in the
      development of the assessment method, participated in the assessments identified,
      and included in evaluation of the data collected. Part-time faculty participation is
      often difficult, but the Discipline will continue to work to include part-time
      faculty in all steps of assessment, data evaluation, and improvement of
      instruction.

      The PE Discipline uses direct assessment methods in its inquiry to document
      learning. The Discipline looked at its FTES and chose to assess learning in PHP
      A81 Physical Fitness in 2006 based on its high enrollment. We have since
      expanded our assessment into PHP A90 (Weight Training), PHP 30 (First Aid and
      CPR), and PHP 4 (Nutrition). Every PE Department and Discipline meeting since
      assessment began has included focus group discussion of assessment methods and
      results in an effort to improve instruction and learning.

                             PHP A81- Physical Fitness

Step 1: Assessment Inquiry

      SLO #1: Utilize fitness principles and training guidelines to plan and practice an
      individualized cardiovascular endurance, strength training, and flexibility
      program.
      The Discipline decided to select SLO #1 because it felt it was the outcome that
      most represented the design and principles of the course and the discipline.
      SLO #4: Identify and measure how the performance of various exercises will
      result in physiological changes and improved health.
      The Discipline decided to also select SLO #4 because it felt it was the outcome
      that best measured physical learning and measuring of physical improvement in
      selected areas.
      General Education Student Learning Outcomes:
      Application of Knowledge: Set goals and devise strategies for personal and
      professional development and well-being

Step 2: Assessment Method: Direct Assessment

      Fall 2006:
      Standardized Written Test for SLO #1: 5 question assessment test to assess
      student learning of the basic principles of physical fitness as outlined in the



                                                                                        12
      selected SLO. This assessment was administered as embedded questions in each
      instructor’s final exams.
      Physical Measures for SLO #4: The measuring of pre and post-testing on
      muscular strength & endurance using the chest press. These measurements are
      performed during the first three weeks of class and again at the end to measure
      physical improvement in these areas. In between pre and post, students record the
      exercises performed daily during the semester.

      Fall 2007:
      Standardized Written Test for SLO #1: 15 question assessment test to assess
      student learning of the basic principles of physical fitness as outlined in the
      selected SLO. This assessment was administered as a universal midterm exam.
      The Discipline felt it would be better to administer the test mid-term because the
      information is presented at the beginning of the semester and assessment of the
      learning is better done closer to the instruction.
      Physical Measures for SLO #4: Same as before

      Spring 2008:
      Standardized Written Test for SLO #1: 15 question assessment test to assess
      student learning of the basic principles of physical fitness as outlined in the
      selected SLO. This assessment was administered as a universal midterm exam.
      Physical Measures for SLO #4: Same as before

Step 3: Measurement Criteria

      Goal - Standardized Written Test: 70% success rate on each question will
      display competency in the selected SLO #1.
      Goal - Physical Measures: Completion of Pre and Post-testing along with
      recording exercises and recognizing levels of improvement in of the physical
      measures is seen as displaying competency in the selected SLO #4.

Step 4: Summary and Analysis of Data

      Fall 2006, FINAL EXAM:
      Standardized Written Test: The Discipline decided to assess learning of the
      topics covered in the handbook with a 5 question final in all of the courses. The
      questions, in hindsight, needed to be worded differently. The Discipline
      discussed the topics they felt would be best assessed and decided to re-write the
      exam to include more questions and topics, and discussed the handbook/study
      guide and decided to re-write some of the areas that needed to do a better job of
      instructing in the areas of activity levels and nutrition. The Discipline decided the
      test would be a better measurement if it was administered as a midterm exam
      because the bulk of the course instruction in this area takes place during the first
      three or four weeks of the course.
      Physical Measures:




                                                                                        13
      85% of students showed increases in their strength and endurance on the chest
      press in the physical assessment measures. The Discipline reached its target with
      this course and will continue to assess learning using this format.

      Fall 2007, MIDTERM EXAM:
      Standardized Written Test: The Discipline found that it reached its goal in
      thirteen of the fifteen assessment questions. The two fitness principles students
      performed poorly on were warm-up and activity levels. The Discipline felt the
      questions were confusing and decided to adjust the questions to better assess
      learning. Instructors also discussed these areas of instruction and decided to make
      a special effort to improve instruction information on these topics.
      Physical Measures:
      83% of students showed increases in their strength and endurance on the chest
      press in the physical assessment measures. The Discipline reached its target with
      this course and will continue to assess learning using this format.

      Spring 2008
      Standardized Written Test: The Discipline found that it again reached its goal
      in thirteen of the fifteen assessment questions. The two fitness principles students
      still performed poorly on were warm-up and activity levels. The Discipline failed
      to re-write the questions after the Fall 2007 recommendation to so. The questions
      were confusing. The discipline will institute the new assessment exam in Fall
      2008. Instructors must make more of an effort to enforce these areas of
      instruction.
      Physical Measures:
      83% of students showed increases in their strength and endurance on the chest
      press in the physical assessment measures. The Discipline reached its target with
      this course and will continue to assess learning using this format.

Step 5: Use of Results and Modifications

      The modifications to the PHP A81 course began as a result of deciding to do an
      assessment in the course, before any test was ever taken. As the Discipline
      discussed the design of the assessment plan it decided it needed to develop a
      universal handbook/study guide for all of the PHP A81 courses across the district.
      Courses are taught in different facilities by many different instructors and the
      thought of doing assessment in this course drove the development of the Fitness
      Guide.

      As the Discipline began teaching to the Fitness Guide and assessing learning in
      the selected fitness principles, the Discipline started working on improving the
      guide and the assessment test. The Discipline meetings now include ongoing
      PHP A81 focus group discussions of assessment methods and results in an effort
      to improve instruction and learning.




                                                                                       14
      Making this course more uniform would allow the different campuses to move the
      course to a free-flow attendance system in the future and insure consistent
      instruction. The Riverside Campus implemented a free-flow attendance system in
      Fall 2008 and is continuing written and physical assessment methods.

      During Fall 2008, to develop the physical assessment section, the Discipline
      expanded the pre and post measures to include % Body Fat, Flexibility,
      Cardiovascular Endurance, and Muscular Strength and Endurance.

                             PHP A90 - Weight Training

Step 1: Assessment Inquiry

      SLO #2: Demonstrate increased muscular strength, endurance and flexibility.
      The Discipline decided to select SLO #2 because it felt it best represented the
      principles of the course.
      General Education Student Learning Outcomes:
      Application of Knowledge: Set goals and devise strategies for personal and
      professional development and well-being

Step 2: Assessment Method - Direct Assessment

      Fall 2007:
      Physical Measures for SLO #2: The measuring of pre and post testing on
      muscular strength & endurance using the bench press for strength (1 Rep Max)
      and endurance (60% 1 Rep Max). These measurements are performed after two
      weeks of instruction and then every four weeks and again at the end to measure
      physical improvement in these areas. In between pre and post testing, students
      record the exercises performed daily during the semester.

      Spring 2008:
      Physical Measures for SLO #2: Same as before

Step 3: Measurement Criteria

      Goal - Physical Measures: Completion of Pre and Post testing along with
      recording exercises and recognizing levels of improvement in of the physical
      measures is seen as displaying competency in the selected SLO #2.

Step 4: Summary and Analysis of Data

      Fall 2007
      Physical Measures:
      96% of students showed increases in their strength and endurance on the bench
      press in the physical assessment measures. The Discipline reached its target with
      this course and will continue to assess learning using this format.



                                                                                        15
Spring 2008
Physical Measures:
95% of students showed increases in their strength and endurance on the bench
press in the physical assessment measures. The Discipline reached its target with
this course and will continue to assess learning using this format.




                                                                               16
Step 5: Use of Results and Modifications

      The Discipline will continue with this assessment approach in the Fall 2008 and
      develop a Weight Training Guide to use for instruction starting in Spring 2009.
      This will allow for a written assessment, 15 question exam, to assess learning of
      SLO #3, concepts of physical fitness.

                                  PHP 4 – Nutrition

Step 1: Assessment Inquiry

      SLO #5: Recognize the basic principles of human nutrition and relate them to a
      healthy functioning human body.
      The Discipline decided to select SLO #5 because it felt it included the most
      comprehensive summary of the different areas of learning for the nutrition course
      and represented the principles of the course and the Discipline.
      General Education Student Learning Outcomes:
      Application of Knowledge: Set goals and devise strategies for personal and
      professional development and well-being.

Step 2: Assessment Method - Direct Assessment

      Winter 2008:
      Embedded Questions for SLO #5: Discipline examining 13 areas of learning by
      examining instructors’ existing questions in quizzes and tests currently
      administered to students covering the following: Nutrients, Calories, Variety,
      Food Labels, Digestion/Fiber, Carbohydrates, Lipids/Fats, Proteins, Vitamins,
      Minerals, Weight Management, Physical Fitness, and Food Safety.

Step 3: Measurement Criteria

      Goal - Embedded Questions: The Discipline decided 70% in each of the areas
      of the assessment embedded questions would indicate competency in the SLO
      being assessed.

Step 4: Summary and Analysis of Data

      Winter 2008, Summary Review of embedded questions:
      Review of the data from Winter 2008 shows that the students reached 70% on 10
      of the 13 assessment areas missing the mark on Lipids/Fats, Weight Management,
      and Food Safety. This shows a deficiency in these sections.

Step 5: Use of Results and Modifications

      During the initial assessment design the Discipline began discussing and
      reviewing the SLO’s for this course. The Discipline has decided to re-write the



                                                                                        17
      SLO’s for this course to more accurately describe the principles taught in the
      course.

      The Discipline has many different instructors (full-time, part-time, face to face,
      online) for its nutrition courses. Getting instructors together to analyze the data
      and discuss the results has been difficult. The PE Discipline will continue this
      data collection and work to improve participation in this assessment, particularly
      adjunct instructors on all three campuses.

      The Discipline has not reached its target with this course in terms of analyzing
      results and modifying instruction. During the Fall 2008 semester the Discipline
      will continue to assess learning in the described thirteen nutrition principles using
      this format.

      The Discipline is also discussing supplementing the direct assessment with
      indirect assessment by introducing a student survey to measure perceived gains in
      the knowledge of nutrition and some specific SLO’s. Further discussion will
      follow.

                             PHP 30 - First Aid and CPR

Step 1: Assessment Inquiry

      SLO #1: Assess victims of injury and sudden illness and apply the emergency
      action plan for citizen responders.
      SLO #8: Recognize the signs and symptoms of victims with heat or cold
      emergencies and apply the first aid care that is needed.
      SLO #9: Describe when it is necessary to move a victim and demonstrate several
      emergency moves.
      The Discipline decided to select SLO #1, #8, and #9 because it felt they were
      important concepts that represented the design and principles of the course and
      the Discipline.
      General Education Student Learning Outcomes:
      Critical Thinking: Analyze and solve complex problems across a range of
      academic and every day contexts

Step 2: Assessment Method - Direct Assessment

      Fall 2007:
      Embedded Questions for SLO #1, #8, and #9: Discipline review of 10
      questions taken from the American Red Cross Certificate Test and were selected
      because they tested three of the SLO’s from the COR. Questions 1-5 assessed
      learning in SLO #1, Question 6 assessed learning in SLO #9, and Questions 7-10
      assessed learning in SLO #8.

      Spring 2008:



                                                                                         18
      Embedded Questions for SLO #1, #8, and #9: Same as the Fall Assessment.
      Discipline review of 10 questions taken from the American Red Cross Certificate
      Test and were selected because they tested three of the SLO’s from the COR.
      Questions 1-5 assessed learning in SLO #1, Question 6 assessed learning in SLO
      #9, and Questions 7-10 assessed learning in SLO #8.

Step 3: Measurement Criteria

      Goal - Embedded Questions: The Discipline decided 70% in each of the three
      areas of the assessment exam would indicate competency in each SLO being
      assessed.

Step 4: Summary and Analysis of Data

      Fall 2007, Summary Review of Embedded Questions:
      Review of the data from Fall 2007 shows that the students only reached 70% on 4
      of the 10 questions. Further analysis showed the average score on Questions 1-5
      (SLO #1) was 78.5%, the average score on Question 6 (SLO #9) was 96%, and
      the average score on Questions 7-10 (SLO #8) was 56%. This shows a deficiency
      in the heat and cold emergency sections.

      Spring 2008, Summary Review of Embedded Questions:
      Review of the data from Spring 2008 shows that the students reached 70% on all
      of the 10 questions. Further analysis showed the average score on Questions 1-5
      (SLO #1) went up to 88.5%. The average score on Question 6 (SLO #9) went up
      to 99%, and the average score on Questions 7-10 (SLO #8) went up to 77%. This
      show an improvement in each section.

Step 5: Use of Results and Modifications

      The instructors administer the American Red Cross Certificate test at the end of
      the course. After the Fall 2007 data was analyzed, the instructors decided a better
      review of the course topics, especially heat and cold related emergencies, by the
      instructor is needed near the end of the semester and was put into effect the
      following semester.

      The full-time PHP 30 faculty met before the Fall 2008 semester to analyze the
      Spring 2008 data and make recommendations. Part-time instructors were involved
      through email discussion. Review of the data from Spring 2008 indicates a
      dramatic improvement. All ten questions were answered correctly by 72% or a
      greater percentage of the students. There was improvement showing student
      success in the correct response to each question and showing improved success in
      all three SLO’s that were assessed.

      In Fall 2008, the PHP 30 faculty plans to develop a study guide for students to
      help them prepare for the ARC Certificate test. The current semester assessment



                                                                                       19
   plan is to utilize the entire 50 question American Red Cross Certificate test as the
   assessment instrument. The faculty decided to increase the competency rate to
   80% (80% is required for certification). The faculty will map the 50 questions to
   specific SLO’s. The Discipline will continue to examine the assessment method
   to determine if this is the best format to assess learning.

2. What specific plans do you have for assessing student learning over the next
   four years?

   The Physical Education Discipline will take a five step approach to assessment
   over the next four years.

a. The Discipline will continue direct assessment and initiate direct assessment in its
   courses based on the timeline in the following table.

b. The Discipline will initiate indirect assessment measures with surveys of students’
   perceived improvement in specific areas in the listed coursework.

c. The Discipline will map courses to the Gen Ed SLO’s.

d. The Discipline will develop program based SLO’s for the Exercise, Sport, and
   Wellness Certificate Program, then gather information about assessment being
   conducted in the certificate courses and map that information against the
   certificate program goals.

   COURSE                                        2007 FTES      TIMELINE

   PHP A81         Physical Fitness              59.02          Ongoing
   PHP 4           Nutrition                     42.96          Ongoing
   PHP 30          First Aid and CPR             41.39          Ongoing
   PHP A46         Yoga, Beginning               33.41          Spring 09
   PHP A90         Weight Training               26.50          Ongoing
   PHP 35          Fitness and Wellness          19.29          Spring 09
   PHP A86         Step Aerobics                 18.18          Spring 10
   PHP A75         Walking for Fitness           14.76          Spring 09
   PHP 36          Wellness Lifestyles           13.76          Spring 11

e. The Physical Education Discipline, in coordination with faculty from the
   Counseling Discipline, developed SLO’s for the emphasis area Physical
   Education, Health, and Wellness. The PE Discipline in coordination with other
   RCC faculty will work in the future to perfect the SLO’s and assess if students
   completion of an AA degree in this emphasis area learned the identified SLO’s.




                                                                                     20
                         Timeline for Assessing Programs (2008 – 2012)

Name of Program       Expected Date    Mapping course           Expected         Expected Date     Expected
                          SLO's        Level SLO's to      Assessment Methods   Assessment Data    Date Data
                        Identified     Program SLO's         to Be Employed        Generated        will the
                                                                                                   Analyzed
Exercise,           Fall 2008          Spring 2009         To Be                Fall 2009         Sp 2010
Sport, and                                                 Determined
Wellness -
Athletic
Training
Emphasis
Exercise,           Fall 2008          Spring 2009         To Be                Fall 2010         Sp 2011
Sport, and                                                 Determined
Wellness -
Coaching
Emphasis
Exercise,           Fall 2008          Spring 2009         To Be                Fall 2011         Sp 2012
Sport, and                                                 Determined
Wellness -
Fitness
Professions
Emphasis

                    Timeline for Assessing GE Course SLO's (2008 – 2012)

  Course Name and         GE SLO(s) to Be     Expected Assessment       Expected Date       Expected Date Data
    Number(s)                Assessed            Methods to Be         Assessment Data       will be Analyzed
                                                   Employed               Generated
PHP A81                 Application of       Direct                 Ongoing                 Ongoing
Physical Fitness        Knowledge            See Above
                        Set goals and
                        devise strategies
                        for personal and
                        professional
                        development
                        and well-being
PHP A90                 Application of       Direct                 Ongoing                 Ongoing
Weight Training         Knowledge            See Above
                        Set goals and
                        devise strategies
                        for personal and
                        professional
                        development
                        and well-being
PHP 4                   Application of       Direct                 Ongoing                 Ongoing


                                                                                                               21
Nutrition          Knowledge           See Above
                   Set goals and
                   devise strategies
                   for personal and
                   professional
                   development
                   and well-being
PHP 30             Application of      Direct      Ongoing     Ongoing
First Aid & CPR    Knowledge           See Above
                   Set goals and
                   devise strategies
                   for personal and
                   professional
                   development
                   and well-being
PHP A46            Application of      Direct      Fall 09     Spring 10
Yoga, Beginning    Knowledge
                   Set goals and
                   devise strategies
                   for personal and
                   professional
                   development
                   and well-being
PHP 35             Application of      Direct      Spring 09   Fall 09
Fitness & Wellness Knowledge
                   Set goals and
                   devise strategies
                   for personal and
                   professional
                   development
                   and well-being
PHP A75            Application of      Direct      Spring 09   Fall 09
Walking for        Knowledge
Fitness            Set goals and
                   devise strategies
                   for personal and
                   professional
                   development
                   and well-being
PHP A86            Application of      Direct      Spring 10   Fall 10
Step Aerobics      Knowledge
                   Set goals and
                   devise strategies
                   for personal and
                   professional
                   development


                                                                           22
                     and well-being
 PHP 36              Application of    Direct          Spring 11          Fall11
 Wellness Lifestyles Knowledge
                     Set goals and
                     devise strategies
                     for personal and
                     professional
                     development
                     and well-being



F.     Collaboration with Other Units

       Riverside City

       The Physical Education Discipline faculty and staff are very involved in
       collaborative projects with other units at RCCD. Over the last five years, the
       Riverside City Campus has been very involved with Facilities and Planning with
       the design of a new Physical Education Complex. Phase 1 of the project
       (construction of the new Track and Football Field) was completed in June 2005.
       Phase II – Renovations of Wheelock Gym and Stadium are scheduled to start in
       the Fall of 2010.

       In the Fall of 2004, the Physical Education Discipline in conjunction with Rosella
       Marilao started the Health and Wellness Program for Classified and Confidential
       employees. This program allows faculty and staff to add an additional ½ hour to
       their lunch hour three times a week to attend Physical Education classes.

       Along with providing data for the Program Review process, the Discipline has
       worked with Institutional Research and Effectiveness to develop a student survey
       that identifies student’s needs and concerns in regards to course offerings and
       facilities. The survey has been used for the scheduling of classes, new course
       offerings and facility/equipment improvements.

       Physical Education faculty work with Community Education administrators to
       coordinate the scheduling of classes and summer camp programs. We are in
       continuing discussions with Disabled Student Services to better meet the needs of
       students in our adapted Physical Education courses as issues arise. Additionally,
       Physical Education faculty collaborates with the Early Childhood Studies
       Department to offer the course, Introduction to Physical Education for Preschool
       and Elementary Teachers.

       The Discipline worked with the District Administration to offer PHP 4, PHP 16,
       and PHP 30 at the Rubidoux Annex site. The Riverside City Campus faculty
       worked closely with Ron Vito, Vice President of Career Technical Education, to


                                                                                       23
use grant money to purchase equipment so that PHP 30 could be taught at the
Rubidoux Annex site. Working with the Ben Clark Training Center, students in
their programs access facilities on the City Campus to adequately achieve their
student learning outcomes. In particular, the Riverside City Campus Track and
Fitness room is used for many of their training classes. The Fastpitch Team has
worked with the Dance Department to develop a Pilates course for athletes.

The Discipline faculty took a lead role along with the Counseling faculty to create
and work for the approval of the newly established RCCD Physical Education,
Health & Wellness AA Degree Program. While working on the requirements for
the degree, we consulted with faculty members regarding curriculum in Health
Science, Biology, Anatomy & Physiology, Early Childhood Education and
Guidance.

Physical Education faculty maintains on-going communication with the Financial
Aid, Counseling and Tutoring Departments to ensure that our student athletes
receive the support they need to succeed.

Finally, the Riverside City Campus faculty work extensively with the marching
band and dance teams as we share many of the Physical Education facilities. The
result of these discussions have led to new course offerings, better student
accommodations, and the improvement of our collaborative efforts with other
disciplines.

Moreno Valley Campus

The Moreno Valley Campus and the city of Moreno Valley collaborated to
construct two soccer fields at the south end of campus. The fields are used by the
community as well as by our soccer classes. The Moreno Valley Campus is home
to a cross-country running course. The college has collaborated with many local
high schools to host cross-country meets for a number of high schools.

Norco Campus

Physical Education Discipline faculty at the Norco Campus have worked closely
with other units on the campus as well as community facilities to ensure that
students are able to access and choose from a large variety of Physical Education
courses. Arrangements for off-campus classes are coordinated by Physical
Education faculty and are currently held at two locations. Golf classes are
conducted at Hidden Valley Golf Course and Bowling classes are conducted at
the Norco Bowling Center.

The Physical Activity Center on the Norco Campus is a 2000 square foot open
room with a floating floor that is used by the Physical Education faculty as well as
faculty from the Dance Program. The coordination of scheduling is provided by
Physical Education faculty.



                                                                                 24
     The newest facility addition on the Norco Campus is the Fitness Center that
     opened for classes the Fall semester of 2007. The Fitness Center has been a
     complete success and course sections have increased steadily since opening.
     Currently there are seven classes being offered which incorporate the Fitness
     Center.

     Norco Campus Physical Education faculty are working closely with other faculty
     and administration to ensure new facilities are created which meet the needs of
     students and community. Currently, construction is progressing on the
     development of a $4,000,000 Soccer Complex on the west end of the campus.
     The multi-use fields will host the 2009 Graduation Ceremonies. Additionally,
     planning is underway for a new building; the Center for Health, Wellness, and
     Kinesiology, which is expected to be hosting classes by the Fall of 2015.

G.   Outreach

     In addition to collaborating with other units within R.C.C.D., the Physical
     Education Discipline works in partnership with other educational institutions,
     businesses and the community. In conjunction with city, county and district
     efforts, the new Aquatic Complex on the Riverside City Campus been approved
     and is scheduled to completed in 2010. The Aquatic Complex is an exciting
     project and has been met with great enthusiasm from students and the community.

     The Physical Education Department has developed an Advisory Committee for
     the Exercise, Sport and Wellness Certificate Program that meets once or twice a
     year to discuss relevant issues concerning the program. The department chair is a
     member of the advisory committee at Cal State San Bernardino that also discusses
     issues relating to Physical Education. Finally, the Physical Education/Athletics
     Department is very involved with local service clubs such as the Rotary and
     Exchange clubs.

     The Physical Education Discipline organizes an annual Middle School Basketball
     Tournament that includes schools from the Riverside, Jurupa, and Alvord school
     Districts. We are in partnership with the Riverside Unified School District with
     the use of several of our facilities including the Wheelock Track and Football
     Stadium, Evans Complex Baseball and Softball fields, and the Wheelock/Huntley
     Tennis Courts.

     The Physical Education Discipline/Athletics Department is involved with
     fundraising events and community camps throughout the year.

H.   Resources

     Riverside




                                                                                     25
On the Riverside Campus, the significant long-term resource needs are new
facilities as well as facilities that are in desperate need of remodeling. The
Riverside City College Facilities Master Plan lists the Aquatics Complex and the
Wheelock Gym as a priority #1. The Wheelock Stadium as a priority #2 and the
Huntley Gym as a priority #3. The Fitness and Wellness center that was proposed
as a part of our Physical Education Complex, Phase 3 is not listed.

The Aquatics Complex is a state-of-the-art facility that will be a tremendous asset
to the college and the community. Construction is scheduled to start in 2009.
The Wheelock Gym retrofit project is also scheduled to start soon. The Physical
Education Department is in critical need of multi-purpose rooms and classroom
space. As the planning process begins for the Wheelock Gym, the department
hopes that these needs are addressed. The Wheelock Stadium project is outdated
and is inadequate. As the planning process starts for the stadium, the space under
the stadium must be utilized in an appropriate matter. The college’s weight room,
locker rooms, and athletic training facility must be addressed. The Huntley Gym
is listed as a priority #3. The proposed renovation of Huntley would be a
complete upgrade to the building, touching upon the fire/life safety, accessibility
and other deficiencies.

In order to better serve our Physical Education students and increase enrollment, a
large, well equipped, Fitness and Wellness Center is proposed to be constructed.
The Fitness and Wellness Center should be at least 10,000 sq. ft. with state-of-the-
art equipment. A facility of this type would be a resource for the entire college
and could be used by community members as well as RCC students. The Fitness
and Wellness Center could attract funding from Police Departments, Fire
Departments, large corporations, etc. who have demonstrated a need to hire
employees who must attain and maintain a particular level of fitness.

Moreno Valley

The Physical Education Department at Moreno Valley is at a point where it
cannot add additional sections of courses we currently offer or new courses
without the addition of new facilities. The Multipurpose Building, our only
facility on campus, is scheduled with classes throughout the day and evening and
is too small for many of our courses. We offer yoga, step aerobics, body
sculpting, karate, and a variety of dance classes in this facility and cannot add any
new courses or sections of current courses.

The Physical Fitness classes at Moreno Valley were held at 24 Hour Fitness from
1991-2008. These courses are now being conducted at Fitness 19. The change was
made to save money; the cost was reduced from $40.00 to $30.00 per hour. The
facility is also closer to campus; 1.5 miles vs. 3 miles to 24 Hour Fitness. In
addition to the cost to the district (~$15,000/year), there are many problems/issues
with holding courses at Fitness 19. The club is smaller, resulting in reduced class
size. There is no classroom to meet with students, no white board, and no audio-



                                                                                  26
visual capabilities. We are also restricted to offering courses during the middle of
the day, i.e., the club’s “slow time.” Four to five Physical Fitness courses are
offered in the Fall and Spring semesters, and one to two courses are offered
during the Winter and Summer sessions. These classes are always full. This
semester, because of the smaller cap, four Physical Fitness classes had a waitlist
of ten to fifteen students each. We need to be able to offer courses throughout the
day and evening in order to serve all of our students, but we are limited to
offering classes between 10:00 and 4:00

A new Physical Education facility is a critical need for Moreno Valley Campus
students, faculty, staff, and the surrounding community. We need a facility that
includes a larger multi-use room to accommodate all of the courses currently held
in the multipurpose room. The Moreno Valley Campus did not cancel any classes
this semester and actually could have added two more Step Aerobics classes
based upon the number of students on the waitlists. With a new, larger
multipurpose room we could also offer Tai Chi, Table Tennis, and additional
sections of courses that we currently offer. In addition to the multipurpose space,
the new facility would include a fully equipped fitness center, stretching area,
fitness assessment area, classroom space, etc. The PHP 35 Foundations for Fitness
and Wellness course has a lab component that is designed to be held in a fitness
center setting. The instructor for the class does not have the proper facility for
these labs and improvises activities in the multipurpose building. This course is an
important course for the general student who can take it as an elective for the AA
degree graduation requirement under VII. B.2. The course is also an elective for
the Fire Technology Certificate Program. Recently, the course is an elective for
the new Physical Education, Health & Wellness Emphasis Area AA Degree.
Many programs offered at the Moreno Valley Campus are health-centered and
public safety programs. A fitness facility could be tied in with these programs,
providing exercise testing and prescription, fitness training for firefighters,
paramedics, law enforcement, and health-based programs.

In addition to a Fitness/Multipurpose building, Moreno Valley Campus should
also plan for the construction of tennis courts and a pool. We currently offer
tennis classes at Vista Del Lago High School, but can only offer these classes in
the Spring and Summer semesters after 3:00 pm. The courts have no lighting, so
we cannot offer courses during the Fall or Winter sessions. If the Moreno Valley
Campus had its own tennis courts, we could offer classes during all semesters and
could offer classes at any time throughout the day. We have never offered any
Swimming or Aquatics courses at the Moreno Valley Campus because of the lack
of facilities on campus and in the community. With the addition of a pool, we
could offer Swimming, Water Aerobics, Lifesaving and Water Safety, and other
Aquatics courses.

The addition of all of the above facilities would also provide greater opportunities
for the district’s disabled student population. At Moreno Valley, disabled students
are quite limited in their choices of Physical Education courses. With the



                                                                                  27
construction of new facilities, disabled students would have access to tennis and
aquatics courses and improved access to physical fitness facilities. Our own
fitness center could be outfitted with equipment designed for wheelchair and other
physically challenged students. Additional facilities could also facilitate the
development of new curriculum for the disabled student population.

The RCCD Master Plan for Moreno Valley only mentions additional physical
education facilities are needed. There are no specific plans for the addition of new
physical education facilities at the Moreno Valley campus.

The growth and development of Physical Education courses at the Moreno Valley
Campus is at a standstill until additional facilities are built. The student
population is growing rapidly, but we are coping with the same facilities we have
had since 2001.

Norco

The Norco Campus Physical Education Program continues to grow to meet the
needs of the campus. Existing resources include locker rooms, an Activity Center
used for group exercise classes, and a relatively new 2000 square foot Fitness
Center where fitness and wellness classes are conducted.

New facilities are currently under construction and others are in the Campus’s
five year plan for implementation. The poorly developed soccer fields on the
west end of the campus have been removed and a $4,000,000 Soccer Complex is
being installed. The new complex will include competition and practice fields
with artificial turf surfaces. These fields are completely new and the field areas
have been newly graded with additional drainage and cooling systems installed.
In addition to the fields, two structures are being constructed which will house
locker rooms for competing teams as well as storage areas for equipment and
maintenance needs. The Soccer Complex is slated to be complete in time for
hosting the 2009 Norco Campus graduation ceremonies.

The Norco Campus has been proactive in projecting the needs of the Physical
Education Program. The Riverside Community College Norco Campus
Educational Master Plan details growth and instructional implications. Included
within the Facilities Needs Analysis (p. 85) it states:

1.d. Physical Education: Gymnasium, training and fitness facilities,
locker, classrooms, faculty offices, and outdoor instructional
spaces.

The analysis continues on page 86 with the following:

5. The EMP indicates a need to provide programs in intercollegiate
athletics and recreation, which will require the appropriate indoor



                                                                                 28
       and outdoor spaces for these activities, in conjunction with
       Physical Education instructional spaces.


       FTES in Physical Education is projected to increase from 110.8 in the Fall 2006
       semester to 329.5 in the Fall 2038 semester (Table 5.1, p. 86). This dramatic
       increase is accompanied by a need for new instructional space. Lecture and Lab
       space needs have been projected through the Fall of 2038 (Table 5.3, p. 91).
       These projections call for steady growth in the need for ASF Space, from the
       current 2,717 square feet to 22,489 square feet of lecture and lab space.

       The initial effort to increase the capacity of the Norco Campus Physical Education
       Program will be implemented with the addition of the Center for Health,
       Wellness, and Kinesiology. This structure is planned to include 35,000 square
       feet of instructional space. When the Center comes online, additional courses
       which necessitate a gymnasium, such as basketball and volleyball, will become
       available to the students attending the Norco Campus.

       In addition to the Center for Health, Wellness, and Kinesiology building, other
       necessary and planned facilities are detailed in the Norco Campus Long Range
       Facilities Master Plan for a 10,000 student college. Other facilities include a
       Track and Field, as well as a Women’s Softball Field.

       The Norco Campus will complete its planned building of Physical Education
       facilities with an Aquatics Center and Tennis Courts. The placement of the
       facilities are detailed in the figure below, taken from the Facilities Master Plan
       page 152.




H.     Summary

                           Physical Education Discipline Goals

#1 The Physical Education Discipline will continue to expand the variety of course
offerings on the Moreno Valley and Norco Campuses.

-PE is a requirement
-Need a variety for students to choose from

#2 The Physical Education Discipline will use technology to improve classroom and
online/hybrid courses and increase faculty and student access to the information.




                                                                                            29
-Online courses are in demand

#3 The Physical Education Discipline will continue to have a comprehensive enrollment
plan, (increase the disciplines efficiency and number of FTE’s), and strive to maintain
and increase the districts average for retention and success rates.

#4 The Physical Education Discipline will continue to work towards completing our
assessment timeline.




  I.   Summary

                      Physical Education Discipline Goals

       1. The Physical Education Discipline will continue to expand the variety of
       course offerings on the Moreno Valley and Norco Campuses.

       The Physical Education Discipline is determined to offer a variety of Physical
       Education courses on all three campuses but especially at Norco and Moreno
       Valley. In order to give our students every opportunity to fulfill their educational
       goals (Self Development Requirement for the AA/AS degree), it is vital that the
       district support the construction of new Physical Education facilities on both the
       Norco and Moreno Valley Campuses.

        2. The Physical Education Discipline will use technology to improve classroom
       and online/hybrid courses and increase faculty and student access to the
       information.

       Online courses are in demand and the Physical Education Discipline will look at
       innovative ways to offer more courses in the online or hybrid format and use new
       technology effectively.

        3. The Physical Education Discipline will continue to have a comprehensive
       enrollment plan, (increase the disciplines efficiency and number of FTE’s), and
       strive to maintain or increase our retention and success rates that are above the
       District’s averages.

       The Physical Education Discipline will continue to strive to be efficient on all
       three campuses. In addition, it is our goal to meet and exceed retention and
       success rates outlined in the District’s Strategic Initiatives.

       4. The Physical Education Discipline will continue to work towards completing
       our assessment timeline.



                                                                                           30
     Refer to Student Learning Outcomes Assessment Plan, Pgs. 16-19.

      5. The Physical Education Discipline will coordinate with DSPS to ascertain
     potential growth of our adaptive Physical Education course offerings.

     The Physical Education Discipline will continue its efforts to assess Physical
     Education students with disabilities and decide on appropriate plans to address
     their needs.


      6. The Physical Education Discipline will continue to increase the number of
     students who complete the requirements for the Exercise, Sport and Wellness
     Certificate; the Exercise, Sport and Wellness Certificate Associate’s Degree; and
     the Physical Education, Health and Wellness emphasis.

     The Discipline’s Exercise, Sport & Wellness Certificate coordinator and all
     faculty members will continue to advertise, promote, track student progress and
     provide direction for student’s who are working towards one of the three
     certificates.


J.   Recommendations

     The willingness of the committee chairs of the District Assessment Committee,
     the Program Review Committee and Kristina Kauffman to answer our many
     questions has been very helpful. The Program Review Workshop held during the
     Winter session for the current cohort, explained the guidelines and outlined the
     process very well. The fact that we have a faculty member on the District
     Assessment Committee and the Program Review Committee was very beneficial
     to our Discipline.

     We were given data for the Program Review that was not accurate. The length of
     time that it took to sort out the various problems with the data hindered our
     progress during the Spring semester and Summer session. We are thankful for Raj
     Bajaj’s help with the data inaccuracies.

     We started revising course outlines during the Spring semester and were eager to
     start entering our course revisions in Curric-unet. Curric-unet was a work in
     progress and changed as problems were identified and solutions were sought and
     made. At the end of the Spring semester, we were told that assignments needed to
     be included on the course outlines. This took some effort to clarify what was
     required and expected since this was a requirement that our college was
     implementing for the first time. The Discipline has currently 122 courses and it
     takes a great effort to revise that number of courses. Most of our Discipline
     members have had training in how to use Curric-unet. It takes some time and



                                                                                       31
practice to get proficient and efficient in the use of Curric-unet. The current
timeline for the revision of course outlines is not realistic or possible for our
Discipline because we have more courses than most disciplines. Our goal is to
have all our course outlines updated and revised by the end of Spring semester,
2009.




                                                                                    32

				
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