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GRAND VALLEY STATE UNIVERSITY

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					   GRAND VALLEY STATE UNIVERSITY

COLLEGE OF LIBERAL ARTS AND SCIENCES

  DEPARTMENT OF MOVEMENT SCIENCE
          STRATEGIC PLAN

                    2006




      STRATEGIC PLAN AUTHORS

               Dr. Rick Albrecht
                Dr. Shari Bartz
                 Dr. Dawn Coe
                Dr. Brian Hatzel
                Dr. Steve Glass
              Dr. John Kilbourne
                Dr. Dana Munk
          Professor Mike Roskamp
                Dr. Patti Rowe
              Dr. Mary Schutten
             Professor Jim Scott
       Visiting Instructor Chad Smith
      Visiting Instructor Kristin Wegner
            Professor Doug Woods
        DEPARTMENT OF MOVEMENT SCIENCE STRATEGIC PLAN

                     TABLE OF CONTENTS


NCA CORE COMPONENTS ……..…………………………………………………….            3

GVSU GOALS ……………………………………………………………………………                 4

CLAS GOALS ……..……………………………………………………………………..              5

DEPARTMENT DESCRIPTION ….…………………………………………………….           6

MISSION, VISION, AND VALUES …….……………………………………………….       9

STRATEGIC PLANNING PROCESS ….………………………………………………         11

STRATEGIC PLAN OVERVIEW ……….………………………………………………          12

DEPARTMENT OF MOVEMENT SCIENCE PROGRAM GOALS …………………    14
   VALUES …………………………………………………………………………..               14
   PROGRAM GOALS ……………………………………………………………..             15

STRATEGIC PLAN, ATHLETIC TRAINING ………………………………………….     21
   VALUES …………………………………………………………………………..               22
   FACULTY GOALS ..……………………………………………………………..           24
   STUDENT LEARNING GOALS/STUDENT GOALS ………………………...   28

STRATEGIC PLAN, EXERCISE SCIENCE ….…………………………………….…     37
   VALUES …………………………………………………………………………..               38
   FACULTY GOALS …………………………………………………………….…             39
   STUDENT LEARNING GOALS/STUDENT GOALS …………………………     45

STRATEGIC PLAN, PHYSICAL EDUCATION ……..………………………………..   52
   VALUES …………………………………………………………………………...              53
   FACULTY GOALS ..……………………………………………………………..           54
   STUDENT LEARNING GOALS/STUDENT GOALS …………………………     62

UAC STUDENT LEARNING GOALS ………………………………………………….          69
   ATHLETIC TRAINING ……..…………………………………………………….          70
   ATHLETIC TRAINING SIGNATURE PAGE ……..……………………………     82
   EXERCISE SCIENCE …………………………………………………………....          83
   EXERCISE SCIENCE SIGNATURE PAGE …………………………………..      92
   PHYSICAL EDUCATION ….…………………………………………………….           93
   PHYSICAL EDUCATION SIGNATURE PAGE ….……………………………     103



                              2
                           NORTH CENTRAL ASSOCIATION
                               CORE COMPONENTS

1a:   The organization’s mission documents are clear and articulate publicly the
      organization’s commitments.
1b:   In its mission documents, the organization recognizes the diversity of its learners,
      other constituencies, and the greater society it serves.
1c:   Understanding of and support for the mission pervade the organization
1d:   The organization’s governance and administrative structures promote effective
      leadership and support collaborative processes that enable the organization to fulfill
      its mission.
1e:   The organization upholds and protects its integrity.

2a:   The organization realistically prepares for a future shaped by multiple societal and
      economic trends.
2b.   The organizations’ resource base supports its educational programs and its plan for
      maintaining and strengthening their quality in the future.
2c:   The organization’s ongoing evaluation and assessment processes provide
      reliable evidence of institutional effectiveness that clearly informs strategies for
      continuous improvement.
2d:   All levels of planning align with the organizations’ mission, thereby enhancing its
      capacity to fulfill that mission.

3a:   The organization’s goals for student learning outcomes are clearly stated for
      each educational program and make effective assessment possible.
3b:   The organization values and supports effective teaching.
3c:   The organization creates effective learning environments.
3d:   The organization’s learning resources support student learning and effective
      teaching.

4a:   The organization demonstrates, through the action of its board, administrators,
      students, faculty, and staff, that it values a life of learning.
4b:   The organization demonstrates that acquisition of a breadth of knowledge and
      skills and the exercise of intellectual inquiry are integral to its educational
      programs.
4c:   The organization assesses the usefulness of its curricula to students who will live
      and work in a global, diverse, and technological society.
4d:   The organization provides support to ensure that faculty, students, and staff acquire,
      discover, and apply knowledge responsibly.

5a:   The organization learns from the constituencies it serves and analyzes its capacity
      to serve their needs and expectations.
5b:   The organization has the capacity and the commitment to engage with its identified
      constituencies and communities.
5c:   The organization demonstrates its responsiveness to those constituencies that
      depend on it for service.
5d:   Internal and external constituencies value the services the organization provides.
                                             3
                         GRAND VALLEY STATE UNIVERSITY
                                    GOALS


1.   To support high quality, student-focused, undergraduate and graduate education
     provided by a faculty dedicated to excellent teaching, scholarship and professional
     service.

2.   To create a broad educational experience that is guided by a philosophy supporting
     liberal education in all academic programs.

3.   To build partnerships and collaborations between the university and external entities
     that contribute to the enrichment of society in the region, the state and beyond.

4.   To promote and integrate diversity in all aspects of university life.

5.   To encourage a vibrant campus culture that fosters an atmosphere of inquiry and
     learning in all campus settings.

6.   To effectively develop and allocate financial resources with which to advance the
     university mission and respond to change and emerging opportunities.

7.   To enhance the image and visibility of the university and its work.




                                             4
                   COLLEGE OF LIBERAL ARTS AND SCIENCES
                                  GOALS



1.   To support high quality, student-focused, undergraduate and graduate education
     provided by a faculty dedicated to excellent teaching, scholarship, and professional
     service.

2.   To increase and support diversity at all levels.

3.   To explore means within and beyond the university to address funding and resource
     constraints guided by the values of equity and productivity.

4.   To build and sustain an atmosphere of inquiry, integrity, engagement, curiosity, and
     creativity among students, staff, and faculty.

5.   To construct partnerships with relevant external constituencies which enrich the
     education of our students while enhancing the quality of life for the people of the
     region, the state, the nation and beyond.




                                             5
                     THE DEPARTMENT OF MOVEMENT SCIENCE

                              DEPARTMENT DESCRIPTION


The Department of Movement Science has evolved from its founding as a single program
in physical education teacher preparation under the umbrella of the Department of
Intercollegiate Athletics, Physical Education, and Recreation, into a multi-disciplinary unit
serving over 700 major and minor students through majors in Athletic Training, Exercise
Science, and Physical Education. Major emphasis areas of study are selected by students
pursuing degrees in Exercise Science and Physical Education. Secondary level teachable
minors are available in Health Education and Physical Education. In addition to major and
minor programs, the department serves the general GVSU student body through a General
Education course in the Sport and Life theme, “Sport in Society”, an Honors College
course, “The Human Body”, and a growing array of one credit Skills Development Activity
Courses (SDAC) in subjects such as Rock Climbing, Kayaking, Rowing, Yoga, Pilates, plus
a wide variety of individual and team activities (over 2,000 students participated in SDAC in
2005-06).

Athletic Training major:

Athletic training is an allied health care profession recognized by the American Medical
Association. The certified athletic trainer is a highly educated and skilled professional
specializing in the health care of athletes and those engaging in physical activity. In
cooperation with physicians and other allied health personnel, the athletic trainer functions
as an integral member of the athletic health care team in secondary schools, colleges and
universities, sports medicine clinics, professional sports programs and other athletic health
care settings, including industrial health clinics. Areas of expertise include risk
management and injury prevention, acute care of injuries and illness, assessment and
evaluation, and rehabilitation of sport injuries.
The Athletic Training Education Program (ATEP) is an undergraduate program that
provides exceptional education through the utilization of interactive classroom instruction
and clinical experiences; preparing students to excel on the Board Certification Exam and
to enter the profession as qualified health care providers. The ATEP also strives to
promote the Athletic Training profession as an essential component of the allied health care
field. Accreditation: The Athletic Training program is fully accredited by the Commission on
Accreditation of Athletic Training Education (CAATE).

Exercise Science major:

Emphasis 1., Clinical Exercise Science
The Clinical Exercise Science emphasis is composed primarily of course preparation in
chemistry, biochemistry, biochemistry based nutrition, physiology and an additional
Exercise Physiology course. Many of these courses provide a stronger background for
students seeking graduate level exercise physiology degrees, and also include many of the
prerequisite courses required for allied health graduate degrees. Students graduating from
this program will also be qualified to sit for the American College of Sports Medicine
                                                  6
(ACSM) Health Fitness Instructor certification exam. With the appropriate internship
experience in cardiac rehabilitation, the students will also qualify for the ACSM Exercise
Specialist certification, an advanced certification for working with healthy and cardiac
populations.

Emphasis 2., Health/Fitness instruction
The Health Fitness Instruction emphasis includes the knowledge, skills and abilities
consistent with standards set by the American College of Sports Medicine and
C.A.A.H.E.P. for entry level health professionals. Coursework in the emphasis incorporates
psychology, sociology, physical development and also practical computer applications.
Students graduating with this emphasis of the exercise science major will be well qualified
for jobs in corporate wellness, community health and fitness, performance enhancement
programs, personal training, and possibly cardiac rehabilitation (with an appropriate
internship experience). Students graduating will be qualified to sit for the ACSM Health
Fitness Instructor certification exam.

Physical Education major:

The Physical Education major completes a core curriculum which addresses the scientific,
psychological, sociological, historical, and philosophical foundations of the profession. The
Physical Education major selects one, or more, emphasis areas of study depending on
their professional goals. Students complete major core curriculum requirements along with
courses required in their selected emphasis. The major in Physical Education provides a
teacher certification option for students through completion of the K-12 Professional
Instruction emphasis and College of Education requirements.

Emphasis 1., K-12 Professional instruction
This emphasis area is required for students seeking Michigan teacher certification to teach
Physical Education from kindergarten though 12th grade. The emphasis may also be
selected by those pursuing professional opportunities that do not require teacher
certification.

Emphasis 2., Sport Pedagogy (Coaching)
This emphasis provides prospective coaches with the breadth of scientific knowledge
required to teach a variety of motor skills and sport strategies to athletes in an environment
that is conducive to their social, emotional, and physical well-being.

Secondary Health Education teachable minor:
The secondary level teachable minor in Health Education serves students seeking
Michigan teacher certification for teaching Health Education at the middle or high school
levels.

Secondary Physical Education teachable minor:
The secondary level teachable minor in Physical Education serves students seeking
Michigan teacher certification for teaching Physical Education at the middle or high school
levels.



                                              7
Several exciting department initiatives have recently been achieved, are currently
underway, or are in planning.

      An instructional gymnasium addition to the Campus Recreation Center (2003) has
       greatly enhanced our teacher preparation programs.

      The new Athletic Training major is in its third year and has sent the first group of AT
       interns into the field this year.

      The proposed major in Exercise Science has been approved and is in its first year
       with extraordinary student interest in the major.

      The Sport Pedagogy emphasis area is undergoing innovative curricular revision to
       meet student demand for programs in sport leadership/management.

      Laboratory facilities are being systematically upgraded and improved to
       accommodate increased research activity, student scholarly projects, and service.

      A new Indoor Recreation Facility with “turf surface”, multi-purpose rooms, and
       academic instructional areas is being planned which will allow us to offer more class
       sections and a greater variety of SDAC to meet growing student demand.

      Collaboration with the Grand Rapids Public Schools (GRPS) to enrich the Physical
       Education experiences of GRPS students has been initiated with faculty and
       students from all areas of the department.

      Collaboration with the Grand Rapids Public Schools (GRPS) has been initiated to
       evaluate and enhance athletic training services provided by the district.

      Three new tenure track faculty joined the department in the fall of 2006.

      Graduate programs in education and exercise science are in the initial stages of
       needs assessment and planning.




                                               8
                        DEPARTMENT OF MOVEMENT SCIENCE

                             MISSION, VISION, AND VALUES



                                          MISSION

The Department of Movement Science is a multidisciplinary unit which encompasses
programs in Physical Education, Health Education, Exercise Science, Athletic Training, and
Sport Leadership bound by the common theme of movement as the basis for healthy
living. The department contributes to the enrichment of society through excellent teaching,
scholarly activity, and service which reflect the department’s commitment to university,
community, state, national, and global issues related to healthy, active lifestyles.

                                           VISION

The Department of Movement Science is dedicated to providing students with the highest
quality professional education in the liberal tradition through excellent teaching, scholarly
activity, and service. Degree programs in Physical Education, Health Education, Exercise
Science, Athletic Training, and Sport Pedagogy (Coaching) reflect the department’s
commitment to university, community, state, national, and global issues related to healthy,
active lifestyles.

The Department of Movement Science is proud to prepare students for an active role
advocating for healthy lifestyles for all. Learning in the movement sciences transcends the
acquisition of information and rests on knowledge and understanding developed through
teaching excellence, scholarly activity, and service. Students learn to think for themselves
as they develop skills of inquiry, reflection, critical analysis, dialogue, and expression
related to the movement sciences. The Department of Movement Science is dedicated to
educating students who will become competent professionals and leaders in their chosen
fields.

The Department of Movement Science is characterized by superior student-centered
teaching and learning. Our faculty promotes the development of intellect and creativity
through excellent teaching, active learning, scholarly activity, and service. Faculty and
students, working together, pursue this vision of excellence through study of the movement
sciences.




                                              9
                                        VALUES


We value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
         arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1, CLAS Goals # 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.




                                            10
                         DEPARTMENT OF MOVEMENT SCIENCE

                            STRATEGIC PLANNING PROCESS


The Department of Movement Science initiated the strategic planning process by revisiting
the department’s five-year planning profile for 2000-2005 and department planning
projections for 2006-2010. With this information, we completed a SWOT analysis relative
to current department status and the projected department profile. We met numerous times
for wide ranging conceptual discussions and focused work sessions as a faculty and within
program groups.

At this time, the department has not completed Course Cap Inventory information or
benchmarking resource information from other programs or institutions. With the
completion of this initial draft of our strategic planning document, we intend to devote time
gathering additional information through the Course Cap Inventory and Benchmarking
processes. As the Course Cap Inventory and Benchmark Program identification tasks are
completed, they will surely provide additional information to be used in this dynamic
process of strategic planning for the future of the Department of Movement Science.




                                              11
                         DEPARTMENT OF MOVEMENT SCIENCE

                              STRATEGIC PLAN OVERVIEW


The Department of Movement Science is a multidisciplinary unit integrating programs in
physical education, health education, sport pedagogy, exercise science, and athletic
training within the common theme of movement. The Department of Movement Science
values effective teaching, liberal education, scholarship, diversity and community, and
service. In developing this Strategic Plan, the Department of Movement Science set goals
related to these values and developed an approach to meet those goals through the
achievement of measurable objectives. The following narrative illustrates the goals of the
Department of Movement Science and how the classes taught within the department
contribute to the achievement of those goals.

Effective Teaching
The Department of Movement Science plans to use the following components to achieve
effective teaching; multiple learning opportunities, artistic expression, research, excellence
in the classroom, and scholarly activity related to teaching. Every class offered within the
Movement Science Department provides multiple learning opportunities. A smaller portion
of classes provide an opportunity for students to experience learning through artistic
expression. In numerous upper level classes, students build knowledge through the use
and development of research. Effective teaching is demonstrated in Movement Science
classes through excellence in the classroom (student engagement, critical thinking, etc.).
Finally, classes in each major and emphasis area of Movement Science provide the
opportunity for faculty and students to engage in scholarly activity related to teaching to
improve effective teaching and student learning. The department’s goals for effective
teaching are currently in line with GVSU Goals # 1 & 4, CLAS Goal # 1.

Liberal Education
The Department of Movement Science plans to use the following components to provide a
liberal education for students enrolled in Movement Science classes; critical thinking,
ethical judgment, lifelong learning, and self reflection. The majority of classes offered
require students to think critically and to use ethnical judgment both in the classroom and in
the field. Classes in each of the majors and emphasis areas also provide the opportunity for
students to experience a liberal education thorough lifelong learning and self reflection. It is
also the goal of the Movement Science department to provide a liberal education through
the use of great ideas and diverse traditions in humanities, creative and performing arts,
the natural and social sciences, and mathematics. This is achieved specifically by core and
capstone classes offered in the department. The department’s goals for liberal education
are currently in line with GVSU Goal # 2, and CLAS Goals # 2 & 3.




                                              12
Scholarship
The Department of Movement Science plans to use the following components to provide
opportunities for scholarship; basic and applied research, artistic expression, performance,
and collaboration. Opportunities for basic and applied research occur primarily in upper
level and the capstone classes. A small portion of classes provide an opportunity for
students to experience learning through artistic expression. Many upper level classes in
each major and emphasis area require a performance from the students and also provide
the opportunity for collaboration to increase scholarly activity. The department’s goals for
scholarship are currently in line with GVSU Goal # 1, and CLAS Goals # 1, 2, 3, 4, & 5.

Diversity and Community
The Department of Movement Science plans to use the following components to provide
opportunities for diversity and community; multiplicity of opinions, international education,
respect for others, and diverse environments within the local community. The majority of
classes offered within the Movement Science department offer students the opportunity to
encounter a multiplicity of perspectives to develop respect for diversity and community. A
small number of classes, mostly in the core, provide an opportunity for international
education. Classes related to fieldwork, internship, and observation encourage students to
experience diverse environments. The department’s goals for diversity and community are
currently in line with GVSU Goals # 3 & 4, and CLAS Goal # 2 & 4.

Service
The Department of Movement Science plans to use the following components to provide
opportunities for service: department, university, community, national, and international
programs, professional organizations, collaborations, and contributions expertise to
university, professional organizations, community. Only a small portion of classes provide
students with the opportunity to experience and provide service to department, university,
community, national, and international programs. The capstone classes allow students to
experience professional organizations. Some of the upper level classes enable students to
learn about and provide service through collaborations and contributions of expertise to
university, professional organizations, and community. The department’s goals for diversity
and community are currently in line with GVSU Goals # 3, 5, 6 & 7, and CLAS Goal # 5.

The Department of Movement Science hopes to systematically increase the number of
classes which intentionally address the department values and to intensify the manner in
which these values are addressed. This focus on our values will take place as the
Department of Movement Science uses the goals, objectives, and measures created by the
Assessment Plan to evaluate classes and programs and to make necessary changes to
meet the needs of the students, faculty, the college, and the university.




                                             13
                       DEPARTMENT OF MOVEMENT SCIENCE

                      VALUES AND 3-5 YEAR PROGRAM GOALS

         ATHLETIC TRAINING, PHYSICAL EDUCATION, EXERCISE SCIENCE
                        IMPLEMENTATION, FALL 2006


We Value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and math
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1, CLAS Goals # 1 & 3
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal 4
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community




                                            14
Program Goals:

Our program goals will promote and facilitate effective teaching, scholarship, and service
with a liberal education focus in a culturally diverse environment that encompasses:
1.      Achievement of the university’s goal of a 9-9 faculty workload
2.      Appropriate number of full time, tenure track faculty
3.      Quality classrooms, laboratory facilities, performance space, and equipment
4.      Appropriate number of part-time faculty
5.      Appropriate office and clerical support
6.      Multiple learning opportunities
7.      Artistic expression
8.      Research and scholarly activity related to teaching, e.g. conferences, workshops


PROGRAM GOAL MEASURES WILL BE COMPLETED BY THE UNIT HEAD AND
PROGRAM COORDINATORS/DIRECTORS FOR THE DEPARTMENT OF MOVEMENT
SCIENCE.


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.




                                             15
                 Goal #1 – Effective Teaching – Program Goals [3-5 years]

Movement science programs will practice effective teaching and curricular
implementation in the disciplines of the Movement Sciences.

Objective # 1:

Programs will employ highly qualified faculty comprised of at least 18 tenure line [13], 1
visiting [1], 6 graduate assistants [2], and 20 adjunct professors [28 + 2]. [current]

Measurement – Objective # 1

   1. Annual review of highly qualified personnel per University guidelines.
   2. Annual review of quantity of program members.
   3. Annual review of FTE and Fulltime to Adjunct ratios.

Objective # 2:

Program curricula will be aligned with state and national content standards and created
and/or edited to effectively equip students within the Movement Sciences.

Measurement – Objective # 2

   1. Sport Leadership curricula will be developed and submitted for approval via the
      university curricular process per University policy.
   2. M.Ed. in physical education curricula will be developed and submitted for approval
      via the university curricular process per University policy.
   3. K-12 professional instruction emphasis existing curriculum will be revised and
      submitted for approval via the university curricular process per University policy.
   4. Athletic Training existing curriculum will be revised and submitted for approval via
      the university curricular process per University policy.
   5. Exercise Science existing curriculum will be revised and submitted for approval via
      the university curricular process per University policy.

Objective # 3:

Program effectiveness will be demonstrated by adequate instructional facilities with a
minimum of 18 faculty offices, 1 program office [COT], 2 visiting offices, 4 laboratories
[motion analysis, human performance, athletic training, computer], and at least 7
technology “smart” and ADA accessible classrooms.

Measurement – Objective # 3
     1. Annual review and enhancement of quality and quantity of office, labs, and
        classrooms.
     2. Annual review and comparison of facility space and program course capacity.




                                              16
Goal #2 – Liberal Education – Program Goals [3-5 years]

Movement Science Programs will practice sound principles of ethical judgment,
critical thinking, and self reflection.

Objective # 1:

Programs will exhibit effective practice in advising, problem solving, and prescription
related to instruction and advising.

Measurement Objective # 1:

       1. Effective practice will be evaluated by personnel process actions, peer and
          student observations and evaluations.
       2. Effective practice for advising will use the University advising assessment
          instrumentation as well assessment based on the department advising syllabus.

Objective # 2:

Programs will demonstrate effective practice in ethical judgment, critical thinking, and self
reflection related to internship opportunities.

Measurement Objective # 2:

       1. Effective practice will be evaluated as put forward in the Internship Handbooks,
          observation forms by internship on-site supervisor and program supervisor.
       2. Effective practice will be demonstrated through intern/student evaluations




                                              17
Goal #3 – Scholarship – Program Goals [3-5 years]

Programs will understand and practice scholarship as it relates to the disciplines of
the Movement Sciences.

Objective # 1:

Programs will seek to expand opportunity for scholarship among faculty.

Measurement Objective # 1:

      As put forward in the Faculty Handbook evaluations annual review of faculty activity
      reports and faculty workload documents.

Objective # 2:

Programs will demonstrate support of faculty scholarly activity by increasing department
and college financial support.

Measurement Objective # 2:

   1. Minimally, annual cost of living increases in the base for professional membership
      fees.
   2. Minimally, annual cost of living increases in the base for professional conferences
      and continuing education.

Objective # 3:

Programs will implement an annual review and enhancement of resources required for
facilitating research and scholarship.

Measurement Objective # 3:

      Unit head and faculty will formally discuss individual and departmental interests and
      needs for research and scholarship and request necessary resources to enhance
      each program.




                                            18
Goal #4 – Diversity and Community – Program Goals [3-5 years]

Programs will demonstrate effective practice for respect for diversity in the human
experience as it relates to individuals, community, and society.

Objective # 1:

Programs will demonstrate effective practice as it relates to culture, gender, socio-
economic status, politics, religion, sexual orientation, capabilities, and age in the Movement
Sciences.

Measurement Objective # 1:

      1. Effective practice will be evaluated by assessing the number of formal
      collaborations and affiliations within the University community such as Student Life,
      student programs, Padnos International Center, Health and Wellness committee,
      and workshops.

      2. Effective practice will be evaluated by assessing the number of formal
      collaborations and affiliations with the community.

      3. Effective practice will be evaluated by assessing conference and workshop
      attendance.

Objective # 2:

Programs will increase diversity of department faculty and staff.

Measurement Objective # 2:

        Annual review of diversity within the department and departmental efforts to
        expand diversity [faculty and staff searches].




                                              19
Goal #5 – Service - Program Goals [3-5 years]

Program emphases will facilitate faculty commitment to service.

Objective # 1:

Program emphases will encourage and support faculty engagement in effective practice
related to service.

Measurement Objective # 1

      1. Effective practice will be evaluated as put forward in the Faculty handbook, i.e.,
          committee work, curriculum development, proposal writing, and special
          assignments by the faculty annual activity report.
      2. Effective practice will be evaluated through analysis of available resources to
          support service related projects.
      .
Objective # 2:

Programs will demonstrate understanding of university, professional, and community
organizations’ expectations and their impact on faculty related to physical education,
exercise science and athletic training.


Measurement Objective # 2

          Effective practice will be evaluated as put forward in the Faculty handbook, i.e.,
          faculty workload. Faculty will be evaluated by Tenure-track Department faculty
          and University Tenure and Promotion Committee, i.e., workload and/or activity
          report.




       Program goals approved by the Department of Movement Science Fall, 2006.




                                             20
    STRATEGIC PLAN

ATHLETIC TRAINING MAJOR




       Shari Bartz
      Brian Hatzel
      Tonya Parker
      Doug Woods



           21
                             ATHLETIC TRAINING MAJOR

                                        MISSION

The mission of the Grand Valley State University Athletic Training Education
Program is to prepare undergraduate entry-level professionals to enhance the
quality of health care for athletes and the physically active. Preparation is supported
by formal instruction, clinical experience, and research.

                                         VISION

The vision of the Grand Valley State University Athletic Training Education Program
(ATEP) is to be recognized as an outstanding undergraduate program that provides
exceptional education through the utilization of interactive classroom instruction
and clinical experiences; preparing students to excel on the Board Certification
Exam and to enter the profession as qualified health care providers. The ATEP also
strives to promote the Athletic Training profession as an essential component of the
allied health care field.

                                        VALUES
We value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1, CLAS Goals # 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community
                                            22
Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal # 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.




                                            23
                              ATHLETIC TRAINING MAJOR

                                    FACULTY GOALS

Goal #1 – Knowledge – Faculty Goals

Aligned with NCA: core components #1(a-e), #3(a-d), #4(a-c), #5(a-d)

Aligned with GVSU Goals: #1, #2, #3, #5, #7

Aligned with CLAS Goals: #1, #2, #4, #5

Athletic Training Faculty Goal #1:
Faculty will practice effective teaching, collaboration, and the use of technology
supported through research and improving teaching and laboratory facilities.

Athletic Training Faculty Objective #1: Faculty will demonstrate use of a variety of
effective teaching methods and techniques to promote learning.

Measure #1: Goals met on Movement Science Department Individualized Faculty
           Workload Plans.

Collection Cycle: Winter Semester

Responsibility for Collection: Department Chair and collated by ATEP Program Director

Measure #2: Sixty percent of students answering Agree or Strongly Agree to question
           number #16 on the end of semester student evaluations

Collection Cycle: Fall and Winter semester (PED 217)

Responsibility for Collection: PED 217 instructor, given to ATEP Program Director for
compilation.

Measure #3: Acquisition of new and replacement of old instructional and research
           equipment.

Athletic Training Faculty Objective #2: Faculty will collaborate with allied health and
medical personnel within the community.

Measure #1: Number and variety of allied health and medical professionals brought in as
guest lecturers in the didactic sequence (PED 217, ATH 314, ATH 315, ATH 316, ATH 405,
ATH 406, ATH 470, ATH 495).

Collection Cycle: Fall and winter semester

Responsibility for Collection: Dr. Parker will collect and coordinate with ATEP Program
Director.
                                             24
Measure #2: The number and type of general medical and allied health clinical rotation
sites available for student assignment.

Collection Cycle: fall and winter semester

Responsibility for Collection: ATEP Clinical Coordinator forwarded to the ATEP Program
Director

Measure #3: Number of clinical site contacts per semester by faculty/staff in teaching a
clinical course.

Collection Cycle: fall and winter semester

Responsibility for Collection: ATEP Clinical Coordinator - collecting data from Clinical
Course Instructors and forwarding the information to the ATEP Program Director

Athletic Training Faculty Objective #3: To improve; Athletic Training classroom,
laboratory, and research space, equipment, and supplies.

Measure #1: Acquisition of new and replacement of old instructional and research
equipment and materials as indicated in the Athletic Training annual budget, and
contributions by the Dean and Unit Head.

Collection Cycle: end of winter semester

Responsibility for Collection: ATEP Program Director and ATEP faculty coordinated by
ATEP Program Director

Measure #2: Acquisition of new or renovation of existing building space as dedicated
laboratory and research space.

Collection Cycle: end of winter semester

Responsibility for Collection: ATEP Program Director




                                              25
Goal #2 – Scholarship – Faculty Goals

Aligned with NCA: core components: #2(c), #4(a-d)

Aligned with GVSU Goals: #1, #3, #5, #7

Aligned with CLAS Goals: #1, #3, #4, #5


Athletic Training Faculty Goal #2:

Faculty will focus on professional development by engaging in scholarly activity as
it relates to the discipline of Athletic Training.

Athletic Training Faculty Objective #1: ATEP Faculty will engage in scholarly activity.

Measure #1: Publications in peer reviewed journals, book chapters, presentations at state,
            national, and international levels, creating/revising a new course, etc.
            documented on Faculty Activity Reports by ATEP faculty.

Collection Cycle: Winter semester

Responsibility for Collection: Department Chair and ATEP Program Director


Measure #2: Attendance at professional meetings and symposia as documented on
            Faculty Activity Reports.

Collection Cycle: Winter semester

Responsibility for Collection: Department Chair and ATEP Program Director

Measure #3: Activity by faculty on local, state, district, and/or national committees related
            to Athletic Training.

Collection Cycle: Winter semester

Responsibility for Collection: Department Chair and ATEP Program Director




                                              26
Goal #3– Service - Faculty Goals

Aligned with NCA: core components: #1(a-e), #2(c), #3(c), #4(a,d), #5(a-d)

Aligned with GVSU Goals: #1, #3, #5, #7

Aligned with CLAS Goals: #1, #5


Athletic Training Faculty Goal #3: (Also a Student Goal – Service Learning)

Faculty will understand and exhibit a commitment to service.

Athletic Training Faculty Objective #1: Faculty will be active in providing service to the
university, community, and to the profession of Athletic Training.

Measure # 1: Evidence of service on a state, district, or national professional committee
            as documented on association committee membership rosters

Collection Cycle: Winter Semester

Responsibility for Collection: ATEP Program Director


Measure # 2: Evidence of service on a university or CLAS faculty governance committee,
            special action committee, or task force as identified by CLAS faculty
            governance rosters or communication from the unit head or dean

Collection Cycle: Winter Semester

Responsibility for Collection: ATEP Program Director

Measure # 3: Evidence of service to and within the community as documented on Faculty
            Activity Reports

Collection Cycle: Winter Semester

Responsibility for Collection: ATEP Program Director from Unit Head




                                             27
                              ATHLETIC TRAINING MAJOR

                    STUDENT LEARNING GOALS/STUDENT GOALS


Goal #1 – Knowledge – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(a-d).

Aligned with GVSU Goals: #1 and #2.

Aligned with CLAS Goal: #1.


Athletic Training Student Learning Goal #1:

Students will understand and practice foundational concepts in Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate cognitive
competency in the areas of risk management and injury prevention, pathology of injury and
illness, orthopedic clinical examination and diagnosis, medical conditions and disabilities,
acute care of injuries and illnesses, therapeutic modalities, conditioning and rehabilitative
exercise, pharmacology, psychosocial intervention and referral, nutritional aspects of
injuries and illnesses, health care administration, and professional development and
responsibility.

Measure #1: Alumni survey

Collection Cycle: every summer semester

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on each cognitive section of the written portion of the BOC
exam.

Collection Cycle: End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #1: Curriculum/Program revision to better
address subject areas of identified weakness in the area of cognitive competency.




                                             28
Athletic Training Student Learning Objective #2: Students will demonstrate
psychomotor competency in the areas of risk management and injury prevention, pathology
of injury and illness, orthopedic clinical examination and diagnosis, medical conditions and
disabilities, acute care of injuries and illnesses, therapeutic modalities, conditioning and
rehabilitative exercise, pharmacology, psychosocial intervention and referral, nutritional
aspects of injuries and illnesses, health care administration, and professional development
and responsibility.

Measure #1: Alumni survey

Collection Cycle: every summer

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on the practical portion of the BOC exam.

Collection Cycle: End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #2: Curriculum/Program revision to better
address subject areas of identified weakness in the area of psychomotor competency.


Athletic Training Student Learning Objective #3: Students will demonstrate clinical
proficiency in the areas of risk management and injury prevention, pathology of injury and
illness, orthopedic clinical examination and diagnosis, medical conditions and disabilities,
acute care of injuries and illnesses, therapeutic modalities, conditioning and rehabilitative
exercise, pharmacology, psychosocial intervention and referral, nutritional aspects of
injuries and illnesses, health care administration, and professional development and
responsibility.

Measure #1: Successful completion of clinical proficiency evaluations.

Collection Cycle: Senior Exit Interview - Mid Fall or Winter Semester of Student’s Final
             Semester in ATEP.

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on the written simulation portion of the BOC exam.

Collection Cycle:    End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #3: Curriculum/Program revision to more
effectively address subject areas of identified weakness in the area of psychomotor
competency.
                                              29
Goal #2 – Liberal Education – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(a-d).

Aligned with GVSU Goals: #1 and #2.

Aligned with CLAS Goal: #1.

Athletic Training Student Learning Goal #2:
Students will understand and practice sound principles of ethical judgment, critical
thinking, and self-reflection in Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate effective
practice in ethical judgment.

Measure #1: Performance on midterm and final clinical evaluations (ATH 320)

Collection Cycle: Every Semester

Responsibility for Collection: Collected by instructors of clinical courses, turned in to
              clinical coordinator, issues brought to attention of program director.

Measure #2: Case reports (ATH 320)

Collection Cycle: Fall and Winter Semester in ATH 320

Responsibility for Collection: ATH 320 instructor

Anticipated Use of Findings Objective #1: Individual student meetings when
appropriate, increased discussions in clinical or didactic coursework as deemed necessary.

Athletic Training Student Learning Objective #2: Students will demonstrate effective
practice in critical thinking.

Measure #1: Performance on course practical exams. (ATH 315)

Collection Cycle: End of Fall Semester – ATH 315

Responsibility for Collection: ATH 315 instructor, results to be turned in to
ATEP program director

Measure #2: Performance on midterm and final clinical evaluations (technical standards) .

Collection Cycle: Fall Semester

Responsibility for Collection: Collected by instructors of clinical courses, turned in to clinical
              coordinator, issues brought to attention of program director.

                                                30
Anticipated Use of Findings Objective #2: Individual student meetings when
appropriate, increased discussions in clinical or didactic coursework as deemed necessary.

Athletic Training Student Learning Objective #3: Students will demonstrate effective
practice in self-reflection and peer analysis related to career and portfolio development.

Measure #1: Peer analysis on clinical proficiency evaluations. (ATH 220)

Collection Cycle: End of fall and winter semester – ATH 220

Responsibility for Collection: Clinical course instructors


Measure #2: Student Self –Assessment Documents (ATH 495)

Collection Cycle: Beginning of Fall and Winter Semesters in student portfolios

Responsibility for Collection: ATH 495 instructor

Anticipated Use of Findings Objective #1: To help students to write reachable goals for
their clinical experience for the semester, analysis of final portfolio by ATH 495 instructor
and ATEP faculty as to an appropriate progression of reflective content taught across the
curriculum.




                                              31
Goal #3 – Scholarship – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(b,d).

Aligned with GVSU Goals: #1, #2, #3, #5, and #7.

Aligned with CLAS Goal: #1.


Athletic Training Student Learning Goal #3:

Students will understand and practice scholarship as it relates to the discipline of
Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate effective
practice in research review and analysis.

Measure #1: Successful completion of journal reviews

Collection Cycle: Winter semester – ATH 316

Responsibility for Collection: ATH 316 instructor

Measure #2: Athletic Training Position and Facility Advocacy Project (evaluated by rubric)
Collection Cycle: Fall semester – ATH 495

Responsibility for Collection: ATH 495 instructor

Anticipated Use of Findings Objective #1: Work by students will be analyzed by ATEP
faculty for ability to research and discuss scholarly work and address any deficiencies in
following semesters and assess whether a greater research component needs to be added
to the curriculum.

Athletic Training Student Learning Objective #2: Students will demonstrate effective
practice in collecting and using multiple resources.

Measure #1: Successful completion of web page

Collection Cycle: Winter semester – ATH 316

Responsibility for Collection: ATH 316 instructor

Measure #2: Successful completion of case study and journal article reviews

Collection Cycle: winter semester – ATH 314

Responsibility for Collection: ATH 314 instructor

                                             32
Anticipated Use of Findings Objective #2: Work by students will be analyzed by ATEP
faculty for ability to research and discuss scholarly work and address any deficiencies in
following semesters and assess whether a greater research component needs to be added
to the curriculum. ATH 314 is a first/second semester course and ATH 316 is a third
semester course. This will allow us to also track student ability over time.




                                            33
Goal #4 – Diversity & Community – Student Learning Goals

Aligned with NCA: core components #1(a-e), #2(a,c), #3(a-d), #4(a-c), and #5(a-d).

Aligned with GVSU Goals: #3, #4, #5, and #7.

Aligned with CLAS Goal: #2 and #5.


Athletic Training Student Learning Goal #4:
Students will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community and society.

Athletic Training Student Learning Objective #1: Students will identify issues of
diversity at their clinical sites.

Measure #1:         Students will write 1 case study each semester discussing a diversity
             issue encountered at their clinical site (ATH 230).
Collection Cycle:   Fall semester – ATH 230

Responsibility for Collection: ATH 230 instructor

Measure #2:          Students will write a reaction paper regarding the above case study.
                           (ATH 230).

Collection Cycle:    every semester – ATH 230

Responsibility for Collection: ATH 230 instructor

Anticipated Use of Findings Objective #1: To assess student ability to recognize diverse
            situations in their clinical site, write about the situation and discuss it in a
            group with possible differing viewpoints. Faculty will then discuss adequacy
            of content in curriculum.

Athletic Training Student Learning Objective #2: Students will demonstrate their ability
to relate to diverse individuals and situations at their clinical sites.

Measure #1:          Midterm and Final Evaluation (ATH 330).

Collection Cycle:    Winter semester – ATH 330

Responsibility for Collection:    Clinical course instructors

Measure #2:          Update Reports (ATH 320).

Collection Cycle:    Fall semester – Clinical course instructor

Responsibility for Collection:    Clinical course instructors
                                              34
Anticipated Use of Findings Objective #2: Each site will continuously be evaluated
            based on its ability to offer diverse experiences to our athletic training
            students by review of update reports. In addition, each midterm and final
            evaluation of the student will be evaluated by the instructor, clinical
            coordinator and program director as to a student’s ability to adapt in diverse
            settings.




                                             35
Goal #5 – Service – Student Learning Goals/Student Goal
(Not a UAC requirement, includes 1 objective and 1 measure which meets CLAS
requirement)

Students will understand and exhibit commitment to service as it relates to the
discipline of Athletic Training.

Athletic Training Student Learning/Student Objective #1: Students will engage in a
professional service activity.

Measure #1: Students will deliver a presentation relevant to the athletic training
           profession.

Collection Cycle: Fall semester – ATH 495

Responsibility for Collection: ATH 495 course instructor




                                             36
                    STRATEGIC PLAN

                EXERCISE SCIENCE MAJOR

CLINICAL EXERCISE SCIENCE AND HEALTH-FITNESS INSTRUCTION




                        Dawn Coe
                       Steve Glass
                        Jim Scott



                           37
                              EXERCISE SCIENCE MAJOR

        CLINICAL EXERCISE SCIENCE AND HEALTH/FITNESS INSTRUCTION

                                        VALUES


We value:

Effective Teaching – GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goals # 1 & 3, CLAS Goals 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal # 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.

                                            38
                                EXERCISE SCIENCE MAJOR

        CLINICAL EXERCISE SCIENCE AND HEALTH-FITNESS INSTRUCTION

                                      FACULTY GOALS


Goal #1 – Knowledge – Faculty Goals

Faculty will practice effective teaching, collaboration, and the use of technology in
the disciplines of exercise science.

Objective # 1:

Faculty will demonstrate effective teaching in cognitive aspects of exercise science.

Measurement – Objective # 1

1. Effective practice in teaching will be measured based upon evaluation of content for
courses in relation to required content to achieve accreditation by the Commission on
Accreditation of Athletic Training Education (CAATE). Syllabi will be measured against the
CAATE checklist for content.

2. Effective practice in teaching will be measured through peer assessment of teaching
activities and assessment of on-going student evaluations as well as change over time.

Objective #2

Faculty will demonstrate effective strategies in collaborative relationships related to diverse
community settings.

Measurement – Objective # 2

   1. Effective strategies in collaborative relationships will be measured based upon
      teaching-related activities established through the Human Performance Laboratory
   2. Strategies will be measured in key upper division courses, where external expertise
      (guest speakers, joint presentations, alumni presenters) are beneficial.

Objective # 3:

Faculty will remain current in techniques related to skills and abilities in the laboratory
setting.

Measurement – Objective # 3

1. Effective practice in the application of techniques related to skills and abilities in
laboratory methodology will be measured through laboratory and tutorial performance
which include equipment use, maintenance and instruction.
                                               39
 Measurement data will be collected by the Department Chair for every goal.
The information collected will be used for faculty retention, i.e., reappointment,
tenure and promotion. Moreover, the information will be used to mentor faculty in
their development as successful members of the GVSU community. In addition, the
information will be used to determine faculty workload responsibilities, as well as
required departmental resources, i.e., faculty and equipment. The data will be
collected annually starting in the fall of 2006.




                                         40
Goal #2 – Liberal Education – Faculty Goals

Faculty will understand and practice sound principles of ethical judgment, critical
thinking, and self reflection in the fitness/wellness and exercise science settings.

Objective # 1:

Faculty will demonstrate effective practice in observation, analysis, and problem solving,
and intervention development related to instruction.

Measurement – Objective # 1:

1. Assessment of self-reflective report within the annual activity report will be used to
measure instructional practice.

2. Effective practice will be measured through self reflection of information gleaned from
ongoing student evaluations.

Objective # 2:

Faculty will demonstrate effective practice in ethical judgment related to health-fitness
assessment, interpretation, and exercise prescription.

Measurement – Objective # 2:

1. Faculty judgment in laboratory procedures will be measured by compliance with
established laboratory teaching policies and procedures.

2. Effective practice will be measured through ethical judgments related to health-fitness
assessment, interpretation, and exercise prescription of clients (i.e., case studies).

Objective # 3:

Faculty will demonstrate effective practice in self-reflection and peer analysis related to
career development.

Measurement – Objective # 3:

1. According to the Faculty Handbook, career development will be measured using a
portfolio examination and/or activity report by Tenure-track Department faculty and
University Tenure and Promotion Committee.




                                              41
Goal #3 – Scholarship – Faculty Goals

Faculty will understand and practice scholarship as it relates to the disciplines of the
Movement Sciences.

Objective # 1:

Faculty will demonstrate effective development of research questions, methodology, data
collection, data analysis, and dissemination of results.

Measurement – Objective # 1:

   1. Faculty scholarship will be measured using submitted projects for review by the
      Human Research Review Committee.
   2. Faculty will scholarship will be measured using completed research within a public
      setting.
   3. Faculty will scholarship will be measured by submitting and seeking publication of
      completed research

Objective # 2

Faculty will demonstrate effective communication of practical research application and in-
service education in the exercise sciences.

Measurement – Objective # 2:

1. Effective communication will be measured and quantified through the number of guest
speaking engagements, invited writings, and other public-oriented venues for information
sharing.




                                             42
Goal #4 – Diversity and Community – Faculty Goals

Faculty will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community, and society.

Objective # 1:

Faculty will demonstrate effective practice as it relates to culture, gender, socio-economic
status, politics, religion, sexual orientation, capabilities, and age in exercise science.

Measurement – Objective # 1:

1. Content will be measured in relation to meeting knowledge criteria for accreditation.

Objective #2:

Faculty will identify opportunities and foster relationships with internationally diverse
exercise science programs.

Measurement – Objective # 2:

1. The number of research projects and student and faculty study abroad exchanges will
be measured.

Objective #3:

Faculty will identify opportunities to augment the ethnical and cultural diversity of within the
exercise sciences.

Measurement – Objective # 3:

   1. Faculty will measure the number of individuals hired that add to the ethnic, cultural
      and intellectual diversity of the exercise science program.




                                               43
Goal #5 – Service - Faculty Goals

Faculty will exhibit commitment to service as it relates to exercise science.

Objective # 1:

Faculty will demonstrate a commitment to the community by providing health and exercise
assessment services.

Measurement – Objective # 1

   1. Faculty will measure the number of individuals and groups that participate in a fee-
      based, health assessment and exercise testing program to the community at large

Objective # 2:

 Faculty will demonstrate a commitment to the community by providing educational and
outreach services.

Measurement – Objective # 2

1. Faculty will measure service through quantifying guest speaking, invited writing, and
other service as a means to educate the public.

Objective # 3:

Faculty will demonstrate a commitment to university, professional, and community
organizations.

Measurement – Objective # 3

1. Faculty will measure the number of faculty who participate on university committees, and
provide expertise within community collaborations.




                                             44
                              EXERCISE SCIENCE MAJOR

        CLINICAL EXERCISE SCIENCE AND HEALTH/FITNESS INSTRUCTION

                   STUDENT LEARNING GOALS / STUDENT GOALS


We value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1 & 3, CLAS Goals # 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal # 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.

                                            45
                              EXERCISE SCIENCE MAJOR

        CLINICAL EXERCISE SCIENCE AND HEALTH-FITNESS INSTRUCTION

                    STUDENT LEARNING GOALS/STUDENT GOALS


Goal #1 – Knowledge – Student Learning Goals and Student Goals

Students will understand and practice foundational concepts in the disciplines of
exercise science.

Objective # 1:

Students will understand the concepts of exercise science as they relate to diverse
populations.

Measurement – Objective # 1

1. Effective practice in health/fitness assessments and exercise prescriptions will be
measured through laboratory assessments case analyses, and exercise prescriptions, and
fieldwork and internship experiences (MOV 320, 321, 420, 470, 475, 490).

Objective # 2:

Students will demonstrate the knowledge relative to the assessment of risk factors, health
risk, physical fitness, and performance.

Measurement – Objective # 2

1. Knowledge related to health/fitness assessments and exercise prescription will be
measured by students meeting specific skill-related criteria (rubrics) established by
certifying agencies (i.e. American College of Sports Medicine and collaborative group
projects related to exercise science (MOV 320, 321, 420, 470).

2. Students knowledge within fieldwork and internship experiences will be measured based
upon grading rubrics established for these experiences (MOV 320, 321, 420, 470) which
include supervisor evaluations and student self-reflection.

Objective # 3:

Students will gain the knowledge to be able to design and implement health/fitness
interventions.




                                            46
Measurement Objective # 3

1. Effective practice in the design and implementation of health/fitness interventions will be
measured through case analyses, exercise prescriptions, (MOV 320, 420,470) and
activities within fieldwork and internship experiences. ( MOV 475,490)

2. Effective practice in the application of technology related to design and implementation
of health/fitness interventions will be measured through the use of spreadsheets and MS
Word text boxes tables, and graphs.

Measurement data will be collected by the Program Coordinator for every goal.
Students will submit a completed portfolio for review according to an established
rubric within their capstone class (MOV 495). Fieldwork and Internship reviews will
be collected and each scoring category (Likert scale) input. Mean data will be used
along with supervisor commentary to identify strengths and weaknesses.




                                              47
Goal #2 – Liberal Education – Student Learning Goals and Student Goals

Students will understand and practice sound principles of ethical judgment, critical
thinking, and self reflection in the disciplines of the exercise science.

Objective # 1:

Students will demonstrate effective practice in case analysis, problem solving, critical
thinking, and exercise prescription for diverse populations.

Measurement Objective # 1:

1. Students will successfully demonstrate, problem solving, critical thinking, and an
appropriate exercise prescription given specific content and contextual information (MOV
304, 320, 321, 420, 470 and 475). This will be measured using both written case reports as
well as standardized (certification exam style) exams within MOV 420.

Objective # 2:

Students will demonstrate effective practice in ethical judgment related to exercise science.

Measurement Objective # 2:

1. Students will be measured by case study analysis and reports will be evaluated (MOV
470).

Objective # 3:

Effective practice in self-reflection and peer analysis related to career and portfolio
development.

Measurement – Objective # 3:

   1. Written reflections and portfolio development will be measured using the established
      rubric within the capstone class (MOV 495).

Student portfolios within MOV 495, which are a culmination of a host of courses, will
be evaluated by Exercise Science faculty according to a rubric. Scores for each
student will be tabulated to establish an overall score for student learning, and to
determine strengths and weaknesses.




                                               48
Goal #3 – Scholarship – Student Learning Goals and Student Goals

Students will understand and practice scholarship as it relates to exercise science.

Objective # 1:

Students will demonstrate effective practice in research review and analysis.

Measurement – Objective # 1:

Successful completion of ”Research Projects” (MOV 321, 420, 475). Measurement
strategies include written and oral analyses of the aforesaid assignments using rubrics
appropriate for each.

Objective # 2:

Students will demonstrate effective practice in written, oral and scholarly presentations.

Measurement – Objective # 2:

Successful completion of “Group Research Project” (MOV 321), Research Project
Experience” (MOV 475), and “Portfolio” (MOV 495). Measurement strategies include
written and oral analysis of the aforementioned assignments using rubrics appropriate for
each.

Student portfolios within MOV 495, which are a culmination of a host of courses, as
well as all research experiences, will be evaluated by Exercise Science faculty
according to a rubric. Scores for each student will be tabulated to establish an
overall score for student learning, and determine strengths and weaknesses.




                                              49
Goal #4 – Diversity and Community – Student Learning Goals and Student
  Goals

Students will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community, and society.

Objective # 1:

Students will demonstrate effective practice as it relates to diverse physical, cultural, and
socioeconomic characteristics.

Measurement – Objective # 1:

Students will complete readings and reflections, and reflect on diverse populations they are
exposed to through fieldwork and internship experiences. Weekly internship narratives will
be used to measure interactions with diverse populations.

Objective #2

Students will understand the role health and fitness programs play within diverse
communities.

Measurement – Objective #2

Summary reflections from fieldwork and internship experiences will be collected. Students
will be asked to reflect on the impact the program they are associated with has on the
community (MOV 475, 490). Weekly internship narratives will be used to measure
interactions with diverse communities.

Measurement data will be collected by the Internship Coordinator for every goal.
Fieldwork and Internship reflections will be evaluated using an established rubric.
Summary data will be tabulated and strengths and weaknesses identified.




                                              50
Goal #5 – Service - Student Learning Goals and Student Goals

Students will understand and exhibit commitment to service as it relates to the
exercise science.

Objective # 1:

Students will demonstrate effective practice in fieldwork and internship.

Measurement – Objective # 1

Successful completion of fieldwork and internship documents (MOV 475, 490).
Measurement strategies include written and oral analysis of the aforementioned
assignments using rubrics appropriate for each.

Objective # 2:

Students will demonstrate understanding of university, professional, and community
organizations and their importance to exercise science professionals.

Measurement – Objective # 2

Successful completion of fieldwork and internship (MOV 475 and 490) and the
“Professional Development Project” (MOV 495)). Measurement strategies include written
and oral analysis of the aforesaid assignments using rubrics appropriate for each.

Measurement data will be collected within MOV 495 as well as summary data from
Fieldwork (MOV 475) and Internship (MOV 490). Summary data will be tabulated and
strengths and weaknesses identified.




                                              51
                      STRATEGIC PLAN

                 PHYSICAL EDUCATION MAJOR

K-12 PROFESSIONAL INSTRUCTION AND SPORT PEDAGOGY (COACHING)

       SECONDARY HEALTH EDUCATION TEACHABLE MINOR

      SECONDARY PHYSICAL EDUCATION TEACHABLE MINOR




                        Rick Albrecht
                         Dana Munk
                       John Kilbourne
                         Patti Rowe
                       Mike Roskamp
                       Mary Schutten
                       Kristin Wegner



                             52
                            PHYSICAL EDUCATION MAJOR

     K-12 PROFESSIONAL INSTRUCTION AND SPORT PEDAGOGY EMPHASES,
            PHYSICAL EDUCATION AND HEALTH EDUCATION MINORS

                                        VALUES

We value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1, CLAS Goals # 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal # 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community


          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.

                                            53
                              PHYSICAL EDUCATION MAJOR

     K-12 PROFESSIONAL INSTRUCTION AND SPORT PEDAGOGY EMPHASES
            PHYSICAL EDUCATION AND HEALTH EDUCATION MINORS

                                      FACULTY GOALS


Goal #1 – Knowledge – Faculty Goals

Faculty will practice effective teaching, collaboration, and the use of technology in
the disciplines of the Movement Sciences.

Objective # 1:

Faculty will demonstrate effective practice in teaching physical education, coaching, and
health education.

Measurement Objective # 1

1. Effective practice in teaching will be evaluated according to the Faculty Handbook, i.e.,
knowledge of the field taught, classroom and tutorial performance, evaluation skills,
curriculum development, and performance as an academic advisor. Tenure-track
Department faculty and University Tenure and Promotions Committee will evaluate and
advise, i.e., professional portfolio and/or activity report.

2. Effective practice in teaching will be measured through student course evaluation data.

Objective # 2:

Faculty will demonstrate effective strategies in collaborative relationships related to
physical education, coaching, and health education.

Measurement Objective # 2

1. Effective strategies in collaborative relationships will be measured according to the
Faculty handbook, i.e., communication skills and human relations skills. Tenure-track
Department faculty and University Tenure and Promotions Committee will evaluate and
advise, i.e., professional portfolio and/or activity report.

Objective # 3:

Faculty will demonstrate effective practice in the application of technology related to
physical education, coaching, and health education.




                                              54
Measurement Objective # 3

1. Effective practice in the application of technology related to instruction will be measured
through classroom and tutorial performance. Tenure-track Department faculty and
University Tenure and Promotions Committee will evaluate and advise, i.e., professional
portfolio and/or activity report.

2. Effective practice will be measured through quantitative data from student evaluations.

Measurement data will be collected by the Unit Head for every goal. The information
collected will be used for faculty retention, i.e., reappointment, tenure and
promotion. Moreover, the information will be used to mentor faculty in their
development toward becoming successful members of the GVSU community. In
addition, the information will be used to determine faculty workload responsibilities,
as well as required departmental resources, i.e., facilities, faculty, and equipment.
The data will be collected annually starting in the fall of 2006.




                                              55
Goal #2 – Liberal Education – Faculty Goals

Faculty will understand and practice sound principles of ethical judgment, critical
thinking, and self reflection in the disciplines of the Movement Sciences.

Objective # 1:

Faculty will demonstrate effective practice in observation, problem solving, and prescription
related to instruction.

Measurement Objective # 1:

1. Effective practice will be evaluated according to the Faculty Handbook, i.e., classroom
and tutorial performance, evaluation skills, curriculum development, and performance as an
academic advisor. Tenure-track Department faculty and University Tenure and Promotions
Committee will evaluate and advise, i.e., professional portfolio and/or activity report.

2. Effective practice will be measured through data from student evaluations.

Objective # 2:

Faculty will demonstrate effective practice in ethical judgment related to instruction.

Measurement Objective # 2:

1. Effective practice will be evaluated according to the Faculty Handbook, i.e., knowledge
of the field taught, classroom and tutorial performance, evaluation skills, curriculum
development, and performance as an academic advisor. Tenure-track Department faculty
and University Tenure and Promotions Committee will evaluate and advise, i.e.,
professional portfolio and/or activity report.

2. Effective practice will be measured through quantitative data from student evaluations

Objective # 3:

Faculty will demonstrate effective practice in self-reflection and peer analysis related to
career development.

Measurement Objective # 3:

1. According to the Faculty Handbook, faculty will be evaluated using a portfolio
examination and/or activity report by Tenure-track Department faculty and University
Tenure and Promotion Committee.

Measurement data will be collected by the Unit Head for every goal. The information
collected will be used for faculty retention, i.e., reappointment, tenure and
promotion. Moreover, the information will be used to mentor faculty in their
development toward becoming successful members of the GVSU community. In
                                              56
addition, the information will be used to determine faculty workload responsibilities,
as well as required departmental resources, i.e., facilities, faculty, and equipment.
The data will be collected annually starting in the fall of 2006.




                                          57
Goal #3 – Scholarship – Faculty Goals

Faculty will understand and practice scholarship as it relates to the disciplines of the
Movement Sciences.

Objective # 1:

Faculty will demonstrate effective practice in research review and analysis.

Measurement Objective # 1:

According to the Faculty Handbook evaluations will be based on effective practice in
professional research, creative activities, scholarly writing, scholarly presentations,
participation in professional activities, and degrees of continued education. Faculty will be
evaluated by Tenure-track Department faculty and University Tenure and Promotion
Committee, i.e., professional portfolio and/or activity report.

Objective # 2:

Faculty will demonstrate effective practice in written, oral and creative scholarly
presentations.

Measurement Objective # 2:

According to the Faculty Handbook evaluations will be based on effective practice in
professional research, creative activities, scholarly writing, scholarly presentations,
participation in professional activities, and degrees of continued education. Faculty will be
evaluated by Tenure-track Department faculty and University Tenure and Promotion
Committee, i.e., professional portfolio and/or activity report.

Measurement data will be collected by the Unit Head for every goal.
The information collected will be used for faculty retention, i.e., reappointment,
tenure and promotion. Moreover, the information will be used to mentor faculty in
their development toward becoming successful members of the GVSU community.
In addition, the information will be used to determine faculty workload
responsibilities, as well as required departmental resources, i.e., facilities, faculty,
and equipment. The data will be collected annually starting in the fall of 2006.




                                              58
Goal #4 – Diversity and Community – Faculty Goals

Faculty will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community, and society.

Objective # 1:

Faculty will demonstrate effective practice as it relates to culture, gender, socio-economic
status, politics, religion, sexual orientation, capabilities, and age in teaching physical
education, coaching, and health education.

Measurement Objective # 1:

1. Effective practice will be evaluated according to the Faculty handbook, i.e.,
communication skills and human relations skills. Faculty will be evaluated by Tenure-track
Department faculty and University Tenure and Promotion Committee, i.e., professional
portfolio and/or activity report.

2. Effective practice will be demonstrated through quantitative data from student
evaluations.

 Measurement data will be collected by the Unit Head for every goal.
The information collected will be used for faculty retention, i.e., reappointment,
tenure and promotion. Moreover, the information will be used to mentor faculty in
their development toward becoming successful members of the GVSU community.
In addition, the information will be used to determine faculty workload
responsibilities, as well as required departmental resources, i.e., facilities, faculty,
and equipment. The data will be collected annually starting in the fall of 2006.




                                              59
Goal #5 – Service - Faculty Goals

Faculty will understand and exhibit commitment to service as it relates to the
disciplines of the Movement Sciences.

Objective # 1:

Faculty will demonstrate commitment to service.

Measurement Objective # 1

1. Effective practice will be evaluated according to the Faculty handbook, i.e., committee
work, curriculum development, proposal writing, and special assignments. Faculty will be
evaluated by Tenure-track Department faculty and University Tenure and Promotion
Committee, i.e., professional portfolio and/or activity report.
.
Objective # 2:

Faculty will demonstrate understanding of university, professional, and community
organizations and their importance to physical education, coaching and health education.

Measurement Objective # 2

1. Effective practice will be evaluated according to the Faculty handbook, i.e., proposal
writing, program development, program participation, and special assignments. Faculty will
be evaluated by Tenure-track Department faculty and University Tenure and Promotion
Committee, i.e., professional portfolio and/or activity report.

Measurement data will be collected by the Unit Head for every goal.
The information collected will be used for faculty retention, i.e., reappointment,
tenure and promotion. Moreover, the information will be used to mentor faculty in
their development toward becoming successful members of the GVSU community.
In addition, the information will be used to determine faculty workload
responsibilities, as well as required departmental resources, i.e., facilities, faculty,
and equipment. The data will be collected annually starting in the fall of 2006.




                                             60
                            PHYSICAL EDUCATION MAJOR

     K-12 PROFESSIONAL INSTRUCTION AND SPORT PEDAGOGY EMPHASES
            PHYSICAL EDUCATION AND HEALTH EDUCATION MINORS

            VALUES, STUDENT LEARNING GOALS AND STUDENT GOALS


We Value:

Effective Teaching - GVSU Goals # 1 & 4, CLAS Goal # 1
       Multiple Learning Opportunities
       Artistic Expression
       Research
       Excellence in the Classroom
       Scholarly Activity related to teaching

Liberal Education – GVSU Goal # 2, CLAS Goals # 2 & 3
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

Scholarship – GVSU Goal # 1, CLAS Goals # 1, 2, 3, 4 & 5
     Basic and applied research
     Artistic expression
     Performance
     Collaboration

Diversity and Community – GVSU Goals # 3 & 4, CLAS Goal # 2 & 4
      Multiplicity of opinions
      International Education
      Respect for others
      Diverse environments within the local community

Service – GVSU Goals # 3, 5, 6 & 7, CLAS Goal # 5
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, community

          The Department of Movement Science is a multidisciplinary unit
       which encompasses programs in Physical Education, Health Education,
        Exercise Science, Athletic Training, and Sport Leadership bound by
           the common theme of movement as the basis for healthy living.

                                            61
     K-12 PROFESSIONAL INSTRUCTION AND SPORT PEDAGOGY EMPHASES
            PHYSICAL EDUCATION AND HEALTH EDUCATION MINORS

                 STUDENT LEARNING GOALS AND STUDENT GOALS


Goal #1 – Knowledge – Student Learning Goals and Student Goals

Students will understand and practice foundational concepts in the disciplines of the
Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in teaching physical education, coaching, and
health education.

Measurement Objective # 1

1. Effective practice in teaching and coaching will be measured through assessment of
written unit and lesson plans, sport season and practice plans according to a rubric which
defines expected performance. (PED 200, 210, 220, 230, 301, 306, 307, PED/ED 330/331)

2. Effective practice in teaching and coaching will be measured through assessment of
peer teaching laboratories and fieldwork instruction according to a rubric which defines
expected performance. (PED 200, 210, 220, 230, 301, 306, 307, PED/ED 330/331)

3. Effective practice in teaching and coaching will be measured through the use of digital
video recording devices used for the observation, analysis, and evaluation of peer
instruction and in fieldwork. (PED 220, 306, 307, PED/ED 330/331)

Objective # 2:

Students will demonstrate effective strategies in collaborative relationships related to
physical education, coaching, and health education.

Measurement Objective # 2

1. Effective strategies in collaborative relationships related to instruction will be measured
through collaborative group projects to design curriculum and instructional materials, and
coaching tactics and strategies according to a rubric which defines expected performance.
(PED 230, 301, 401)

2. Effective strategies in collaborative relationships related to instruction will be measured
through professional relationships established during required field assignments and
College of Education fieldwork experiences according to a rubric which defines expected
performance. (PED 306, 307, PED/ED 330/331)



                                              62
Objective # 3:

Students will demonstrate effective practice in the application of technology related to
physical education, coaching, and health education.

Measurement Objective # 3

1. Effective practice in the application of technology related to instruction will be measured
through the use of a rubric which defines expected performance on Power Point
presentations on issues in the profession. (PED 401)

2. Effective practice in the application of technology related to instruction will be measured
through the use of a rubric which defines criteria for scope and sequence spreadsheets
which illustrate the application of curricular models. (PED 401)

3. Effective practice in the application of technology related to instruction will be measured
through the use of a rubric which defines criteria for lesson/practice plans written in formats
using MS Word text boxes and tables. (PED 200, 210, 220, 230, 301, 306, 307, PED/ED
330/331)

4. Effective practice in the application of technology related to instruction will be measured
through the use of rubrics which define expected performance in student implementation of
pedometers, heart rate monitors, and computer programs to track student fitness, skill and
performance development in lesson/practice plans. (PED 280/240)


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                              63
Goal #2 – Liberal Education – Student Learning Goals and Student Goals

Students will understand and practice sound principles of ethical judgment, critical
thinking, and self reflection in the disciplines of the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in observation, problem solving, and
prescription related to instruction/coaching.

Measurement Objective # 1:

1. Students will develop peer teaching and coaching demonstrations given specific content
and contextual information as measured by a rubric which defines expected performance
(PED 220, 230, 250-263, 306, 307, & PED/ED 330-331).

2. Students will modify written lesson plans as necessary to accommodate the dynamic
nature of the learning environment as measured by a rubric which defines expected
performance (ED/PED 330-331).

Objective # 2:

Students will demonstrate effective practice in ethical judgment related to
instruction/coaching.

Measurement Objective # 2:

1. Students will identify right versus wrong (“non-negotiables”) related to teaching/coaching
practice, and will be willing to be held accountable to them as measured by a rubric (MOV
101, MOV 201, PED 306, 307, & 480).

2. Students will develop a personal coaching philosophy which reflects ethical judgment as
measured by a rubric (PED 250-263, 401 & 480).

3. Students will successfully review case studies involving ethical judgment in coaching as
measured by a rubric (PED 480).

Objective # 3:

Students will demonstrate effective practice in self-reflection related to career and portfolio
development.

Measurement Objective # 3:

1. Teacher Assistants produce a written reflection following each lesson observed by
   their GVSU fieldwork supervisor. The reflection is measured by a rubric (ED/PED
   330-331, PED 380, & 401).

                                               64
2. Students produce a Professional Development Plan based on their reflections on their
   current achievement as measured against the NCATE/NASPE (National Association for
   Sport and Physical Education) Standards for Beginning Teachers of Physical Education
   which is measured by a rubric.     (PED 401)


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                          65
Goal #3 – Scholarship – Student Learning Goals and Student Goals

Students will understand and practice scholarship as it relates to the disciplines of
the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in research review and analysis.

Measurement Objective # 1:

Successful completion of Research Presentations (MOV 101) and Research Projects (MOV
309, & PED 401). Assessment measures include written and oral analysis of the
aforementioned assignments using rubrics appropriate for each (See syllabi).

Objective # 2:

Students will demonstrate effective practice in written, oral and creative scholarly
presentations.

Measurement Objective # 2:

Successful completion of Personal Reflection (MOV 101), Application Paper (MOV 201),
Power Point Presentation (PED 401), Group Research Project (MOV 309), and Portfolio
(PED 401). Assessment measures include written and oral analysis of the aforementioned
assignments using rubrics appropriate for each (See syllabi).


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                              66
Goal #4 – Diversity and Community – Student Learning Goals and Student
  Goals

Students will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community, and society.

Objective # 1:

Students will demonstrate effective practice as it relates to culture, gender, socio-economic
status, politics, religion, sexual orientation, capabilities, and age in teaching physical
education, coaching and health education.

Measurement Objective # 1:

Successful completion of a written essay (MOV 101), Inclusion Strategies Project (PED
202), and Model Curriculum or Theme Project (PED 401), Unit/lesson constructions which
reflect accommodation of diverse student needs (PED/ED 330/331) and participation in
discussion and problem solving scenarios on coaching diverse athletes (PED 480).
Assessment strategies include written and oral analysis of the aforementioned assignments
using rubrics appropriate for each (See syllabi).

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                             67
Goal #5 – Service - Student Learning Goals and Student Goals

Students will understand and exhibit commitment to service as it relates to the
disciplines of the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in fieldwork and service learning.

Measurement Objective # 1

Successful completion of Volunteer Reflection (PED 306), Volunteer Application Paper
(PED 307), and Fieldwork PED 380). Assessment measures include written and oral
analysis of the aforementioned assignments using rubrics appropriate for each (See
syllabi).

Objective # 2:

Students will demonstrate understanding of university, professional, and community
organizations and their importance to professional educators.

Measurement Objective # 2

Successful completion of Professions interview and report (MOV 101), Volunteer projects
(PED 301, 306, 307), and Professional Development Project (PED 401). Assessment
strategies include written and oral analysis of the aforementioned assignments using
rubrics appropriate for each (See syllabi).


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                             68
  UNIVERSITY ASSESSMENT COMMITTEE

 STUDENT LEARNING GOALS/OUTCOMES




COLLEGE OF LIBERAL ARTS AND SCIENCES

  DEPARTMENT OF MOVEMENT SCIENCE

               Dr. Rick Albrecht
                Dr. Shari Bartz
                 Dr. Dawn Coe
                Dr. Brian Hatzel
                Dr. Steve Glass
              Dr. John Kilbourne
             Professor Dana Munk
               Dr. Tonya Parker
      Visiting Instructor Mike Roskamp
                Dr. Patti Rowe
              Dr. Mary Schutten
              Professor Jim Scott
       Visiting Instructor Chad Smith
      Visiting Instructor Kristin Wegner
            Professor Doug Woods
                     69
                     UAC Assessment Plan Format for Academic Units
                           Student Learning Goals/Outcomes

                                ATHLETIC TRAINING MAJOR


Program/Major :
      Athletic Training

Emphasis(es) within the Major
    NA

Unit :
         Movement Science

College:
      College of Liberal Arts and Sciences

Author(s) of the Plan:
     Shari Bartz, Brian Hatzel, Chad Smith, Doug Woods, Tonya Parker

   A. To facilitate understanding of your assessment plan, provide a brief overview
      of your program.
      Athletic training is an allied health care profession recognized by the American
      Medical Association. The certified athletic trainer is a highly educated and skilled
      professional specializing in the health care of athletes and those engaging in
      physical activity. In cooperation with physicians and other allied health personnel,
      the athletic trainer functions as an integral member of the athletic health care team in
      secondary schools, colleges and universities, sports medicine clinics, professional
      sports programs and other athletic health care settings, including industrial health
      clinics. Areas of expertise include risk management and injury prevention, acute
      care of injuries and illness, assessment and evaluation, and rehabilitation of sport
      injuries.
         The Athletic Training Education Program (ATEP) is an undergraduate program that
         provides exceptional education through the utilization of interactive classroom
         instruction and clinical experiences; preparing students to excel on the Board
         Certification Exam and to enter the profession as qualified health care providers.
         The ATEP also strives to promote the Athletic Training profession as an essential
         component of the allied health care field. Accreditation: The Athletic Training
         program is fully accredited by the Commission on Accreditation of Athletic Training
         Education (CAATE).




                                              70
Include the following from your strategic plan:

1. Unit Mission Statement

      The Department of Movement Science is a multidisciplinary unit which encompasses
      programs in Physical Education, Health Education, Exercise Science, Athletic
      Training, and Sport Leadership bound by the common theme of movement as the
      basis for healthy living. The department contributes to the enrichment of society
      through excellent teaching, scholarly activity, and service which reflect the
      department’s commitment to university, community, state, national, and global
      issues related to healthy, active lifestyles.

 Program Mission Statement

      The mission of the Grand Valley State University Athletic Training Education
      Program is to prepare undergraduate entry-level professionals to enhance the
      quality of health care for athletes and the physically active. Preparation is supported
      by formal instruction, clinical experience, and research.


2. Unit Vision Statement

      The Department of Movement Science is dedicated to providing students with the
      highest quality professional education in the liberal tradition through excellent
      teaching, scholarly activity, and service. Degree programs in Physical Education,
      Health Education, Exercise Science, Athletic Training, and Sport Pedagogy
      (Coaching) reflect the department’s commitment to university, community, state,
      national, and global issues related to healthy, active lifestyles.

      The Department of Movement Science is proud to prepare students for an active
      role advocating for healthy lifestyles for all. Learning in the movement sciences
      transcends the acquisition of information and rests on knowledge and understanding
      developed through teaching excellence, scholarly activity, and service. Students
      learn to think for themselves as they develop skills of inquiry, reflection, critical
      analysis, dialogue, and expression related to the movement sciences. The
      Department of Movement Science is dedicated to educating students who will
      become competent professionals and leaders in their chosen fields.

      The Department of Movement Science is characterized by superior student-centered
      teaching and learning. Our faculty promotes the development of intellect and
      creativity through excellent teaching, active learning, scholarly activity, and service.
      Faculty and students, working together, pursue this vision of excellence through
      study of the movement sciences.




                                             71
   Program Vision Statement

      The vision of the Grand Valley State University Athletic Training Education Program
      (ATEP) is to be recognized as an outstanding undergraduate program that provides
      exceptional education through the utilization of interactive classroom instruction and
      clinical experiences; preparing students to excel on the Board Certification Exam
      and to enter the profession as qualified health care providers. The ATEP also
      strives to promote the Athletic Training profession as an essential component of the
      allied health care field.

3. Unit Values

We value:

      Effective Teaching
      Multiple Learning Opportunities
      Artistic Expression
      Research
      Excellence in the Classroom
      Scholarly Activity related to teaching

      Liberal Education
      Great ideas and diverse traditions in humanities, creative and performing
          arts, the natural and social sciences, and mathematics
      Critical thinking
      Ethical judgment
      Lifelong learning
      Self Reflection

      Scholarship
      Basic and applied research
      Artistic expression
      Performance
      Collaboration

      Diversity and Community
      Multiplicity of perspectives
      International education
      Respect for others
      Diverse environments within the local community

      Service
      Department, university, community, nationally, and internationally
      Professional organizations
      Collaborations
      Contribute expertise to university, professional organizations, and community



                                               72
4. Student Learning Goals with their respective Objectives

Goal #1 – Knowledge – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(a-d).

Aligned with GVSU Goals: #1 and #2.

Aligned with CLAS Goal: #1.


Athletic Training Student Learning Goal #1:

Students will understand and practice foundational concepts in Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate cognitive
competency in the areas of risk management and injury prevention, pathology of injury and
illness, orthopedic clinical examination and diagnosis, medical conditions and disabilities,
acute care of injuries and illnesses, therapeutic modalities, conditioning and rehabilitative
exercise, pharmacology, psychosocial intervention and referral, nutritional aspects of
injuries and illnesses, health care administration, and professional development and
responsibility.

Measure #1: Alumni survey

Collection Cycle: every summer semester

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on each cognitive section of the written portion of the BOC
exam.

Collection Cycle: End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #1: Curriculum/Program revision to better
address subject areas of identified weakness in the area of cognitive competency.




                                             73
Athletic Training Student Learning Objective #2: Students will demonstrate
psychomotor competency in the areas of risk management and injury prevention, pathology
of injury and illness, orthopedic clinical examination and diagnosis, medical conditions and
disabilities, acute care of injuries and illnesses, therapeutic modalities, conditioning and
rehabilitative exercise, pharmacology, psychosocial intervention and referral, nutritional
aspects of injuries and illnesses, health care administration, and professional development
and responsibility.

Measure #1: Alumni survey

Collection Cycle: every summer

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on the practical portion of the BOC exam.

Collection Cycle: End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #2: Curriculum/Program revision to better
address subject areas of identified weakness in the area of psychomotor competency.


Athletic Training Student Learning Objective #3: Students will demonstrate clinical
proficiency in the areas of risk management and injury prevention, pathology of injury and
illness, orthopedic clinical examination and diagnosis, medical conditions and disabilities,
acute care of injuries and illnesses, therapeutic modalities, conditioning and rehabilitative
exercise, pharmacology, psychosocial intervention and referral, nutritional aspects of
injuries and illnesses, health care administration, and professional development and
responsibility.

Measure #1: Successful completion of clinical proficiency evaluations.

Collection Cycle: Senior Exit Interview - Mid Fall or Winter Semester of Student’s Final
             Semester in ATEP.

Responsibility for Collection: ATEP Program Director

Measure #2: Passing rates on the written simulation portion of the BOC exam.

Collection Cycle:    End of Winter Semester for previous year

Responsibility for Collection: ATEP Program Director

Anticipated Use of Findings Objective #3: Curriculum/Program revision to more
effectively address subject areas of identified weakness in the area of psychomotor
competency.
                                              74
Goal #2 – Liberal Education – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(a-d).

Aligned with GVSU Goals: #1 and #2.

Aligned with CLAS Goal: #1.

Athletic Training Student Learning Goal #2:

Students will understand and practice sound principles of ethical judgment, critical
thinking, and self-reflection in Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate effective
practice in ethical judgment.

Measure #1: Performance on midterm and final clinical evaluations (ATH 320)

Collection Cycle: Every Semester

Responsibility for Collection: Collected by instructors of clinical courses, turned in to
              clinical coordinator, issues brought to attention of program director.

Measure #2: Case reports (ATH 320)

Collection Cycle: Fall and Winter Semester in ATH 320

Responsibility for Collection: ATH 320 instructor

Anticipated Use of Findings Objective #1: Individual student meetings when
appropriate, increased discussions in clinical or didactic coursework as deemed necessary.

Athletic Training Student Learning Objective #2: Students will demonstrate effective
practice in critical thinking.

Measure #1: Performance on course practical exams. (ATH 315)

Collection Cycle: End of Fall Semester – ATH 315

Responsibility for Collection: ATH 315 instructor, results to be turned in to
ATEP program director

Measure #2: Performance on midterm and final clinical evaluations (technical standards).

Collection Cycle: Fall Semester

Responsibility for Collection: Collected by clinical course instructors, turned in to clinical
              coordinator, issues brought to attention of program director.
                                                75
Anticipated Use of Findings Objective #2: Individual student meetings when
appropriate, increased discussions in clinical or didactic coursework as deemed necessary.

Athletic Training Student Learning Objective #3: Students will demonstrate effective
practice in self-reflection and peer analysis related to career and portfolio development.

Measure #1: Peer analysis on clinical proficiency evaluations. (ATH 220)

Collection Cycle: End of fall and winter semester – ATH 220

Responsibility for Collection: Clinical course instructors


Measure #2: Student Self –Assessment Documents (ATH 495)

Collection Cycle: Beginning of Fall and Winter Semesters in student portfolios

Responsibility for Collection: ATH 495 instructor

Anticipated Use of Findings Objective #1: To help students to write reachable goals for
their clinical experience for the semester, analysis of final portfolio by ATH 495 instructor
and ATEP faculty as to an appropriate progression of reflective content taught across the
curriculum.




                                              76
Goal #3 – Scholarship – Student Learning Goals

Aligned with NCA: core components #3(a-d) and #4(b,d).

Aligned with GVSU Goals: #1, #2, #3, #5, and #7.

Aligned with CLAS Goal: #1.


Athletic Training Student Learning Goal #3:

Students will understand and practice scholarship as it relates to the discipline of
Athletic Training.

Athletic Training Student Learning Objective #1: Students will demonstrate effective
practice in research review and analysis.

Measure #1: Successful completion of journal reviews

Collection Cycle: Winter semester – ATH 316

Responsibility for Collection: ATH 316 instructor

Measure #2: Athletic Training Position and Facility Advocacy Project (evaluated by rubric)
Collection Cycle: Fall semester – ATH 495

Responsibility for Collection: ATH 495 instructor

Anticipated Use of Findings Objective #1: Work by students will be analyzed by ATEP
faculty for ability to research and discuss scholarly work and address any deficiencies in
following semesters and assess whether a greater research component needs to be added
to the curriculum.

Athletic Training Student Learning Objective #2: Students will demonstrate effective
practice in collecting and using multiple resources.

Measure #1: Successful completion of web page

Collection Cycle: Winter semester – ATH 316

Responsibility for Collection: ATH 316 instructor

Measure #2: Successful completion of case study and journal article reviews

Collection Cycle: winter semester – ATH 314

Responsibility for Collection: ATH 314 instructor

                                             77
Anticipated Use of Findings Objective #2: Work by students will be analyzed by ATEP
faculty for ability to research and discuss scholarly work and address any deficiencies in
following semesters and assess whether a greater research component needs to be added
to the curriculum. ATH 314 is a first/second semester course and ATH 316 is a third
semester course. This will allow us to also track student ability over time.




                                            78
Goal #4 – Diversity & Community – Student Learning Goals

Aligned with NCA: core components #1(a-e), #2(a,c), #3(a-d), #4(a-c), and #5(a-d).

Aligned with GVSU Goals: #3, #4, #5, and #7.

Aligned with CLAS Goal: #2 and #5.

Athletic Training Student Learning Goal #4:

Students will identify and demonstrate respect for diversity in the human experience
as it relates to individuals, community and society.

Athletic Training Student Learning Objective #1: Students will identify issues of
diversity at their clinical sites.

Measure #1:          Students will write 1 case study each semester discussing a diversity
              issue encountered at their clinical site (ATH 230).

Collection Cycle:    Fall semester – ATH 230

Responsibility for Collection: ATH 230 instructor

Measure #2:          Students will write a reaction paper regarding the case study.
                           (ATH 230).

Collection Cycle:    Every semester – ATH 230

Responsibility for Collection: ATH 230 instructor

Anticipated Use of Findings Objective #1: To assess student ability to recognize diverse
            situations in their clinical site, write about the situation and discuss it in a
            group with possible differing viewpoints. Faculty will then discuss adequacy
            of content in curriculum.

Athletic Training Student Learning Objective #2: Students will demonstrate their ability
to relate to diverse individuals and situations at their clinical sites.

Measure #1:          Midterm and Final Evaluation (ATH 330).

Collection Cycle:    Winter semester – ATH 330

Responsibility for Collection:    Clinical course instructors




                                             79
Measure #2:          Update Reports (ATH 320).

Collection Cycle:    Fall semester – Clinical course instructor

Responsibility for Collection:    Clinical course instructors

Anticipated Use of Findings Objective #2: Each site will continuously be evaluated
            based on its ability to offer diverse experiences to our athletic training
            students by review of update reports. In addition, each midterm and final
            evaluation of the student will be evaluated by the instructor, clinical
            coordinator and program director as to a student’s capability to adapt in
            diverse settings.




                                              80
Goal #5 – Service – Student Learning Goals/Student Goal
(Not a UAC requirement, includes 1 objective and 1 measure which meets CLAS
requirement)

Students will understand and exhibit commitment to service as it relates to the
discipline of Athletic Training.

Athletic Training Student Learning/Student Objective #1: Students will engage in a
professional service activity.

Measure #1: Students will deliver a presentation relevant to the athletic training
           profession.

Collection Cycle: Fall semester – ATH 495

Responsibility for Collection: ATH 495 course instructor


B.    Body of the Plan
      Overview of the Assessment Plan, including when, during the next 3 years, all
      of the objectives listed above will be phased into the program’s assessment
      plan.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006. The
collected data for each academic year will be provided, with a written summary of
results and recommendations, to the Department Chair.




                                             81
              UAC Assessment Plan Signature Page for Academic Units
                       Student Learning Goals/Outcomes


Unit / Program:
       Department of Movement Science / Athletic Training

Division/College:
       College of Liberal Arts and Sciences

Printed name and signature of person(s) writing the plan:

      Shari Bartz         ________________________________________________

      Brian Hatzel        ________________________________________________

      Chad Smith          ________________________________________________

      Doug Woods          ________________________________________________

Signature of Unit Head: ________________________________________________

                          Dean/Appointing Officer Evaluation

Comments to the University Assessment Committee:




Signature of Dean/Appointing Officer indicating plan meets requirements:

Date: _________________________


                                      For UAC use:

Date Received: _____________________          Review Date: _________________

Action: __________________________________________________________


Comments:




                                              82
                  UAC Assessment Plan Format for Academic Units
                        Student Learning Goals/Outcomes

                              EXERCISE SCIENCE MAJOR


Program/Major:
      Exercise Science

Emphasis(es) within the Major:
    1.     Clinical Exercise Science
    2.     Health Fitness Instruction

Unit:
        Movement Science

College:
      College of Liberal Arts and Sciences

Author(s) of the Plan:
     Dawn Coe, Steve Glass, Jim Scott

   A. To facilitate understanding of your assessment plan, provide a brief
      overview of your program.

        The Exercise Science program consists of foundation courses in exercise
        physiology, biomechanics, health-fitness assessment, and exercise programming
        for healthy and clinical populations. The program has two emphasis areas which
        focus on specific tracks within the field of exercise science. The Clinical Exercise
        Science emphasis is composed primarily of course preparation in chemistry,
        biochemistry, biochemistry based nutrition, physiology and an additional Exercise
        Physiology course. Many of these courses provide a stronger background for
        students seeking graduate level exercise physiology degrees, and also includes
        many of the prerequisite courses required for graduate allied health professional
        degree. It is anticipated that students interested in graduate professional degrees
        who are looking for a suitable undergraduate degree that prepares both for the
        career track in exercise science as well as graduate school will choose this
        emphasis area. The Health Fitness Instruction emphasis includes the knowledge,
        skills and abilities consistent with the standards set by the American College of
        Sports Medicine and CAAHEP for the entry level health fitness professional.
        Coursework in the emphasis incorporates psychology, sociology, physical
        development and also practical computer applications. Students graduating with
        this emphasis of the exercise science major will be well qualified for jobs in
        corporate wellness, community health and fitness, performance enhancement
        programs, personal training, and possibly cardiac rehabilitation (with an
        appropriate internship experience).



                                             83
   B. Include the following from your strategic plan:

1. Unit Mission Statement
       The Department of Movement Science is a multidisciplinary unit which
       encompasses programs in Physical Education, Health Education, Exercise
       Science, Athletic Training, and Sport Leadership bound by the common theme of
       movement as the basis for healthy living. The department contributes to the
       enrichment of society through excellent teaching, scholarly activity, and service
       which reflect the department’s commitment to university, community, state,
       national, and global issues related to healthy, active lifestyles.

2. Unit Vision Statement

      The Department of Movement Science is dedicated to providing students with the
      highest quality professional education in the liberal tradition through excellent
      teaching, scholarly activity, and service. Degree programs in Physical Education,
      Health Education, Exercise Science, Athletic Training, and Sport Pedagogy
      (Coaching) reflect the department’s commitment to university, community, state,
      national, and global issues related to healthy, active lifestyles.

      The Department of Movement Science is proud to prepare students for an active
      role advocating for healthy lifestyles for all. Learning in the movement sciences
      transcends the acquisition of information and rests on knowledge and
      understanding developed through teaching excellence, scholarly activity, and
      service. Students learn to think for themselves as they develop skills of inquiry,
      reflection, critical analysis, dialogue, and expression related to the movement
      sciences. The Department of Movement Science is dedicated to educating
      students who will become competent professionals and leaders in their chosen
      fields.

      The Department of Movement Science is characterized by superior student-
      centered teaching and learning. Our faculty promotes the development of
      intellect and creativity through excellent teaching, active learning, scholarly
      activity, and service. Faculty and students, working together, pursue this vision
      of excellence through study of the movement sciences.




                                           84
3. Unit Values

      We value:

            Effective Teaching
            Multiple Learning Opportunities
            Artistic Expression
            Research
            Excellence in the Classroom
            Scholarly Activity related to teaching

            Liberal Education
            Great ideas and diverse traditions in humanities, creative and performing
              arts, the natural and social sciences, and mathematics
            Critical thinking
            Ethical judgment
            Lifelong learning
            Self Reflection

            Scholarship
            Basic and applied research
            Artistic expression
            Performance
            Collaboration

            Diversity and Community
            Multiplicity of perspectives
            International education
            Respect for others
            Diverse environments within the local community

            Service
            Department, university, community, nationally, and internationally
            Professional organizations
            Collaborations
            Contribute expertise to university, professional organizations, and
              community




                                          85
4.    Student Learning Goals with their Respective Objectives

Goal #1 – Knowledge – Student Learning Goals and Student Goals

Students will understand and practice foundational concepts in the disciplines of
exercise science.

Objective # 1:

Students will understand the concepts of exercise science as they relate to diverse
populations.

Measurement – Objective # 1

1. Effective practice in health/fitness assessments and exercise prescriptions will be
demonstrated through laboratory assessments case analyses, and exercise
prescriptions, and fieldwork and internship experiences (MOV 320, 321, 420, 470, 466,
490).


Objective # 2:

Students will demonstrate the knowledge relative to the assessment of risk factors,
health risk, physical fitness, and performance.

Measurement – Objective # 2

1. Effective strategies in collaborative relationships related to health/fitness
assessments and exercise prescription will be demonstrated through laboratory
assessments and collaborative group projects related to exercise science (MOV 320,
321, 420, 470).

2. Effective strategies in collaborative relationships related to health/fitness
assessments and exercise prescription will be demonstrated through professional
relationships established during required fieldwork and internship experiences(MOV
320, 321, 420, 470).




                                           86
Objective # 3:

Students will gain the knowledge to be able to design and implement health/fitness
interventions.

Measurement Objective # 3

1. Effective practice in the design and implementation of health/fitness interventions
through case analyses, exercise prescriptions, and fieldwork and internship
experiences.

2. Effective practice in the application of technology related to design and
implementation of health/fitness interventions will be demonstrated through the use of
spreadsheets and MS Word text boxes tables, and graphs.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                           87
Goal #2 – Liberal Education – Student Learning Goals and Student Goals

Students will understand and practice sound principles of ethical judgment,
critical thinking, and self reflection in the disciplines of the exercise science.

Objective # 1:

Students will demonstrate effective practice in case analysis, problem solving, critical
thinking, and exercise prescription for diverse populations.

Measurement Objective # 1:

1. Students will successfully develop demonstrations related to case analysis, problem
solving, critical thinking, and exercise prescription given specific content and contextual
information (MOV 304, 320, 321, 420, 466 and 470).

Objective # 2:

Students will demonstrate effective practice in ethical judgment related to exercise
science.

Measurement Objective # 2:

1. Students will identify right versus wrong (“non-negotiables”) related to health/fitness
assessment and exercise prescription, and will be willing to be held accountable to them
(MOV 320, 321, 420, 466, and 470).

Objective # 3:

Students will demonstrate effective practice in self-reflection and peer analysis related
to career and portfolio development.

Measurement – Objective # 3:

1. Written reflections and portfolio development is required for health/fitness
assessments and exercise prescriptions (MOV 320, 321, 420, 466, 470, 495).

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                            88
Goal #3 – Scholarship – Student Learning Goals and Student Goals

Students will understand and practice scholarship as it relates to exercise
science.

Objective # 1:

Students will demonstrate effective practice in research review and analysis.

Measurement – Objective # 1:

Successful completion of ”Research Projects” (MOV 321, 466). Measurement
strategies include written and oral analyses of the aforesaid assignments using rubrics
appropriate for each.

Objective # 2:

Students will demonstrate effective practice in written, oral and scholarly presentations.

Measurement – Objective # 2:

Successful completion of “Group Research Project” (MOV 321), Research Project
Experience ” (MOV 466), and “Portfolio” (MOV 495). Measurement strategies include
written and oral analysis of the aforesaid assignments using rubrics appropriate for
each.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                            89
Goal #4 – Diversity and Community – Student Learning Goals and Student
  Goals

Students will identify and demonstrate respect for diversity in the human
experience as it relates to individuals, community, and society.

Objective # 1:

Students will demonstrate effective practice as it relates to diverse physical, cultural,
and socioeconomic characteristics.

Measurement – Objective # 1:

Successful completion of health/fitness assessments and exercise prescriptions related
to diverse populations (MOV 320, 321 420, 466, 470, and 490). Measurement strategies
include written and oral analysis of the aforesaid assignments using rubrics appropriate
for each.

Objective #2

Students will be able to understand the role of health/fitness programs within diverse
environments (i.e. clinical, corporate, community, and commercial).

Measurement – Objective #2

Successful completion of exercise science fieldwork and internships related to diverse
environments (MOV 466, 490)

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                             90
Goal #5 – Service - Student Learning Goals and Student Goals

Students will understand and exhibit commitment to service as it relates to the
exercise science.

Objective # 1:

Students will demonstrate effective practice in fieldwork and internship.

Measurement – Objective # 1

Successful completion of fieldwork and internship documents (MOV 466, 490).
Measurement strategies include written and oral analysis of the aforesaid assignments
using rubrics appropriate for each.

Objective # 2:

Students will demonstrate understanding of university, professional, and community
organizations and their importance to exercise science professionals.

Measurement – Objective # 2

Successful completion of fieldwork and internship (MOV 466 and 490) and the
“Professional Development Project” (MOV 495)). Measurement strategies include
written and oral analysis of the aforesaid assignments using rubrics appropriate for
each.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.


C.    Body of the Plan
      Overview of the Assessment Plan, including when, during the next 3 years,
      all of the objectives listed above will be phased into the program’s
      assessment plan.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as well
as for determination of required departmental resources, i.e., faculty and equipment.
The data will be collected annually starting in the fall of 2006. The collected data for
each academic year will be provided, with a written summary of results and
recommendations, to the Department Chair.




                                            91
            UAC Assessment Plan Signature Page for Academic Units
                     Student Learning Goals/Outcomes


Unit / Program:
       Department of Movement Science / Exercise Science

Division/College:
       College of Liberal Arts and Sciences

Printed name and signature of person(s) writing the plan:

      Dawn Coe            ________________________________________________

      Steve Glass         ________________________________________________

      Jim Scott           ________________________________________________

Signature of Unit Head: ________________________________________________


                        Dean/Appointing Officer Evaluation

Comments to the University Assessment Committee:




Signature of Dean/Appointing Officer indicating plan meets requirements:

Date: _________________________



                                    For UAC use:

Date Received: _____________________           Review Date: _________________

Action: __________________________________________________________


Comments:




                                          92
                   UAC Assessment Plan Format for Academic Units
                         Student Learning Goals/Outcomes

                              PHYSICAL EDUCATION MAJOR


Program/Major :
      Physical Education

Emphasis(es) within the Major
    1.     K-12 Professional Instruction
    2.     Sport Pedagogy (Coaching)

Minors within the program:
      1.    Secondary Physical Education
      2.    Secondary School Health Education

Unit :
         Movement Science

College:
      College of Liberal Arts and Sciences

Author(s) of the Plan:
     Rick Albrecht, John Kilbourne, Dana Munk, Mike Roskamp, Patti Rowe, Mary
     Schutten, Kristin Wegner

A.       To facilitate understanding of your assessment plan, provide a brief
         overview of your program.

         Physical Education major:

         The Physical Education major completes a core curriculum which addresses the
         scientific, psychological, sociological, historical, and philosophical foundations of
         the profession. The Physical Education major selects one, or more, emphasis
         areas of study depending on their professional goals. Students complete major
         core curriculum requirements along with courses required in their selected
         emphasis. The major in Physical Education provides a teacher certification option
         for students through completion of the K-12 Professional Instruction emphasis
         and College of Education requirements.

         Emphasis 1., K-12 Professional instruction
         This emphasis area is required for students seeking Michigan teacher
         certification to teach Physical Education from kindergarten though 12 th grade.
         The emphasis may also be selected by those pursuing professional opportunities
         that do not require teacher certification.



                                              93
      Emphasis 2., Sport Pedagogy (Coaching)
      This emphasis provides prospective coaches with the breadth of scientific
      knowledge required to teach a variety of motor skills and sport strategies to
      athletes in an environment that is conducive to their social, emotional, and
      physical well-being.

      Secondary School Health Education teachable minor:
      The secondary level teachable minor in Health Education serves students
      seeking Michigan teacher certification for teaching Health Education at the
      middle or high school levels.

      Secondary Physical Education teachable minor:
      The secondary level teachable minor in Physical Education serves students
      seeking Michigan teacher certification for teaching Physical Education at the
      middle or high school levels.


B.    Include the following from your strategic plan:

1. Unit Mission Statement

      The Department of Movement Science is a multidisciplinary unit which
      encompasses programs in Physical Education, Health Education, Exercise
      Science, Athletic Training, and Sport Leadership bound by the common theme of
      movement as the basis for healthy living. The department contributes to the
      enrichment of society through excellent teaching, scholarly activity, and service
      which reflect the department’s commitment to university, community, state,
      national, and global issues related to healthy, active lifestyles.

2. Unit Vision Statement

      The Department of Movement Science is dedicated to providing students with the
      highest quality professional education in the liberal tradition through excellent
      teaching, scholarly activity, and service. Degree programs in Physical Education,
      Health Education, Exercise Science, Athletic Training, and Sport Pedagogy
      (Coaching) reflect the department’s commitment to university, community, state,
      national, and global issues related to healthy, active lifestyles.

      The Department of Movement Science is proud to prepare students for an active
      role advocating for healthy lifestyles for all. Learning in the movement sciences
      transcends the acquisition of information and rests on knowledge and
      understanding developed through teaching excellence, scholarly activity, and
      service. Students learn to think for themselves as they develop skills of inquiry,
      reflection, critical analysis, dialogue, and expression related to the movement
      sciences. The Department of Movement Science is dedicated to educating
      students who will become competent professionals and leaders in their chosen
      fields.
                                           94
      The Department of Movement Science is characterized by superior student-
      centered teaching and learning. Our faculty promotes the development of
      intellect and creativity through excellent teaching, active learning, scholarly
      activity, and service. Faculty and students, working together, pursue this vision
      of excellence through study of the movement sciences.


3. Unit Values

      We value:
           Effective Teaching
           Multiple Learning Opportunities
           Artistic Expression
           Research
           Excellence in the Classroom
           Scholarly Activity related to teaching

            Liberal Education
            Great ideas and diverse traditions in humanities, creative and performing
                arts, the natural and social sciences, and mathematics
            Critical thinking
            Ethical judgment
            Lifelong learning
            Self Reflection

            Scholarship
            Basic and applied research
            Artistic expression
            Performance
            Collaboration

            Diversity and Community
            Multiplicity of perspectives
            International education
            Respect for others
            Diverse environments within the local community

            Service
            Department, university, community, nationally, and internationally
            Professional organizations
            Collaborations
            Contribute expertise to university, professional organizations, and
            community




                                           95
4. Student Learning Goals with their respective Objectives

Goal #1 – Knowledge – Student Learning Goals and Student Goals

Students will understand and practice foundational concepts in the disciplines of
the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in teaching physical education, coaching,
and health education.

Measurement Objective # 1

1. Effective practice in teaching and coaching will be measured through assessment of
written unit and lesson plans, sport season and practice plans according to a rubric
which defines expected performance. (PED 200, 210, 220, 230, 301, 306, 307, PED/ED
330/331)

2. Effective practice in teaching and coaching will be measured through assessment of
peer teaching laboratories and fieldwork instruction according to a rubric which defines
expected performance. (PED 200, 210, 220, 230, 301, 306, 307, PED/ED 330/331)

3. Effective practice in teaching and coaching will be measured through the use of
digital video recording devices used for the observation, analysis, and evaluation of
peer instruction and in fieldwork. (PED 220, 306, 307, PED/ED 330/331)

Objective # 2:

Students will demonstrate effective strategies in collaborative relationships related to
physical education, coaching, and health education.

Measurement Objective # 2

1. Effective strategies in collaborative relationships related to instruction will be
measured through collaborative group projects to design curriculum and instructional
materials, and coaching tactics and strategies according to a rubric which defines
expected performance. (PED 230, 301, 401)

2. Effective strategies in collaborative relationships related to instruction will be
measured through professional relationships established during required field
assignments and College of Education fieldwork experiences according to a rubric
which defines expected performance. (PED 306, 307, PED/ED 330/331)




                                            96
Objective # 3:

Students will demonstrate effective practice in the application of technology related to
physical education, coaching, and health education.

Measurement Objective # 3

1. Effective practice in the application of technology related to instruction will be
measured through the use of a rubric which defines expected performance on Power
Point presentations on issues in the profession. (PED 401)

2. Effective practice in the application of technology related to instruction will be
measured through the use of a rubric which defines criteria for scope and sequence
spreadsheets illustrating exemplary curricular models. (PED 401)

3. Effective practice in the application of technology related to instruction will be
measured through the use of a rubric which defines criteria for lesson/practice plans
written in formats using MS Word text boxes and tables. (PED 200, 210, 220, 230, 301,
306, 307, PED/ED 330/331)

4. Effective practice in the application of technology related to instruction will be
measured through the use of rubrics which define expected performance in student
implementation of pedometers, heart rate monitors, and computer programs to track
student fitness, skill and performance development in lesson/practice plans. (PED
280/240)


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                            97
Goal #2 – Liberal Education – Student Learning Goals and Student Goals

Students will understand and practice sound principles of ethical judgment,
critical thinking, and self reflection in the disciplines of the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in observation, problem solving, and
prescription related to instruction/coaching.

Measurement Objective # 1:

1. Students will develop peer teaching and coaching demonstrations given specific
content and contextual information as measured by a rubric which defines expected
performance (PED 220, 230, 250-263, 306, 307, & PED/ED 330-331).

2. Students will modify written lesson plans as necessary to accommodate the dynamic
nature of the learning environment as measured by a rubric which defines expected
performance (ED/PED 330-331).

Objective # 2:

Students will demonstrate effective practice in ethical judgment related to
instruction/coaching.

Measurement Objective # 2:

1. Students will identify right versus wrong (“non-negotiables”) related to
teaching/coaching practice, and will be willing to be held accountable to them as
measured by a rubric (MOV 101, MOV 201, PED 306, 307, & 480).

2. Students will develop a personal coaching philosophy which reflects ethical judgment
as measured by a rubric (PED 250-263, 401 & 480).

3. Students will successfully review case studies involving ethical judgment in coaching
as measured by a rubric (PED 480).




                                            98
Objective # 3:

Students will demonstrate effective practice in self-reflection related to career and
portfolio development.

Measurement Objective # 3:

1. Teacher Assistants produce a written reflection following each lesson observed by
     their GVSU fieldwork supervisor. The reflection is measured by a rubric (ED/PED
     330-331, PED 380, & 401).
 2. Students produce a Professional Development Plan based on their reflections on
    their current achievement as measured against the NCATE/NASPE (National
    Association for Sport and Physical Education) Standards for Beginning Teachers of
    Physical Education which is measured by a rubric. (PED 401)


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                            99
Goal #3 – Scholarship – Student Learning Goals and Student Goals

Students will understand and practice scholarship as it relates to the disciplines
of the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in research review and analysis.

Measurement Objective # 1:

Successful completion of Research Presentations (MOV 101) and Research Projects
(MOV 309, & PED 401). Assessment measures include written and oral analysis of the
aforementioned assignments using rubrics appropriate for each (See syllabi).

Objective # 2:

Students will demonstrate effective practice in written, oral and creative scholarly
presentations.

Measurement Objective # 2:

Successful completion of Personal Reflection (MOV 101), Application Paper (MOV
201), Power Point Presentation (PED 401), Group Research Project (MOV 309), and
Portfolio (PED 401). Assessment measures include written and oral analysis of the
aforementioned assignments using rubrics appropriate for each (See syllabi).


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




                                            100
Goal #4 – Diversity and Community – Student Learning Goals and Student
  Goals

Students will identify and demonstrate respect for diversity in the human
experience as it relates to individuals, community, and society.

Objective # 1:

Students will demonstrate effective practice as it relates to culture, gender, socio-
economic status, politics, religion, sexual orientation, capabilities, and age in teaching
physical education, coaching and health education.

Measurement Objective # 1:

Successful completion of a written essay (MOV 101), Inclusion Strategies Project (PED
202), and Model Curriculum or Theme Project (PED 401), Unit/lesson constructions
which reflect accommodation of diverse student needs (PED/ED 330/331) and
participation in discussion and problem solving scenarios on coaching diverse athletes
(PED 480). Assessment strategies include written and oral analysis of the
aforementioned assignments using rubrics appropriate for each (See syllabi).


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.




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Goal #5 – Service - Student Learning Goals and Student Goals

Students will understand and exhibit commitment to service as it relates to the
disciplines of the Movement Sciences.

Objective # 1:

Students will demonstrate effective practice in fieldwork and service learning.

Measurement Objective # 1

Successful completion of Volunteer Reflection (PED 306), Volunteer Application Paper
(PED 307), and Fieldwork PED 380). Assessment measures include written and oral
analysis of the aforementioned assignments using rubrics appropriate for each (See
syllabi).

Objective # 2:

Students will demonstrate understanding of university, professional, and community
organizations and their importance to professional educators.

Measurement Objective # 2

Successful completion of Professions interview and report (MOV 101), Volunteer
projects (PED 301, 306, 307), and Professional Development Project (PED 401).
Assessment strategies include written and oral analysis of the aforementioned
assignments using rubrics appropriate for each (See syllabi).


Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as
well as for determination of required departmental resources, i.e., faculty and
equipment. The data will be collected annually starting in the fall of 2006.


C.    Body of the Plan
      Overview of the Assessment Plan, including when, during the next 3 years,
      all of the objectives listed above will be phased into the program’s
      assessment plan.

Measurement data will be collected by the Program Coordinator for every goal.
The data collected will be used for curriculum and program updates/ revisions, as well
as for determination of required departmental resources, i.e., faculty and equipment.
The data will be collected annually starting in the fall of 2006. The collected data for
each academic year will be provided, with a written summary of results and
recommendations, to the Department Chair.



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             UAC Assessment Plan Signature Page for Academic Units
                      Student Learning Goals/Outcomes

Unit / Program:
       Department of Movement Science / Physical Education

Division/College:
       College of Liberal Arts and Sciences

Printed name and signature of person(s) writing the plan:

      Rick Albrecht       ________________________________________________

      John Kilbourne      ________________________________________________

      Dana Munk           ________________________________________________

      Mike Roskamp        ________________________________________________

      Patti Rowe          ________________________________________________

      Mary Schutten       ________________________________________________

      Kristin Wegner      ________________________________________________


Signature of Unit Head: ________________________________________________



                        Dean/Appointing Officer Evaluation

Comments to the University Assessment Committee:




Signature of Dean/Appointing Officer indicating plan meets requirements:

Date: _________________________

                                    For UAC use:
                                          103
Date Received: _____________________   Review Date: _________________

Action: __________________________________________________________


Comments:




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