Background Information About the School
Although the academic programs of the School have been in existence for many years, theSchool, as an organizational unit is two years old. The past two years have beencharacterized by change.
The School of Recreation and Sport Sciences was created in July 1994 as a result of arestructuring process in the College. The restructuring took place when Dr. James Lavery,Director of the School of Health and Sport Sciences retired. Academic programs and thefaculty were assigned to two new schools: the School of Recreation and Sport Sciences andthe School of Health Sciences. Other administrative areas of the School of Health andSport Sciences (recreation, intramural and club sports, recreational auxiliaries) became aseparate organizational unit called Campus Recreation.
As a result of an external search, a director for the new School of Recreation andSport Sciences was hired and began in July of 1994. Under the leadership of the director,the internal structure, governance processes, promotion and tenure guidelines, etc. wereestablished for this new school.
Concurrent with this process, there have been five faculty searches to fill new andvacant positions. Three of the positions are for faculty who also serve as programcoordinators
The School of Recreation and Sport Sciences, the largest of the six schools of theCollege, offers a wide variety of programs at the undergraduate and masters degree levels.
Undergraduate Programs:
Athletic Training Athletic Training/Exercise Physiology Athletic Training/HealthEducation Physical Education Recreation Studies Adventure Recreation Outdoor Education andCamping Recreation Management Special Interests Therapeutic Recreation Sport SciencesAquatic Management Coaching Exercise Physiology Sport Industry Sport for SpecialPopulations Youth Sports
Graduate Programs
Master of Science in Physical Education Athletic Administration Athletic TrainingFoundations of Coaching and Teaching Physical Education Recreation Studies SportPhysiology and Adult Fitness Master of Science in Physiology of Exercise Master of SportAdministration
Two undergraduate programs have external accrediting bodies. The athletic trainingprogram is accredited by the National Athletic Trainers' Association (NATA). Graduates ofthe program are eligible to take the Board of Certification examination . The physicaleducation program Is accredited by the National Council on Accreditation for TeacherEducation (NCATE). Students must also pass the National Teachers Exam before they canobtain Ohio teaching certification.
BRIEF OVERVIEW OF ASSESSMENT PROCESS
In fall quarter 1995, the faculty met to review and discuss the end of programobjectives and assessment plan that had been developed and submitted the previous springquarter. Dr. Michael Williford, Director of Institutional Research, participated in themeeting. Faculty representing each of the undergraduate and graduate program areasundertook the process of further identification and clarification of the indicators andmethods that could be used to assess student outcomes.
Some of the assessment measures were already in place and appeared to be effective.Others needed modification or revision and for some objectives, new measures or indicatorsneeded to be identified and developed. This work took place throughout the year.
Over the course of the year available data were reviewed and some of the revised andnew measures were implemented. In some areas, data collection will be taking place thissummer. Findings from these sources will be reported next year.
During this past year of assessment activities, the faculty engaged in constructivedialog about student learning, courses, curriculum, and expected student outcomes. Thisproved to be valuable process as faculty work collectively to offer programs that preparestudents to be competitive in the job market and to pursue further study.
ASSESSMENT REPORT
Each end of program objective will be introduced in this next section. The discussionwill include the (1) objective; (2) accomplishments; and (3)improvements/enhancements/developments/ implemented, as appropriate. The conclusion of thereport will discuss (4) the School's future assessment plans.
Objective 1. Students will develop a knowledge base in recreation and sportsciences and their specific program areas to prepare them for employment or advancededucational opportunities.
Accomplishments:
In physical education, there has been a 100% (based on anecdotal and alumni surveys)placement of graduates in either teaching positions or in graduate programs. All studentswithin this major have successfully passed the National Teachers Examination (NTE) whichis necessary before they can obtain teacher certification in Ohio and most other states.In order to make themselves more marketable, 95% of the majors take the course worknecessary to add the adaptive physical education validation to their teaching certificate.
While not required at this time for all employment positions, our curriculum meets theguidelines that qualifies our graduates in therapeutic recreation to sit for the NationalCouncil for Therapeutic Recreation certification examination. All therapeutic recreationgraduates who have opted to obtain this certification have passed, as reported by theorganization.
Over the past three years, the athletic training baccalaureate graduates have scoredabove the national average on the National Athletic Trainer's Association's Board ofCertification exam.
This exam includes three sections: written, written simulation, and oral practical.
There is a 100% passing rate for the sport sciences-aquatic management graduates on thenational exam for pool/spa operators. All graduates have found positions in the aquaticsindustry. Ninety percent of the graduates of the sports administration/facility managementprogram are employed in the industry.
Improvements/Enhancement Implementations:
While an assessment form has been used for student teaching and for some of theinternship experiences in order to assign a grade or credit, consistency across programsareas was found to be lacking. A new evaluation tool is being developed to assess skillsand competencies for all students enrolled in the 650 Practicum courses. Programs such astherapeutic recreation and sports administration/facility management have developed orrevised their internship manuals and evaluation devices. Other programs are in the processof refining or developing these materials. Faculty in athletic training are working onevaluation tools that can be used in laboratory classes so that students will betterunderstand their strengths and areas in which they need to improve.
While feedback from preceptors (internships and practica) and cooperating teachers(student teaching) has been positive about individual students with whom they have worked,the faculty are in the process of developing a new assessment tool that will be mailed tothese individuals a month after students have completed their experience. The tool willidentify competencies and these preceptors will be asked to provide a perceived measure ofprogram/curricular effectiveness separate from the student assessment or gradingcomponent. The refinement of expectations via the internship manual and student assessmentinstruments, combined with this follow-up program evaluation will help direct and refinecurricular and program direction.
The Sports Administration/Facility Management Advisory Board strongly encouraged us toupgrade our existing computer laboratory which contained 10 year old software andhardware. As a result, the program was able to obtain a gift-in-kind for $65,000 worth ofsoftware and we recently purchased new computer hardware. The Paciolan Systems software isthe state of the art in relation to scheduling, ticketing, fund raising, in addition to ageneral ledger system, and is used by college and professional sports. This softwareupgrade will allow us to provide sports aministration/facility management, athleticadministration, and sport sciences-sport industry majors an opportunity to gain a hands-onexperience only available at one other academic program in the country.
Although athletic training students have successfully passed their certification exams,alumni feedback and national scores have indicated that an area in which improvement couldbe made is in the oral practical section of the exam. As a result, two new courses, RSAT430, Athletic Training Synthesis: Medical Issues, and RSAT 431, Athletic TrainingSynthesis: Professional Issues, have been developed and passed by UCC. These courses aredesigned to synthesize athletic training knowledge via a problem-solving approach so thatstudents will be better prepared for this section of the examination, as well as addresscontemporary entry level topics and concerns.
The master of science in physiology of exercise program will be requiring acomprehensive program exam effective with the next revision of the graduate catalog.Currently in a pilot stage, the faculty have developed an instrument that evaluatescompetency areas that are included in the American College of Sports Medicine (ACSM)certification exam for the Exercise Specialist. This program revision is an effort tobetter prepare students for the examination and provide more definitive feedback onsegments of the test for which they may not be as well prepared, in addition toidentifying possible curriculum or instructional revisions. This change is a result ofonly 30-50% of the graduates having passed the certification exam.
Exit interviews of all graduate students in athletic training and recreation studiesare being conducted this spring as a pilot. These interviews will provide feedback to theprograms regarding administrative, program/curricular, and recruitment revisions.
Objective 2. Students will demonstrate the ability to communicate effectivelyusing written, oral, and/or non-verbal techniques.
Accomplishments:
Undergraduate athletic training majors perform over 2000 clinical hours in theclassroom and through Inter-Collegiate Athletic (ICA) assignments. Although only 800 hoursis required by the National Athletic Training Association (NATA) for curriculum-basedprograms, we believe having these additional hours serves our students well as they areprovided more opportunities to assess athletes' needs and injuries, identifyinterventions, and communicate this information to the athletes they serve.
At the graduate level, athletic training majors provide professional athletic trainingservices to 21 public schools or rehabilitation centers in southeast Ohio. The students,who are certified athletic trainers, serve in a part-time paid professional capacity(schools or centers provide the stipend and the School provides tuition scholarships).Site administrators (athletic directors, principals or clinic directors) quarterlycomplete a 22-item check sheet that relates to the student's athletic training duties,including communication skills. This feedback assists the faculty in addressingadministrative, program and curricular concerns on a continuous basis. In addition, priorto the end of their assistantship, students are expected to update and revise the policyand procedure manual for their employment site so as to better assist the next year'sgraduate assistant.
Physical education majors are required to complete up to 400 clinical andclassroom/laboratory hours, prior to student teaching, directly related to teaching andinstruction in the content area in which they plan to obtain certification. Students areplaced in local elementary, junior high and high schools as much as possible so that theymight interact directly with school age children.
Based on feedback from cooperating teachers, two areas have received additionalemphasis. These two areas are dance activities and learning how to teach with limited,improvised or homemade equipment.
Improvements/Enhancements/Implementations
All graduate programs require students to complete a research course (all carry thenumber 691) in which they are expected to develop a research proposal. Some programs, suchas athletic training, have extended this concept and have also begun requiring oralpresentations and additional research papers. This year for the first time the studentsare being required to submit their papers or presentations to a refereed professionaljournal or a national conference. At this time, the notification of acceptance has notbeen reached; thus results of this effort will not be able to be reported till next year.
This is one objective for which the faculty have determined that better and morefocused assessment activities need to be identified. Faculty hope to review what otherprograms might be using to assess similar objectives to determine if they could implementsimilar activities.
Objective 3. Students will develop professional attitudes and behaviors.
Accomplishments:
Much of the recreation curriculum focuses on the outdoor environment, whether it becamping, climbing, hiking, or river activities. Students are observed in a variety ofoutdoor settings by faculty as they provide instruction to peers or non-majors. Theyreceive immediate feedback as to the effectiveness of the instruction and the wise andethical use of the environment. This is also an area of assessment made by preceptorsduring students' internships and practica.
All athletic training students complete clinical experiences through eitherInter-Collegiate Athletics (undergraduates) or their assistantships (graduates) whichrequire professional dress, attitudes and behaviors. Students must continually demonstrateappropriate professional behavior as they carry out their duties. Feedback from thecoaches, team members, and preceptors have been positive in this area.
Improvements/Enhancements/Implementations:
Although students have several opportunities while fulfilling their degree requirementsto develop a professional philosophy and practice appropriate behavior, as part of an exitevaluation we are implementing, students will have to write a formal philosophy statementrelated to their specific career goals. It is our hope that these papers will provide uswith feedback that we need to help direct students to developing positive, professionalattitudes and behaviors.
While recreation majors are very knowledgeable and hold high ethical standards inrelation to the outdoor environment, we did not always find the same ethical standardswere translated to other areas of practice. As a result, a unit on ethics is beingincorporated into REC 310, Program Planning and Facilities for Recreation. In addition,partially due to a lack of diversity within the program and an apparent lack of exposureto other cultures through their personal lives, recreation majors have demonstrated a lackof sensitivity for diversity and understanding of cultural differences as this relates torecreation programming. Thus, with an assistance of a Title VI grant, REC 200,Introduction to Recreation, has added a unit international and cultural diversity. At thegraduate level, students in REC 601, Contemporary Studies, must interview an internationalstudent, develop a paper, and give an oral presentation that compares and contrastsleisure lifestyles and recreation opportunities in that country.
As a graduate program, sports administration/facility management includes in itsadmissions screening process an interview in which professional attitudes and behaviorsare observed and evaluated. The revised internship handbook and evaluation tool willaddress this area also.
Objective 4. Students will have skills in reasoning, analysis, problem-solving,or decision-making necessary for practice or graduate study.
Accomplishments:
The Survey of Alumni, conducted by Institutional Research, collects information fromOhio University's bachelor's degree recipients on a mailed questionnaire five years afterthey graduate. The first survey was conducted with the class of 1984. Graduates have beenasked to indicate which competencies or abilities are necessary in their currentoccupation and to indicate how effective Ohio University was in developing them as part ofthe Survey of Alumni conducted by Institutional Research. Fifteen different abilities wereincluded, some of which relate to this end of program objective. Based on the results, ourgraduates have indicated that the ability to think analytically, acquire new skills andunderstanding, formulate creative ideas and solutions, and evaluate and choose betweenalternative were needed (at least 90%) and that Ohio University provided them with theability to develop them (at least 83%). More recent graduates, 1988 and 1989, were morepositive indicating that progress is being made in these areas.
Improvements/Enhancements/Implementations
Other than the data collected in the Alumni Survey, the School has not identified thespecific means as to how this objective will be evaluated. During the next year, we willneed to determine whether or not we can obtain the information we need to make appropriatedecisions or if additional activities need to be identified.
Objective 5. Students will exhibit motor development components and skillacquisition with ability to demonstrate, teach, or instruct others in a safe, appropriatemanner.
Accomplishments:
One of the most valid measures of this outcome is documented in the safety record ofthe school. On any given day of the week, undergraduate and graduate students arereceiving or providing instruction of some type of skill. There has not been an injury ofa serious nature to anyone's recent memory. To us, this reflects the effectiveness and thedegree of skill obtained our students have achieved.
Clinical experiences of athletic training students mandate care and safety of athletesas their first priority in relation to the preparation, treatment or rehabilitation of asport participant. Students are evaluated on this specific objective during eachclinical/laboratory situation. If a safety issue does arise it would result in a reviewand, if necessary, a revision of current instruction techniques or policy and proceduresthey are to follow.
Improvements/Enhancements/Implementations:
In recreation studies, injuries may occur in the field where access to immediate healthcare facilities is not readily available. REC 312, Emergency Response, has been taughtexperimentally and has been approved by the College's Curriculum Committee and will reviewby UCC in the fall. The course will include first aid specifically for the wilderness andutilize case studies in order to prepare and evaluate students' knowledge andresponsiveness.
Faculty are gathering information on a new method to teach game skills. If effective,this method will become part of the curriculum for physical education and sport sciencesin their required skill courses.
Objective 6. In addition, graduate students will demonstrate advancedanalytical skills and knowledge needed for administrative, teaching, and researchendeavors.
Accomplishments:
Several of our programs provide students with the opportunity to sponsor or host orparticipate in a special event some time during their education. Two very visible eventsare Midnight Magic by the sports administration/facility management students and theSpecial Olympics conducted by students enrolled in adaptive physical education courses.Students, with oversight by faculty, plan, staff, promote, raise funds, and conduct theseevents. After the event, students evaluate and make recommendations for the next year'sclasses to improve the planning and conducting of the events.
All graduate students take a research methods course, 691 Seminar courses, whichprovides them with the knowledge and skills necessary (statistical, research methodology,etc.) in order to develop a research proposal. Some students decide to carry out theirproposal and actually complete a thesis for their degree or a pilot study by enrolling inan independent study.
Improvements/Enhancements/Implementations:
Currently, the faculty are reviewing all graduate courses to determine if opportunitiesare available to assess students' achievement of this end of program objective. Some mightdetermine that they need to add a comprehensive program examination, similar to the onebeing developed by the master of physiology of exercise program, not only to help studentsachieve on certification exams, but also to assist students to pull their program togetherand synthesize what they have learned.
CHANGES RECOMMENDED FOR THE FUTURE
Establish advisory committees in each program area to assist in the review of theSchool's assessment progress.
Develop a program exit assessment for all graduating seniors that would provide somemeasure of their satisfaction with the entire academic experience, and most especiallytheir major program area, in order to identify program strengths and weaknesses.
Investigate certification exams which our students might take and incorporate theirassessment criteria into the review process.
Review all current end of program objectives in relation to clarity, verifiability andmeasurability and attempt to develop multiple outcome measures.
Investigate the possibility of utilizing student portfolios in assessing students'progress and learning outcomes and how portfolios might add to the assessment process.
Graduate programs will be evaluated more thoroughly and measures to assess end ofprogram outcomes will be refined.
Source: Provost's Office
