Movement and Exercise Science Major
Student Outcomes Assessment Plan
Assessment Philosophy and Program Goals
The mission of the Physical Education Division is to create, interpret,
apply, and disseminate scientific knowledge and artistic expression in order to
help students become responsible professionals, be life-long learners, and
establish successful careers as teachers, scholars, leaders, performers, and
promoters of physically active, healthy lifestyles in a multicultural society. We
pursue this mission by addressing the biological, psychological, social, and
environmental factors that influence movement in the pursuit of long-term health
and/or athletic achievement.
Our vision is one of change in the way we delivery our academic programs
in that we incorporate new technologies, develop new areas of experiential
learning for our students, enhance undergraduate research, and expand on
community service. In addition, when positions become available we seek new
faculty with research vitality and diversity. We are continually adjusting our
academic programs to address the current and projected societal needs for
physical activity professionals that can work with diverse populations in a variety
of settings. We expect our graduates to be highly sought in the workforce and be
selected for high quality positions.
We have developed goals that reflect the mission and vision of the
Division, School of HPELS, the College of Education, and the University of
Northern Iowa. The Division states these goals annually and reviews the
progress made to obtain these goals as part of our initiatives. Over the last eight
years we have adhered to the strategic plans (2002-2006) of the School of
HPLES, addressed concerns made in the 2004-2005 Academic Review, and
been cognitive our the economic conditions facing higher education in the State
of Iowa.
Our assessment processes and procedures attempt to validate that the
students have the competencies that should manifest from successfully
completing the program of study in the major. However, assessment is on a
sliding scale as many competencies are impossible to validate on an absolute
scale. We attempt to validate that students have “adequate” competencies in all
areas we deem important to their future success. Some will be more competent
than others but in order to successfully complete our major students must
demonstrate “adequate” competencies. In order to assess competencies we use
a variety of techniques ranging from traditional tests to in-depth laboratory
reports and formal presentations. In the remaining sections of this Plan the
specific assessment methods used will be specified along with how we use the
assessments to enhance our program.
Student Goals and Outcomes
Goal 1. Understand and apply fundamental concepts in the discipline.
Outcome 1.1. Graduates shall understand the underlying anatomical,
physiological and biomechanical concepts and principles relating to Human
Movement for both the enhancement of long-term health and wellbeing and for
enhancing performance in the competitive athlete
Outcome 1.2. . Graduates shall be able to explain and implement
psychological and sociological concepts and principles relating to human
movement.
Outcome 1.3. Graduates shall be able to demonstrate basic concepts and
principles relating to motor behavior in order to know how humans best learn
motor skills and how to teach motor skills to others.
Outcome 1.4. Graduates shall be able to develop, implement and evaluate
programs for developing physical fitness.
Goal 2. Communicate effectively, both orally and in writing, in both one-on-one and
group settings.
Outcome 2.1. Graduates shall demonstrate proficiency in communicating in an
exercise environment by instructing an exercise class.
Outcome 2.2. Graduates shall demonstrate proficiency in communicating by
writing laboratory and topical reports. .
Outcome 2.3. Graduates shall demonstrate proficiency in communicating by
making presentations in a classroom environment.
Goal 3. Address issues critically and reflectively.
Outcome 3.1. Graduates shall be able to demonstrate proficiency in a
culminating experience/project which will reflect their specific area of interest
and is consistent with the student’s long-term career goals.
Outcome 3.2. Graduates shall be able to modify and adapt exercise
programming to meet the needs of diverse clients.
Outcome 3.3. Graduates shall be able to modify and adapt physical training to
maximize performance in diverse athletic environments.
Goal 4. Work well with others.
Outcome 4.1. Graduates shall demonstrate the ability to work in groups when
completing laboratory assignments.
Goal 5. Respect persons from diverse cultures and backgrounds.
Outcome 5.1. Graduates shall demonstrate the ability to work effectively with
individuals from diverse cultures and backgrounds.
.
Goal 6. Commitment to open-minded inquiry and lifelong learning to maintain best
practice in the profession.
Outcome 6.1. Graduates shall demonstrate an adequate level of personal
physical fitness
Outcome 6.2. Graduates shall understand the importance of becoming
members in professional organizations and when possible attend meetings and
conferences.
Assessment Methods
Outcomes are assessed by a combination of questions embedded in examinations,
by evaluating laboratory and research reports both in written form and oral presentation,
by evaluating teaching/demonstration ability, by evaluating results of culminating
projects and/or internships, and by surveying graduating seniors during their final
semester. All the courses are graded except for 420:197 Internship which is pass/fail. In
each major course, the grade in the course is based on components that include the
assessments of the outcomes. Therefore, the grade in the course is in part a reflection of
how well the outcome is achieved by the student. In 420:197 Internship, the student is
evaluated by both the internship coordinator and the supervisor at the internship site. The
internship in the culminating experience and successfully completion of the internship
indicates the student can adequately perform in an environment that includes many if not
all the outcomes.
The chart below identifies which courses the outcomes are assessed in.
Outcome
420:050
420:053
1.1
1.2
1.3
1.4
2.1
2.2
2.3
3.1
3.2
3.3
4.1
5.1
6.1
6.2
X
X
420:056
420:121
X
420:122
420:151
420:153
420:156
X
X
X
X
X
X
X
420:162
420:197
420:191
420:193
420:194
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
During a student’s final semester, a survey is distributed to all Movement and Exercise
Science Majors. This survey asks about the student’s experience and specifically asks
X
about how well they feel prepared to enter the profession. There are questions that
address each outcome.
Methods of Evaluating and Interpreting Results
Results of the assessment process will be collected and evaluated at the end of the
Spring semester each year. It is the primary responsibility of the Division Coordinator to
compile and perform the evaluations. In addition to evaluating how many students
successfully passed the course grade-wise, a correlational analysis is performed between
the grade in the course and how well the students did in the specific components of the
course that includes the direct assessment of the outcomes. The expectation is that if a
student passes the course then they have also demonstrated the outcome which will result
in a high correlation between the grade in the course and they outcome assessment.
Lastly, the results of the survey are tabulated to determine if the students perceive they
are well prepared.
Procedures for Implementing program/curricular changes
The desired result of the assessment process is continuous improvement in the
curriculum to insure that our graduates are adequately prepared. During the Fall
semester, the results of the previous year’s assessment will be presented by the
coordinator and discussed by the Division faculty. If outcomes are identified as not
achieved it will be determined if the course(s) that address that outcome needs to be
restructured. Depending on the results of the assessment, if curricular changes are
necessary they will be added to the curricula process as soon as feasible. A yearly report
will be prepared by the Division coordinator. All data collected and reports prepared will
be archived in the office of the School of HPELS.
June 2010