Graduate Program Review
2005-2006
Department of
Health, Exercise and Sport Sciences
Rick Carter, Chair
College of
Arts and Sciences
Jane Winer, Dean
January 2006
02/24/2006
PROGRAM REVIEW OUTLINE
Health, Exercise and Sport Sciences
I.
Program Overview – A one to two-page summary of department’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the department
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Total Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department
- Enrollment by Level – Fall Data (chart)
- Total Enrollment by Year – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course enrollments over the past six years (enrollment trends by course)
- Course Enrollments by Academic Year (table)
F. Graduate/Undergraduate courses cross listed
III.
IV.
Faculty
A. Number, rank and demographics of the graduate faculty
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria
to determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- Department SCH/FTE – Fall Data (chart)
Graduate Students
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – Fall Data (chart)
- Graduate Student Summary by Year – Fall Data (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
02/24/2006
- Admitted Graduate Students - Fall Data (table)
- Enrolled New Graduate Students - Fall Data (table)
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
B. Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
C. GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
D. Initial position and place of employment of graduates over the past 6 years (table)
E. Type of financial support available for graduate students.
F. Number of students who have received national and university fellowships, scholarships and
other awards
- fellowships awarded (table)
G. Graduate Student Publications and Creative Activities (table)
H. Programs for mentoring and professional preparation of graduate students.
I. Department efforts to retain students and graduation rates
V.
VI.
Department
A. Department operating expenses
- Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table)
B. Summary of Proposals (Submitted)
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table)
G. HEAF expenditures (table)
Conclusions – a one- to two-page summary of the observed deficiencies and needs identified
by your review. Highlight areas of greatest need and areas of significant contributions.
VII.
Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Course Offerings (table)
C. Recruiting Materials
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information (current Confirmation/Reconfirmation forms for all tenured and
tenure-track faculty)
1
I.
Program Overview
Health, Exercise and Sport Sciences
Revision 12-7-2005
2
SCOPE AND OVERVIEW OF THE DEPARTMENT
The Department of Health, Exercise, and Sport Sciences (HESS) is a diverse grouping of
connected disciplines encompassing Community Health and Health Education, Motor
Behavior, Exercise Physiology/Physiology, Pedagogy, Sport and Exercise Psychology, Sports
Management, and an undergraduate service program for the university.
HESS is dedicated to providing comprehensive programming that bridges scholarship,
research and professional practice for a diverse student body and faculty. Further, we
integrate community outreach and service within the teacher/scholar model thereby
providing many diverse opportunities for learning, scholarship and professional
development. In particular, HESS focuses on increasing access and diversity, technology
integration, establishing partnerships, engaging students and faculty, providing professional
experiences through internships and advancing a research/scholarship agenda that is
competitive and sustaining.
HEALTH, EXERCISE, and SPORT SCIENCES (HESS)
The Masters in Exercise and Sport Sciences and Masters in Sports Health are conferred
through the Department of Health, Exercise, and Sport Sciences. Our mission, vision and
goals are:
Mission Statement
Committed to excellence in teaching, research, and service, the Department of Health,
Exercise, and Sport Sciences promotes intellectual, personal and professional development
and strives to enhance quality of life through the advancement of knowledge in health and
human performance.
Vision Statement
The department will be nationally recognized for its promotion of health and human
performance through its scholarship in teaching, research and service.
The Department of Health, Exercise, and Sport Sciences values the following:
•
•
•
•
•
•
•
•
•
•
promotion of physical activity;
development of health and human performance;
advancement and application of knowledge;
pursuit of excellence;
respect for others;
diversity;
creativity and innovation;
academic and intellectual freedom;
effective communication;
application of technology;
Health, Exercise and Sport Sciences
Revision 12-7-2005
3
Goals
Goal 1. Access and Diversity. Recruit, retain, and graduate a larger, more academically
prepared and diverse student body in health, exercise, and sport sciences.
To achieve excellence and balance with a high-quality diverse student body, HESS focuses
on recruiting a diverse student body from the region, state and beyond. To increase our
diversity, HESS pursues recruitment of high-quality minority/under-represented groups to
provide quality and diverse educational experiences for all and to assist students in
exploring and appreciating the many diverse needs, cultures and beliefs which make this
country strong. Further, we are committed to nurturing and graduating our diverse student
body on time and with the knowledge, skills and professional understanding that will propel
them as leaders in their chosen profession.
Goal 2. Academic Excellence. Attain national recognition through educational and research
programs in health, exercise, and sport sciences.
HESS is focused on attracting the best and brightest students. We are enhancing our faculty
and facilities to attract high student achievers and to offer them opportunities within and
beyond the traditional classroom where their knowledge, skills and intellectual pursuits can
be tested, focused and realized.
Goal 3. Engagement. Build community connections related to health and physical activity
that enhance the quality-of-life for students and the community.
HESS actively pursues engagement at all levels. We have built community relationships in
the region and beyond and this connectivity is providing timely and valuable experiences for
our students and faculty.
Goal 4. Technology. Maximize the use of technology in teaching and research related to
health, exercise, and sport sciences.
HESS is committed to using technologies to enhance education, understanding and critical
thinking. Our faculty offers many opportunities through laboratory experiences, individual
studies and research for students engage in and use technologies to communicate on many
levels and pursue research interest using state-of-the-art technologies.
Goal 5. Partnerships. Build partnerships and alliances that promote health and physical
activity.
HESS is actively engaged in partnerships that synergistically promote the health and well
being of the citizens of Texas and beyond. We are reaching minority/underserved groups
through various public/private partnerships, are engaged with rural health issues and
solving issues related to access, diagnosis and understanding of health needs, exploring
cultural differences related to health care and exercise and providing outreach educational
opportunities for our students.
Goal 6. Human Resources and Infrastructure. Maintain a quality workforce and work
environment within the department.
Health, Exercise and Sport Sciences
Revision 12-7-2005
4
HESS has strived to recruit and retain the best faculty and staff. Retention of quality faculty
has been a challenge. Our physical plant is evolving as are our classroom and laboratory
facilities.
Goal 7. Tradition and Pride. Establish a national image for the Department of Health,
Exercise, and Sport Sciences at Texas Tech University.
HESS is in the process of restructuring committees and resources to advance our image and
presence in all academic and professionally aligned areas. We are recognized as a quality
educational unit and our students are highly sought professionals. One of our goals is to
reconnect with our graduates at a higher level and to begin to engage them in our mission.
Goal 8. Institutional Advancement and Accountability. Strengthen fiscal stability and public
accountability for the department.
HESS is beginning to solidify its faculty and is implementing processes and areas of
engagement that should extend our already solid contribution to the institution. We are
accountable on many levels for our educational endeavors, our scholarship and outreach.
We continue to seek and capitalize on opportunities that benefit HESS, the institution and
the state of Texas and its citizens.
Health, Exercise and Sport Sciences
5
II.
Graduate Curricula and Degree Programs
A.
Scope of programs within the department
The Department of Health, Exercise, and Sport Sciences offers two distinct degrees within the
department, the Master of Science in Exercise and Sport Sciences and the Master of Science
in Sports Health. An overview of the degree programs is outlined below.
Master of Science in Exercise and Sport Sciences
The Master of Science in Exercise and Sport Sciences provides advanced study in
biomechanics, exercise physiology, motor behavior, sport and exercise psychology, sports
management, or teaching physical education and sport. The degree program consists of a
minimum of 36 hours of graduate work; thesis and non-thesis options are available. The
department will determine and prescribe any necessary leveling work. No foreign language is
required.
The Biomechanics track provides students with a solid foundation for understanding how
humans move through space and time by considering forces which are acting upon the
system. Masters graduates are prepared for potential employment in a variety of
professional fields, including teaching and coaching, human sciences and allied health, human
factors, engineering and ergonomics, physical medicine, sports industry and biomechanics
technology. Students are prepared to pursue doctoral study in the fields of Kinesiology,
Sports Medicine, Medicine, Physical Therapy, Ergonomics and Biomechanics.
The Exercise Physiology track provides a scientific foundation in the physiological responses
to acute and chronic exercise. Present areas of faculty interest include: stress reactivity and
performance, muscle plasticity, cardiopulmonary regulation, and prevention and rehabilitation
for patients with chronic disease processes. The thesis option is specifically designed for
students interested in pursuing research careers and doctoral studies. A non-theses option is
available for students pursuing careers in applied health and clinical settings. Employment
opportunities exists in the aerospace industry, in cardiopulmonary diagnostic testing and
rehabilitation, in sport physiology, and basic science research laboratories.
The Motor Behavior track encompasses the areas of motor learning and control, motor
development and the social psychology of sport and exercise. Course work in this track
focuses on how individuals, throughout the lifespan, learn and control motor skills. A Master
of Science degree with a motor behavior emphasis is designed for students interested in
careers in allied health professions, teaching and coaching, clinical and applied research.
Additionally, students are prepared for entering doctoral studies in one of the areas of motor
behavior.
The Texas Tech University graduate track in Sport Management has a proud history of
preparing students for managerial leadership positions in interscholastic, intercollegiate,
professional and amateur sports. This is one of the few approved NASPE/NASSM programs
offering a Master’s emphasis in Sport Management. The Texas Tech Sport Management track
is designed to be flexible, yet comprehensive in nature. Coursework can be planned around
the core requirement to meet distinctive needs for each student. Students work with their
advisor to customize a program of study in the field of Sport Management to attain academic
specialization (i.e., marketing, event management, finance, sport law and risk assessment,
and other areas).
Health, Exercise and Sport Sciences
6
The graduate track in Teaching Physical Education and Sport focuses on enhancing motor skill
instruction and learning. The program is designed to serve individuals whose primary
objective is the improvement of teaching and coaching. Upon completion of this program of
study, graduates are prepared to return to Early Childhood through 12th grade teaching and
coaching, instruct physical education or coach at Junior Colleges, Colleges and/or Universities
and/or pursue doctoral studies in Physical Education Teacher Education. A theory to practice
educational paradigm enables graduate students to interact with children and adolescents
within the local schools, as well as outreach and service learning programs. In collaboration
with the College of Education, graduate students may elect to pursue a Ph.D. in Curriculum
and Instruction specializing in Teaching Physical Education and Sport. This curriculum is
designed to meet the needs of graduate students who wish to teach, conduct research, and
serve as faculty members in departments of Kinesiology, Exercise Science or Physical
Education within institutions of higher education.
The Master of Science in Sports Health
The Master of Science in Sports Health is designed to prepare students to work in clinically
based health and fitness settings. These clinical settings use exercise as a tool to improve
health and fitness, combat weight gain and loss, relieve anxiety and depression or to
rehabilitate individuals suffering from chronic disease processes (cardiovascular, pulmonary,
metabolic, or musculoskeletal). The program integrates sports medicine and exercise science
and is appropriate for clinical exercise scientists and allied health professionals who wish to
pursue careers in fields related to exercise science (e.g., clinical exercise physiologist, nurse,
athletic trainer, physical therapist, and physician). Students complete courses offered by the
Department of Health, Exercise, and Sport Sciences in the College of Arts and Sciences and
the Department of Rehabilitation Sciences at the Health Sciences Center. The knowledge,
skills, and abilities required for certifications by leading organizations such as the American
College of Sports Medicine, the National Strength and Conditioning Association, and the
National Athletic Training Association serve as the foundations for the courses in this degree
program.
Both thesis and non-thesis options are available for the degree which is administered through
the Department of Health, Exercise, and Sport Sciences. The thesis option requires 42 hours
of course work including 6 hours of thesis credit while the non-thesis option requires 42 hours
of course work and the completion of comprehensive examinations covering course content.
In consultation with their academic advisor, students have the option to select courses that
are aligned with their career goals to fulfill degree requirements. Current course descriptions
may be found in the listings of the various departments.
From 1999-2000, we awarded 25 master degrees in our department, of these 25 degrees, 16
were in Physical Education (presently called Exercise and Sport Sciences) and 9 were in
Sports Health. From 2004-2005, we awarded 46 master degrees in our department; of these
46 degrees, 42 were in Exercise and Sport Sciences and 4 were in Sports Health. These
statistics reflect the on going interest of our students and the profession.
Health, Exercise and Sport Sciences
7
Traditionally, the Sports Health Degree was targeted primarily toward students pursuing an
athletic training certification. Program offerings included: ESS 5333 Administration of Athletic
Training Programs; ANM 5330 Advanced Anatomy for Sports Medicine; ESS 5332
Biomechanics of Musculoskeletal Injuries; and ESS 5331 Research in Sports Health. The
emphasis has shifted in the program throughout the years, yet the degree is still termed
Sports Health. However, the present title fails to communicate the actual job market and
interest of students. Additionally, the School of Allied Health Sciences now offers a Masters in
Athletic Training at the graduate level and thus, students who once pursued this degree
offering to qualify for the athletic training certification are accommodated through another
area.
Presently, we have two tracks in the Sports Health Degree; track one is termed Clinical
Exercise Science while track two is termed Clinical Exercise Physiology. Our Clinical Exercise
Physiology track is endorsed by the American College of Sports Medicine and advertised on
their web site as an endorsed program. Therefore, we do have a national and international
image and have met all applicable nationally established standards and competencies.
However, we need to target professionals who want to pursue professions in clinical settings
(hospitals and rehabilitation sciences).
Health, Exercise and Sport Sciences
8
B.
Number and types of degrees awarded over the past six years
Degrees Awarded - Academic Year (HESS)
Source: Institutional Research Services
180
160
140
120
100
80
60
40
20
0
99/00
00/01
01/02
02/03
03/04
04/05
Bachelor
153
144
150
135
119
117
Masters
26
24
22
21
19
29
Doctorates
0
0
0
0
0
0
Total Degrees Awarded by Year - AY (HESS)
Source: Institutional Research Services
200
180
160
26
24
22
21
140
19
29
119
117
04/05
120
100
80
153
144
150
60
135
40
20
0
99/00
00/01
01/02
02/03
03/04
0
0
0
0
0
0
Masters
26
24
22
21
19
29
Bachelor
153
144
150
135
119
117
Doctorates
Health, Exercise and Sport Sciences
9
Comparison of Degrees Aw arded Fall Data
University of North Texas
99/00
00/01
155
24
177
48
Bachelor
Master
Doctoral
26
20
Bachelor
Master
Doctoral
130
13
01/02
02/03
03/04
04/05
178
197
29
37
no doctoral program
161
35
n/a
n/a
37
7
38
36
16
19
no doctoral program
31
14
17
30
151
16
158
159
10
15
no doctoral program
148
14
161
8
Kine s iology/He alth Pr om otion/Re cr e ation
Bachelor
Master
Doctoral
University of Memphis
Hum an M ove m e nt Scie nce & Education
Colorado State
He a lth a nd Ex e rcise Scie nce
Northern Illinois
Bachelor
Master
Doctoral
information not provided
Old Dominion - Norfolk VA
(in Education Colle ge )
Bachelor
Master
Doctoral
141
32
107
24
117
101
34
27
no doctoral program
97
42
n/a
n/a
Bachelor
Master
Doctoral
153
26
144
24
150
135
22
21
no doctoral program
119
19
117
29
Texas Tech
Program Degrees Awarded
Source: Institutional Research Services
Name of Program
Exercise and Sport
Sciences
Physical Education
Sports Health
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
--
--
15
15
13
25
17
9
20
4
-7
-6
-6
-4
Health, Exercise and Sport Sciences
10
C.
Undergraduate and graduate semester credit hours
Semester Credit Hours - Academic Year (HESS)
Source: Institutional Research Services
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
Undergraduate
Graduate
99/00
15,807
1012
00/01
14,989
1074
01/02
14,578
1142
02/03
15,704
1228
03/04
14,772
1327
04/05
16,100
1,179
AY SCH compared to Budget (HESS)
Source: Institutional Research Services
18,000
$200,000
16,000
$180,000
$160,000
14,000
$140,000
12,000
$120,000
10,000
$100,000
8,000
$80,000
6,000
$60,000
4,000
$40,000
2,000
0
Undergraduate
Graduate
Operating Cost
$20,000
99/00
00/01
01/02
02/03
03/04
04/05
15,807
14,989
14,578
15,704
14,772
16,100
1012
1074
1142
1228
1327
1,179
$171,363
$185,334
$169,812
$169,352
$181,526
$136,386
$0
Health, Exercise and Sport Sciences
11
D.
Number of majors in the department for the fall semesters
Enrollment by Level - Fall Data (HESS)
Source: Institutional Research Services
900
800
700
600
500
400
300
200
100
0
99/00
00/01
01/02
02/03
03/04
04/05
Bachelor's
692
667
619
675
720
768
Masters
57
51
48
48
53
59
Doctoral
0
0
0
0
0
0
Total Enrollment by Year - Fall Data (HESS)
Source: Institutional Research Services
900
59
800
700
57
53
48
51
48
600
500
400
692
667
300
619
675
720
768
200
100
0
99/00
00/01
01/02
02/03
03/04
Doctoral
0
0
0
0
0
0
Masters
57
51
48
48
53
59
692
667
619
675
720
768
Bachelor's
04/05
Health, Exercise and Sport Sciences
12
Comparison of Enrollment Fall Data
University of North Texas
99/00
00/01
684
119
681
116
Bachelor
Master
Doctoral
199
57
Bachelor
Master
Doctoral
666
35
01/02
02/03
03/04
04/05
747
739
101
96
no doctoral program
749
98
823
88
246
53
188
170
49
40
no doctoral program
143
51
149
60
633
36
612
652
37
32
no doctoral program
727
38
836
29
Kine s iology/He alth Pr om otion/Re cr e ation
Bachelor
Master
Doctoral
University of Memphis
Hum an M ove m e nt Scie nce & Education
Colorado State
He alth and Exe r cis e Scie nce
Northern Illinois
Bachelor
Master
Doctoral
information not provided
Old Dominion - Norfolk VA
(in Education Colle ge ; de clar e d)
Bachelor
Master
Doctoral
431
59
351
57
334
379
80
72
no doctoral program
366
70
440
82
Bachelor
Master
Doctoral
692
57
667
51
619
675
48
48
no doctoral program
720
53
768
59
Texas Tech
Program Enrollment
Source: Institutional Research Services
Name of Program
Exercise and Sport
Sciences
Physical Education
Sports Health
1999-2000
34
23
2000-2001
32
19
2001-2002
30
18
2002-2003
2003-2004
2004-2005
22
38
46
6
16
15
13
Health, Exercise and Sport Sciences
13
E.
Course enrollments over the past six years (enrollment trends by course)
Figures are totals – classes may be offered more than once per year and some individual courses have
been added or deleted during the review period.
Course Enrollments by Academic Year
Source: Institutional Research Services
HESS
RLS
5001
2
0
0
0
0
0
Total
8
2
HESS
ESS
5002
13
6
9
8
3
14
53
HESS
ESS
5003
10
18
11
11
21
17
88
HESS
ESS
5004
0
0
0
0
0
0
0
HESS
RLS
5302
0
0
0
0
0
0
0
HESS
ESS
5303
27
22
23
16
20
12
120
HESS
ESS
5305
0
15
8
11
16
14
64
HESS
ESS
5306
21
12
8
12
10
7
70
HESS
ESS
5307
0
8
8
8
0
5
29
HESS
ESS
5308
20
12
21
8
15
0
76
HESS
ESS
5309
23
0
9
0
12
0
44
HESS
ESS
5310
13
15
21
0
18
0
67
HESS
ESS
5311
0
15
0
0
0
0
15
HESS
ESS
5312
9
0
6
14
14
0
43
HESS
ESS
5313
7
11
0
17
0
0
35
HESS
HLTH
5313
0
0
10
5
0
11
26
HESS
ESS
5314
8
0
0
8
0
0
16
Department
HESS
Subject
ESS
Course
5001
1999-00
8
2000-01
0
2001-02
0
2002-03
0
2003-04
0
2004-05
0
HESS
ESS
5315
29
36
29
24
38
19
175
HESS
ESS
5317
0
0
35
23
24
37
119
HESS
ESS
5320
0
0
0
16
16
17
49
HESS
ESS
5321
0
0
0
11
0
20
31
HESS
ESS
5322
24
16
27
20
37
16
140
HESS
ESS
5323
0
0
20
17
17
0
54
HESS
ESS
5324
25
20
30
30
29
16
150
HESS
ESS
5325
15
23
7
16
20
19
100
HESS
ESS
5327
17
19
21
24
19
10
110
HESS
ESS
5328
0
16
0
0
0
21
37
HESS
ESS
5331
7
1
0
0
0
0
8
HESS
ESS
5332
6
28
8
11
11
0
64
HESS
ESS
5333
11
7
0
0
0
0
18
HESS
ESS
5334
18
7
5
0
5
15
50
HESS
ESS
5335
0
0
0
0
0
13
13
HESS
ESS
5336
0
0
0
0
19
9
28
HESS
ESS
5337
17
0
11
5
0
14
47
HESS
ESS
5338
0
12
0
9
0
0
21
HESS
ESS
5341
0
0
0
0
0
15
15
HESS
ESS
5343
0
0
0
16
0
10
26
HESS
HLTH
5344
0
4
7
4
6
9
30
HESS
ESS
5347
0
0
0
0
0
3
3
HESS
ESS
6000
14
13
7
4
16
11
65
HESS
ESS
7000
23
34
31
48
52
40
228
367
370
372
396
438
394
2337
TOTALS
F. HESS presently does not have any cross listed courses.
Health, Exercise and Sport Sciences
14
III.
Faculty
The tables below represent teaching resources, tenured and tenure track faculty and
comparisons with peer institutions with respect to teaching resources. Table A-1 depicts teaching
resources within the Department of Health, Exercise, and Sport Sciences. This department was
completely restructured in the 1999-2000 academic year. The department was sustained using
temporary and part-time instructors. Gradually, tenure track faculty were added; however,
turnover has contributed to an ongoing deficit and lack of stability and growth in some areas.
Additionally, there are two faculty members presently who have University Administrative
appointments, one at the Associate and one at the Full Professor level.
As seen in Figure A-2, the faculty is young and lacks a solid and established group of
mentors. Turnover continues to hamper the department's ability to move beyond its teaching
mission and to establish a significant research agenda that complements our graduate program
directions. Faculty salary structure contributes to a continuing turnover of faculty, as does the
quality of academic space to conduct classes, offer laboratory experiences and accommodate
significant and sustainable research agendas. Certainly, there are other contributing factors and the
weighting of each for an individual faculty member in reaching a decision to stay or leave varies.
Our TA's are instructors in the PF&W courses and typically teach six (6) one credit hour
courses per semester. This is high compared to other schools our size. Total course contact hours
average 12 to 18 hours per week in class instruction, with additional hours devoted to course
preparation, grading and office hours for each TA.
Graduate faculty totals 19 individuals with two University administrative officers and one
department chair. Typically each graduate faculty member will teach one graduate course per year
and, in some cases, two or more per year based on need.
By comparison, the numbers of faculty are equivalent to the University of North Texas.
However, UNT has an established faculty and exceeds HESS with faculty at the associate and full
professor levels. Compared to the University of Memphis, our faculty lines in absolute number are
less. HESS faculty positions are slightly greater than Colorado State at 13 and for Old Dominion
University at 15. An important aspect that impacts heavily on graduate programming and its
affiliated activities is the heavy weighting of Assistant Professors in the HESS.
Health, Exercise and Sport Sciences
15
A.
Number, rank, and demographics of the graduate faculty
The graphs below provide demographic information for the graduate and non-graduate
faculty members in HESS over a six year period from 1999/2000 through 2004/2005. Total
numbers of full-time faculty have been extremely variable as has the utilization of part-time and/or
temporary faculty over the six year reporting period. The number of full and associate professors
in HESS has been extremely low with assistant professors added to the faculty to fulfill the
academic needs of the department.
Teaching Resources (HESS)
Source: Institutional Research Services
35
30
25
20
15
10
5
0
99/00
00/01
01/02
02/03
03/04
04/05
Tenured/Tenure Track faculty
13
11
16
17
17
20
Non-tenure track faculty
22
29
22
15
8
9
GPTI
6
5
5
9
11
5
TA's
9
9
10
9
4
10
Health, Exercise and Sport Sciences
16
Tenured and Tenure-Track by Rank - Fall Data (HESS)
Source: Institutional Research Services
14
12
10
8
6
4
2
0
Horn Professor
Professor
Associate Professor
Assistant Professor
99/00
0
1
5
7
00/01
0
1
3
7
01/02
0
1
6
9
02/03
0
1
6
10
03/04
0
1
6
10
04/05
0
2
6
12
Health, Exercise and Sport Sciences
17
Comparison of Full-time Faculty
University of North Texas
99/00
00/01
01/02
02/03
03/04
04/05
8
13
15
17
17
n/a
26
24
28
27
28
17
10
7
12
5
18
15
6
9
6
10
17
8
11
4
20
9
5
10
Kinesiology/Health Prom otion/Recreation
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
University of Memphis
categories do not apply
Hum an Movem ent Science & Education
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
(Graduate Assistants) GA's
Colorado State
23
21
22
27
23
25
23
33
categories do not apply
29
24
11
15
10
9
25
23
23
17
Health and Exercise Science
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
10
10
8
6
category does not apply
23
24
Northern Illinois
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
Old Dominion - Norfolk VA
information not provided
(in Education College)
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
1
11
Tenured/Tenure Track
Non-tenure track
GPTI's
TA's
13
22
6
9
1
10
1
10
5
8
categories do not apply
Texas Tech
11
29
5
9
16
22
5
10
17
15
9
9
Health, Exercise and Sport Sciences
18
B.
List of faculty members
FACULTY NAME
Boros, Rhonda
Carter, Rick
Cobb, Steve
Dickin, Clark
Dornier, Lanie
Grappendorf, Heidi
Griffin, Kent
Hall, Elizabeth
HIRE
DATE
JOB TITLE
Cheryl Juergens
Assistant Professor
Professor/Chair
Assistant Professor
Assistant Professor
Associate Professor
Assistant Professor
Instructor
Associate Professor/Vice
Provost
Assistant Professor
Adjunct-Sr Assoc Dir
Athletics
Instructor
09/01/03
Lochbaum, Marc
Massey-Stokes, Marilyn
McComb, Jacalyn
Meaney, Karen
Assistant Professor
Associate Professor
Professor
Associate Professor
09/01/00
09/01/95
09/91/89
09/01/01
Miller, John
Reeve, Sandy
Associate Professor
Instructor
09/01/00
09/01/99
Reeve, T. Gilmour
06/1/99
Roncesvalles, Nida
Professor/Director of
Strategic Planning
Assistant Professor
09/01/01
Sawyer, Robert
Assistant Professor
09/01/04
Smucker, Michael
Assistant Professor
09/01/01
Tacon, Anna
Associate Professor
01/16/01
Williams, Jim
Associate Professor
07/16/00
Hart, Melanie
Henry, Judi
09/01/04
9/1/2005
09/09/04
09/01/01
01/15/90
09/01/04
09/01/00
09/01/81
END
DATE
12/31/05
09/01/03
06/16/97
Member of
Grad
Faculty?
Y or N
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
01/15/06
N
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
ADJUNCT or NO LONGER EMPLOYED WITHIN HESS
James, Roger
Arterburn, Joyce
Associate Professor
(Adjunct)
Assistant Professor
09/01/95
02/01/60
05/31/03
Bixby, Walter
Assistant Professor
09/01/02
08/31/05
Bennett, Stephanie
Assistant Professor
09/01/03
05/31/05
Scheuermann, Barry
Assistant Professor
09/01/01
08/31/03
Drewlinger, Dana
Assistant Professor
09/01/95
08/18/00
LeClerc, Tomas
Instructor
09/01/00
05/31/02
Murray, Nick
Assistant Professor
09/01/00
07/15/01
O’Connor, Thomas
Assistant Professor
09/01/00
08/31/01
Mason, Danny
Associate Professor
09/01/64
05/31/00
Weekes, Esther
Assistant Professor
09/01/94
11/19/99
Bobo, Mike
Professor
08/31/70
05/31/00
Y
N
Y
Y
Y
Y
N
N
N
N
Y
Y
Health, Exercise and Sport Sciences
19
Hayashi, Carl
Assistant Professor
09/01/95
09/30/98
Hayashi, Susan
Assistant Professor
09/01/96
01/15/99
Perry, Tara
Assistant Professor
01/16/97
07/15/99
Owens, Mary
Professor
<-1967
08/31/99
Sherblom, Pat
Assistant Professor
09/01/95
07/15/99
Roberts, Scott
Assistant Professor
09/01/95
08/31/99
Stuyt, Jeff
Associate Professor
09/01/79
05/31/99
Color Key:
Y
N
Y
N
Y
Y
Y
Administrative Leave for University Service
Assistant Professor
Associate Professor
Full Professor
Health, Exercise and Sport Sciences
20
C.
Summary of the number of refereed publications and creative activities
The table below reflects the faculty’s participation in scholarship activities as reflected by
an accounting of referred publications and creative activities. Over the six year period, there has
been a steady increase in the number and quality of publications completed by the faculty in
HESS.
Publication data indicate that HESS faculty are engaged in scholarly activities and that
faculty are continually upgrading their scholarly activities to reach a competitive advantage for
extramural funding. Additionally, faculty are enlisting students to assist with these important and
timely research efforts. This is an educational gap that we are now filling and expanding for our
students.
Summary of the number of refereed publications and creative activities
Publication Type
Refereed
Articles/Abstracts
1999
N=7
F=13
2000
N=10
F=11
2001
N=13
F=16
2002
N=13
F=17
2003
N=14
F=17
2004
N=15
F=20
12
20
20
28
37
40
4
7
1
9
2
2
4
5
3
3
17
25
31
25
38
43
Books/Book
Chapters
Other Publications
Presentations /
Posters
Invited
Presentations
13
N = # of fulltime faculty contributing
F = # of fulltime faculty in department
Health, Exercise and Sport Sciences
21
D.
Responsibilities and leadership in professional societies
Our roles and responsibilities in professional organizations have continued to mature over
the six years covered in this review. Our young faculty are engaged in many professional societies
and are rising to leadership ranks. This reflects our ongoing commitment to remain professionally
active, to network and to promote student interest in professional organizations and activities.
Responsibilities and leadership in professional societies
1999
N=7
F=13
11
1
2
4
Professional Leadership
Editor/Editorial
Executive Board
Officer in National Org.
Committees
Reviewer
Consultant
N = # of fulltime faculty contributing
2000
N=10
F=11
16
1
4
11
2003
N= 14
F= 17
25
3
10
30
3
1
F = # of fulltime faculty in department
Committees
Chaired
MS
PhD
3
2001
N= 13
F= 16
11
3
5
15
2002
N=13
F= 17
25
3
5
18
1
Committees
Served in
Department
MS
PhD
2004
N=15
F=20
22
2
9
29
5
Committees
Served outside
Department
MS
PhD
2
1
3
2
1
3
7
1
6
2
Faculty Name
Jacalyn McComb
Lanie Dornier
3
Marilyn Massey-Stokes
1
Karen Meaney
2
3
John Miller
7
4
Anna Tacon
Jim Williams
3
2
5
Steve Cobb
Clark Dickin
9
1
Heidi Grappendorf
1
1
Judi Henry
2
1
Melanie Hart
2
2
Marc Lochbaum
1
Nida Roncesvalles
1
Robert Sawyer
1
2
1
Michael Smucker
3
3
Rhonda Boros
1
The above reported data represents committees served on during the evaluation period through completion of the
degree requirements only.
Health, Exercise and Sport Sciences
22
E.
Assess average faculty productivity for Fall semesters only (use discipline appropriate
criteria to determine)
HESS faculty workloads have remained comparable to that of the university and ahead of
the College of Arts and Sciences for each year except 2004. This has occurred with a transient
faculty workforce and reassignment of two faculty at the associate and full professor levels to
University administrative posts. Given these challenges, our research and scholarly output and
service components have continued to increase. This is reflected in refereed publications and
graduate committees served (thesis and doctoral even though HESS does not have doctoral
programs). Our grantsmanship activities have increased and this is reviewed further back in this
document.
When student credit hours per fulltime equivalent faculty (SCH/FTE) are reviewed, we
note an increase from 2000 through 2003, with 2003 representing the peak. In 2004, the ratio
returned to 2002 levels. A number of elements have impacted this ratio over the years. First, HESS
has added young faculty and has expanded its academic offerings. Second, HESS is participating
with the Graduate on Time concept and is trying to ensure that each and every student has a
chance in completing either their four year or Master’s degree on time. Lastly, some variance in
the ratio is directly related to the continuing entrance and exit of young faculty.
FACULTY WORKLOAD SUMMARY
1999
University
College
Department
2000
2001
2002
2003
2004
11.61
11.16
13.24
11.45
10.68
12.19
11.34
10.43
12.82
12.24
10.63
12.64
16.23
17.39
15.79
Health, Exercise and Sport Sciences
23
College SCH/FTE- Fall Data
Source: Institutional Research Services
280
270
260
250
240
230
220
210
SCH/FTE for total faculty
1999
2000
2001
2002
2003
2004
250
234
248
260
272
262
Departm ent SCH/FTE - Fall Data (HESS)
Source: Insti tuti ona l Resea rch Servi ces
300
250
200
150
100
50
0
SCH/FTE for total faculty
1999
2000
2001
2002
2003
2004
262
230
213
231
236
220
Health, Exercise and Sport Sciences
24
IV.
Graduate Students
A.
Demographics of applicants and enrolled students
The graphs and tables below provide data regarding applicants, students admitted and
graduated from our graduate program. Further, the data below indicates that our gender and ethnic
makeup continues to track that for the region and state as well as national trends.
It is noteworthy that our graduation rates at the Master’s level have varied slightly during
declined for the past six years. The reasons for this may include: a young and transitioning faculty,
laboratories that are only now reaching potential to attract highly qualified students, and an
inability to complete with other institutions who offer greater financial incentives for graduate
students, to mention a few. However, given these shortcomings, HESS is emerging as a prominent
academic program that is recognized as exemplary in many areas and will enhance graduate
programming and research to a level where the best students will seek HESS for graduate degrees
and research experiences.
To facilitate graduate student entrance and as part of this review process, we have
recognized the need for and will implement marketing and recruitment efforts. To accomplish our
goal for increasing student admissions to our graduate programs, we will strategically target
specific regional, state and national institutions of higher education that provide potential for high
yield recruitment of qualified students. Further, we will identify and attempt to develop
relationships with minority serving institutions to increase our recruitment of minority individuals.
Further, we recognize the importance of admitting well-prepared international students and thus,
we are attempting to identify a number of international universities where partnerships can be
developed and international exchange facilitated.
Our graduate student GRE scores have tended to cluster around 400 for verbal and 500
quantitative, and our graduate student grade point averages have trended up. Our goal is to recruit
graduate students who possess higher GRE verbal and quantitative scores. To accomplish this
goal, we have identified several areas for review and action: a. reevaluate student stipends and
teaching loads to offer a more attractive and competitive package, b. increase outside funding for
research assistantships, c. increase marketing efforts targeting specific students, d. make financial
awards earlier so that students know they can attend Texas Tech and HESS before they seek
alternative institutions, and better communicate ongoing scholarly activities within HESS that
prospective students may desire to align with.
Health, Exercise and Sport Sciences
25
Graduate Student Summary by Category - Fall Data (HESS)
Source: Institutional Research Services
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
Students Graduated
1999
57
30
15
2
2000
50
29
14
0
2001
45
28
15
9
2002
56
36
18
4
2003
54
29
17
2
2004
57
32
15
11
Graduate Student Summary by Year - Fall Data (HESS)
Source: Institutional Research Services
60
50
40
30
20
10
0
1999
2000
2001
2002
2003
2004
Total Applicants
57
50
45
56
54
57
Total Admitted
30
29
28
36
29
32
New Grad Students
15
14
15
18
17
15
Students Graduated
2
0
9
4
2
11
Health, Exercise and Sport Sciences
26
Graduate Applicants by Region - Fall/Summer Data (HESS)
Source: Institutional Research Services
40
35
30
25
20
15
10
5
0
Blank Code
TX
USA
INT'L
1999
0
31
24
2
2000
0
30
18
2
2001
0
25
17
3
2002 13 28
13
28
10
5
2003
27
25
1
1
2004
11
37
6
3
Health, Exercise and Sport Sciences
27
Graduate Applicants - Fall Data
1999
2000
2001
2002
2003
2004
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
W hite
0
1
2
1
1
0
22
0
0
1
2
1
0
26
0
0
3
3
0
0
17
0
0
1
6
2
0
18
0
0
1
0
1
1
21
0
0
1
0
3
0
17
0
0
2
2
0
1
15
1
1
2
2
6
0
24
1
2
1
2
0
3
16
0
2
1
3
1
0
22
0
0
3
2
3
1
17
0
0
1
3
0
2
25
Gender Total
27
30
23
27
24
21
20
36
25
29
26
31
57
Total Applicants
45
50
Admitted Graduate Students - Fall Data
1999
2000
56
54
57
2001
2002
2003
2004
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
W hite
0
1
1
0
1
0
13
0
0
0
0
0
0
14
0
0
2
1
0
0
10
0
0
0
3
1
0
12
0
0
1
0
0
1
15
0
0
0
0
0
0
11
0
0
1
2
0
0
8
1
1
1
1
4
0
17
1
1
0
1
0
3
8
0
1
0
1
0
0
13
0
0
1
1
2
0
11
0
0
1
3
0
1
12
Gender Total
16
14
13
16
17
11
11
25
14
15
15
17
30
Total Admitted
29
28
36
Enrolled New Graduate Students - Fall Data
1999
2000
2001
29
32
2002
2003
2004
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
W hite
0
0
1
0
1
0
4
0
0
0
0
0
0
9
0
0
0
1
0
0
4
0
0
0
2
0
0
7
0
0
0
0
0
1
8
0
0
0
0
0
0
6
0
0
0
2
0
0
2
1
1
0
1
1
0
10
1
0
0
0
0
3
4
0
1
0
1
0
0
7
0
0
0
1
0
0
5
0
0
0
2
0
0
7
Gender Total
6
9
5
9
9
6
4
14
8
9
6
9
Total Enrolled
15
14
15
18
17
15
Health, Exercise and Sport Sciences
28
Demographics of Enrolled Graduate Students - Fall Data
1999
2000
2001
2002
2003
F
M
F
M
F
M
F
M
F
M
2004
F
M
Amer Ind
0
0
0
0
0
0
0
1
1
1
1
1
Asian
0
0
0
0
0
0
0
1
1
2
1
2
Black
1
1
3
0
3
0
0
0
0
0
1
1
Hispanic
1
1
1
3
0
2
2
1
3
4
4
5
Non-Resident
1
2
1
1
0
0
0
1
0
0
0
0
Unknown
0
0
0
0
1
0
0
0
3
0
3
0
W hite
24
26
18
24
20
22
15
27
13
25
13
27
Gender Total
27
30
23
28
24
24
17
31
21
32
23
36
Graduate
57
51
48
48
59
53
Demographics of Enrolled Undergraduate Students - Fall Data
1999
2000
2001
2002
2003
2004
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
2
1
1
2
1
2
2
2
3
2
1
2
Asian
1
4
2
8
1
9
4
6
3
3
3
6
Black
16
21
13
19
10
13
13
22
12
25
10
27
Hispanic
23
74
27
65
27
63
25
73
29
74
29
79
Non-Resident
0
3
0
0
0
0
0
0
0
1
1
1
4
0
0
2
0
2
1
3
0
1
Unknown
0
5
W hite
225
318 192
333
183 308 198 328 205 359 218 390
Gender Total
267
425 235
432
222 397 242 433 253 467 262 506
Undergraduate
692
667
619
675
720
768
Health, Exercise and Sport Sciences
29
B.
Test scores (GRE, GMAT and/or TOEFL) of enrolled students
Average GRE Scores for Enrolled Graduate Students Fall Data (HESS)
Source: Institutional Research Services
600
500
400
300
200
100
0
C.
1999
2000
2001
2002
2003
2004
Verbal
439
437
415
395
413
394
Quantitative
547
508
501
518
551
519
GPA of new students
New Graduate Students GPA by Level - Fall Data (HESS)
Source: Institutional Research Services
4
3.5
3
2.5
2
1.5
1
0.5
0
Masters
Doctoral
1999
2000
2001
2002
2003
2004
3.502
3.49
3.46
3.599
3.647
3.625
NO DOCTORAL PROGRAM
Health, Exercise and Sport Sciences
30
D.
Initial position and place of employment of graduates over the past 6 years
Name
Initial Position
Initial Employer
Location
Head Athletic Training
Wayland Baptist
Lubbock, TX
J C Penney’s
Plano, TX
Joe Arrington Canter
Center
Lubbock, TX
Teacher
Physical Education
Teacher
Palestine ISD
Dunbar Lubbock ISD
Palestine, TX
Lubbock, TX
Director of Operations
Driscoll Children’s
Hospital/Valley
Healthcare Alliance
Canyon High School
Corpus Christi/ Rio
Grande, TX
Preston Manor
Recreation and
Fitness Center
Athletics at Texas
Tech University
Health Point Fitness
& Cardiac Rehab
Wayland Baptist
University
Carolina Panthers
Football
Covenant Lifestyle
Wolfforth, TX
1999-2000
Toni Torres
2000-2001
Bobbi Crill
Assistant Product
Development
Manager
Manager
Charley Wasson
2001-2002
Glen Poklikuha
Tisha Matthewson
2002-2003
Martin Schulz
Brittney Lanehart
Head Girls Track
Coach
Director
Marcus DeVere
Aaron Hamlett
Assistant Strength &
Conditioning Coach
Exercise Specialist
Emily Sykora
Head Athletic Trainer
Gina Younce
Casey Hairston
Tiffany Nelley
Year-Long Athletic
Training Intern
Exercise Specialist
Canyon, TX
Lubbock, TX
Lubbock, TX
Lubbock, TX
Charlotte, NC
Lubbock, TX
2003-2004
Sales
Jason Curtis
Assistant Coach
Mike Moffitt
Director of Sales
Samantha Horvath
Jerrod Copeland
Burke Binning
Shellie Setser
Teacher/Coach
Head Cross Country
Coach
Development
Associate
New Mexico Sports &
Wellness Center
TTU Women’s
Volleyball
Main Event
Entertainment
Ballinger ISD
George Mason
University
Mosiac Family
Services Inc.
Albuquerque, NM
Lubbock, TX
Plano, TX
Ballinger, TX
Fairfax, VA
Dallas, TX
Health, Exercise and Sport Sciences
31
Stephen Sayward
Michael Herrera
Criquett Lehman
Recreation
Coordinator
Cardio Pulmonary
Technologist
Assistant Athletic
Director
Tahoe City Public
Utility District
Frontera Strategies
Lake Tahoe, CA
Athletics at Texas
Tech University
Lubbock, TX
Exercise Specialist
Exercise Specialist
Health Point Fitness
Covenant Women’s
Cardiac Services
Health Point Fitness
Athletic Department
at Texas Tech
Lubbock, TX
Lubbock, TX
Houston, TX
2004-2005
Jenny Wehmeyer
Kim Hale
Dean Diersing
Garrett Tressler
MS Supervisor
Marketing and
Promotions Specialist
Lubbock, TX
Lubbock, TX
Health, Exercise and Sport Sciences
32
E.
Type of financial support available for graduate students
Traditionally, students in the Master's programs have been able to apply for a limited
number of teaching assistant positions within HESS. The stipends are awarded based on individual
and departmental need, as well as academic qualifications. Additionally, HESS supports many
scholarship and teaching assistantship (TA) opportunities that vary in the amount of the award.
Each scholarship and TA has defined criteria that identifies eligibility. Each teaching assistantship
award is based on established criteria and teaching need.
We are now in the process of identifying additional opportunities for supporting graduate
students on- and off-campus. Through strategic positioning and partnership development, we feel
that win-win-win scenarios can be created for graduate students, the sponsoring entity and HESS.
For example, our Sport Management program is enhancing relationships with Texas Tech
University Athletics at both the undergraduate and graduate levels. Our clinical exercise program
has developed an extensive network of internship sites and is pursuing opportunities to secure paid
assistantships for our students. Many opportunities exist, and we intend to cultivate and partner
with those expressing interest to assist students in their educational pursuits at all levels.
Table of Scholarships and Teaching Assistantships Offered through HESS
Scholarship Name
Scholarship Criteria
Scholarship opportunities from
the College of Arts and Sciences
Two different kinds of undergraduate scholarships, Academic Achievement Scholarships
and H.Y. Price Scholarships, are offered through the College of Arts and Sciences. The
application deadline is Feb 1, 2006.
H.Y Price undergraduate
scholarship application form.
College of Arts and Sciences, for entering freshman, transfer students, or continuing
students - Award value: $3500/yr
Scholarship opportunities from
the College of Arts and Sciences
Arts And Sciences Academic Achievement Scholarship Application Form For Continuing
Or Transfer Undergraduate Students - Award Value: $1000/yr
Preston E. Davis Endowed
Scholarship
For a Health, Exercise, and Sport Sciences sophomore, junior or senior in good standing
that demonstrates excellent qualities of scholarship, leadership, and service. Financial
need is considered.
Doris Horton Endowed
Scholarship
For a student currently accepted and in good standing in a Health, Exercise, and Sport
Sciences graduate program or an exceptional undergraduate senior planning to enter
the graduate program in Health, Exercise, and Sport Sciences at Texas Tech. A
minimum of 3.0 cumulative GPA is required for applicants currently in the Health,
Exercise, and Sport Sciences graduate program. Financial need and research interests
are considered.
Zella Riegal Huffman Endowed
Scholarship
For a female Health, Exercise, and Sport Sciences major who possesses a minimum
GPA of 3.0 in 30 or more semester hours at Texas Tech. Must exhibit strong leadership
potential, especially in professional and university organizations.
Health, Exercise, & Sport
Sciences Alumni Endowed
Scholarship
For any graduate or undergraduate student majoring in Health, Exercise, and Sport
Sciences. Based on academic achievement and service to the department, profession,
community, & financial need.
Jeannine McHaney Endowed
Scholarship
For a female graduate student in good standing in the Sport Management graduate
program.
Martin and Mavis McIntyre
Endowed Scholarship
For a junior or senior Health, Exercise, and Sport Sciences major with a minimum 3.0
cumulative GPA.
Harmon and Dot Scales
Endowed Scholarship
For any graduate or undergraduate student majoring in Health, Exercise, and Sport
Sciences possessing a minimum 3.0 cumulative GPA and demonstrated leadership
qualities. Financial need is a consideration.
Health, Exercise and Sport Sciences
33
George and Frieda Soutter
Endowed Scholarship
For junior or senior (minimum of 60 semester hours at Texas Tech) majors in Health,
Exercise, and Sport Sciences. Criteria include current and continued 16 semester hour
enrollment and minimum 3.0 cumulative GPA. Financial need and academic
achievement are primary considerations. May be renewed.
Margaret E. Wilson Endowed
Scholarship
For an incoming freshman enrolled as a major in Health, Exercise, and Sport Sciences,
SAT 1000 or ACT 20. Financial need may be a consideration. Renewable for spring
semester contingent upon a 3.0 GPA.
Coach James McNally Honorary
Scholarship Endowment
For students majoring in a degree program in the Dept. of HESS. Financial need may
be a consideration
Mike Bobo Scholarship
Endowment for ESS
For providing scholarships to junior and senior undergraduate students majoring in
ESS. Recipients shall have a minimum 3.0 GPA. Need may be a consideration.
Dorothy B. Hoyle Endowed
Scholarship
For a sophomore student majoring in health education that has an overall 3.0 GPA and
has documented financial need.
Teaching Assistantships
Teaching assistantships are offered based on academic credentials, past professional
experiences and specialization required for course offerings.
F.
Number of students who have received national and university fellowships,
scholarships and other awards
National scholarships and awards have been limited for HESS graduate students
historically. The table that follows denotes these awards.
AWARD
Thesis/Dissertation
SBC Chancellor’s
99/00
00/01
01/02
$4,000
$3,000
02/03
03/04
$2,000
$2,000
$3,000
04/05
Health, Exercise and Sport Sciences
34
G.
Graduate Student Publications and Creative Activities – Number of publications and
other activities by Master and Doctoral students in the department
HESS directs masters level academic programs to the University in several areas of
emphasis. No doctoral programming is presently housed within HESS. We do collaborate jointly
with the Department of Physiology at the Health Sciences Center on a Ph.D. in Physiology and
with the College of Education's Ph. D. program in Curriculum and Instruction.
Publication:
Year
2005
2004
2003
2002
2001
2000
1999
Referred
Thesis
Diss.
2
1
4
1
Non-Referred
Thesis
Diss.
Poster
Presentations
6
9
11
9
4
3
2
Publications
5
1
3
1
1
Health, Exercise and Sport Sciences
35
H.
Programs for mentoring and professional preparation of graduate students
The Master of Science in Exercise and Sport Sciences has three areas of emphasis;
Exercise Science, Teaching in Physical Education and Sport, and Sport Management. The
Exercise Science emphasis has three degree tracks; Biomechanics, Motor Behavior/Exercise &
Sport Psychology, and Exercise Physiology. Each area of emphasis affords students an
opportunity to work individually with graduate faculty members through the ESS 6000 (Thesis) or
ESS 7000 (Research) electives. Six hours of research is required, which can be achieved with
either the ESS 6000 or ESS 7000 courses. These research options facilitate access to graduate
faculty who will mentor graduate students in their areas of expertise. The Sport Management
emphasis requires students complete six hours of internship, thereby providing students with an
opportunity to work in professional sport management settings. Similarly, the Master of Science in
Sports Health has an internship experience that is designed to provide students with a wide range
of field experiences in a sports health and/or clinical exercise physiology setting. Additionally, the
Sports Health and Sport Management programs have been endorsed by leading professional
organizations. The Sport Management emphasis is one of the few approved NASPE/NASSM
programs offering a Masters emphasis in Sport Management. The Sports Health Degree has been
endorsed by the American College of Sports Medicine (ACSM) University Connection
Endorsement Program. This endorsement is designed to recognize institutions with educational
programs that meet all of the knowledge, skills, and abilities (KSAs) specified by the ACSM
Committee on Certification and Registry Boards. Students who graduate from this program not
only enjoy the prestige of graduating from an endorsed program, but are also eligible to take the
National ACSM credentialing certifications at a reduced cost. Normally the cost of certification is
$350.00 for ACSM Exercise Specialist Certification; however, for students graduating from an
endorsed program the cost is reduced to $125.00. Additionally, employers recognize this
certification as the gold standard in the health and fitness industry.
I.
Department efforts to retain students and graduation rates
HESS is committed to retaining students that are admitted to the various graduate
programs. We use a number of strategies to ensure retention of students including, but not limited
to:
a. Working individually and in small groups with students
b. Encouraging entry level students to partner with second year students
c. Providing financial resources whenever possible
d. Seeking peer mentors at the onset of admission
e. Individually engaging students in professional and research activities
f. Seeking cultural partnerships and advocating cultural experiences for students
g. Promoting brown-bag seminars and sponsoring distinguished lectures by national
and internationally recognized scholars
h. Offering thesis and non-thesis program offerings
i. Promoting and sponsoring students' participation in research by providing
stipends for students to present at professional meetings
Health, Exercise and Sport Sciences
36
V.
Department
A.
Department operating expenses
The Department of Health, Exercise and Sport Science’s non-personnel operating costs per
academic year from 1999/2000 through 2003/2004 are shown in the graph below. For the five year
period, the Department’s operating costs averaged $175,477 per year.
Department Operating Cost - Academic Year (HESS)
Source: Institutional Research Services
$200,000
$180,000
$160,000
$140,000
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
Operating Cost
99/00
00/01
01/02
02/03
03/04
04/05
$171,363
$185,334
$169,812
$169,352
$181,526
$136,386
Department Operating Costs as a Fraction of Employees
Dept Operating Cost
Faculty & Staff
Dept Op Cost /FS
99/00
00/01
01/02
02/03
03/04
04/05
$171,363
$185,334
$169,812
$169,352
$181,526
$136,586
38
38
38
30
30
35
$4510
$4877
$4469
$5645
$6050
$3,897
Health, Exercise and Sport Sciences
37
B.
External and internal grants/contracts and contracts awarded
The table that follows denotes grants/contracts and research funding applied for by the
faculty of HESS. It includes all venues for grant/research support. As noted the number of
applications has steadily increased over the years. This reflects several key drivers, including, but
not limited to:
1. Time and effort for grant writing
2. A maturing junior faculty
3. A renewed emphasis on partnership development for grant procurement
4. Research capital funding through the Provost office
5. A greater emphasis on grant procurement by the department
6. An increased awareness of hiring faculty who possess funded research
experiences
7. An increased awareness among faculty that to be competitive, they must
secure outside grants and contracts
Foundation
D
2005
2004
2003
2002
2001
2000
1999
M
State
D
Federal
M
1
D
D
M
D
M
1
2
2
1
1
2
3
1
1
1
1
1
1
1
11
2
2
1
1
3
4
D = proposals written by CO-PI’s from your department only
M = proposals written by CO-PI’s from multiple departments
2
Private
M
1
1
Texas Tech
Health, Exercise and Sport Sciences
1
38
C.
External Research Expenditures
Our young faculty have begun to transform seed monies to extramural funding and
scientific enterprise. As noted by the table below, award amounts have increased over the six-year
period.
A summary of external research awards to the Department of Health, Exercise and Sport
Sciences for the six-year period from 1999/2000 through 2004/2005 is presented in the table
below. The number of awards and the received dollar amount has increased over the six-year
period. When viewed by a return on investment, the University's investment has been matched by
external research dollars over the six-year period. The return to facilities and administration
accounted for $57,488 over the six-year period. A total of $209,712 was received through HEAF
allocations over a six year period. This represents a 2.14 rate of return on the investment.
However, we anticipate this ratio increasing as the faculty begins to pursue larger grant
opportunities and the track record for faculty obtaining grants/contracts increases.
Research expenditures at our peer institutions have either exceeded (N=3) that of Texas
Tech or was not reported. For the three that exceeded Texas Tech, their investment was
significantly greater than Texas Tech (Texas Tech total = $347,912 or $57,985 per year average
over six years) in absolute terms (Colorado State total = $ 937,266 over four-years or $234,317 per
year average; Old Dominion at $ 1,055,201 over five-years or $211,040 per year average; and
University of North Texas total $446,000 or $ 74,333 per year average). Thus, our three reporting
peer institutions reporting have outpaced Texas Tech research expenditures by 22-66%.
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
Year
Number of
Awards
FacilitIes &
Administrative
Award Amount
99/00
00/01
01/02
02/03
03/04
04/05
6.00
3.00
3.20
2.40
2.00
8.30
$0
$0
$11,685
$23,050
$6,372
$16,381
$88,349
$27,948
$78,578
$80,080
$22,296
$130,741
24.90
$57,488
$427,992
Totals:
Refer to Appendix G for a detailed summary of awards and Appendix H for a summary of
proposals submitted during the review period.
Health, Exercise and Sport Sciences
39
Research Expenditures (HESS)
Source: Institutional Research Services
$140,000
$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
Sponsored
99/00
00/01
01/02
02/03
03/04
04/05
$88,349
$27,948
$78,578
$80,080
$22,296
$130,741
Comparison of Research
Expenditures
University of North Texas
University of Memphis
Colorado State
Northern Illinois
Old Dominion - Norfolk VA
Texas Tech
99/00
$43,000
00/01
01/02
$109,000
$30,000
02/03
$180,000
03/04
$24,000
04/05
$60,000
information not provided/available
n/a
$342,402
$240,514
$61,344
$293,006
n/a
information not provided
$130,446
$195,846
$255,617
$264,589
$208,703
$88,349
$27,948
$78,578
$80,080
$22,296
n/a
$130,741
Health, Exercise and Sport Sciences
40
D.
Internal funding
HESS has consistently allocated resources for research and creative endeavors. As noted in
the chart below, resources have been provided for many different funding streams. Departmental
contributions have exceeded those presented below. However, funds spent solely on research and
scholarly activities were not tracked with sufficient detail, for all years, to totally account for the
expenses. As the department evolves, additional resources for research and scholarly activities will
be identified and used to facilitate this important activity.
Source of Internal Funds (TTU)
Source: Institutional Research Services
Research Enhancement
99/00
00/01
$8,420
$3,510
01/02
02/03
03/04
$3,000
$12,928
Research Incentive
04/05
$1,800
Line Items
Interdisciplinary Seed Grants
$10,000
$3,850
$8,980
$3,000
$2,000
$5,000
$33,857
$57,471
$117,874
$61,308
$1,293
$25,656
$12,031
$67,614
$172,238
$73,411
New Faculty Start-ups
Matching from TTU
Special needs and opportunities
Research Promotion
$5,000
Graduate School Fellowships
$4,000
HEAF
$28,372
$10,830
$5,000
Department
TOTALS:
$36,792
$19,340
$51,857
E.
Scholarships and Endowments see Chapter IV E. (Page 32)
F.
Departmental resources for research and teaching (i.e. classroom space, laboratory
facilities)
The Department is distributed across campus in four different buildings including the Sport
Studies Center, the Exercise Sciences Center, Holden Hall and the Student Recreation Center. This
distribution of space is a major handicap for HESS for a number of reasons including but not
limited to:
1. Proximity of existing buildings are distributed widely across campus.
2. Duplication of some equipment and secretarial support is not optimized due to
location.
3. Costs for maintaining separate buildings is amplified.
4. The buildings are old and the Sport Studies Center is maintained at a minimal
level because it has been slated to be demolished for several years.
5. The gym in the Exercise Sciences Center is not air conditioned and
thus, poorly utilized in the hot months.
Health, Exercise and Sport Sciences
41
6. The pool is undergoing transformation at present and aquatics programming will
increase for the undergraduate program only. However, the pool does not
have adequate ventilation and is in need of air conditioning to accommodate
quality semester by semester programming.
7. HESS uses all assigned laboratory space as multifunctional space for instruction,
student projects, demonstrations and faculty research. This limits access for
faculty and graduate students to pursue research.
8. Structured laboratories are initially assigned to a partitioned space in the Sport
Studies Center that does not have appropriate sound proofing, electrical and
other utilities to accommodate the full spectrum of needs. Once this space is
fully allocated other laboratory space is assigned thereby limiting individual
projects and faculty research.
9. Small storage areas are primarily used for undergraduate pedagogy and athletic
equipment which is essential for the conduct of the programs.
Specific Space by Building Occupied by HESS
Sport Studies Center (formerly Women's Gym)
This Center houses seven offices, one extremely small graduate student teaching and
research computing center, one classroom, a laboratory teaching area reclaimed from gym space
and the residual gym space for pedagogy and outreach programs. This space houses five full-time
faculty, one secretary and one emeritus faculty. Our Pedagogy and Sport Studies faculty are
housed in this space and teach in this and other buildings across campus. Furthermore, office space
within the Sport Studies Center is also allocated to two full-time dance faculty accompanied with a
dance studio. The dance studio is used for both dance classes and rehearsal during the regular
school day off hours and weekends. This allocation of space creates conflict since the dance studio
is not sound proofed and the music is typically played loudly. Even with office doors and studio
doors closed the sound permeates the building and faculty cannot totally concentrate on their tasks
and nor engage in quality student-faculty communication. Consequently, faculty and students,
housed within the Sport Studies Center are constantly competing for space that is conducive to
providing a quality learning and scholarship environment.
Holden Hall
The department occupies six offices in Holden Hall. Four offices for faculty, one A-V
storage area and one secretarial office. This space provides accommodations for our Health
Faculty.
Exercise Sciences Center (formerly Men's Gym)
The department occupies 15 offices in the Exercise Sciences Center, four classrooms, one
small computer laboratory, three laboratories---one with two small interview rooms, one
hydrostatic weighing facility, a small conference room, a pool and dressing rooms, and one
outdated gym. Laboratories are used for Biomechanics, Motor Behavior/Sports Psychology and
Physiology. Multiple faculty share allocated space in each of the laboratories. There are no space
allocations solely dedicated for faculty and student research. All laboratories are multifunctional
and scheduling and access to resources is limited due to the amount of teaching presently
conducted in the space.
Health, Exercise and Sport Sciences
42
Student Recreation Center
One faculty member, one secretary and the graduate teaching assistants are housed in space
provided by the Student Recreation Center. Additionally, we have access to the activity areas,
when not in conflict with student recreation, for course offerings and a closet for storing first aid
supplies and cardiopulmonary resuscitation mannequins.
Physical Facilities General Comments
The physical plant that HESS occupies in the Sports Studies Center and parts of the
Exercise Sciences Center were constructed in the 1950’s with the Exercise Sciences Center
receiving its last major update in or around 1989. For example, the gym and the pool areas in the
Exercise Sciences Center are not air conditioned and lack quality air turnover to accommodate
programs in the summer and winter. The existing laboratory space in the Exercise Sciences Center
has been reclaimed space from old locker rooms, showers and once unoccupied space. The space
lacks sufficient electrical, computer connectivity, water and drains for a quality teaching and
research space. We cannot accommodate an upcoming biomechanics teaching and research
laboratory because of structural issues and lack of a space to provide ample room for
instrumentation. Thus, we are trying to use parts of the space in the old women’s gym but this too
has major limitations. Lastly, the rooms were not designed to accommodate today’s laboratory
equipment. In the biomechanics area we have multiple levels of magnetic interference and thus,
have not been able to perform the types of research necessary to compete with our peer institutions
even though we have the required equipment. In the motor learning/motor development space, the
walls are not sound-proof, therefore the numbers of clients served at one time in very limited (onetwo individuals) thereby, making some efforts almost impossible since quit rooms are required.
Our balance analysis system is presently housed in a hallway and thus, we struggle with
movement of people to and from the instrumentation and making the appropriate analysis.
While we have recently made progress with several of the laboratory teaching and research
spaces, we are hampered by the configuration and structural obstacles present. With respect to
classroom space in the Exercise Sciences Center, we are presently updating our ability to offer
projection and computer technologies in the classrooms. We presently have four classrooms in the
building, yet none seat more that 50 students. We are in need of a space that will accommodate
100+ students. Further, HESS does not have a suitable computer laboratory nor a student study
room which are essential to student learning and engagement. Yet, given these limitations, HESS
faculty, staff and students continue to make progress on many fronts with respect to
education/learning, research and service. However, if some changes were forthcoming, we would
be able to amplify our achievements and continue to engage students at many levels.
Space in the Sports Studies Center has not been upgraded for years since the building has
been on the demolition planning agenda for some time. Thus, faculty and students have made due
with the available resources. One example is the partitioning of a section of the gym into a student
teaching laboratory and small open classroom. This accommodation has allowed HESS to improve
instruction and opportunities for students to become technically proficient with specific
instrumentation, tools and techniques essential to the programs of study. However, our inability to
expand and plan effectively hampers progress on many fronts.
HESS is in need of dedicated research space and a large multifunctional area for faculty
and student programs. Further, we would like to expand our outreach efforts and bring citizens
from the community to the campus. Presently, we do not have a quality area to facilitate outreach
programming and research activities in this domain. Thus, some faculty travel to other schools, in
the area, to pursue their interests and prospective students and their families never get to the Texas
Tech campus.
Health, Exercise and Sport Sciences
43
Type of Space
Number of Rooms
Total Assignable Square Feet
Faculty & Administration
24
2761
Clerical
4
693
Graduate Assistant
2
617
Technician
1
97
Emeritus
1
120
11
4834
2
725
3
*Sport Studies Center=5979;
Exercise Sciences Center=9802;
**Pool=6862.
OFFICES:
LABORATORIES:
Special Instruction Labs
Research Laboratories
STORAGE:
LIBRARY:
CENTERS & OTHER
FACILITIES:
Office
Laboratory (Instruction &
Research)
32490
TOTAL SQUARE FEET
*These areas lack air conditioning and thus, utilization is less than optimal at
various times during the year.
**The pool has undergone some upgrading over the past several years and
additional upgrades are in process and/or planned with more required to
return this area to full use.
F.
HEAF expenditures
Laboratories Classroom
2004
2003
2002
2001
2000
1999
$57,308
$112,906
$55,665
$19,179
$10,830
$23,202
$4,000
0
$512
0
0
0
Other
(identify)
0
$4,968
$1,293
$14,678
0
$5,170
TOTAL
$61,308
$117,874
$57,471
$33,857
$10,830
$28,372
Health, Exercise and Sport Sciences
44
VI.
Conclusion/Summary
The Department of Health, Exercise, and Sport Sciences (HESS) is focused on promoting and
improving health, human performance and quality of life consistent with its teaching, research,
and service missions. This review process has provided an opportunity for HESS to reevaluate
where we have been and where we are going in the areas of teaching, research and service. As part
of a SWOT analysis, we have identified our strengths, weaknesses, opportunities and threats as
related to our three primary missions and beyond. Our review indicates that we have been
successful on many levels, some of which are noted below:
TEACHING
HESS does a very good job in the area of teaching. Students are presented with up-to-date
information, our faculty are highly engaged with students at all levels, new laboratory instruments
and techniques are being utilized and students are embracing these technologies, engagement in
professional organizations is expanding and opportunities are being created for students to
participate in service learning and other intellectual endeavors. Last year we graduated 46 students
from our graduate programs, a new high.
RESEARCH
HESS is transitioning to a faculty engaged in research at many levels. While the combined
publication record for HESS is on track, we have only scratched the surface with respect to grants
and contracts. This is partly reflective of the young faculty and a lack of established senior faculty
to assist our young faculty in realizing their potential in scholarship.
SERVICE
HESS faculty are engaged in service opportunities at the local, state, national and international
levels. Our faculty are energetic, engaging, creative and professional in their pursuits.
The future is very bright for HESS, and we intend to continue building on the solid foundation
existing within HESS and Texas Tech University. To fulfill our comprehensive mission and meet
our stated goals and objectives, HESS is redefining its position in academics and research to
successfully position itself to capitalize on future opportunities and extend its reach in teaching,
research and service. Through these and other efforts, HESS will continue to reshape itself,
thereby ensuring continued growth and development of the Department and its various
components. To successfully accomplish our vision, mission, goals and objectives, the following
recommendations are made:
1. Revise the mission, vision, goals and objectives to align with present and future needs in
curriculum and academic programming, research and service;
2. Explore strategies for obtaining and retaining high quality faculty;
3. Revise the HESS Web site to facilitate student needs, communicate with alumni, align various
stakeholders, and promote the accomplishments of students, faculty and the department;
4. Create a secure online data entry and storage repository to: facilitate compliance with our
various accreditating groups, to collect and track department-specific data in a cost effective
manner, and provide a data portal for outreach and scholarship pursuits;
Health, Exercise and Sport Sciences
45
5. Strengthen the curriculum and degree requirements for graduate programs;
6. Strengthen the curriculum and degree requirements for the undergraduate degree programs;
7. Improve and expand teaching laboratory space;
8. Improve and expand research laboratory space by providing dedicated space that is conducive to
the areas of research in HESS;
9. Improve technologies in all areas;
10. Increase the numbers of high quality peer-reviewed publications and national and international
presentations;
11. Increase the number of grant applications submitted by HESS faculty from each specialization;
12. Increase the number of contracts (grants or consulting) awarded to HESS faculty from each
specialization;
13. Encourage graduate students to pursue thesis and special research projects;
14. Grow program areas to meet the needs of the market and profession and to accommodate
student interest;
15. Establish an improved student communication platform for HESS majors within the buildings
and beyond;
16. Extend partnerships with other entities that promote Health, Exercise and Sport Sciences and
enrich opportunities for faculty and students;
17. Align accreditation processes and the need for data in a manner that is consistent, accurate and
timely;
18. Develop strategically aligned online course offerings that extend our reach while meeting the
needs of special student groups, (e.g., full-time employed individuals);
19. Attract new faculty that have established research agendas as demonstrated by success with
ongoing grants and/or contracts;
20. Develop partnerships with international institutions of higher education to provide for
enhanced educational and scholarship experiences for our graduate and undergraduate students
and to attract a more diverse student body;
21. Enhance marketing of academic programs.
Health, Exercise and Sport Sciences
46
VII. Appendices
A.
B.
C.
D.
E.
F.
G.
H.
Strategic Plan
Graduate Course Offerings
Recruiting Materials
Graduate Student Handbook
Graduate Student Association(s)
Current Graduate Faculty Confirmation/Reappointment
Detailed Summary of Research Awards
Detailed Summary of Research Proposals Submitted
Health, Exercise and Sport Sciences
47
APPENDIX A
Strategic plan
Health, Exercise and Sport Sciences
48
Strategic plan
DEPARTMENT OF HEALTH, EXERCISE, AND SPORT SCIENCES
MISSION STATEMENT
Committed to excellence in teaching, research, and service, the department promotes
intellectual, personal and professional development and strives to enhance quality of life
through the advancement of knowledge in health and human performance.
VISION STATEMENT
The department will be nationally recognized for its promotion of health and human
performance through its scholarship in teaching, research and service.
The Department of Health, Exercise, and Sport Sciences values the following:
promotion of physical activity;
development of health and human performance;
advancement and application of knowledge;
pursuit of excellence;
respect for others;
diversity;
creativity and innovation;
academic and intellectual freedom;
effective communication;
application of technology.
Health, Exercise and Sport Sciences
49
GOALS, CRITICAL SUCCESS FACTORS, and OBJECTIVES (including Strategies and
Assessments)
Goal 1. Access and Diversity. Recruit, retain, and graduate a larger, more academically
prepared and diverse student body in health, exercise, and sport sciences.
Critical Success Factors (measures of the degree of success over the next 5 years):
Attain an average SAT of 1100 or ACT equivalent.
Attain a mean GRE of 400 on the verbal, 460 quantitative and 460 analytical tests.
Increase undergraduate enrollment to 700 students.
Increase graduate enrollment to 100 students.
Increase the number of graduate students who complete degrees to 50 per year.
Increase the number of undergraduate students who complete degrees.
Increase the diversity of the department such that student demographics are representative
of the university’s student demographics.
Objectives:
Objective 1.1: Diversify the student body through increasing access.
Strategies:
Increase the number of departmental scholarships awarded to students.
Participate in university recruiting activities.
Enhance departmental recruitment and retention efforts.
Provide up-to-date and accessible web pages and brochures that describe our department.
Develop distance education courses.
Develop web-based courses.
Assessments:
Number of scholarships.
Number of recruiting activities.
Number of distance education courses.
Number of web-based courses.
Objective 1.2: Strengthen the undergraduate curriculum.
Strategies:
Modify the undergraduate curriculum so that students can complete a degree in four years.
Streamline the undergraduate programs in health and exercise and sport sciences to provide
greater focus and enhance the quality of the curriculum.
Assessment:
A curriculum that can be completed in four years.
Objective 1.3: Make the Exercise Sciences Center and Sport Studies Center accessible to all
students.
Strategies:
Provide access to the second floor of the Exercise Sciences Center for individuals with
physical disabilities.
Make entry ways to the Exercise Sciences Center and Sport Studies Center standardized for
the needs of all students (e.g. wheelchair accessible).
Provide accommodations for the needs of the physically disabled in the classroom (e.g.
wheelchair-accessible desks).
Evaluate buildings and teaching areas for additional accessibility needs.
Health, Exercise and Sport Sciences
50
Assessment:
Level or extent of ADA accessibility to the Exercise Sciences Center and Sport Studies Center.
Objective 1.4: Increase quality and quantity of students.
Strategies:
Encourage faculty to recruit students at state, regional, and national meetings.
Identify scholarships for students and encourage them to apply.
Evaluate criteria used for acceptance of graduate students in the department and modify as
necessary.
Identify and nominate prospective graduate students for the Chancellor’s fellowship each
year.
Encourage faculty to recruit qualified students from their classes for the graduate program.
Increase the number of graduate assistants supported by the department.
Increase stipend pay for graduate assistants in the department.
Assessments:
Number of undergraduate students.
Number of graduate students.
Number of students nominated for the Chancellor’s fellowship.
Number of graduate assistants supported by the department.
Amount of stipend pay for graduate assistants in the department.
Goal 2. Academic Excellence. Attain national recognition through educational and research
programs in health, exercise, and sport sciences.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase the number of faculty who hold or have held leadership positions within national
professional organizations.
Increase the number of eligible faculty who obtain fellow or equivalent status in national
professional organizations.
Increase the number of faculty who are recognized for teaching excellence.
Achieve National Association for Sport and Physical Education (NASPE) accreditation for
teacher education.
Achieve American Association for Health Education (AAHE) accreditation for teacher
education.
Increase the number of publications to an average of two per graduate faculty per year.
Increase the number of external grant proposals submitted each year.
Obtain an extramural funding level of $150,000 each year.
Objectives:
Objective 2.1: Increase attainment of extramural funds from local, regional, and national
agencies.
Strategies:
Identify and disseminate information regarding web-based resources for locating extramural
funding.
Invite speakers to provide departmental workshops on strategies for securing extramural
funding.
Increase faculty involvement in workshops for securing extramural funding.
Health, Exercise and Sport Sciences
51
Encourage every faculty member to provide a profile to research services regarding research
interest.
Assessments:
Number of grant proposals submitted each year.
Number of grant awards each year.
Number of workshops each year.
Objective 2.2: Increase productivity in research and other scholarly activities.
Strategies:
Strengthen the reward structure for presentations, publications, and external funding.
Provide financial support for reproduction costs associated with publications.
Increase the number of manuscripts submitted for publication each year.
Increase the number of publications each year.
Provide financial support for faculty to attend professional conferences.
Increase the number of faculty who participate in other scholarly activities (e.g. reviewer for
research journals, leadership positions in professional organizations).
Assessments:
Number of manuscripts submitted for publication.
Number of publications.
Number of presentations.
Number of other scholarly activities in which faculty participate.
Objective 2.3: Strive for excellence in teaching.
Strategies:
Participate in programs that focus on teaching effectiveness.
Provide financial support for faculty to attend workshops/programs aimed at teaching
effectiveness.
Sponsor and/or co-sponsor workshops/lectures on teaching effectiveness.
Strengthen the reward structure for excellence in teaching.
Assessments:
Number of workshops attended on teaching effectiveness.
Number of workshops/lectures on teaching effectiveness sponsored by the department.
Objective 2.4: Enhance the departmental teaching evaluation system for faculty and teaching
assistants.
Strategies:
Ensure that each faculty/teaching assistant participates in teaching evaluations for each
course taught.
Identify any redundancy in the university and departmental evaluation systems and modify
the departmental system as needed.
Implement an annual peer evaluation of teaching effectiveness for faculty.
Assessments:
Student evaluations of teaching effectiveness completed for every class in the department.
Peer evaluations of teaching effectiveness completed for each faculty.
Objective 2.5: Provide support to faculty for professional growth and development.
Strategies:
Encourage eligible faculty to apply for faculty development leaves.
Health, Exercise and Sport Sciences
52
Encourage eligible faculty to participate in the Big 12 Faculty Fellowship Program.
Provide support for faculty to travel to collaborate with colleagues.
Identify important certifications in each area of health, exercise, and sport sciences.
Provide financial support for faculty in obtaining appropriate certifications.
Assessments:
Number of faculty development leaves.
Number of faculty participating in Big 12 Fellowship Program.
Certifications held by faculty.
Goal 3. Engagement. Build community connections related to health and physical activity that
enhance the quality of life for students and the community.
Critical Success Factors (measures of the degree of success over the next 5 years):
Incorporate service learning into the curriculum.
Increase faculty engagement (or involvement) with the community.
Objectives:
Objective 3.1: Develop service learning components across the curriculum.
Strategies:
Offer faculty opportunities to attend service learning workshops.
Encourage faculty to consult colleagues for ideas regarding how to incorporate service
learning into the curriculum.
Invite representatives from community agencies to visit with faculty to explore avenues for
service learning activities.
Consider including service learning components/assignments in proposals for new or
modified/updated courses.
Assessments:
Number of service learning workshops attended by faculty.
Number of service learning components in the curriculum.
Objective 3.2: Increase research that provides opportunities to engage the community.
Strategies:
Identify ways to integrate community engagement into departmental research projects.
Provide opportunities for faculty and representatives from community agencies to meet
together and discuss opportunities for collaborative research-based activities.
Discuss community engagement in research classes and encourage students to do
independent research studies that engage the community.
Develop research projects that target community groups for collaboration and participation.
Assessment:
Number of faculty and student research projects that engage or contribute to the community.
Objective 3.3: Increase opportunities to share expertise with the community.
Strategies:
Offer seminars/workshops for the community on topics pertinent to health, exercise, and
sport sciences.
Sponsor or co-sponsor a continuing education workshop (or guest speaker) on a topic within
the health, exercise, and sport science discipline.
Health, Exercise and Sport Sciences
53
Participate in community agencies related to health, exercise, and sport sciences.
Assessments:
Number of seminars/workshops offered to the community.
Number of faculty who participate in community agencies related to health, exercise, and
sport sciences.
Objective 3.4: Develop community outreach programs.
Strategies:
Offer community programs related to health, exercise, and sport sciences (e.g. youth,
masters sports programs).
Encourage the departmental student organization to be involved in community projects.
Assessments:
Number of community programs offered through the department.
Number of community projects in which the departmental student organization participates.
Goal 4. Technology. Maximize the use of technology in teaching and research related to
health, exercise, and sport sciences.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase the use of advanced technology in classes and laboratories.
Fifty percent of Health and Exercise and Sport Sciences classes will use a component of
technology.
Allocate $5000 per year for purchase of advanced technology for research.
Objectives:
Objective 4.1: Increase the use of technology in teaching and learning.
Strategies:
Develop “smart” classrooms in each teaching area in the Exercise Sciences Center and Sport
Studies Center.
Develop web-based instructional materials.
Develop web-based courses.
Support faculty in taking advantage of educational opportunities regarding the use of
technology in teaching and learning.
Maintain computers and equipment in the teaching laboratory and upgrade as necessary.
Assessments:
Number of “smart” classrooms.
Number of courses that use web-based instructional materials.
Number of web-based courses.
Number of faculty who participate in continuing education regarding the use of technology in
teaching and learning.
Objective 4.2: Use state-of-the-art technology in research.
Strategies:
Provide faculty with up-to-date computers, printers, and software.
Encourage faculty to engage in peer-reviewed, on-line publishing where appropriate.
Maintain research technology in laboratories and other areas and upgrade as necessary.
Hire a research technician to maintain, upgrade, and build equipment.
Health, Exercise and Sport Sciences
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Assessments:
Current status of departmental research equipment and technology (e.g. computers, printers,
software, and laboratory equipment).
Number of on-line articles.
Status of research technician.
Goal 5. Partnerships. Build partnerships and alliances that promote health and physical
activity.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase the number of collaborative projects with local and area community organizations
and schools.
Increase the number of collaborative projects with other faculty.
Increase interactions with alumni.
Develop additional interdisciplinary doctoral programs.
Objectives:
Objective 5.1: Expand and enhance interdisciplinary relationships between the departments
and other programs at TTU and TTUHSC.
Strategies:
Consider multidisciplinary needs in faculty hires.
Participate in exchanges of speakers for lectures and seminars.
Host interdisciplinary research symposium/meetings at the departmental level.
Promote and reward research/teaching projects that involve collaborative efforts.
Encourage faculty to collaborate on research and other scholarly projects with faculty from
other programs at TTU and TTUHSC.
Assessments:
Number of faculty participating in speaker exchanges.
Number of projects that involve collaborative research/teaching.
Number of interdisciplinary symposium/meetings.
Objective 5.2: Collaborate with faculty from other universities.
Strategies:
Participate in Big XII exchange program.
Sponsor guest speakers and seminars with faculty from other universities.
Encourage faculty to collaborate on research and other scholarly projects with faculty from
other universities.
Provide opportunities for faculty to visit other universities to collaborate.
Assessments:
Number of faculty involved in exchange program.
Number of guest speakers and seminars.
Number of collaborative projects with faculty from other universities.
Number of faculty who visit other universities to collaborate.
Objective 5.3: Increase the number of partnerships with local, state, and federal agencies
and laboratories.
Strategies:
Encourage faculty to develop relationships with research laboratories and agencies where
appropriate.
Health, Exercise and Sport Sciences
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Maintain and develop student internship programs with relevant agencies.
Assessments:
Number and types of faculty activities that target partnerships with agencies & laboratories.
Number of agencies used in internship experiences.
Objective 5.4: Increase linkages to EC-12 health and physical education.
Strategies:
Encourage faculty to initiate and participate in alliances with schools.
Encourage faculty to seek grants in support of EC-12 collaborations and partnerships.
Incorporate EC-12 education partnerships and collaborations in relevant Health, Exercise, and
Sport Science classes.
Assessments:
Number of faculty collaborating with EC-12 education providers.
Number of grants submitted for projects targeting EC-12 partnerships.
Goal 6. Human Resources and Infrastructure. Maintain a quality workforce and work
environment within the department.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase the number of faculty who participate in professional growth activities.
Hire at least one minority faculty member.
Raise salaries for faculty and staff to be equitable with other research institutions.
Increase the number of qualified senior faculty.
Increase space available for teaching and research.
Objectives:
Objective 6.1: Recruit, support and retain excellent and diverse faculty and staff.
Strategies:
Actively recruit and hire excellent and diverse faculty and staff.
Provide salaries and start-up packages that are competitive with peer institutions or by
comparable employment opportunities.
Facilitate partner accommodations whenever possible and mutually beneficial.
Provide new faculty with departmental handbook and operating policies that stipulate
expectations.
Foster a culture of kindness and collegiality.
Develop new and strengthen existing mentoring relationships within the department, college
and university.
Utilize information gathered from exit interviews (e.g., Women’s studies and A&S) to evaluate
departmental needs.
Maintain open lines of communication between administration, faculty and staff.
Develop guidelines for the assignment of summer school teaching.
Provide workload credit for all research and teaching activities.
Maintain fair and constructive review processes (e.g., annual reviews, merit, third-year
reviews, tenure and promotion reviews, and post-tenure reviews).
Support staff to participate in relevant professional development activities.
Assessments:
Characteristics of applicants and new hires.
Salaries and start-up packages of new hires.
Number of mentoring relationships within the department, college, and university.
Health, Exercise and Sport Sciences
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Adherence to guidelines for summer school teaching.
Workload of faculty.
Feedback on review processes.
Number of professional development activities in which staff participate.
Objective 6.2: Provide adequate teaching, research and office space.
Strategies:
Provide separate teaching and research laboratory spaces.
Provide additional classrooms.
Provide additional offices to accommodate new faculty.
Provide offices for health faculty to move to either the Sport Studies Center or the Exercise
Sciences Center.
Assessments:
Separate teaching and research laboratory spaces.
Number of classrooms.
Number of offices.
Goal 7. Tradition and Pride. Establish a national image for the Department of Health,
Exercise, and Sport Sciences at Texas Tech University.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase visibility of the department.
Change the names on the buildings of the Exercise Sciences Center and Sport Studies Center
to be consistent with current names.
Objectives:
Objective 7.1: Increase visibility of the department and its programs.
Strategies:
Create and use a department logo.
Update, expand, and maintain the department web page.
Report departmental accomplishments through a variety of outlets (e.g. webpage, annual
report, etc.).
Identify top markets for graduate and undergraduate programs and advertise in those
markets (i.e. Research Quarterly, AAHPERD newsletter, ACSM).
Produce a graduate and undergraduate brochure.
Encourage faculty to develop and use personal web pages.
Develop website for departmental student organization.
Identify and use media outlets to market the department (e. g. KTXT, NPR).
Assessments:
Department logo.
Reports of accomplishments.
Current web page for the department.
Number of faculty web pages.
Website for student organization.
Number of media outlets used to market the department.
Undergraduate and graduate brochures.
Objective 7.2: Participate in university and college programs and activities.
Health, Exercise and Sport Sciences
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Strategies:
Encourage faculty to attend fall faculty convocation.
Have at least two faculty members attend each graduation ceremony.
Participate in University Day and other university activities.
Assessments:
Number of faculty attending fall faculty convocation.
Number of faculty attending graduation.
Number of university programs and activities in which faculty participate.
Objective 7.3: Promote relationships with alumni and ex-students association.
Strategies:
Utilize the ex-students association to identify departmental alumni.
Provide information of interest to alumni.
Encourage alumni to be involved in departmental events (i.e. homecoming, annual
scholarship banquet).
Invite alumni to speak to student organizations.
Host annual events and invite alumni (Homecoming, awards).
Assessments:
List of alumni.
Number of alumni attending departmental events.
Goal 8. Institutional Advancement and Accountability. Strengthen fiscal stability and public
accountability for the department.
Critical Success Factors (measures of the degree of success over the next 5 years):
Increase scholarship endowments to total $150,000.
Established an endowed chair.
Establish an endowment fund for faculty awards (e.g. outstanding teaching and/or research).
Collect data to annually report productivity of faculty.
Increase weighted student credit hour generation.
Objectives:
Objective 8.1: Increase external funding through fund raising.
Strategies:
Identify fund raising outlets for the department.
Identify potential donors from alumni.
Establish a mechanism for alumni to donate funds to the department and receive recognition
for their contributions.
Assessments:
Number of donors/dollars/other gifts.
Number of fund raising outlets.
Objective 8.2: Increase the number of scholarships within the department.
Strategies:
Identify potential scholarship donors.
Contact current and potential scholarship donors and invite them to annual departmental
banquet and other departmental events.
Health, Exercise and Sport Sciences
58
Assessments:
Number of scholarships.
Number of potential donors.
Number of donors and potential donors attending annual departmental banquet and other
departmental events.
Objective 8.3: Increase weighted student hour production
Strategies:
Maximize student enrollment in courses.
Increase number of graduate courses taught per semester.
Verify courses for appropriate level and credit hour generation.
Assessment:
Weighted student credit hour production.
Objective 8.4: Increase public accountability of the department.
Strategies:
Develop a procedure to collect data and evaluate faculty.
Make data accessible to the public (e.g. on the webpage or through brochures).
Assessments:
Data collection procedure.
Accessibility of data.
Health, Exercise and Sport Sciences
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APPENDIX B
Graduate Course Offerings
Health, Exercise and Sport Sciences
60
Graduate Course Offerings
Course
ESS 5002
Title
Internship in Sports
Health
Hours
V1-6
Description
A maximum of 6 hours
credit may be earned in
one or more semesters.
ESS 5003
Internship in Sports
Administration
V1-6
A maximum of 6 hours
credit may be earned in
one or more semesters.
ESS 5302
Motor Control
3:3:0
ESS 5303
Psychology of Sport
3:3:0
ESS 5305
Motor Learning
3:3:0
ESS 5306
Biomechanics of
Exercise and Sport
3:3:0
ESS 5307
Motor Development
3:3:0
This course provides an
examination of the
neural structure and
processes involved in
the control of
movement and in the
maintenance of body
posture.
Theory and practice of
the major psychological
dimensions underlying
the behavior of the
coach and athlete in the
sport context.
The study of the
principles and concepts
of human behavior
related to and affected
by human movement
with emphasis on motor
skill learning.
A study of the laws and
principles governing
human motion. Analysis
of human movement
with applications to
sport, exercise, and
clinical settings.
The study of human
development from
conception through
adulthood. Examines
and discusses
theoretical perspectives
and motor development
research throughout the
life span.
Qualifier
12 hrs of
approved
course work in
sports health
and/or
departmental
approval
18-24 hrs of
approved
course work in
sports
administration
and
departmental
approval
Health, Exercise and Sport Sciences
61
ESS 5309
Children in Sport
3:3:0
ESS 5310
Biomechanics of the
Musculoskeletal
System
3:3:0
ESS 5312
Behavioral and
Psychological
Aspects of Exercise
3:3:0
ESS 5313
Applied Psychology
of Sport
3:3:0
ESS 5314
Methods in
Biomechanics
Research
3:3:0
ESS 5315
Research in Exercise
and Sport Sciences
3:3:0
ESS 5317
Seminar in Exercise
and Sport Sciences
3:3:0
The study of the
physiological,
psychological, and
sociological variables
that influence children’s
participation in sport.
Structure and function
of the musculoskeletal
system. Emphasis on
tissue loading, joint and
muscle function, and
biomechanical
considerations for
human performance and
injury prevention.
The study of
psychological processes
and behaviors as they
relate to exercise
adoption, participation,
and adherence.
Motivation, personality,
and behavior
modification research
will be discussed.
Applied aspects of
psychological skills in
sport and exercise and
how individuals can use
these skills to positively
affect sport and exercise
participation,
performance,
motivations, and
enjoyment.
Examination of methods
of research,
instrumentation, and
quantitative application
of kinematic and kinetic
concepts in the
biomechanical analysis
of human movement.
Research methods,
research design,
treatment and
interpretation of data
Specific research topics
in exercise and sport
sciences will be studied.
May be repeated for
credit.
Prerequisite:
ESS 5306 or
consent of
instructor
Health, Exercise and Sport Sciences
62
ESS 5320
Sport Leadership
3:3:0
ESS 5321
Financial
Management in
Sport
3:3:0
ESS 5322
Management of
Sport and Athletics
3:3:0
ESS 5323
Historical
Perspectives in
Exercise and Sport
Sciences
3:3:0
ESS 5324
Marketing and
Promotion in Sport
3:3:0
ESS 5325
Legal and Ethical
Aspects of Sport
3:3:0
ESS 5327
Sport Facility
Planning and
Management
3:3:0
Study of leadership
theory and its
application to the
effective management
of sport programs.
Examines current sport
leadership research.
Financial concepts and
issues related to the
sport industry, including
methods and sources of
revenue acquisition,
financial analysis
techniques, and
economic impact.
Methods of organizing
and administering sport
and athletic programs.
Study of staff, program,
budget, health and
safety, facilities,
publicity, history, duties
of an athletic director,
and national, state, and
local controls.
Examination of
significant historical
people and events that
shaped the scientific
study of exercise and
sport.
Understanding the sport
industry. Developing
knowledge and skills of
marketing process in
sport operations. Sport
sponsorship, promotion,
and public relations.
Ethical theory and
professional ethics of
sport managers. The
principles of laws
(constitutional, tort,
contractual, labor, and
antitrust laws, etc.)
effecting sport
management.
Principles, terminology,
and standards for
planning, construction,
use, and maintenance
of facilities.
Health, Exercise and Sport Sciences
63
ESS 5328
Sport in American
Culture
3:3:0
ESS 5332
Applied Physiology
of Exercise
3:3:0
ESS 5334
Clinical Exercise
Testing and
Prescription
3:3:0
ESS 5335
Cardiopulmonary
Exercise Physiology
3:3:0
ESS 5336
Skeletal Muscle
Physiology
3:3:0
ESS 5337
Electrocardiography
3:3:0
ESS 5339
Laboratory
Techniques in
Exercise Physiology
3:3:0
ESS 5341
Curriculum and
Instruction in
Physical Education
and Sport
3:3:0
Analysis of the place of
sport in American
society and the impact
of sport on American
culture.
Applied principles of
exercise physiology
including
cardiorespiratory,
biochemical, and
environmental
considerations.
Advanced theory and
practical application to
clinical aspects of
exercise testing and
prescription.
Concentration on
diseased and disabled
populations.
Structure and function
of the human
cardiopulmonary system
during exercise.
Structural and
functional
characteristics of
skeletal muscle and the
regulation of energy
pathways that support
muscle contractile
activity.
An in-depth study of
exercise
electrocardiography
(ECG) preparation,
administration, and
interpretation.
Selected research
methods used in the
quantitative assessment
of exercise tolerance,
muscle metabolism, and
training adoptions.
An examination of
contemporary
curriculum and
methodologies for
effective instruction in
physical education and
sport.
ESS 5308 or
equivalent
ESS 5308 or
equivalent
ESS 5336 or
consent of
instructor
Health, Exercise and Sport Sciences
64
ESS 5343
Applied Research in
Physical Education
and Sport
3:3:0
ESS 5347
Practicum in
Teaching Physical
Education and Sport
3:2:2
ESS 6000
ESS 7000
ESS 8000
Masters Thesis
Research
Doctor’s Dissertation
(V1-6)
(V1-12)
(V1-12)
Survey of physical
education and sport
research focusing on
contemporary issues.
In-depth study of
systematic observation
of teaching and
learning.
Supervised laboratory
and field experience in
schools and community
agencies.
ESS 5315 or
consent of
instructor
Health, Exercise and Sport Sciences
65
APPENDIX C
Recruiting Materials
Health, Exercise and Sport Sciences
66
Recruiting Materials
Following is a packet of information sent to prospective students. All prospective students
are encourage to visit the website, www.hess.ttu.edu.
Health, Exercise and Sport Sciences
67
™
Department of Health, Exercise, & Sport Sciences
Exercise Sciences Center
Box 43011
Lubbock, TX 79409-3011
(806) 742-3371
Fax: (806) 742-1688
Sport Studies Center
Box 41121
Lubbock, TX 79409-1121
(806) 742-3361
Fax: (806) 742-0877
Dear Prospective Student:
Thank you for your interest in our graduate programs in the Department of Health, Exercise, and
Sport Sciences (HESS) at Texas Tech University. Within the Department of HESS, we offer a Master of
Science in Exercise and Sport Sciences and a Master of Science in Sports Health. Students interested in
the Master of Science in Exercise and Sport Sciences can choose the Exercise Science Track, the Teaching
in Physical Education and Sport Track or the Sport Management Track. The Exercise Science Track
emphasizes Biomechanics, Motor Behavior (development, learning, control), Sport and Exercise
Psychology, and Exercise Physiology. The Master of Science in Sports Health is an interdisciplinary
degree that incorporates sports medicine and health issues. The American College of Sports Medicine has
endorsed the Clinical Exercise Physiology Track. Students interested in this degree focus on clinical
exercise science.
Graduate teaching assistantships are available for students to teach in our Personal Fitness &
Wellness program and laboratory classes within Exercise and Sport Sciences (biomechanics, exercise
physiology, motor learning, motor development, and sport and exercise psychology). Students receiving
an assistantship receive an out-of-state tuition waiver (pay only in-state tuition), some fee waivers, health
insurance, and a monthly stipend for their services. Included in your packet of material should be an
application for the Graduate Teaching Assistantship. Other financial aid sources are available, check with
the Graduate School at http://www.ttu.edu/~gradsch/.
Students must complete an application to both the Graduate School at Texas Tech University and
the Department of HESS. All application materials and instructions can be found on the web at
http://www.hess.ttu.edu/graduate at the “admissions” link. Applications to the Graduate School require a
$50 fee that is payable directly to the Graduate School in addition to official copies of transcripts and GRE
scores. The departmental application requires a letter of intent from the student along with three letters of
recommendation sent directly to Mrs. Tabitha Jones, Graduate Program Secretary. Application materials
will not be processed until all paperwork is complete at the department as well as the Graduate School.
Enclosed are the materials you have requested for our programs. If you would like any additional
information, please feel free to contact Mrs. Tabitha Jones, Graduate Program Secretary, at (806) 7423371. Again, thank you for your interest in our graduate programs.
Sincerely,
Rick Carter
Department Chair
Health, Exercise and Sport Sciences
68
Department of Health, Exercise, and Sport Sciences
Texas Tech University
Graduate Admission Application
This entire form must be completed prior to before processing by the department.
Please note: Master’s degree students: A separate application is required by the TTU Graduate
Admissions Office. Their application is available on the Web on-line at
http://www.ttu.edu/~gradsch/gradadmit.htm, or you can obtain it by emailing them at gradschool@ttu.edu or
calling (806) 742-2787.
Interdisciplinary Ph.D. students: A separate application is required by the TTU Health
Sciences Center Graduate School of Biomedical Sciences. Their application is available online at:
http://www.ttuhsc.edu/pages/grad/default.htm or you can contact them at 806-743-2556.
Personal Information
Social Security Number:_______________________ (Used only for identification purposes)
Name: Last _____________________First_____________________Middle initial ___________
Mailing Address:_______________________________
City: ____________________ State or Prov:________
Zip code: ___________
Phone: (
Country: _____________
)______________ Fax: (
) ___________
E-mail address:
Graduate Study Objectives
When do you wish to begin graduate studies? (circle one) Year
Fall
Spring
Summer
Degree Program/Track in which you are interested: (circle one)
1. Interdisciplinary Ph.D.:
Exercise Physiology
2. Master of Science in Exercise & Sport Sciences
Exercise Sciences
Biomechanics
Exercise Physiology
Exercise & Sport Psychology
Motor Behavior
Sport Studies
Sport Management
Teaching in Physical Education
and Sport
Health, Exercise and Sport Sciences
69
Development, Learning, & Control
3. Master of Science in Sports Health
Clinical Exercise Science Track
ACSM Endorsed Exercise Specialist Track
Education History
Date of obtaining your Bachelor's degree: Month:______ Yr: ______
University: ____________________
Major: _________________________
Other degree(s) you have obtained: ________________ Yr: ______
University: ___________________
Major: _________________________
Are you currently enrolled in college? (circle one) Yes
No
If yes, name of college:______________ Major: _________________________
Entrance Exams
Have you taken the GRE? (circle one) Yes No
If yes, date (MM/DD/YY):___________________
Have official scores been submitted to the TTU Graduate School?(circle one) Yes
No
GRE Scores: Verbal: _______ Quantitative: _________ Analytical/Written: ________
If you have not taken the GRE, when do you plan to? Month: _______ Year: _______
Other Information
Have you previously enrolled at Texas Tech? (circle one) Yes
If yes, when? Semester: ___________ Year: __________ as an:
(circle one) Undergraduate
Graduate
No
Are you interested in applying for a Graduate Teaching Assistant position?
If yes, please complete and return the enclosed GTA application form.
Please review all of the above for completeness and accuracy before submitting
your application to the Department.
Yes
No
The following items are also required to complete your departmental application:
1. Letter of intent, in which you describe your past educational experiences, your
professional goals for the future, and the reason for choosing Texas Tech University.
2. Three letters of recommendation, sent directly to the address below. The letters should
from three of your professors or closest mentors who can comment on your ability as a
student.
Interdisciplinary Ph.D. applicants must send a copy of all college transcripts.
Department of Health, Exercise, and Sport Sciences
Texas Tech University
Box 43011, Lubbock, Texas 79409 ph. (806) 742-3371 fax: (806) 742-1688
Health, Exercise and Sport Sciences
70
Email: tabitha.jones@ttu.edu
Web: http://www.hess.ttu.edu
Master of Science
Exercise and Sport Sciences (ESS) – Exercise Science
Thesis and Non-Thesis Options = 36 hrs.
Departmental Core Curriculum (6 hrs)
ESS 5315 Research Methods in ESS
Chose one of the following:
ESS 5317 Seminar in ESS
ESS 5323 Historical Perspectives in ESS
ESS 5328 Sport in American Culture
Exercise Science Core (9 hrs)
Biomechanics – Choose one
ESS 5306 Biomechanics of Exercise and Sport
ESS 5310 Biomechanics of the Musculoskeletal System
Motor Behavior/Exercise & Sport Psychology – Choose one
ESS 5303 Psychology of Sport
ESS 5305 Motor Learning
ESS 5307 Motor Development
Exercise Physiology - Choose one
ESS 5335 Cardiopulmonary Ex. Physiology
ESS 5336 Skeletal Muscle Physiology
Tracks
Biomechanics
Motor Behavior/
Exercise & Sport Psychology
Exercise Physiology
(Choose 6 hrs)
(Choose 9 hrs)
(Choose 9 hrs)
ESS 5306
Bio. of Ex. & Sport
ESS 5310
Biom. of Mus. Sys.
ESS 5314
Methods in Biom.
Research
ESS 5303
Sport Psychology
ESS 5305
Motor Learning
ESS 5307
Motor Development
ESS 5309
Children in Sport
ESS 5312
Beh. And Psy. Aspects of Ex.
ESS 5313
Applied Psy. Of Sport
ESS 5332
Applied Physiol. of Ex.
ESS 5334
Clinical Ex. Testing
ESS 5335
Cardiopulmonary Ex. Physiol.
ESS 5336
Skeletal Muscle Physiol.
ESS 5337
Electrocardiography
ESS 5339
Lab Techniques in Ex. Physiol.
All Tracks:
Research (6 hours)
ESS 6000 Master’s Thesis
ESS 7000 Research
ESS 5317 Seminar in ESS
Or other approved research electives. Examples include but are not limited to:
EPSY 5336, 5380, 5382, 5385, PSY 5380
Electives (6-9 hrs)
Health, Exercise and Sport Sciences
71
Master of Science
Exercise and Sport Sciences (ESS)– Teaching in Physical Education and Sport
Thesis and Non – Thesis Options = 36 hrs
Departmental Core Curriculum (6 hrs)
ESS 5315 Research Methods in ESS
Choose one of the following:
ESS 5317 Seminar in ESS
ESS 5323 Historical Perspectives in ESS
ESS 5328 Sport in American Culture
Physical Education Teacher Education
Required (18 hrs)
ESS 5303 Sport Psychology
ESS 5305 Motor Learning
ESS 5307 Motor Development
ESS 5309 Children in Sport
ESS 5341 Curriculum and Instruction in Physical Education and Sport
ESS 5343 Applied Research in Physical Education and Sport
Electives (Choose 6 hrs)
ESS 5306 Biomechanics of Exercise and Sport
ESS 5323 Historical Perspectives in ESS
ESS 5325 Legal and Ethical Aspects of Sport
ESS 5328 Sport in American Culture
ESS 5347 Practicum in Teaching Physical Education and Sport
Or other approved electives. See advisor for approval.
Research (Choose 6 hrs)
ESS 6000 Master’s Thesis
ESS 7000 Research
ESS 5317 Seminar in ESS
Or other approved research electives. Examples include, but are not limited to:
EPSY 5356, 5380, 5381, 5382, 5385, PSY 5380.
Health, Exercise and Sport Sciences
72
Master of Science
Exercise and Sport Sciences (ESS)– Sport Management
Thesis and Non-Thesis Options = 36 hrs
Departmental Core Curriculum (6 hrs)
ESS 5315 Research Methods in ESS
Choose one of the following:
ESS 5317 Seminar in ESS
ESS 5323 Historical Perspectives in ESS
ESS 5328 Sport in American Culture
Sport Management
Required (12 hrs)
ESS 5322 Management of Sport Athletics
ESS 5324 Sport Marketing and Promotion
ESS 5325 Legal and Ethical Aspects of Sport
ESS 5327 Facilities in Sports and Athletics
Electives (Choose 6 hrs)
ESS 5303 Sport Psychology
ESS 5320 Sport Leadership
ESS 5321 Financial Management in Sport
Or other approved electives. See advisor for approval.
Internship (6hrs)
ESS 5003 Internship in Sports Management
Research (6 hrs)
ESS 6000 Masters Thesis
ESS 7000 Research
ESS 5317 Seminar in ESS
ESS 5343 Applied Research in Physical Education and Sport
Or other approved Research electives. Examples include, but are not limited to
EPSY 5356, 5380, 5385, PSY 5380.
Health, Exercise and Sport Sciences
73
Master of Science in Sports Health
Clinical Exercise Physiology
Endorsed by the American College of Sports Medicine for the Exercise Specialist Certification
Thesis and Non-Thesis Options = 42 hrs.
Core = 36 hours
AHAT 5300 Advanced Anatomy
3
ESS 5002
Internship in Sports Health
3
ESS 5310
Biomech of Musculoskeletal System
3
ESS 5312
Behavior & Psy Aspects of Exercise
3
ESS 5315
Research Methods
3
ESS 5332
Applied Physiol. of Ex
3
ESS 5334
Clinical Exercise Testing Rx
3
ESS 5335
Cardiopulmonary Ex. Physiol.
3
ESS 5336
Skeletal Muscle Physiol
3
ESS 5337
Electrocardiography
3
HLTH 5313
Health Behavior & Health Promotion
3
HLTH 5344
Psychosocial Aspects of Health
3
Thesis/Non-Thesis Option =6 hours
Thesis Option (this option is only possible if student has 600 logged clinical hours)
ESS 6000
Thesis
6
Non-thesis Option (Please choose 2 of the following classes )
6
ESS 5002
Internship in Sports Health (in addition to internship listed in core) (3)
ESS 5305
Motor Learning
(3)
ESS 5306
Biomech of Ex & Sport
(3)
ESS 5307
Motor Development
(3)
Note: Students graduating from this track must have 600 logged clinical hours.
Pre-requisites for this track: ESS 3301 Biomechanics; ESS 3305 Exercise Physiology;
ESS 3368 Exercise Testing and Prescription.
Health, Exercise and Sport Sciences
74
Master of Science in Sports Health
Clinical Exercise Science Track
Thesis and Non-Thesis Options = 42 hrs.
Core = 6 hours
ESS 5315
Research Methods
AHAT 5500 Advanced Anatomy
3
3
Electives = 27 hours
Choose 9 – 15 hours
ESS 5332
ESS 5334
ESS 5335
ESS 5336
ESS 5337
Applied Physiol. of Ex
Clinical Exercise Testing Rx
Cardiopulmonary Ex. Physiol.
Skeletal Muscle Physiol
Electrocardiography
3
3
3
3
3
Choose 3 – 6 hours
ESS 5306
ESS 5310
Biomech of Ex & Sport
Biomech of Musculoskeletal System
3
3
Choose 3 – 6 hours
HLTH 5313
HLTH 5344
Health Behavior & Health Promotion
Psychosocial Aspects of Health
3
3
Choose 3 – 6 hours
ESS 5305
ESS 5307
ESS 5312
Motor Learning
Motor Development
Behavior & Psy Aspects of Exercise
3
3
3
Thesis/Non-Thesis Options = 9 hours
*Thesis Option
ESS 6000
Thesis
ESS 5002
Internship in Sports Health
Approved Electives, see advisor for approval
6
0-3
0-3
*Non-thesis Option
ESS 5002
Internship in Sports Health
Approved Electives, see advisor for approval
0-6
0-9
Note: ESS 5002 Internship in Sports Health is required for students with no prior
clinical experience (3-6), optional for students with prior experience.
Health, Exercise and Sport Sciences
75
TEXAS TECH UNIVERSITY
APPLICATION FOR GRADUATE TEACHING ASSISTANTSHIP
DEPARTMENT OF HEALTH, EXERCISE, AND SPORT SCIENCES
Beginning ( ) Fall
( ) Spring
( ) Summer
Year:
I expect to become a candidate for the ( ) Joint Ph.D. ( ) MS degree in ( ) ESS ( ) Sports Health.
I am currently ( ) working
( ) in school.
NAME IN FULL
(please do not use initials)
Current Address:
(Street)
(City)
(State)
(Zip)
Permanent Address:
(Street)
(City)
(State)
(Zip)
Permanent Phone:
Other Phone:
Email Address:____________________________________________________________
Place of Birth:
Date of Birth:
Country in which you are a citizen:
Social Security Number:
Academic Training: (Give names of all junior college, colleges, universities, graduate, and professional
schools at which credit has been earned.)
INSTITUTIONS & DATES
MAJOR/MINOR
DEGREE
Experience: (Teaching, research, professional, intramural, business, military, etc. Account for all of your
time since the beginning of your undergraduate work up to the contribute to your ability to teach in this
program.)
INSTITUTIONS OR ORGANIZATION
DATES
MEMBERSHIP IN HONOR SOCIETIES AND IN
HONORS
LEARNED AND PROFESSIONAL ORGANIZATIONS:
NATURE OF WORK
SCHOLARSHIPS, PRIZES,
OR RECOGNITION:
Undergraduate GPA
. GPA for last 60 hours of undergraduate work
Number of Graduate hours completed, if any:
Have you taken the Graduate Record Exam? Yes
No
if no, date you intend to take the
exam:
(Note: We need your GRE score before we can process your application for a graduate assistantship)
Score I (Verbal) _______Score II (Quant.) _______Score III (Analytic/Written)_________
TEACHING SURVEY
Health, Exercise and Sport Sciences
76
Check appropriate box for each activity.
Activities
Strongest Teaching Have Taught
Able to Teach
Cannot Teach
Area
Aerobic Dance
Basketball
Beginning
Advanced
Body Conditioning
Aerobic Activity
Jogging
Swimming
Walking
Golf
Beginning
Advanced
Racquetball
Soccer
Softball
Swimming
Beginning
Intermediate
Tennis
Advanced Tennis
Volleyball
Sand Volleyball
Weight Training
Indicate whether you feel competent to conduct the supervision of undergraduate students in the laboratory
experiences identified below. Also indicate if you have completed an undergraduate or graduate course in
the area.
Yes
No
Completed an Undergraduate Course? Graduate Course?
Laboratories
Motor Learning
Motor Development
Exercise Physiology
Sport Exercise Psychology
Biomechanics
Teaching Physical Education
Sport Management
Certifications
Certified by American Red Cross
WSI
Life-Guard Training
Basic Life-Guarding
Standard First Aid
CPR
Lifeguard Instructors
Personal Trainer
Aerobics Instructor
Yes
No
Expiration Date
Certified by American Red Cross
Certified by American Red Cross
Certified by American Red Cross
Certified by American Red Cross
Certified by American Red Cross
Certified by American Red Cross
Certified by American Red Cross
Certified by:
Certified by:
Health, Exercise and Sport Sciences
77
APPENDIX D
Graduate Student Handbook
Health, Exercise and Sport Sciences
78
Graduate Student Handbook
HESS does not have a unit specific Graduate Student handbook, however, information about
our graduate programs, including admission requirements, assistantships, enrollment,
graduate faculty, degree programs and program details can be found at our web site at
http://www.hess.ttu.edu under graduate programs.
HESS uses the rules and regulations delineated in the Texas Tech Undergraduate and
Graduate Catalog and other materials supported by the graduate school.
Refer to http://www.depts.ttu.edu/gradschool/current.php for up-to-date information.
All Graduate Assistants (Teaching/Research) are in-serviced with regard to their role and
operational procedures followed during their employment with the Department. A published
handbook from HESS is presented to each graduate student employee. A copy of the
Handbook follows:
Health, Exercise and Sport Sciences
79
Texas Tech University
Department of
HEALTH EXERCISE AND SPORT SCIENCES
Personal Fitness and Wellness Program
Graduate Teaching Assistants Training Handbook
Spring, 2006
Kent Griffin,
Program Coordinator
Box 43011
Texas Tech University
Lubbock, TX 79409
Health, Exercise and Sport Sciences
80
TABLE OF CONTENTS
Chapter
1.
PAGE
INTRODUCTION, MISSION STATEMENT,
OBJECTIVES…………………………………………… …….………….…………1
ORGANIZATIONAL STRUCTURE, TA ASSIGNMENTS…………… ……………2
TEACHING ASSISTANT JOB DESCRIPTION, PF & W COURSES..…… ……..3
2.
TEACHING METHODOLOGY: For GTAs and Practicum
students……… ………………………………………………………………………4
3.
POLICIES: DEPARTMENTAL ………………………………………………6
Accidents and emergency procedures
Area/Facility Use
Attendance Policy
Course Outline
Course Overload
Course Syllabus
Course Times
Grade book
Grade Changes
Grade Inflation
Grading Info. Retention
GTA Sick Leave
GTA Travel Leave
“Incomplete” Grade
Instructor Dress
Locker Rooms
Office Hours
Equipment, Supplies
“Pink” Slips
Safety
Secretarial services
Student Evaluation of Instruction
Textbooks
Add/Drop Period
Course Location Change
Course Rolls
Equipment/Supplies
Grade Criteria/Procedures
Grade Posting
Inclement Weather
Keys
Office Resource Files,
PF&W Classes in research
Student Dress
Workstudy
POLICIES: UNIVERSITY …………………………………………………………………
Regarding All Employees: Employee conduct
Discipline
Separations
Drug-Free Act
Regarding Graduate Teaching Assistants
Responsibilities
4.
Procedural guidelines
CHECKLISTS: BEGINNING OF SEMESTER…………….…….…..……
END OF SEMESTESTER ………………………………………..……………….
Health, Exercise and Sport Sciences
81
APPENDIX: (Teaching methods forms such as lesson plans,
and other forms used by or with Practicum students are in
chapter 2 unless specifically listed here.)
Form 1.
Accident Report
Form 2.
Course Outline Model
Form 3.
Grade Book Page Sample
Form 4.
Grade Change
Form 5.
Issued Supplies – Keys, Grade Books and Manuals
Form 6.
Practicum Student Acceptance and Evaluation
Form 7.
Syllabus Model
Form 8.
Recreational Sports Fitness Equipment Request
Form 9.
Hold Harmless Agreement
Health, Exercise and Sport Sciences
82
TEXAS TECH UNIVERSITY
DEPARTMENT OF HEALTH, EXERCISE, AND SPORT SCIENCES
PERSONAL FITNESS AND WELLNESS PROGRAM
GRADUATE TEACHING ASSISTANT’S MANUAL
INTRODUCTION
The Texas Tech University Personal Fitness and Wellness program has a history of education and service to
students. The goal of this program is to develop student’s knowledge, skills, and interest in a healthy lifestyle,
complete with wise nutrition and recreational choices. The experiences that students have in Personal Fitness and
Wellness classes help shape their adult leisure habits. Positive social, emotional, physical, and cognitive
experiences encourage them to continue these activities throughout their adult lives. To accomplish the goal of this
program, we must work toward the continuous creation of a program of distinction and quality. Individuals who are
continuously working to become better teachers teach such a program. I believe that you, I, the other faculty and
staff, working together, will achieve this goal, to the benefit of our students, you, and everyone involved with this
program.
The purpose of this manual is to provide you with university, department and program operating procedures,
teaching methods and strategies, and to enhance our efficiency and consistency. For responses to any questions,
comments, or requests for clarification, please contact the Personal Fitness and Wellness Program Coordinator,
Kent Griffin.
GOAL
As stated, the goal of this program is to develop student’s knowledge, skills, and interest in a healthy lifestyle,
complete with wise nutrition and recreational choices. To achieve this goal, we pursue several objectives.
OBJECTIVES
1.
To develop the teaching and classroom management skills of graduate teaching assistants.
2.
To develop the cognitive, affective and psychomotor sport skills of students.
3.
To develop the cognitive, affective and psychomotor health and fitness skills of students.
4.
To offer a variety of classes which will appeal to students and provide them with lifetime activity choices in
order to enhance their lifetime health and wellness.
Health, Exercise and Sport Sciences
83
ORGANIZATIONAL STRUCTURE
HESS Department
Department Chairperson:
Student Recreation
Center Director:
Joe McLean
PF& W Program
Coordinator
Kent Griffin
Tabitha Jones
Administrative Assistant
Teaching
Assistants:
1.
2.
3.
4
Health, Exercise and Sport Sciences
84
TA ASSIGNMENTS
Teaching Assistants are responsible for a total of six credit hours per long semester. This total
may be achieved through some combination of teaching and other duties. All attempts are
made to match teaching assistant interests and abilities with the needs of the department.
Teaching: PF&W classes: 1 credit hour; 2 class hours, 1 plus preparation hour weekly.
ESS 1301 Introduction to Exercise and Sport Sciences: 3 credit hours; 3 class
hours, 2 plus preparation hours weekly.
ESS Labs for lecture courses: 1 credit hour, 2 class hours, 1 plus preparation hour
weekly.
Research: (Assigned to work with an HESS faculty member who is conducting research.)
1 credit hour: work with the faculty member an average of 3 hours weekly.
TEACHING ASSISTANT JOB DESCRIPTION
Appointment: One-half time. During a long semester, expect to provide approximately 20 hours of service per
week. (12 hours in class, 2 office hours, 6 prep hours, and varying meeting times.) During a summer session,
expect to provide approx. 7 hours per week. (4 hours in class, 1 office hour, 2 prep hours) The length of an
appointment is one semester, renewable for as long as all conditions of employment are met.
Responsibilities: see OP jumble
Qualifications: A graduate teaching assistant shall:
hold a bachelor of arts or science degree.
be admitted to TTU graduate school.
Duties: Teach PF&W activity classes.
Direct lab sessions for ESS classes.
Meet and hold every scheduled class. Work with professors on
research projects.
Attend all PF&W and HESS departmental meetings as assigned.
Communicate with the PF&W Program Coordinator and secretary prior to missing any class, office
hour, meeting, or other professional commitment due to illness, emergency, or other reason.
Arrange a substitute for any expected class absence. Attempt to arrange one for every absence.
Submit a travel form for off-campus travel even if no funds are requested. List coverage for classes.
Stipends and Benefits: Four thousand, three hundred dollars per long semester for the first year. An increase the
second year if funds permit. Social Security and Workman’s Compensation Insurance. In-state tuition rates.
Rights and Responsibilities: Satisfactory progress in your academic program and in the duties involved in a
graduate teaching assistantship. Familiarity with the academic procedures published in the TTU Undergraduate
Catalog, Graduate Catalog, Faculty Handbook and Student Affairs Handbook.
Enrollment: A graduate teaching assistant in a half-time position must be enrolled for at least nine hours during a
long semester. If appointed for a summer session, a GTA must be enrolled for at least three hours during the
summer session of the appointment.
Health, Exercise and Sport Sciences
85
Orientation and Training: Prior to beginning work, all new GTAs will undergo orientation and training. This will
include an overview of procedures, duties, facilities, and policies. The department will provide systematic, on-going
training to provide maximum opportunity for the development of teaching ability and professional perspectives.
Evaluation and Supervision: The department will conduct an annual evaluation of each GTA. Results of this will be
made available to the GTA and be placed in the file of the GTA. Evaluation and supervision of GTAs will be
conducted with two issues in mind. These are the quality of work connected with the specific assignment and
departmental tasks, and the training value of the assistant student performance for future employment and
professional development.
Should remedial measures be indicated to improve performance, the changes will be
recommended verbally and in writing. Should situations arise which are cause for
dismissal, these will be described in writing to the assistant, with a copy going to the
department chairperson.
The chain of command within the department is: GTAs report to the Program
Coordinator, whose supervisor is the dept. chairperson. Should a GTA be assigned to a
laboratory or to assist a professor in research, then, for the purposes of that laboratory,
or that research, they will work under the direction of the instructor for the lecture
section of that course. The major supervisor of the GTA will remain the PF&W
Coordinator. Evaluations will be conducted by the Coordinator and the supervising
faculty member.
Health, Exercise and Sport Sciences
TEACHING METHODOLOGY
86
For Graduate Teaching Assistants and your Practicum students
Conducting Class The First Day.
Set the stage for the semester today. Use the whole class period to
review the syllabus, let the class know what to expect from you, and your expectations of them. By establishing
goals and getting acquainted, you demonstrate to your students that you are dedicated to their learning experience,
to your field, and to this course.
Students want you to give them enough information that they know how to behave in your class, and what
to expect from you. People gather information in 3 ways; by passive observation, by asking a third party about
you, and by interacting directly with you. You can directly influence your students’ behavior through your behavior
the first day of class.
What To Tell Students The First Day.
The syllabus and course outline respond to 2 of these 3 areas. These
forms are written contracts between you and your students, so follow the department format in creating them, and
follow them during the semester. You may omit exact due dates for assignments, but do give some idea of the
pacing of the course.
1. Course coverage. What will the course cover and at what level of information? What preparation does the
student need at the beginning?
2. Course rules. How will you conduct the course? What will be the work load? What types of exams? How will
grades be determined? Verbally explain to students what they need to do to earn any grade, and what your
expectations are. Be specific about policies of attendance, class participation, make-up assignments, exams, etc.
Clarity prevents later problems.
3. Teacher personality. What kind of person are you as a teacher? Easy to talk with? Accessible? Gullible?
Strict? Be clear, be consistent, be yourself, and work to be the best teacher that you can be. Share your
background with the class, without giving information that is too personal. This shows that you are willing to give
information as well as share it. Do not ask students for more information about himself or herself than you are
willing to give about yourself, and always be the consummate professional. Communicate to the class that you are
a friendly, helpful person and not hung-up as a disciplinarian, but maintain discipline. Do not cross that invisible line
and try to be their friend. You are their teacher, not a peer. Do not date or give the appearance of wanting to date,
any student in your class, or in another PF&W class.
4. Course Name, Section, Room, (Rainy Day Site). Students can be so disoriented the first day that they attend
the wrong class, section, or room. Verbally ascertain that they are each in the correct place and time. If this is an
outdoor class, inform them of the inclement weather class site. Put this in the syllabus as well.
Health, Exercise and Sport Sciences
5. Take roll. Tell students how this will be done in this class. Until you receive official class rosters, have
87
students sign in, and out, if it is an independent activity class.
6. Ice Breaker. Have a fun activity that allows you to interact in street clothes and communicate. This sets the
tone of the class. Ideas are in the office in the Nontraditional Games book. Introduction games are good.
Health, Exercise and Sport Sciences
DEPARTMENTAL POLICIES
88
Accidents and emergency procedures. Every accident that happens in
your class must be reported to this office. Complete an accident
report form for this office and copy it to the SRC office if the
accident happens on the SRC grounds outside or inside the building.
If it happens at another facility, file an accident report copy with
the secretary of the office in that building. An exception is the ATC.
File a copy not in that building, but with Jo Ann in the Exercise
Sciences Center for Dr. Carter’s attention.
Add/Drop Period. The first two weeks of the semester, students may add
and drop classes. You may have students enter your class anytime
during this period. Keep this in mind as you make decisions about a
room change and assignments. Keep extra copies of your syllabus
available for new students. After this date, students may not add
classes, but they may withdraw from your class. Up until 30 weekdays
into the semester, they may withdraw and receive an automatic “W”.
From that point until just after midterm, they may withdraw with a “W”
or a “WF”. If they are failing your class, then the appropriate grade
is a “Withdraw Failing”, rather than a “Withdraw”. If they are
passing your class at the point of withdrawal, then the appropriate
grade is “W”.
Area/facility use. Follow the procedures outlined for each building.
They are different!
At the SRC, complete the recreational sport fitness equipment
request every time you want to use that equipment outside of the room
in which it is stored. Complete a room reservation form in room 203,
the main office of the Recreation Department, every time you want to
use a room other than the room in which your class is scheduled.
At the ESC Make your room reservations with Jo Ann in the main
office, ESC 207. Make equipment reservations with Ismael, in ESC 115
on the first floor in between the men’s and women’s locker rooms.
At the SSC: Make your room reservations with Tara in the main
office in the Sport Studies Center, and confirm with Jo Ann or be sure
that Tara confirms with Jo Ann, since Jo Ann has the master schedule,
in the main office in the ESC. Make your equipment reservations with
the current equipment clerk in the SSC.
Attendance.
It is the policy of this University that if a student is enrolled in your class, they must attend your class. If a
student is not on your roll do not let them participate in your class until they are enrolled. If they are enrolled in
someone else's class, send them to that class, do not let them continue to attend your class. Please announce this
to your classes everyday for the first 2 weeks of class. We will not do change of grades for students attending the
wrong section. It is very time consuming tracking everyone down involved and getting it straightened out. We will
no longer do Mass/Add Drops to get it straight. If students are not attending and are on your roll, send their Dean
an absence report and get the student to take care of this matter on their own.
Health, Exercise and Sport Sciences
89
Course
Location Change:
If, at any time, for any reason you must change class location, CALL the PF&W
office and the office in the building hosting your class so that we may know where to send your students and they
may tell door checkers. Also POST a sign at the usual class location to tell students where you are. If you come
inside due to bad weather, or show a movie, or assign a library day, CALL the office. The secretary cannot help
your students if she doesn't know of your change. Inform the PF&W secretary and the office secretary as to the
number of days the change will be in affect. One? Or the semester?
If you want to come inside and do not have a space, court or classroom assigned to your course, reserve
one with the building office secretaries before you tell your students or the PF&W office where your class will meet.
In general, court space is available, but not the cardiovascular equipment, as this must be kept open for drop-in
student use. Even if your class meets in another building, inform the PF&W office secretary as well as the building
secretary.
If you wish to use the Athletic Training Center (ATC), rather than one of the other facilities, then speak to Jo
Ann, in the ESC This facility is available to us from 8am until noon, Monday through Friday.
Outline. This is a class – by- class outline of the course. List each of the dates on which you will meet your
class, and assign a topic to that date. From this topical outline, you create your lesson plans. The outline allows
you to plan adequate time for the topics you plan to teach in the class.
Override. An override allows the enrollment of more students into your class than are listed as the maximum in
the class schedule. In some classes, allowing an override is left to the discretion of the instructor. In others, the
nonallowance of an override is determined by facilities available, safety concerns, or contracts with service
providers such as the golf course. Classes which have a set limit and in which no overrides are allowed are golf,
racquetball, tennis and weight training. In other classes, since class limits are set for optimal instruction and safety,
the instructor is encouraged to limit the number of overrides allowed.
Rolls. Due to the Add/Drop period, official class rosters do not arrive until after the 12th day of classes. Until that
time, instructors must take roll by some method such as having students sign in and/or out of class. In many of the
individual activity classes, this is the preferred method of taking roll, and it is continued throughout the semester.
Rolls are an important part of the groundwork for objectively supporting the final grades assigned to students.
Instructors are expected to maintain accurate and current roll records.
Syllabus. This is a contract between the instructor and the student regarding what will be taught in the course,
the criteria by which students’ work will be graded, and expectations of students by the instructor. All pertinent
information is needed on this form. A model for your use is Appendix form 10.
Grade
Book (keeping a).
Changes. Any grade changes must be completed on an official form, available from the program secretary.
Each form must be signed by the instructor and initialed by the program coordinator prior to being submitted to the
chairperson, for her/his signature.
Criteria. Every faculty member will provide, at the beginning of each semester, each of his/her organized classes with
a syllabus that includes an explanation of how the final course grade will be determined. A copy of each syllabus will be
given to the department chairperson and kept on file in the department office. In order to be available for possible grade
Health, Exercise and Sport Sciences
appeals, the syllabus should be retained in the department office during the next long semester. In the case of
PF&W courses, the syllabus will also be given to the PF&W Coordinator and kept on file in the PF&W office.
90
Incomplete Grade. "It is to be assigned only when circumstances beyond that student's control has prevented
him/her from completing course requirements. It is not to be assigned to a student who has not done his/her work over the
course of the semester and is now in a panic mode to maintain an adequate GPA."
Dr. Rick Carter, Chairperson, HESS Department
Inflation. Graduate teaching assistants and other faculty members should be sensitive to the issue of grade
inflation and work to ensure that each of their courses is structured so that all grades are based upon objective
measures, with adequate documentation of these grades, via copies of assignments, quizzes, and other materials
being filed with the departmental office or program coordinator. Coursework should discriminate between those
students who know the information and are able to perform or document that they know it, and those students who
do not.
Information retention. Final examinations and other documents should be retained for at least 1 year
beyond the start of the next long semester. This will ensure that critical materials will be available in the event of an
inquiry or a grade appeal. Instructors who leave Texas Tech should turnover current final exams and other
documents to the PF&W Coordinator, School Director or Department Chair.
Posting. Posting of student grades poses several legal problems for the University. Texas Tech policy is that no
grades be posted at any time. However, classes with several hundred students enrolled must have test grades returned
during the semester, which is impossible on an individual basis. In these cases, grades may be posted by random
numbers if these numbers are confidential and available to the student only. Furthermore, students may receive grades
before they are mailed by the Registrar if they have provided the professor a signed statement with a self-addressed
envelope.
Legal Counsel has advised us that a policy of posting no grades is the safest guideline for protection of student privacy.
Failure to follow this policy could provide a basis for successful litigation in the future. In addition, posting of grades
frequently damages wall or door surfaces and increases maintenance costs.
Office Hours. Each faculty member should maintain scheduled office hours as directed by the dean of the
college and/or the individual department. For our department, office hours should be at least 2 hours a week plus
arranged hours. Schedules are to be given to the secretary, posted at your office, and made available to students.
If, for any reason, you cannot make your office hours, CALL the office or leave a message on the answering
machine as soon as possible. You may be in another office in this building or working out in the building during
your office hours if you notify students via a note on your office door and the Coordinator and Secretary prior to the
affected office hours.
Sick Leave. Sick leave with pay may be taken when sickness, injury, or pregnancy and confinement prevent
the faculty employee's performance of duty or when a member of his or her immediate family is actually ill.
To be eligible for accumulated sick leave with pay during a continuous period of more than three working
days, a faculty member absent due to illness shall send his or her administrative officer a doctor's certificate
showing the cause or nature of the illness or some other written statement of the facts concerning the illness which
is acceptable to such administrative officer.
Faculty member will be responsible for finding an appropriate substitute for his/her classes for illnesses that
occur during normal teaching hours.
Malingering and other abuses of sick leave shall constitute grounds for dismissal from University
employment.
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Department Note: CALL IN AS SOON AS POSSIBLE to let us know of your illness prior to your classes
(with a substitute arranged, is preferred).
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Travel Leave. If you will travel away from campus you must be approved for travel.
Inclement Weather Directions
“Incomplete” Grade
Form
Procedure and Reason to give it.
Instructor
Dress
Keys
Registration for classes
Late Registration
Locker room usage/lockers
Office resource files, equipment, supplies
Research utilizing PF&W Classes
Safety
Secretarial services
Student dress
Student evaluation of instruction
Textbooks
Instructor desk copies
Student copies: Copy Tech and Bookstores
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92
Texas Tech University Operating Policy
Regarding All Employees
Memorandum To:
Date:
Subject :
All Holders of Texas Tech University Operating Policy and Procedure Manuals
May 15, 1992
Employee Conduct, Discipline, and Separations
Purpose
The purpose of this Operating Policy/Procedure (OP) is to establish policy regarding classified,
professional, administrative, and executive employee conduct, discipline, and separations.
Review
This OP will be reviewed by March 1 of every even-numbered year (ENY) by the Director of Personnel
with recommendations for revision forwarded through administrative channels to the Vice President for
Fiscal Affairs (VPFA) by March 15.
POLICY/PROCEDURES
1.
Definition of Terms
a.
Dismissal
The involuntary removal of an employee from the service of the University when the
removal results from misconduct, insubordination, poor work performance or other good
cause.
b.
Resignation
The voluntary removal of an employee from the service of the University when the
removal is initiated by the employee.
c.
Separation
The removal of an employee from the service of the University for any reason.
d.
Termination
The involuntary removal of an employee from the service of the University resulting
from a lack of work or funds without delinquency or misconduct on the part of the
employee.
2.
Employee Conduct
a.
The University must function in accordance with the public trust and the actions of an
employee must be consistent with the execution of that trust.
The following offenses exemplify and define actions which are in breach of that
[Board of Regents Policy Manual, 04.06, Conduct of University Members.]
trust:
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93
1)
Academic dishonesty such as giving or receiving aid on a test, examination, quiz
or other academic assignment plagiarism;
2)
Forgery, alteration or unauthorized use of University documents, records, or
identification materials;
3)
Knowingly furnishing false information to the University;
4)
The use of force or violence or other methods of obstructing the functions of the
University which include teaching, research, administration, public service,
presentations by guest lecturers and speakers, and other authorized activities;
5)
Physical abuse of any person on University-owned or controlled property or at Universitysponsored or supervised functions or conduct which threatens or endangers the health or safety of
any such person;
6)
Theft of or damage to the tangible property of the University
or of a member of the University community or campus visitor;
7)
Unauthorized entry to or use of University facilities;
8)
Unlawful manufacture, distribution, dispensing, possession or use of a controlled substance, or
any substance the possession or distribution of which is regulated by federal or Texas law, except
where the manufacture, distribution, dispensing possession or use
are in accordance with the laws of each;
9)
Lewd, indecent or obscene conduct on University-owned or controlled property or at a Universitysponsored or supervised function;
10)
Failure to comply with the lawful directions or University officials where such directions are
issued in the performance of their duties;
11)
Violation of other promulgated University policies or rules; and
12)
Use, possession or distribution of alcoholic beverages while on active duty. [In accordance with
current General Appropriations Bill of Texas, Article V, Section 10.]
b.
Each faculty, staff and/or student employee is required to notify the University of any
criminal drug conviction no later than five days after such conviction.
c.
Each employee of the University will be furnished a copy of this policy and shall be
required to abide by its terms as a condition of employment.
d.
An employee may not have any interest in, or engage in, any business or professional
activity or incur any obligation which is in substantial conflict with the proper discharge
of duties in the University's interest.
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Specifically, no employee shall:
3.
94
1)
Accept or solicit any gift, favor or service that might reasonably tend to
influence the employee in discharging official duties or that the employee knows
or should know is being offered with the intent to influence official conduct;
2)
Accept employment or engage in any business or professional activity in which
the employee might reasonably expect would require or induce the employee to
disclose confidential information acquired by reason of his official position;
3)
Accept other employment or compensation which could reasonably be
expected to impair independent judgment in the performance of official duties;
4)
Make personal investments which could reasonably be expected to create a
substantial conflict between the employee's private interest and the public interest.
Discipline
a.
General Policy
Each administrative officer has the authority and responsibility to establish and maintain an
effective, efficient, and orderly workforce of employees. Generally, an employee recognizes and
observes the established standards without need for corrective action. However, when an employee's
performance or conduct is not in keeping with the behavior standards expected of a University
employee, the administrative officer has the responsibility to investigate the situation so that facts are
known and to take actions which provide a means of correction. A Supervisor's Guide to Employee
Discipline is available to assist each administrative officer in the exercise of this charge.
The University encourages the use of a positive discipline system designed to give the employee
a reasonable opportunity to improve deficiencies and maintain satisfactory work performance.
b.
Positive Discipline
A positive discipline system is a system which encourages the correction of deficiencies
by providing the employee with knowledge of the deficiencies, with positive corrective
actions by which the deficiencies can be corrected, and with an opportunity to take the
actions recommended. The sequence of positive discipline steps include:
1)
Informal Talk
An informal talk is usually adequate to correct minor deficiencies and is generally
used to establish an understanding of standards expected of the employee.
2)
Disciplinary Counseling
When it appears that an employee has failed perform work or to display conduct
in accordance with acceptable standards, the employee's immediate supervisor
should counsel with the employee to find out whether the employee understands
the rules involved or the standards of work expected. The counseling session
should communicate an expectation of change and improvement rather than an
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expectation of future problems. The supervisor is encouraged to maintain a
record of such counseling, including date and substance.
3)
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Letters of Unsatisfactory Work Performance
If the problem continues after counseling, the supervisor is encouraged to have a
more formal discussion confirmed by a letter to the employee which details how
performance or conduct has failed to meet standards and how work performance
can be changed to meet acceptable standards. If a letter is used, a copy should be
sent to the Personnel Office for the official files. An employee may also file a
letter of comment in his official personnel file. Any such letters and the
employee's responses to same will become obsolete and be destroyed in three
years.
4.
Dismissal
An administrative officer may recommend dismissal of an employee for inefficiency,
insubordination, poor work performance or other cause. Prior concurrence of the Director of
Personnel and appropriate vice president, the EVP&P, or the President must be obtained prior to
dismissing a classified, professional or administrative employee. The vice presidents, the
EVP&P, and the President have the power and the duty to approve the dismissal of employment
of University personnel within their respective administrative areas of responsibility in
accordance with all applicable policies, rules and regulations of the Board of Regents and the
University, applicable state statutes, rules and regulations.
A Personnel Action form and justification must be submitted to the Personnel Office through the
appropriate vice president, the EVP&P, or the President before an employee is dismissed.
It is recommended that dismissal from employment normally be preceded by counseling, written
letters of unsatisfactory work performance and perhaps decision making leave without pay. A
two weeks advance notice must be given the employee unless the employee is guilty of willful or
repeated violation of University or departmental policies or rules or the continuation of
employment would be detrimental to normal departmental operation.
Dismissal without prior warning may be justified for offenses which violate major rules of
conduct and when the continuation of employment would be detrimental to normal departmental
operation.
5.
Termination
It is the policy of the University to provide flexibility for organizational staffing changes when
needed or required. Recommendations for reorganization or reduction in staff within offices,
departments, divisions, schools and colleges of the University will be transmitted through the
appropriate administrative channels for final approval. Positions may be deleted and/or
employees terminated as a result of reorganization or staff reduction A position will be deleted
based on the criticality of the job to the mission of the unit or University.
Provisions of this policy are not applicable to financial exigency.
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96
This OP defines a termination as the involuntary removal of an employee from the service of
the University when the removal results from a lack of work or funds without delinquency or
misconduct on the part of the employee. The selection of individual employees to be retained or
terminated will take into consideration the critical nature of the job to the mission of the
University, performance, and the ability to do the work remaining. If the lack of work or funds
is temporary, (i.e. less than one year), the employee, at the University's discretion, may be
offered the opportunity to take a leave without pay instead of being terminated. Advance notice,
when possible, should be given to employees being terminated or placed on leave without pay
under the provisions of this policy.
The selection of the individuals to be terminated shall not be made on the basis of race, color,
religion, sex, age, disability, national origin or veteran status.
The Director of Personnel is responsible for reviewing the termination of employment, or a leave
without pay, of University personnel in accordance with University personnel policies and
procedures.
6.
Resignation
An employee may resign in good standing by submitting reasons for resignation to the
supervising administrative officer at least two calendar weeks prior to the effective date of
resignation.
An employee who misses five work shifts without notifying his administrative officer of the
reason for absence will be considered as having resigned without notice.
7.
Effective Dates of Separation
The effective date of an employee's separation will normally be the last day the employee
actually works. If the employee has unused compensatory time to which entitled, the effective
date of separation will be extended by the amount of the unused compensatory time. If the
employee has completed six months or more of state employment, unused vacation entitlement
will be paid by lump sum payment, unless approved as an exception.
8.
Appeals and Grievances
Any employee of the University may present complaints or grievances to higher authority
without retaliatory action being taken against him in accordance with the policy governing
appeals and grievances (see OP 70.10).
9.
Right to Change Policy
Texas Tech University reserves the right to interpret, change, modify, amend, or rescind this
policy in whole or in part at any time without the consent of employees.
OP 70.31, Vol I
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Texas Tech University Operating Policy
Regarding Graduate Teaching Assistants
Memorandum To:
All Holders of Texas Tech University Operating Policy and
Procedure Manuals
Date:
March 16, 1992
Subject :
Graduate Students Employed as Teaching Assistants
97
Purpose
The purpose of this Operating Policy/Procedure (OP) is to define the responsibilities and procedural
guidelines for teaching assistants at Texas Tech University.
Review
This OP will be reviewed by February 1 of every even-numbered year (ENY) by the Dean of the
Graduate School and the Associate Vice President for Academic Affairs with recommendations for
revision presented to the Executive Vice President and Provost by March 1.
Policy/Procedure
1.
Policy
a.
The teaching assistantship is the University's way of assisting the graduate student in the
pursuit of advanced education and in meaningful entry into the professional world.
While the teaching assistant is both student and employee, these roles should not be seen
as competing or contradictory. A significant aspect of a student's academic development
is the teaching and professional experience the assistantship provides. Ideally, success in
both roles will be enhanced by the demands and opportunities inherent in the joint
experience.
Teaching assistants make an important contribution to the teaching mission of the
University. They are continually involved, as students, in the scholarship of their
discipline. As students, they have a natural understanding of the needs and perspectives
of other students.
b.
2.
Administrative responsibility for teaching assignment rests within the college in which
the student is employed as a teaching assistant.
Qualifications
a.
All teaching assistants must hold a bachelor's degree or the equivalent and be admitted as
a student in the Graduate School. Further, according to Southern Association regulations,
those teaching assistants given full responsibility for a class must have at least 18 hours
of graduate work in the field of their teaching responsibilities.
b.
Any exceptions to the above policy must be for demonstrably valid reasons and
be approved in advance by the Office of Academic Affairs. Each departmental unit will
review the qualifications of all appointees at the time of appointment to ensure
compliance with existing policies.
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3.
4.
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Affirmative Action
a.
All appointments to positions as teaching assistants shall be on the basis of qualifications,
suitability, and student status without regard to race, color, religion, sex, age, handicap,
national origin, or Vietnam veteran status, and in keeping with the laws and regulations
of the State of Texas and the Board of Regents.
Duties
a.
Service assignments for each teaching assistant should be outlined at the time of
appointment and should be as specific as possible. Duties may include a range of
assignments, from directing laboratory sessions, to leading discussion sections, to full
charge of classes. The exact duties will depend on the needs of the department, the
background and qualifications of the teaching assistant, and professional goals of the
student. Work assignments should take into account both the needs of the department
and the graduate student's obligation to make satisfactory progress in the academic
program.
b.
While it is not possible always to be precise in the determination of weekly hours of
service, ordinarily, one-half time teaching assistants will be expected to provide 20 hours
per week. Other levels of appointment will vary accordingly.
5.
Appointment
a.
Teaching assistants are normally appointed for one-quarter to one-half time service.
Appointments exceeding half time should be made only under compelling circumstances
and with the approval of the relevant academic dean and the dean of the graduate school.
Appointments are ordinarily for nine months, but may in some instances be for only one
semester or for one or more summer sessions. Students must be in good academic
standing at the time of appointment. Continuation of the assistantship is conditioned on
satisfactory performance, both as a teaching assistant and as a student, throughout the
term of appointment.
6.
International Assistants
a.
The appointment of international students as teaching assistants will be made only after
certification of English proficiency and readiness for the classroom. A workshop is held
annually in the summer for all prospective new foreign teaching assistants, during which
each participant's readiness for the classroom is assessed. Those whose English
proficiency is not clear, or who may have other deficiencies that make success in the
classroom doubtful, will not be approved. They may, however, pursue further training
and be reconsidered at a later date.
b.
7.
International teaching assistants often provide students with valuable perspectives not
readily available from other teachers. The international student teacher is therefore a
decided asset to Tech's educational setting.
Stipends and Benefits
a.
Teaching assistants are appointed at a salary rate established by the department or college
at or above the minimum level established by the University for graduate student
employees. The salary level will take into account the appointee's training, prior
experience and level of responsibility.
Health, Exercise and Sport Sciences
b.
8.
9.
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All student employee appointments are considered to be temporary
appointments and are not currently eligible for participation in the regular employee
benefit programs made available to regular employees. Social Security and Workmen's
Compensation Insurance benefits are provided to all student employees. Students
employed 50 percent time or more for 4 1/2 months or more in occupations which require
graduate student status as a condition of employment are eligible to participate in the
regular employee group insurance programs.
Rights and Responsibilities
a.
Student employees are defined as follows in OP 70.11: An employee performing parttime work incidental to academic training in an occupational category that requires all
incumbents to be students as a condition of employment. Accordingly, the first priority
of all teaching assistants should be satisfactory progress in their academic programs. At
the same time, the acceptance of a teaching assistantship involves responsibilities for
satisfactory performance of the duties incident to that appointment. The appointment and
its acceptance involve the understanding that duties of both graduate student and teaching
assistant roles can be balanced with mutual benefit to both roles. Teaching assistants
and their advisors need to work together to ensure that both roles are successfully carried
out.
b.
The teaching assistant is responsible for becoming familiar with general academic
procedures as published in such documents as the Undergraduate Catalog, the Graduate
Catalog, the Faculty Handbook and the Student Affairs Handbook. A copy of the
University's Operating Policy
and Procedure Manual should be available in each departmental or college office, for
reference as needed.
c.
In situations where teaching assistants feel that they have a legitimate grievance
regarding any aspect of their service duties, they have a right to exhaust all proper
channels in resolving the complaint. In order, these channels are: the immediate
supervisor, the department chair,
the dean of the academic college, and the dean of the Graduate School.
Enrollment
a.
Each teaching assistant is expected to be making steady progress toward the completion
of an advanced degree. Certain levels of enrollment are therefore mandatory. A quartertime assistant must be enrolled for at least 12 hours of coursework during a regular
semester. A half-time
assistant must be enrolled for at least nine hours. Any exceptions to this policy must
have the prior approval of the Graduate Dean.
b.
It is the responsibility of the teaching assistant's major department to see that the terms of
the enrollment policy are carried out. If a student is employed as a teaching assistant in a
department other than the student's major area, the major department should be kept
informed and in general be in approval of the work duties required by the employing
department.
Health, Exercise and Sport Sciences
10.
11.
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Orientation and Training
a.
All new teaching assistants will undergo a period of orientation prior to beginning work.
This orientation should include an overview of procedures, facilities, duties and
University policies.
b.
In addition, each department employing teaching assistants will provide systematic, ongoing training. Such training may take the form of a course in teaching the subject
involved which the teaching assistant will take during the first semester of work. In
some cases, it will also involve
mentoring assignments, with opportunities for observation of senior faculty in the
classroom and frequent conferences to review such things as course syllabi, grading,
classroom decorum and lecture styles.
c.
The nature of orientation and training activities will vary from department to department,
but each unit will be responsible for a plan that ensures each teaching assistant such
support as will provide maximum opportunity for the development of teaching ability and
professional perspectives.
Evaluation and Supervision
a.
Departments employing teaching assistants will conduct an evaluation
of each
assistant annually. The results of the evaluation will be made available to the assistant
and placed in the assistant's file. Appropriate
follow-up should occur to ensure that the teaching assistant receives
full benefit of the evaluation. The evaluation and supervision of
teaching assistants should be conducted with two issues in mind: 1) the
quality of work connected with the specific assignment and departmental
tasks, and 2) the training value of the assistant's performance for future
employment and professional development.
b.
In cases where remedial measures are indicated to improve the assistant's
performance, the assistant should be informed in writing of the
recommended changes to resolve the problem. Situations leading to
recommendation of dismissal for cause must be described in writing to the
assistant, with copy to the department chair.
c.
Each teaching assistant should be clearly informed of who his supervisor
is and of the chain of command within the unit. There should be a clear
understanding of the sources of advice and assistance. The person who is
to receive any complaints should be identified to the teaching assistant.
OP 50.42, Vol. 1
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101
APPENDIX E
Graduate Student Association(s)
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102
Description and information about Graduate Student
Association(s)
HESS does not have a graduate student association per se.
Rather, all graduate students are encouraged to participate in the
Major's Club activities and ongoing professional activities.
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103
APPENDIX F
Graduate Faculty Information
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104
Current Graduate Faculty Confirmation/Reappointment
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Dr.
Rhonda Boros
Steve Cobb
Rick Carter
Clark Dickin
Lanie Dornier
Heidi Grappendorf
Elizabeth Hall
Melanie Hart
Judith Henry
Roger James
Marilyn Massey-Stokes
Jacalyn Robert-McComb
Marc Lochbaum
Karen Meaney
John Miller
Gilmore Reeve
Nida Roncesvalles
Robert Sawyer
Michael Smucker
Anna Tacon
James Williams
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105
APPENDIX G
Summary of Awards
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106
APPENDIX H
Summary of Proposals
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