Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Kinesiology, Athletics and Physical
Education
Submitted on October 25, 2015
Contact: Ken Grace & Jeff Drouin
FINAL 10/25/15
Table of Contents
__X_ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR TWO
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
In year one, you established goals and action plans for program improvement. This section asks you
to reflect on the progress you have made toward those goals. This analysis will be used to inform
future budget decisions. In your narrative of two or less pages, address the following questions:
a. What were your previous Program Review goals?
Continue to upgrade physical activity course curriculum to ensure all students are presented
information on the prevention of Adult Type II diabetes and Metabolic Syndrome through activity
and nutritional lifestyle changes.
Bring the athletic stadium up to code. The bleachers on both sides of the stadium are now in
disrepair. The concrete bases for the bleachers are over fifty years old and are crumbling. The
lighting system for the stadium is insufficient for the far northern and southern ends, making
visibility on the field poor and unsafe. The running track was last resurfaced in 2001, is in
disrepair, further neglect will increase the likelihood of injury to students. Internet access has
been requested in the stadium press box.
Bring the baseball stadium into the 21st century. Our baseball stadium is not safe and does not
comply with ADA standards. The facility has to be considered in any new facility renovation.
Continue to advocate for wireless Internet access to all athletic facilities and the college.
Continue to develop our certificate programs. With the addition of the CPR and First Aid for
Coaches and Theory of Coaching Classes we can become a one stop shop for the person who
would like to coach at the high school and club level.
Continue to create homogeneous learning communities within intercollegiate athletics this is
starting to happen with a new learning community in 2014-2015.
Develop local high school outreach courses in general studies. Many local high school athletes
think they know what it takes to compete at the college level but their knowledge base of what
is required, both academically and athletically, is seriously lacking. Chabot could be a leader in
this area making a serious connection to the student before they graduate.
b. Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
We now have internet and wireless communication in the football and softball stadiums. So our
students can meet the SLO’s for the Sports Officiating Classes.
We have completed re-writing all our course outlines so they now meet state mandates. We
now need to close the loop on these courses. Having a fully functional electronic reporting
system up and running will greatly aid this process. However, the safety concerns on the track
and baseball stadium still not be addressed.
We now have new course work, approved through curriculum and the state, that will begin to
address the prevention of adult type II diabetes in our students and in our community.
The learning community for athletics is now up and running.
Internet access continues to be a significant need at tennis courts, soccer field and baseball
stadium.
The baseball and football/ track stadiums have gone largely untouched in the 50 years since they
were built. Continuing to ignore these facilities will make them unusable at some point. We
have made some improvements and renovations to specific parts of these facilities.
c. What are you most proud of?
Our fitness center and our outreach to our community. We now have in place our facility that is
state of the art both for the assessment of health and fitness but also the in improvement of
overall wellness
d. What challenges did you face that may have prevented achieving your goals?
We have had two retirements and one resignation that have affected our ability to comply with
federal mandates under Equity in Athletics Disclosure Act and Title IX. The loss of two full time
faculty that served women’s programs has put our female student-athletes at a disadvantage by
not having greater access to their faculty/ coach. The request to replace these faculty have not
been valued by the faculty and administration of the college. This loss of faculty has greatly
affected the ability to offer an array of courses that have aid in student retention and success.
Being continually underfunded, and not having the ability to know where you stand financially,
puts great stress on our ability to properly plan for the future.
THE ATHLETIC TRAINING PROGRAM SERVICES THE INTERCOLLEGIATE ATHLETIC PROGRAM AT CHABOT.
WE OFFER 16 SPORTS, AND SERVE OVER 400 FULL TIME STUDENT- ATHLETES ANNUALLY. The athletic
training program is still operating on a budget from 1991 IT IS STILL AT $5000 PER YEAR. THE ATHLETIC
TRAINER, AND STUDENT-TRAINERS FROM KINESIOLOGY 2, PROVIDE ON-SITE MEDICAL COVERAGE FOR
ALL PRACTICES AND EVENTS. THE STAFF ALSO TRAVELS FOR AWAY COVERAGE OF FOOTBALL GAMES.
ONCE AN ATHLETE IS INJURED, THEY ARE EVALUATED, TREATED AND REHABILITATED UNTIL IT IS
DETERMINED THAT IT IS SAFE TO RETURN TO PARTICIPATION IN THEIR SPORT.
The curriculum committee killed the general studies outreach course aimed at high school
athletes. Some in the committee felt it might be cutting in on their turf, and yet we don’t offer
this service so how could it?
e. Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
SUCCESS AND PERSISTENCE
IN CHABOT COLLEGE PHYSICAL EDUCATION ACTIVITY COURSES THERE IS AN OVERALL SUCCESS
RATE OF 74%. THIS OVERALL SUCCESS RATE HAS REMAINED CONSTANT OVER THE YEARS
OBSERVED. THE SUCCESS RATE FOR MALES IN PEAC COURSES IS AROUND 78% WHILE THE
SUCCESS RATE FOR FEMALES IS APPROXIMATELY 69%. THERE IS ABOUT A 5% HIGHER
WITHDRAWAL RATE FOR WOMEN IN PEAC COURSES THEN FOR MEN.
WHEN EXAMINING SUCCESS RATES BY GENDER AND ETHNICITY IN ATHLETICS THE SUCCESS RATE
IS 90% OR HIGHER REGARDLESS OF THE RACE OR GENDER OF THE STUDENT.
The success rates for African American males in the majority of intercollegiate related courses
is 100% with one course at 85%. The success rate for Pacific Islanders is 100%. The success
rate for Latino males is 100%. We, as a division, have the HIGHEST SUCCESS RATE for under
represented groups and at risk students.
WITH THE NAME CHANGE TO KINESIOLOGY FOR OUR ACADEMIC COURSES, WE HAVE
EXPERIENCED A LARGE SURGE IN ENROLLMENT IN KINESIOLOGY 1, KINESIOLOGY 10 AND 15.
THE LOWEST SUCCESS RATE IN ALL OF OUR ATHLETIC RELATED CLASSES (ATHL) IS 88%, FAR
EXCEEDING MOST COURSES ON CAMPUS, SO THE STUDENTS THAT ARE RECRUITED AND
ATTRACTED TO CHABOT ATHLETICS ARE STUDENTS COMMITTED TO PARTICIPATING IN
ATHLETICS. THAT IS WHY THEY CAME TO AND REMAIN AT CHABOT COLLEGE. PERSISTENCE BOTH
FROM AN ACADEMIC AND AN ATHLETIC STAND POINT IS PARAMOUNT. EVERY TEACHER/COACH
KNOWS THE ATHLETE IS ALWAYS BETTER THEIR SOPHOMORE YEAR.
The fact that an intercollegiate student-athlete must be enrolled in a minimum of 12 units while
in season, and successfully complete 24 units between seasons (of which 18 must be consistent
with their Student Education Plan and outside the realm of Physical Education) is a great
advantage to the college as a whole. Just as the Nursing and Dental Hygiene Programs fill
courses of all subject areas across campus so does Intercollegiate Athletics. The average Chabot
College Athlete enrolls in16 units per semester.
When examining enrollment trends you will find that Athletics is immune to fluctuations in the
economy. Even in a good economy, as enrollments drops, athletics actually is stable or in
Chabot’s case rises.
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
∙
What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
Create the Chabot PEAK Coaches Academy to educate students who would like to coach and/or
officiate at the club and high school level. This academy would provide our students with the course
work needed to become licensed for immediate employment. This could become a learning community
that would lead to immediate employment.
Create the Chabot Healthy Aging and Movement Project (CHAMP). CHAMP would target adults, 50
and over, living within the district. The goal of CHAMP is to improve the health and well being of older
adults in our community and bring onto Chabot’s campus.. CHAMP would work collaboratively with
Chabot Outreach, the Chabot Grant Office and the Chabot Foundation.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the
impacts of funds received and needs that were not met. This history of documented need can both
support your narrative in Section A and provide additional information for Budget Committee
recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Below are the budget augmentation requests for Kinesiology, Physical Education and
Athletics for 2015-2016:
Account Title
Program
STUDENT ASSIST DISTRICT
690300
PROGRAM/OPERATING SUPPLIES
690300
EQUIP MAINTENANCE-CONTRACT
083500
OTHER- NON-TEACHING
690300
OVERTIME
690300
PROF EXPERTS/PROG LEADERS
690300
INSTR AIDES-HRLY DIRECT
083500
PROGRAM/OPERATING SUPPLIES
083550
ATHLETIC GAME OFFICIALS
083550
TRAVEL EXPENSE ATHLETICS
083550
CONFERENCE TRAVEL EXPENSE
083550
INSTITUTIONAL MEMBERSHIPS
083550
UNIFORM LAUNDRY & CLEANING
083550
EQUIPMENT - STERILIZATION
083550
PHYSICAL EXAMS - ATHLETICS
083550
DOCTOR & AMBULANCE SERVICE
083350
12-13
Budgeted
23,000
238
3,784
27,488
10,500
3,485
25,000
29,661
32,326
2,500
306
12,515
7,600
3,650
4,000
3,275
13-14 Budgeted
8,415
720
2,385
20,000
8,450
3,550
20,000
20,402
37,852
4,393
90
12,000
7,653
6,800
4,000
2,155
difference
(14,585)
Amount
Required to
function in
2015-2016
75000
1100
482
(1,399)
6000
(7,488)
27000
(2,050)
12000
3550
0
(5,000)
25000
(9,259)
30000
5,526
44000
6000
1,893
(216)
1000
(515)
16000
7700
53
6900
3,150
4500
-0
(1,120)
3275
ENTRY FEES
083550
STUDENT TRANS - ATHLETICS
083550
INSTRUCTIONAL TRAVEL
690300
14,415
52,765
14,795
64,505
380
18795
75000
11,740
5000
We asked for this augmentation last year at this point in time (10/26/15) we do not know if we have
received an augmentation to our previous budget requests. This seems to be an ongoing problem at
the college.
We will not be able to function without an augmentation to our budget.
1.
How has your investment of the budget monies you did receive improved student learning?
We are not able to meet the SLO’s for many of our classes (Especially in the Spring semester). This has
a direct impact on meeting our Program Learning Outcomes. Without a budget, solid lines of
communication and transparency, we are constantly in “Fight or Flight mode”. Faculty and Staff morale
is greatly diminished.
2.
When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
We have begun to assess our students in a number of areas of fitness using heart rate and body
composition assessment tools provided through technology and equipment purchased last year. The
impact on learning and making immediate positive lifestyle changes has been dramatic.
3.
What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We continue to function with no knowledge of our working budget. Since we are flying blind, in a
budget sense, our Spring sports and Spring semester students continue to suffer the consequences.
We also requested five laptops to help with assessment we only received one. This has hampered our
progress.
Created my own table since this table does not adequately reflect the needs and requirements for running
a fully functional Athletic and Kinesiology Division (Ken Grace)
Description
Instructional Aides (Part Time Life Guard
and student assistants)
Athletic Game Officials
Athletic Program Operating Supplies
(Tape, Towels, Crutches, Mouth pieces,
knee braces, etc)
Kinesiology and
PE
Athletics
Athletics
Amount
Needed
$75,000
44000
15000
Also listed in supplies section
Doctor and Ambulance Service
Athletics
4000
Physical Exams for Athletics
Athletics
5000
SUPPLIES REQUEST
(4000)
Description
Specialite Cords
Jaeger Bands
Evo Shield
Quantity
75
60
60
Unit
Price
70
40
50
Total
Amount
5250
2400
3000
Grand Total
Amount
5825
2740
3400
16000
16000
44000
8900
5500
5500
2750
1650
1650
5500
4400
17325
2200
4400
4400
11000
1100
2000
4000
44000
8900
5500
5500
2750
1650
1650
5500
4400
17325
2200
4400
4400
11000
1100
2000
4000
Athletic Program Operating Supplies
(Tape, Towels, Crutches, Mouth
pieces, knee braces, etc)
Football Uniforms
Softball Uniforms
W. Soccer Uniforms
M. Soccer Uniforms
Wrestling Uniforms
W. Tennis Uniforms
M. Tennis Uniforms
Track and Field Uniforms
Swimming Uniforms
Baseball Uniforms
Volleyball Uniforms
M. Basketball Uniforms
W. Basketball Uniforms
Equipment Travel Bags
Aquasmart Pro Field Magic 40lb
Turface Pro League 50lb
Softballs by dozen
200
40
50
50
25
15
15
100
40
90
40
40
30
200
20
80
60
200
175
100
100
100
100
100
50
100
175
50
100
100
50
50
20
60
Contracts/Services
(5000)
Job Description
Maintenance on Gym
Equipment
Portable Restrooms for Athletic
Events
Laundry for athletic equipment
Equipment sterilization
Atheltic Dept Mgmt software
Company or
Vendor
Gym Doctors
ARMS Software
Task
Length of Contract
repair and
replace parts in
fitness center
Portable
Toilets
1 years
Management
of rosters,
1 years
1 year
1 year
3 Years
Video exchange software
Hudl
game
schedules, staff
coverage
CCCAA
mandated
video exchange
1 year
Conferences/Travel
(5000)
Description of Conference or
Travel
CCCAA Annual Fall Meeting
CCCAA Annual Convention
Student Intercollegiate
Athletics Transportation
Institutional Athletic
Memberships
Athletic Contest Entry Fees
Number of People
Instructional Travel
Travel Expenses for Athletics
(not students-employees)
16
Conferences Travel
AFCA Convention
NFCA Softball Conference
Glazier Clinic
4
6
3
6
Registrati
on Fee
2
2
400
Travel &
Hotel Cost
3000
4000
75000
400
16000
400
19000
6000
600
600
300
1000
5600
3600
5600
Equipment Requests
Description
Rocker Hurdles
High Jump Value Pack
Hack Attack Pitching
Machine
Atec Pitching
Machines
Big Bubba Portable
Batting Cage
Tanner Tees
Unit
Price
85
13000
3500
Amount
6800
13000
7000
TOTAL Amount
7780
14400
8200
3
3300
6600
7760
1
6500
6500
7350
25
85
2125
2540
Quantity
80
1
2
Pitch Dummies
Agee FX 9500 RFID
System
TR265 Backup System
Vertimax V8 EX
Pro Coach 424 Timing
System
Ipico Rfid Transponder
System
8000 Series Shot
Tracker
True Traverse Stepper
Sled cover pad
3
1
300
3600
2400
3600
2840
4060
1
3
2
962
4000
2900
962
12000
5800
1100
12500
6430
1
6000
6000
6650
1
7400
7400
8140
3
4
13200
1000
13432
Mobility Chute
2
4400
250
1185
2370
3555
1150
3 Portable Hands-Up
Defenders
Catchers Gear
Softball Bats
Field Rakes
2
149.99
299.98
449.97
2
15
5
900
350
80
1800
5250
400
2700
5600
480
Set of Softball Bases
Flex Steel Mop
Hitting Mats
Dugout Netting
2
1
4
2
200
150
350
500
400
150
1400
1000
600
300
1750
1500
Men's and Women's
Soccer Uniform and
Equipment Package
Basketball Backstops
Men's and Women's
Basketball Uniform
Package
Musco Lighting
System for Stadium
tempest sideline
radios
Riddell Football
helmets
Shoulder Pads
Riddell Helmet and
Knee Package
Pole Vault Pole
System
Men's and Women's
Track Uniform
Package
25556
60000
9
60
100
6000
1
16720
310000
35200
1 set
8
8
35200
410
300
3280
2400
1
3608
2640
8955
1
3000
3000
3350
60
50
3000
6600
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A.
Check One of the Following:
X Yes, CLO-CTL were completed for one or more courses during the current Year’s Program Review.
Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and include in this
Program Review.
A. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The
Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one
course per
line. Add
more rows
as needed.
This Year’s Program Review
*CTL forms must be included
with this PR.
PEAC SOC 1
PEAC SOC 2
PEAC SOC 3
PEAC INSC
KINE 3SO
PEAC SOC 1
PEAC SOC 2
PEAC SOC 3
PEAC INSC
KINE 3SO
KINE 3BB
ATHL BBPS
PEAC WEI1
ATHL BB1
PEAC TBB1
KINE CSA
ATHL WR5
ATHL PRWR
ADPE 1DSS
ADPE ADSF
PEAC HTA1
PEAC ARH1
PEAC ARH2
PEAC ARH3
PEAC JUD1
PEAC JUD2
PEAC FUN1
PEAC FUN2
ATHL WT18
ATHL MT19
ATHL TRKP
ATHL FT1
KINE 3BB
ATHL BBPS
PEAC WEI1
ATHL BB1
PEAC TBB1
KINE CSA
ATHL WR5
ATHL PRWR
ADPE 1DSS
ADPE ADSF
PEAC HTA1
PEAC ARH1
PEAC ARH2
PEAC ARH3
PEAC JUD1
PEAC JUD2
PEAC FUN1
PEAC FUN2
ATHL WT18
ATHL MT19
ATHL TRKP
ATHL FT1
Last Year’s Program
Review
2-Years Prior
*Note: These courses must be
assessed in the next PR year.
KINE 19
PEAC WAP1
PEAC WAP2
PEAC WAP3
PEAC WAP4
ATHL MS15
KINE 6
PEAC SW3
PEAC FLW
ATHL WB10
PEAC SPM1
PEAC SPM2
ATHL DFTP
PEAC BAD1
PEAC ASDT
ATHL BWKP
PEAC SWM1
PEAC SWM2
PEAC SWM3
ATHL TK17
ATHL TK16
KINE 12TK
ATHL BKMP
KINE 16
KINE 17
PEAC FFL1
PEAC HTA2
KINE 19
PEAC WAP1
PEAC WAP2
PEAC WAP3
PEAC WAP4
ATHL MS15
KINE 6
PEAC SW3
PEAC FLW
ATHL WB10
PEAC SPM1
PEAC SPM2
ATHL DFTP
PEAC BAD1
PEAC ASDT
ATHL BWKP
PEAC SWM1
PEAC SWM2
PEAC SWM3
ATHL TK17
ATHL TK16
KINE 12TK
ATHL BKMP
KINE 16
KINE 17
PEAC FFL1
PEAC HTA2
ATHL DFTP, MB11, MG21, PRVB,
PSGF, PSOF, SB12, SCMP, SFTP, SM3,
SW2, TNPS, VB4,
DANC HIP1, HIP2, HIP3, JD1, JD2,
JD3
KINE 5, 7, 20, 12BK, 3SO, ASSE
PEAC BAD2, BAD3, BSK1, BSK2,
BSK3, FFT1, FLW2, FLW3, FTS1,
FUN3, HIP1, HIP2, HTA3, JUD3,
LSF1, PIL1, PIL2, PIL3, PLF1, PRTR,
SBB1, SBB2, SBM1, SWM1, SWM2,
TEN1, TEN2, TEN3, TKD1, VOL1,
VOL2, WAPO, WEI2, WEI3, WOW1,
WOW2, YOG1, YOG2, YOG3
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
PEAC SOC 1
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
FALL 2014
Faculty members involved in “Closing the Loop” discussion
TONY IGWE
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: Demonstrate the basic fundamentals of the
game such as passing, kicking, dribbling, and
tackling.
75%
80%
(CLO) 2:
75%
100%
75%
95%
Perform a soccer-specific warm-up that prepares the
body for the physical demands of the sport
(CLO) 3: Participate in full-field games in a variety
of field position
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The majority of students assessed have developed the fundamental skills of passing,
kicking, dribbling, and tackling over the course of the semester. We are meeting target
standard.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students who actively participate in the class develop sound fundamental skills with respect
to the game of soccer. Physical fitness is a must to be able to develop endurance and
stamina to play the game.
B. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We practice soccer related drills during every class as part as our warm up for the class.
They have achieved an understanding of the importance of sound preparation with good
skill development.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Warm ups are a fundamental part of any sporting activity. Students who participate in this
class can demonstrate soccer related warm ups by the end of this course.
C. Course -Level Outcome (CLO) 3
1. How do your current scores match with your above target for student success in this course
level outcome?
The students are able to demonstrate this ability in every class.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are able to participate in the sport if they are physically fit and have good stamina. It
is important to emphasis this at the beginning of the semester to ensure that student
understand the physicality of the sport for the health and well being of all student
participants.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first reflection I have done on this course.
2. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
Teaching the fundamentals of soccer to students is enjoyable and productive as many students
play on college and club sports teams. Adding intermediate and advanced level classes further
enhances development of the sport.
We need some pedagogical adjustments
Course
PEAC SOC 2
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
SPRING 2015
Faculty members involved in “Closing the Loop” discussion
TONY IGWE
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: Demonstrate knowledge of the offside trap
75%
95%
(CLO) 2: Demonstrate shooting techniques from the
corner position
75%
90%
(CLO) 3: demonstrate the ability to run for 45 minutes and
/or 5 minutes without getting tired
75%
85%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The current scores reflect the knowledge gained by students in introduction to soccer.
Advanced student develop understanding of the rules of soccer through experience and
practice.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The addition of intermediate and advanced soccer classes allows students to develop and
improve their skills and understand the rules of soccer.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
With continued repetition through demonstration, drills, and practice, student’s skill
improve by the end of the semester. Students with poor attendance to class have a harder
time improving their skills.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Drills, demonstration and practice done over the course of the semester will help students
improve fundamental skills of soccer.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Physical conditioning and improved cardio vascular functioning through warm ups and
drills will help students improve stamina and participate in a 45 minute soccer game.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
It is important that the advanced level student athlete be able to compete in a full 90
minute soccer game. Cardio vascular exercises, warm ups, and drills will help improve
stamina of all students enrolled in this class.
Course
PEAC SOC 3
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
SPRING 2015
Faculty members involved in “Closing the Loop” discussion
TONY IGWE
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: DEMONSTRATE 2 V2 SOCCER DRILLS
75%
95%
(CLO) 2: DEMONSTRATE 3 V3 SOCCER DRILLS
75%
95%
(CLO) 3: PLAY 5 V 5 SOCCER FOR 90 MINUTES
NON-STOP
75%
95%
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
With continued repetition through demonstration, drills, and practice, student’s skills continue
improve by the end of the semester. Students with poor attendance to class have a harder time
improving their skills.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Advanced soccer students are able to master the more advanced drills and master soccer skills
that are not easily mastered by more inexperienced players.
B. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
With continued repetition through demonstration, drills, and practice, student’s skills continue
improve by the end of the semester. Students with poor attendance to class have a harder time
improving their skills.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Advanced soccer students are able to master the more advanced drills and master soccer skills that are
not easily mastered by more inexperienced players.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Advanced soccer students are more physically fit and have developed the stamina and skill level
to enable them to play in a 90 minute soccer match.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The advanced soccer players are able to continue to improve their fitness levels and skill
because they have been offered class continuity from one semester to the next keeping them in
top shape to play the game.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This the first time I have reflected on this course.
2. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
Students are aware of the physical demands of this class in terms of developing increased
stamina and cardio vascular health. Students are expected to participate in a full soccer match
during the course of the semester and being in good physical health is very important.
We need some pedagogical adjustments
Course
KINE 3SO
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100 %
Semester held “Closing the Loop” discussion
SPRING 2015
Faculty members involved in “Closing the Loop” discussion
TONY IGWE
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: Assess the issues related to dealing with
parents
75%
85%
(CLO) 2: analyze the dynamics of team building
75%
80%
(CLO) 3: investigate the difference between coaching
soccer in a game and coaching at practice
75%
80%
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students had a good concept of issues related to dealing with parents around children and sports.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are able to grasp concepts involved in dealing with parents of children who they coach.
Most students have experience dealing with parents at sporting events from their personal lives so
were able to relate to this discussion.
B. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students understand the dynamics involved in team building and the importance of this concept.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students were able to discuss and identify team building skills and why they are important to sports
teams. Most students have been involved in athletic teams in the past and this helped them
understand concepts taught in this class.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students demonstrated through teaching and discussion the difference between coaching in a game
and at practice.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Most students have been involved in athletic teams in the past and this helped them understand
concepts taught in this class. They are able to use their own experience to assist in understanding
concepts of coaching in different situations.
We need some pedagogical adjustments
Course
PEAC INSC
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100 %
Semester held “Closing the Loop” discussion
SPRING 2015
Faculty members involved in “Closing the Loop” discussion
TONY IGWE
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1 DEMONSTRATE THE BASIC
FUNDAMENTALS OF THE GAME SUCH AS
PASSING, KICKING, DRIBBLING, AND
TACKLING
75%
85%
(CLO) 2: DEMONSTRATE APPROPRIATE
SAFETY AND ETIQUETTE FOR NONCOMPETETIVE SOCCER
75%
85%
(CLO) 3: RECOGNIZE OFFENSIVE AND
DEFENSIVE POSITIONING ON THE FIELD AND
UTILIZE SIMPLE FUTSAL TACTICS
75%
85%
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are able to demonstrate fundamentals when they practice drills and learn techniques during the
class.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students begin to master these skills with each class they participate in during the semester. The class is
set up to demonstrate, practice, and play futsal so that students master each set of skills weekly
B. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students understand importance of safety when playing in a noncompetitive soccer game. They
demonstrate safety techniques during the game situations.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are able to separate competitive from noncompetitive soccer to keep all participants injury free.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are able to discuss and demonstrate appropriate positioning on the field of play. They
demonstrate simple tactics during the game situations.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students begin to master tactics and positioning on the field as they observe and play in soccer matches
as part of the class.
We need some pedagogical adjust ments
Course
KINE 3BB- Principles of
Coaching Baseball
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring/Summer 2015
Faculty members involved in “Closing the Loop”
discussion
Steven K Friend, Denny Aye,
Ken Grace
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
80% or a score
(CLO) 1: IDENTIFY AND OBTAIN AN
of 3.5 or better
UNDERSTANDING OF THE MENTAL ASPECTS
(PHILOSOPHY) OF PARTICIPATING IN BASEBALL;
I.E., RELAXATION, BREATHING, 1 PITCH AT A TIME,
DEALING W PRESSURE, ETC
100% of the
student scored at
85%
(CLO) 2: IDENTIFY THE ESSENTIAL COMPONENTS
80% or a score
of 3.5 or better
100% of the
student scored at
82%
80% or a score
of 3.5 or better
100% of the
student scored at
85%
AND ASPECTS OF PRACTICE ORGANIZATION
(CLO) 3: IDENTIFY THE ESSENTIAL COMPONENTS
AND ASPECTS OF TEAM BUILDING
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are gaining an understanding and comprehending the importance of and the
mitigating factors comprising of the Mental Game of Baseball- the “game” within the
game.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Potential coaches need to understand the NEED to teach the mental game, as well as the
physical game. Many times the separation between success and failure is NOT physical,
but mental. Time set aside during a formal practice session NEEDS to address this critical
aspect of participating in athletics.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are understanding the necessity of time management and the
organization of an efficient, skill specific, utilization of a practice session.
The essential elements and the variety of teaching and practice methods.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Efficient use of time and organization is essential in this day and age for the
student-athletes. The variety (the more the better) of techniques, flexibility
and approaches are more efficient and better serve or student-athletes.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are gaining an understanding of the importance of playing a team
sport; in that, each individual fulfills an important role and “job” within the
structure of the team. Also, students are learning how to create synergy
within their sport.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Team building is a vital and necessary aspect. Introducing various team
building activities can allow the team to become “closer” and create a
synergistic effect.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections on the course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
The aspects of mental training is an area mostly overlooked by coaches. The effect of mental training
upon an athlete’s success rate is an area that needs to be evaluated. Efficient use of time is of major
importance in our current fast-past, “quick-fix” and attention span deficient society. Coaching involves
much- much more than JUST teaching the technical aspects of the game.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical X
c Resource based X
Course
ATHL BBPS Pre-Season
Intercollegiate Training for
Baseball
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Steven K Friend & Will Tavis
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
(CLO) 1:
75% or a score
of 3 or better
100% of the
student scored at
75%
(CLO) 2: Demonstrate correct hitting mechanics.
75% or a score of
3 or better
100% of the
student scored at
75%
(CLO) 3: Apply an appropriate level of sport-specific
physical conditioning to compete at the intercollegiate level.
80% or a score
of 3.5 or better
100% of the
student scored at
80%
Demonstrate correct throwing mechanics.
Actual Scores**
(eLumen data)
(CLO Goal)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are grasping an understanding on the important factors of the skill of Throwing in
a competitive intercollegiate Baseball setting
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students prepare and maintain appropriate aspects and routines to provide for the
foundation of the specific skill of Throwing in a competitive Baseball setting. Even though
this is more of a practical approach to the game of Baseball, possible literature or film of
similar settings may be helpful to fully understand in detail the complexity & various
aspects of Throwing in a collegiate Baseball setting.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students understand the necessity of preparing with proper technique and repetition,
utilizing the implementation of proper skill training techniques to improve technical and
competitive aspects of Hitting a baseball
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technical skills and appropriate training methods are
greater in 1-on-1 or smaller group settings. The technical aspects seem to
develop at a faster and more lasting rate when isolated, rather than a large 9
vs 9 setting.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students grasp an understanding on the importance of preparing physically and mentally
for a season of competitive intercollegiate Baseball, and to maintain their conditioning
level throughout the season to become successful competitors in the game
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students have an opportunity to reflect on their level of fitness through preseason
intercollegiate competition at the different stages of the semester. They are realizing that
the better they were prepared physically and mentally in the initial stages that it helped
them to execute their technical and mental skills throughout the semester. Therefore,
willingness to prepare more intensively in the following season appears to be more desired.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We will breakdown and emphasize more 1-on-1 & on small groups in technical workouts and utilize the whole group for
tactical & total approaches of the game.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC WEI1 - Weight TrainingWEI1
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
4
Number of sections assessed
4
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
W. Tavis, S. Friend, D. Aye, S.
Siroy
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1: KNOWLEDGE OF F.I.T.T. PRINCIPLES
80% or a score
of 3.5 or better
100% of the
student scored at
80%
(CLO) 2: KNOWLEDGE OF BASIC WORKOUT
PROGRAM DESIGNS AND SCHEMES
80% or a score
of 3.5 or better
100% of the
student scored at
80%
(CLO) 3: PROPER KNOWLEDGE OF FORM IN
EXECUTION OF 2 BASIC HUMAN MOVEMENTS &
SUBSEQUENT LIFTS: SQUAT & CHEST PRESS
80% or a score
of 3.5 or better
100% of the
student scored at
80%
(CLO Goal)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students gained an understanding, comprehension & obtained the knowledge of the basic
F.I.T.T. principles: frequency, intensity, time & type as they relate to a dynamic weight
training program
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students can apply the F.I.T.T. principles to any exercise or fitness program (especially
weight training) to help them achieve their individual fitness goals. Assessment of an
exercise program (weight training) can be evaluated & defined as it utilizes these 4 basics
principles.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
STUDENTS HAVE GAINED A BASIC UNDERSTANDING OF EXERCISE
PROGRAM DESIGNS AND SCHEMES, PARTICULARLY & SPECIFICALLY AS IT
APPLIES TO SETS, REPS, AND VOLUME. ALLOWS THE STUDENTS
FLEXIBILITY IN PROGRAM DESIGN AS IT RELATES TO PERSONAL FITNESS
GOALS.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Exposure to basic exercise designs and schemes and subsequent understanding, allows the
student to individualize their workout programs based on current fitness levels and fitness
goals. Regardless of goals: joint mobility, strength, body composition, etc., these basic
exercise designs apply accordingly. Additionally, the ability to develop a workout program
will certainly benefit the student upon completion of the class.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
STUDENTS HAVE GAINED KNOWLEDGE OF THE 5 BASIC HUMAN
MOVEMENTS IN WEIGHT TRAINING; I.E., SQUAT, PUSH, PRESS, HINGE &
CARRY AND IN PARTICULAR BASIC LIFTS WHICH IDENTIFY & TARGET
SQUAT & PRESS, VIA THE EXECUTION OF THE GOBLET SQUAT & CHEST
PRESS.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Regardless of an individuals fitness goals via weight training, the 5 basic
movements and subsequent execution of lifts are the basis of that fitness
program. Knowledge & appropriate execution of these basic lifts can lead
an individual to achieve their fitness goals, whether body composition
reduction, strength or joint mobility. Keeping it simple and mastery of
these basic lifts should be the focus of ALL weight training programs.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We need more stations and Olympic bars to properly teach the Olympic lifts
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
With more stations for the students, along with bars and equipment, we can begin to film and use
video playback so students can immediately get visual feedback on their technique.
1.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
ATHL BB13 Intercollegiate
Baseball
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Steven K Friend & Will Tavis
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
(CLO) 1: Identify the Essential aspects of Becoming and
being a member of a competitive Men’s Baseball program
(CLO) 2: Identify and follow proper training methods
and techniques to meet appropriate Technical and Tactical
Demands of a higher level and speed of competition
(CLO) 3: Prepare and Maintain on ALL physical and
psychological levels for a successful season of
Intercollegiate Men’s Baseball
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
75% or a score of
3 or better
100% of the
student scored at
80%
75% or a score of
3 or better
100% of the
student scored at
80%
80% or a score of
3.5 or better
100% of the
student scored at
80%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are grasping an understanding on the important factors of being part of a
competitive intercollegiate Baseball setting.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students prepare and maintain appropriate aspects and routines to provide for the
foundation of a competitive Baseball setting. Even though this is more of a practical
approach to the game of Baseball, possible literature or film of similar settings may be
helpful to fully understand in detail of a competitive collegiate Baseball setting.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students understand the necessity of preparing with proper training methods and utilize the
implementation of proper skill training techniques to improve technical and tactical speed
of competition
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technique and proper training methods are greater in smaller group
settings; i.e., individual skill techniques, sub groups, isolation of offensive & defensive
groups, etc. The tactical awareness and particular position assignments seem to develop on
a higher rate while in specific 9v9 players game situations
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students grasp an understanding on the importance of preparing physically and mentally for a season of competitive
intercollegiate Baseball, and to maintain their conditioned level throughout to become successful competitors in the game
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students get an opportunity to reflect on their level of fitness through intercollegiate
competition at the different stages of the beginning, middle and end of the season. They are
realizing that the better they were prepared physically and mentally in the initial stages that
it helped them to execute their technical and mental skills during and at the end of the
season. Therefore, willingness to prepare more intensively in the following season appears
to be more desired.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We will breakdown and emphasize on small groups & subgroups in technical workouts and utilize the whole group for
tactical & total approaches of the game.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC TBB1 Tournament
Baseball
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Steven K Friend & Will Tavis
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
75% or a score of
3 or better
100% of the
student scored at
80%
conditioning as related to the game of baseball
80% or a score of
3.5 or better
100% of the
student scored at
80%
(CLO) 3: demonstrate and perform advanced skills,
techniques and fundamentals of baseball: Hitting
75% or a score of
3 or better
100% of the
student scored at
80%
(CLO) 1: demonstrate and perform advanced skills,
techniques and fundamentals of baseball: Throwing
(CLO) 2: demonstrate an increased level of physical
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are gaining an understanding on the important sequential body parts and related
factors in the skill of Throwing a baseball in a competitive setting.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are preparing and maintaining the appropriate strengthening & technical routines
to provide for the foundation of the specific skill of Throwing. Even though this is more of
a practical approach to the game of Baseball, possible literature or film of similar settings
may be helpful to fully understand in detail the complexity & various aspects of Throwing.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students gain an understanding on the importance of preparing physically and mentally for
the game of baseball- the daily maintenance of their conditioning level and physical fitness
throughout the semester to become successful competitors in the game
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students have an opportunity to reflect on their level of fitness through participation in
game- like scenarios at different stages of the semester. They are realizing that the better
they were prepared physically and mentally in the “practice sessions”, the better able to
execute their technical and mental skills in the game. Therefore, willingness to prepare
more intensively in the practice sessions appears to be more desired.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are comprehending the necessity of preparing with proper technique and
repetition, while utilizing the implementation of proper skill training techniques to improve
technical and competitive aspects of Hitting a baseball.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technical skills and appropriate training methods are greater in 1on-1 or smaller group settings. The technical aspects seem to develop at a faster and more
lasting rate when isolated and repeated.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections in this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
The emphasis on 1-on-1 and small group practice settings during the initial phase of the class allows
the students to perform at a higher level during the “games” portion of the class
3.
What is the nature of the planned actions (please check all that apply)?
Pedagogical X
X Resource based X
Course
KINE CSA
Semester assessment data gathered
FALL 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin and Jerome Manos
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
1. (CLO) 1:
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
75%
70%
Use and identify the educational resources
on campus, including assessment
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
With CLO #1 my expected outcome DID exceed what I defined as my
target goal.
13 out of 17 Students met the target goal for CLO #1.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I believe that the course, as designed and taught, was successful in
achieving CLO #1. I believe that my teaching style and pedagogy is
effective with our diverse student population at Chabot College. I also
believe that I have, in this category, met and guided growth in regards to
academic preparation, and the understanding, especially for athletes, what it
means to stay academically eligible, and off of probation. Assessment
taking is a big step in understanding the sequencing of math and English in
particular. Student athletes need to be on track with their math and English.
In speaking with colleagues about our curriculum, I believe that our
assignments and exams were highly effective in achieving a high level of
student outcome for this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
I communicated throughout the semester with numerous colleagues that have taught online courses
before and we routinely shared our thoughts of what was working and what was not, and bounced ideas
off of each other often. Moving forward, my plan is to continue to communicate with other faculty
who have taught the class and share our reflections and discuss what we all felt was effective.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
I suppose my suggestion would be to allow for better use of on campus resources
(topic presenters (other counselors), computer lab, etc.). I would also evaluate/adjust certain teaching
strategies to meet the needs of online students and to be able to still use the interactive phase of the
course. This PSCN course was not blocked for student athletes so I had other students in my class as
well. I found was that dealing with athletes in PSCN 23 is an awesome advantage, most of them were
actually more likely to do the work than some of the other students. I could use more kinetic style
learning possibly than most other instructors.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
X Pedagogical
X Resource based
Course
ATHL WR5
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1:
Demonstrate advanced skills of wrestling
75% or a score
of 3 or better
100% of the
student scored at
80%
(CLO) 2:
Demonstrate increased level of physical
conditioning from the beginning of the semester in
a progressive sequence
80% or a score
of 3.5 or better
100% of the
student scored at
80%
(CLO) 3:
75% or a score
Demonstrate an advanced level of wrestling skill for of 3 or better
competition
100% of the
student scored at
78%
(CLO Goal)
2. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Students are grasping and acquiring the skills to be
successful wrestlers
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
skills are rapidly being learned. Maybe more film review for each student.
2. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are gaining an understanding on the importance of preparing physically and
mentally for wrestling
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
We are a little behind in our fitness parameters. Probably need to assess fitness sooner and
re-assess on a biweekly basis.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are developing the skills needed to become successful at the intercollegiate level.
We are meeting the goal on this CLO
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technical skills and appropriate training methods are greater in 1on-1 or smaller group settings. The technical aspects seem to develop at a faster and more
lasting rate when isolated and repeated.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections in this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
The emphasis on 1-on-1 and small group practice settings during the initial phase of the class allows
the students to perform at a higher level during the “match” portion of the class
3.
What is the nature of the planned actions (please check all that apply)?
Pedagogical X
X Resource based X
Course
ATHL PRWR
Semester assessment data gathered
SPRING 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1:
demonstrate increased level of physical
conditioning from the beginning of the semester in
a progressive sequence
75% or a score
of 3 or better
100% of the
student scored at
80%
(CLO) 2: describe and apply the rules concerning
the sport of wrestling
70% or a score
of 2.8 or better
100% of the
student scored at
75%
(CLO Goal)
3. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Students are grasping and acquiring the fitness level to
become successful wrestlers
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Aerobic fitness levels have risen dramatically. We need to find a way to make this in the
area of strength and quickness
3. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students gain an understanding on the importance of knowing the rules of wrestling- the
daily review of the basic rules and procedures in wrestling is making a positive impact in
creating more competitive wrestlers.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Having the students referee friendly matches has greatly increased their understanding of
the rules.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections in this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
The emphasis on 1-on-1 and small group practice settings during the initial phase of the class allows
the students to perform at a higher level during the “match” portion of the class
3.
What is the nature of the planned actions (please check all that apply)?
Pedagogical X
X Resource based X
Course
ADPE 1DSS
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
(CLO) 1:
demonstrate more mobility
75% or a score
of 3 or better
3100% of the
student scored at
80%
(CLO) 2:DEMONSTRATE AN IMPROVEMENT IN
70% or a score
of 2.8 or better
100% of the
student scored at
75%
STRENGTH
Actual Scores**
(eLumen data)
(CLO Goal)
4. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Students are grasping and acquiring the fitness level to
improve their mobility
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
flexibility has improved dramatically. We need to find a way to make this happen in the
area of strength
4. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Need to present different modalities of strength training
with new equipment.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
We need to provide our disabled students a greater variety to improving strength
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections in this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
The emphasis bi-weekly assessments has made a great impact towards improvement
3.
What is the nature of the planned actions (please check all that apply)?
Pedagogical X
X Resource based X
Course
ADPE ADSF
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
(CLO) 1:
75% or a score
of 3 or better
100% of the
student scored at
80%
70% or a score
of 2.8 or better
100% of the
student scored at
75%
demonstrate a knowledge of their disability and activities that
would ameliorate their total wellness
(CLO) 2:DEMONSTRATE A PROPER TRAINING PROGRAM BASED
ON THEIR DISABILITY
Actual Scores**
(eLumen data)
(CLO Goal)
5. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Students are understanding how exercise and activity can
help with their disability
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
flexibility has improved dramatically. We are moving in the right direction.
5. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting our expectations. Need to present different modalities of training with
new equipment to improve their individual programs.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
We need to provide our disabled students a greater variety for improving their flexibility
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections in this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We need to assess flexibility using valid and reliable equipment
3.
What is the nature of the planned actions (please check all that apply)?
Pedagogical X
X Resource based X
Course
Hips, Abs & Thighs- HTA1
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
8
Number of sections assessed
4
Percentage of sections assessed
50%
Semester held “Closing the Loop” discussion
Spring 2014
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Wil Tavis, Danny
Calcagno, Steve Friend
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Knowledge of f.i.t.t. principles as related to
exercise design programs
80% or a score
of 3.5 or better
100% of the
student scored at
80%
(CLO) 2: knowledge of 2 different lower body (hips &
thighs) & 2 different upper body (torso & arms)
strengthening & toning
exercises
(CLO) 3: knowledge of Basic workout Program designs
and schemes
80% or a score
of 3.5 or better
100% of the
student scored at
80%
80% or a score
of 3.5 or better
100% of the
student scored at
80%
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students gained an understanding, comprehension & obtained the knowledge of the basic F.I.T.T.
principles: frequency, intensity, time & type as they relate to a dynamic fitness program.
1. Reflection:
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students can apply the F.I.T.T. principles to any exercise or fitness program (especially body toning &
strengthening) to help them achieve their individual fitness goals.
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students gained an understanding, comprehension & obtained the knowledge of basic toning &
strengthening exercises related to specific body areas/parts.
1. Reflection:
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students can now apply basic toning & strengthening exercises to help them
achieve the personal physical fitness goals. The variety of exercises the
students were exposed to can allow them to progressively increase their fitness levels.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students have gained a basic understanding of exercise program designs and schemes,
particularly & specifically as it applies to sets, reps, and volume. Allows the students
flexibility in program design as it relates to personal fitness goals.
1. Reflection:
Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Exposure to basic exercise designs and schemes and subsequent understanding, allows the
student to individualize their workout programs based on current fitness levels and fitness
goals. Regardless of goals: joint
mobility, strength, toning, reducing body composition, etc., these
basic exercise designs apply accordingly. Additionally, the ability to develop a workout
program will certainly benefit the student upon completion of the class.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the
Closing the Loop
reflections and other faculty discussions?
prior
This is the first reflection on this course
1. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights
So far we are on target. However we need to spend more time showing our students how to use the
exercise equipment in course
1. What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC ARH1 – ARCHERY 1
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
FALL 2014
Faculty members involved in “Closing the Loop”
discussion
TONY IGWE
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
DEMONSTRATE BASIC SAFETY AND
ETIQUETTE OF ARCHERY
75%
proficiency
100% proficiency
(CLO) 2:
DEMONSTRATE AN IMPROVEMENT IN
THEIR SHOOTING PROFICIENTLY
50%
proficiency in
30 – 40 yard
shots
60% proficiency
(CLO) 3:
DEMONSTRATE HOW TO SHOOT IN A
SIMPLE ARCHERY TOURNAMENT
70%
proficiency
75% proficiency
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
All students were able to demonstrate safe shooting skills and techniques
and verbalize the importance of these during archery competition.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students understand safety measures needed to be part of an archery
competition.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
The majority of students understand the need for proper stance and shooting
techniques in order to shoot more proficiently.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students who take the class serious/ and or for recreational purposes have a
better outcome in terms of improving their skills than students who take the
course to meet a PE requirement.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students have become more proficient at competing in an archery
competition.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technique and proper training methods are greater in
smaller group settings. Students learn from the demonstration of other
students in the spirit of competition.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first reflection on the course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
An archery club is being formed so that students can practice and become more proficient in shooting
with bow. Advanced archery classes have been added to the curriculum so that advanced students can
have more competition.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC ARH2 –
INTERMEDIATE ARCHERY
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
FALL 2014
Faculty members involved in “Closing the Loop”
discussion
TONY IGWE
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1:
DEMONSTRATE INSTINCTIVE SIGHTING
AND BOW SIGHT SHOOTING
75%
85%
(CLO) 2: DEMONSTRATE OPEN AND
CLOSED STANCE SHOOTING
75%
100%
(CLO) 3: SHOOT ACCURATELY AT
DISTANCES UP TO THIRTY YARDS
75%
95%
(CLO Goal)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students were on target with improving this skill in intermediate archery.
With continued practice, bow sighting becomes instinctive.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students become proficient at shooting the more they practice this event.
Advanced level students are more serious about archery than some of the
beginning students.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
The students are all proficient at demonstrating appropriate stance for
shooting bow through practice and repetition.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The more the students practice the more proficient they are at using good
form to shoot bow and arrow.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
The current scores matches the projected outcome for students.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students practice shooting at all distances. The more they practice the more
accurate they are at shooting from longer distances.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
Continued competition and practice are tools to make students more proficient at archery. Adding
advanced classes and archery club tournaments has helped develop the skill level of serious archery
students.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC ARH3 – ADVANCED
ARCHERY
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
FALL 2014
Faculty members involved in “Closing the Loop”
discussion
TONY IGWE
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
DEMONSTRATE PROPER SET UP FOR
RECURVE AND COMPOUND BOW
SHOOTING
75%
proficiency
100% proficiency
(CLO) 2:
DESCRIBE HOW VISUALIZATION AND
FOCUS CAN AFFECT SHOOTING WITHIN
AN ARCHERY COMPETITION
75%
proficiency
100% proficiency
(CLO) 3:
75%
PROPERLY ADJUST AND DISTRIBUTE
proficiency
THEIR WEIGHT WHEN SHOOTING BOTH A
RECURVE BOW AND A COMPOUND BOW
100% proficiency
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
ALL STUDENTS AT THIS LEVEL WERE ABLE TO DEMONSTRATE
PROPER SET UP FOR RECURVE AND COMPOUND BOW SHOOTING.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
THIS CLASS PREPARES STUDENTS FOR HIGH LEVEL OR COMPETITIVE
SHOOTING EXERCISE/ACTIVITY.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
ALL STUDENTS ARE ABLE TO DISCUSS DESCRIBE PREPARATIONS FOR
ARCHERY TOURNAMENT COMPETITION.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
THESE STUDENTS SHOOT AND COMPETE AT HIGH LEVEL
TOURNAMENTS. THEY HAVE SHOWN THEY CAN PREPARE MENTALLY
AND PHYSICALLY FOR ARCHERY COMPETITIONS
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students have excelled at competing in an archery competition.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Practice makes permanent. Students compete in high level tournaments off campus.
They continue to demonstrate expertise during class. The archery club has kept
their interest peaked as they continue to practice their sport.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first reflection on the course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
An archery club is being formed so that students can practice and continue to develop their skills.
Advanced archery classes have been added to the curriculum so that advanced students can have more
competition. This class prepares students for off campus archery tournaments.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC JUD1
Semester assessment data gathered
Fall 2014, Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
Demonstrate mental disciplinary
development (Shushindo) in the sport of
Judo.
75%
proficiency
85% proficiency
(CLO) 2:
Demonstrate physical and neuromuscular
development (Renshindo) in the sport of
Judo.
75%
proficiency
80% proficiency
(CLO) 3:
DEMONSTRATE PHYSICAL CONDITIONING.
75%
proficiency
78% proficiency
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students were on target with improving this skill in Judo
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are mastering the art of Shusindo
COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
The students are all proficient at demonstrating appropriate mental
discipline to master this phase of the course
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Only time and practice will improve this area
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
The current fitness assessments match the projected outcome for students.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students practice their throws and falls on a consistent basis.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We need to form a club outside of the course so students can gather on their own and perfect their skills
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC JUD2
Semester assessment data gathered
Fall 2014, Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steven
Siroy
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
(CLO) 1:
1.
demonstrate a knowledge of the history and
intermediate arts of judo;
(CLO) 2:
demonstrate an improvement in neuromuscular
development and mental discipline
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
75%
proficiency
85% proficiency
75%
proficiency
80% proficiency
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
3. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are on target with this in Judo
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
We can have more class discussions on the philosophy and history of Judo
COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
The students are all proficient at demonstrating appropriate nuero-muscular
skills to master this phase of the course
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Only time and practice will improve this area
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We need to form a club outside of the course so students can gather on their own and perfect their skills
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC FUN1
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
14
Number of sections assessed
10
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steve
Friend, Ella Vilche, Danny
Calcagno, Barkus Bathlet, Kyle
Robinson, Wil Tavis, Jose
Lopez, Rick Morris
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
demonstrate more mobility
75% or a score
of 3 or better
100% of the
student scored at
80%
(CLO) 2:DEMONSTRATE AN IMPROVEMENT IN
70% or a score
of 2.8 or better
100% of the
student scored at
80%
STRENGTH
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students move through the circuit with great ease and mobility when measured at week six.
95% of the students can complete a circuit at week six.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
As teachers we need to move people into functional circuit once they have mastered the
machine circuit. The greatest gains will be made in the functional circuit.
COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
Students are encouraged to increase the resistance anytime they can do 12
or more repetitions. We have measured rapid improvement in strength.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
We need to keep reminding students that once a new strength plateau is
reached its time to stress the system by raising the resistance by 5 pounds.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We need to advertise directly to our community so that everyone in our community is aware of what
the Chabot Fitness Center has to offer to improve their daily lives.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
PEAC FUN2
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
14
Number of sections assessed
10
Percentage of sections assessed
85
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jeff Drouin, Ken Grace, Steve
Friend, Ella Vilche, Danny
Calcagno, Barkus Bathlet, Kyle
Robinson, Wil Tavis, Jose
Lopez, Rick Morris
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL
DIFFER BY COURSE«)
Defined Target
Scores*
(CLO) 1:
75% or a score
of 3 or better
100% of the
student scored at
80%
70% or a score
of 2.8 or better
100% of the
student scored at
80%
demonstrate the ability to work at 75% of the maximum heart
rate for a minimum of 25 minutes
(CLO) 2:
DEMONSTRATE THE PROPER POSITIONING WHEN PERFORMING A
Actual Scores**
(eLumen data)
(CLO Goal)
SQUAT
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting this goal by having the student warm-up for 10 minutes then move into the
circuit. That puts the student at 35 minutes at 75% maximum heart rate.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The greatest gains will be made in the functional circuit. Once a student has mastered this
we need to get them on the Reac Trainer as soon as possible.
COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level
outcome?
We are meeting this outcome in the functional circuit.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are encouraged to increase the resistance on the squat when they
can easily perform 10 correct squats.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be taken
as a result of your reflections, discussions, and insights?
We need to advertise directly to our community so that everyone in our community is aware of what
the Chabot Fitness Center has to offer to improve their daily lives.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
ATHL WT18 Intercollegiate
Women’s Tennis
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Rick Morris
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1:
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
80%, or a
score of 3.5
or better
85%
(CLO) 2:
Identify the essential aspects of becoming and
being a member of a competitive Men’s Tennis
Team
75%. Or a
score of 3 or
better
82%
(CLO) 3:
PREPARE AND MAINTAIN ON ALL PHYSICAL AND
PSYCHOLOGICAL LEVELS, FOR A SUCCESSFUL
SEASON OF INTERCOLLEGIATE MEN’S TENNIS
75%, OR A
SCORE OF 3
OR BETTER
79%
Identify and follow proper training methods and
techniques to meet appropriate technical and
strategic demands of higher level of competition
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper training methods and
utilize the implementation of proper training techniques to improve technical and
strategic methods of play
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and proper training methods are greater in
smaller group settings.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of the important factors of being a part
of a competitive collegiate tennis setting.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students prepare and maintain appropriate aspects and routines to provide for
the foundation of a competitive tennis setting. Even though this is a more
practical approach to the game of tennis, possible readings of film study of similar
settings may be helpful to fully understand the competitive collegiate tennis
setting
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp an understanding on the importance of preparing physically and
mentally for a season of competition in tennis, and to maintain their conditioned
level throughout the season, to become successful competitors in collegiate
tennis.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Student get an opportunity to reflect on their level of fitness through
intercollegiate competition at different stages, start to finish of season. They are
realizing that the better they were prepared physically and mentally in the initial
stages of the season, they were able to execute their technical and strategic skills
during the season. Therefore, there is a willingness to prepare more intensively
for the following season.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the 1st reflection of this course
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize on small group setting in technical workouts and utilize the whole
group for strategic approaches for the game.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
xPedagogical
Course
ATHL MT 19 Intercollegiate Men’s Tennis
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Rick Morris
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
80%, or a score of
3.5 or better
85%
(CLO) 2:
Identify the essential aspects of becoming and
being a member of a competitive Men’s Tennis
Team
75%. Or a score of 3
or better
82%
(CLO) 3:
PREPARE AND MAINTAIN ON ALL PHYSICAL AND
PSYCHOLOGICAL LEVELS, FOR A SUCCESSFUL
SEASON OF INTERCOLLEGIATE MEN’S TENNIS
75%, OR A SCORE
OF 3 OR BETTER
80%
(CLO) 1:
Identify and follow proper training methods and
techniques to meet appropriate technical and
strategic demands of higher level of competition
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper training methods and
utilize the implementation of proper training techniques to improve technical and
strategic methods of play
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and proper training methods are greater in
smaller group settings.
2. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of the important factors of being a part
of a competitive collegiate tennis setting.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students prepare and maintain appropriate aspects and routines to provide for
the foundation of a competitive tennis setting. Even though this is a more
practical approach to the game of tennis, possible readings of film study of similar
settings may be helpful to fully understand the competitive collegiate tennis
setting
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp an understanding on the importance of preparing physically and
mentally for a season of competition in tennis, and to maintain their conditioned
level throughout the season, to become successful competitors in collegiate
tennis.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Student get an opportunity to reflect on their level of fitness through
intercollegiate competition at different stages, start to finish of season. They are
realizing that the better they were prepared physically and mentally in the initial
stages of the season, they were able to execute their technical and strategic skills
during the season. Therefore, there is a willingness to prepare more intensively
for the following season.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior Closing the
Loop reflections and other faculty discussions?
This is the 1st reflection of this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have
the assessment reflections revealed? What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
We will emphasize on small group setting in technical workouts and utilize the whole group for strategic
approaches for the game.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
xPedagogical
Course
ATHL TRKP
Semester assessment data gathered
Fall 14
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 14
Faculty members involved in “Closing the Loop” discussion
Kyle Robinson,
Jeff Drouin
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course★)
Defined
Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Demonstrate an effective warm-up specific to
75%
90%
75%
75%
75%
95%
one's event.
(CLO) 2: Employ psychological skills techniques (i.e. goal
setting, imagery, etc.) for performance enhancement.
(CLO) 3: Enhance their physiological fitness to meet the
demands of their event.
Part II: Course- level Outcome Reflections
A.
Course-Level Outcome (CLO) 1:
How do your current scores match with your above target for student success in this course level
outcome?
The majority of the students physically demonstrate a proper warm up relative to their event.
Through dialogue students also cognitively understand the importance of a proper warm up
prior to practice or competition.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Warm up exercises are a key component to all high intensity exercise. Students who take this
class should not only demonstrate an event specific warm up, but understand the physical
benefit of a warm up.
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are understanding that success in sport goes beyond physical ability. Students create
and revisit long and short term goals.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Many of the students in this course are fairly new to the sport of track and field.
Setting short and long term goals keeps the students engaged throughout the semester.
Course -Level Outcome (CLO) 3
1. How do your current scores match with your above target for student success in this course
level outcome?
Physiological progress is monitored through fall races, time trials, and weight training
progress. Benchmarks were taken at the beginning of the semester and progress has been
visible for the majority of students.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
In reference to CLO 2. The implementation of goal setting strongly assist in the
progress of physical fitness. Students are realizing how all aspects of training are
necessary for peak performance.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment cycle, the prior Closing the
Loop reflections and other faculty discussions?
This is the 1st reflection of this course
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have
the assessment reflections revealed? What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
We will emphasize on small group setting in technical workouts and utilize the whole group for strategic
approaches to improving fitness
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
xPedagogical
Course
ATHL FT1 Intercollegiate
Football
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Danny Calcagno & Jeff
Drouin
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1:
demonstrate advanced skills of football
(CLO) 2:
demonstrate increased level of physical conditioning from
beginning of semester in a progressive sequence;
(CLO) 3:
play the game of football at an advanced level;
(CLO) 4:
demonstrate the roles of leadership, team play,
sportsmanship and other social values related to team
competition.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75% or a
score of 3 or
better
78%
80% or a
score of 3.5
or better
85%
75% or a
score of 3 or
better
80%
75% or a
score of 3 or
better
3
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping and understanding the important
factors of being part of a competitive intercollegiate football
program.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students prepare and maintain appropriate aspects and
routines to provide for the foundation of a competitive
football setting. Even though this is more of a practical
approach to the game of football, possible literature or film of
similar settings may be helpful to fully understand in detail of
a competitive collegiate football setting.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper
training methods and utilize the implementation of proper
training techniques to improve technical and tactical speed of
play. During the season and off season
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and proper training methods
are greater in smaller group settings. The tactical awareness
and particular position assignments seem to develop on a
higher rate while in specific 11v11 players set ups.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
It was evident that we competed at a high level of play.
Winning our conference for the 4th straight year as well as well
as participating in the California State playoffs.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Talking with other successful coaches. We are always trying to
improve our program to take it to a higher level. One insight
that was helpful was recruiting players that line up with your
own philosophy both on the field and in the classroom. So,
sometimes that might not be the most athletic player.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in
this course level outcome?
We have designated some players as captains and put them in
leadership roles. This has been a successful part of our team
building and chemistry. Our captains have emphasized our
philosophy of sportsmanship in competition. This has resulted
in a pleasant team atmosphere.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for leadership, sportsmanship as it pertains
to team play is constantly being displayed in each position
group. We have implemented the use of videos and team
building exercises that has increased our team values.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize on small group settings in technical workouts and utilize the
whole group for tactical approaches of the game.
We will continue to recruit players that line up with our philosophy. As well as come
up with more strategies for team building which leads to teaching leadership,
sportsmanship, and team competition.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
Kinesiology 19
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Ken Grace
Consider The Course-Level
Individually (the
will differ by course)
Outcomes
Number of CLOs
(CLO) 1:
Complete appropriate physical assessments, develop a
personal fitness plan considering functional and
occupational needs and long term health concerns and
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75% will achieve
a score of 3 or 4
(4 all elements
85% achieved 3 or
4
track progress.
(CLO) 2: Complete a Food Diary with nutritional
analysis then plan a nutritionally sound menu
(CLO) 3: Formulate and update a scientifically
supported collection of information including
prevention of cardiovascular disease, substance abuse,
mental health issues, environmental concerns,
interpersonal relationships, that may be used for
meeting personal and or professional health needs
interests and goal
completed)
75% will achieve
a score of 3 or 4
90% achieved a
score of 3 or 4
75% will achieve
a score of 3 or 4
75% achieved a
score of 3 or 4
Part II: Course- level Outcome Reflections
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Student scores exceeded targeted scores
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students tend to be motivated to self-assess and success rates for this Outcome
have been historically high. To capture the remaining 15% I am considering
adding additional opportunities to complete the assessments as they are
physically challenging. If a student feels less than 100% well, he or she may not
complete all assessments by the due date.
2. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Student scores exceed targeted scores
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students are typically motivated by data amassed in a Food
Diary. Many are pleasantly surprised that their eating habits are
actually healthy and support their goals, so the exercise
provides motivation. To capture the remaining 10%, I am
considering more instruction in methods to compile data, as
students who do much of their own meal preparation are
challenged by the research detail. Also, locating additional webbased sources that contain whole food nutritional information
may be helpful to this population.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Student scores matched targeted scores
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This outcome is quite broad-based and comprehensive. Students tend to demonstrate
knowledge in wellness dimensions that particularly interest them. Locating and
including contemporary news and features that may motivate students to embrace
more health-related information (especially concerning the effects of aging) may
increase the success rate.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Instruction time increases for Food Diary research, more flexibility in scheduling with
physical assessments, more instructional research and presentation of contemporary
data specific to the dimensions of wellness identified by students as less compelling.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What
actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Assessments have revealed that students are engaged and motivated by:
the link of physical activity to theory, the nexus between personal eating
practices/physical goals and nutritional data the promise that the amassing of wellness
information may potentially have a profound and positive impact on their overall
personal health as well as their professional longevity in law enforcement.
Continue forward with the course.
3. What is the nature of the planned actions (please check all that apply)?
X Pedagogical
Course
PEAC WAP1 Introduction to
Water Polo
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes
Individually (the Number of CLOs will differ by
course«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1: Students will master the critical
components of water polo: swimming, treading
water and ball handling.
75% or a score 80%
of 3.5 or better
(CLO) 2: students will demonstrate an ability to
sustain moderate levels of fitness to meet the
demands of the game of water polo.
75% or a score 78%
of 3 or better
(CLO) 3: students will demonstate an
understanding of the rules of the game of water
polo.
80% or a score 85%
of 3 or better
(CLO Goal)
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping an understanding of how the critical components of
swimming, treading water and ball handling skills enhance their ability for effective
team play.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students prepare and maintain appropriate aspects, skills and routines to
provide the foundation of a competitive water polo setting.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students grasp an understanding of the importance of preparing physically for
competitive water polo and to maintain their conditioned level throughout the
semester.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the basic components of the game/rules for effective team
play.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Making a connection between cognitive understanding of the rules and actual
implementation pose challenges with students in this introductory course.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
We will utilize a combination of small group setting and whole class to increase retention of the
material presented.
1. What is the nature of the planned actions (please check all that apply)?
● X Curricular
● X Pedagogical
Course
PEAC WAP2 Beginning Water
Polo
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes
Individually (the Number of CLOs will differ by
course«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1: Students will understand the function
and role of all field positions.
75% or a score 80%
of 3 or better
(CLO) 2: students will demonstrate an ability to
sustain high levels of fitness to meet the demands
of the game of water polo.
75% or a score 80%
of 3.5 or better
(CLO) 3: Students will understand proper
defensive position and strategies to maintain
effective team play.
75% or a score 80%
of 3 or better
(CLO Goal)
Part II: Course- level Outcome Reflections
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping and understanding of all field positions as it pertains to
offensive and defensive positioning.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
“chalk talks” are valuable teaching strategies for students in this course to
grasp the concepts of the various positions and their roles in the sport of water
polo.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students grasp an understanding of the importance of preparing physically for
competitive water polo and to maintain their conditioned level throughout the
semester
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concepts of effective team play for defensive success
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The use of video and chalk talks provide detailed information for the student in
creating an understanding individual and team goals for effective team play.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
We will utilize a combination of small group setting and whole class to increase retention of the
material presented.
1. What is the nature of the planned actions (please check all that apply)?
● X Curricular
● X Pedagogical
Course
PEAC WAP 3 Intermediate
Water Polo
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes
Individually (the Number of CLOs will differ by
course«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO) 1: Students will understand the concepts of
designed offensive plays in the context of a
competitive game.
75% or a score 75%
of 3 or better
(CLO) 2: Students will understand the concepts of
designed defensive plays in the context of a
competitive game
75% or a score 80%
of 3.5 or better
(CLO) 3: students will demonstrate an ability to
sustain high levels of fitness through the use of
dryland excercises and swimming to meet the
demands of the game of water polo
80% or a score 85%
of 3 or better
(CLO Goal)
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concepts necessary for effective offensive team play
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Use of scrimmages and classroom lecture, specifically the use of video, have
proved to enhance the understanding and retention of these concepts.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concepts necessary for effective defensive team play.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Use of scrimmages and classroom lecture, specifically the use of video, have
proved to enhance the understanding and retention of these concepts.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping an understanding of the importance of preparing physically
for competitive water polo and to maintain their conditioned level throughout the
semester
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
We will utilize a combination of small group setting and whole class to increase retention of the
material presented.
1. What is the nature of the planned actions (please check all that apply)?
● X Pedagogical
Course
PEAC WAP 3 Advanced Water Polo
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Students will demonstrate an ability to meet
the physiological demands of a competitve water polo
match.
75 % score 3 or
better
75%
(CLO) 2: Students will understand proper positioning
for counter attack and usage of the game clock to
initiate this component of the game.
75 % score 3 or
better
80%
(CLO) 3: Students will understand the necessity for
ball handling skills to initiate effective team play for
passing and shooting.
75 % score 3 or
better
80%
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping an understanding of the importance of preparing physically
for competitive water polo and to maintain their conditioned level throughout the
semester
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concepts of proper positioning and movement in relation
to the play clock in initiating an effective counter attack
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Use of the game clock for time management in scrimmages along with video
feedback has shown to increase the students level of understanding of these
concepts.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping an understanding of the importance of effective ball handling
skills to initiate ball movement and shots on goal
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The use of drills in and out of the pool has shown to improve retention and
improvement of these skills.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
We will utilize a combination of small group setting and whole class to increase retention of the
material presented.
1. What is the nature of the planned actions (please check all that apply)?
● X Curricular
● X Pedagogical
Course
ATHL MS15 Men’s Intercollegiate
Swim & Dive
Semester assessment data gathered
Spring 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2014
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Identify the essential aspects of becoming a
member of a competive men’s swimming & diving
program.
75% or a score
of 3 or better
78%
(CLO) 2: identify and follow proper training methods 80% or a score
to meet technical demands of the sport of swimming & of 3.5 or better
diving.
85%
(CLO) 3: Prepare and maintain on all physical and
psychological levels for a successful intercollegiate
season.
80%
80% or a score
of 3.5 or better
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping an understanding of the essential components required in
becoming an intercollegiate team member.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students prepare and maintain appropriate aspects and routines to provide a
foundation necessary for competitive swimming and diving.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students understand the necessity of preparing through training concepts in order to
meet the demands of daily training and subsequent performance in competition.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Effective outcomes for technique and training methods appear to be more
effective by the use of training groups, based on distance and stroke demands.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students grasp an understanding of the importance of preparing physically and
mentally for a season of competitive swimming and diving.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students have the opportunity to reflect on their level of fitness through daily
practice and competition. The coaching staff and use of training tools such as
the pace clock provide detailed feedback for the athlete on a daily basis
throughout the season.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
The concepts and their method of presentation have resulted in students gaining an increased
ability to understand and implement the material presented. It might prove useful to implement
expansion of these concepts in off season training.
1. What is the nature of the planned actions (please check all that apply)?
● X Curricular
● X Pedagogical
Course
ATHL PRSW Pre-Season Training
for Men’s & Women’s
Intercollegiate Swimming
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined Target
Scores*
(CLO Goal)
(CLO) 1: STUDENTS WILL IMPROVE SWIM
75% or a score
of 3 or better
75%
(CLO) 2: STUDENT S WILL IMPROVE MUSCULAR
STRENGTH AND ENDURANCE.
75% or a score
of 3 or better
75%
(CLO) 3: STUDENTS WILL DEMONSTRATE ROLES OF
LEADERSHIP, TEAM PLAY, SPORTSMANSHIP THAT ARE
IMPORTANT TO TEAM VALUES.
75% or a score
of 3 or better
75%
CONDITIONING FROM THE ONSET OF THE SCHOOL
YEAR, LEADING INTO THE COMPETITIVE SEASON.
Actual Scores**
(eLumen data)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of pre-season
conditioning as an integral precursor of their success during the
competitive season by establishing a concrete aerobic base and
the development of increased muscular strength and
endurance.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and training methods appear
to be more effective by the use of training groups, based on
distance and stroke demands.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of how increased
muscular strength and conditioning not only improves their
fitness level so that workloads can be increased throughout the
season, but its effect on inhibiting injury.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Conditioning in swim practices is enhanced by workouts in the
weight room and fitness center, as well as the track where
muscular strength and endurance workouts take place as well
as established stretching regimens.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of the psycho-social
roles that they play as individuals as well as team members,
enhancing both individual effort, but also that of the group,
(team).
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Scheduled team building activities planned throughout the fall
semester, (pre-season) have shown to increased commitment
to the sport of swimming and the team at large. Practice
attendance, camaraderie, and effort levels have shown
marked increase as a result.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
The concepts and their method of presentation have resulted in students gaining an
increased ability to understand and implement the material presented. It might prove
useful to implement expansion of these concepts in off season training.
3.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Course
KINE 6 - Performance
Enhancement Thru Mental
Training
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Greg Kubicki
Consider The Course-Level Outcomes Individually Defined Target
Scores*
(the Number of CLOs will differ by course«)
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Students will demonstrate an
understanding of the history of sport psychology,
its present state and future direction.
75% or a score 75%
of 3 or better
(CLO) 2: Students will learn the formation and the 75% or a score 75%
ability to maxamize performance levels by through of 3.5 or better
the development of goal setting strategies.
(CLO) 3: Students will learn coping strategies to
deal with competitive anxiety, issues with
motivation and poor performance.
75% or a score 75%
of 3 or better
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the theoretical concepts of Applied Sport Psychology that lays
the groundwork for further study in this discipline.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Through assigned class reading(s), lecture, discussion and assessment students
are reacting positively to the material presented.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concepts and development of Goal Setting through lecture,
discussion and first person application of the material presented.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Assignments and small group study of these concepts seems to be highly
effective for the students in this area. This has led to a high level of engagement
of the content.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Students are grasping the concept of how performance is affected through
psychological and emotional states, and thus the need for specific coping
mechanisms.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Assignments and small group study of these concepts seems to be highly
effective for the students in this area. This has led to a high level of engagement
of the content.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
1. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
In addition to course readings and lecture, it seems that students benefit greatly from guest
speakers such as the head librarian and the promotion of campus resources such as the “reading
lab” for additional support and information.
1. What is the nature of the planned actions (please check all that apply)?
● X Curricular
● X Pedagogical
Course
PEAC SW3 - Advanced
Swimming
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
4
Number of sections assessed
4
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Greg Kubicki, Jenny Kubicki
& Jesse Rubino
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
(CLO) 1: EXECUTE RACING START AND FLIP OR
Actual
Scores**
(eLumen data)
75 % score 3
OPEN STROKES AS THEY PERTAIN TO THE STROKES.
or better
75%
(CLO) 2: COMPLETE 500 YARDS OF SWIMMING.
75 % score 3
or better
75%
(CLO) 3: UTILIZE PACE CLOCK IN ORDER TO
75 % score 3
or better
80%
PROVOIDE FREEBACK FOR TRAINING PURPOSES
AND TRACK HEART RATE
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding the components of a
racing dive and turns.
4.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Demonstration and video feedback seem to result in a greater
number of students grasping the concepts of diving and
turning.
1. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in
this course level outcome?
Students understanding the necessity of maintaining proper
body position and stroke technique in order to reach the goal of
500 yards.
4.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
In order to swim 500 yards in the pool, students understand
the necessity to maintain proper body position and stroke
mechanics so that they can stay in an aerobic base. Improper
body position and technique result in the student generally
entering threshold/anaerobic states that prohibit them from
completing the distance.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand that using the pace clock provides
feedback for pacing which correlates to energy system use
through tracking heart rate.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Use of the pace clock has shown to be a successful tool in
teaching the concept of energy system use and the tracking of
heart rate. This has resulted in the student becoming much
more aware of their improved level of fitness
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
5.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will utilize a combination of small group setting and whole class to increase
retention of the material presented.
6.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Course
PEAC FLW - Fitness for Law
Enforcement
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mary Pastore & Ken Grace
Consider The Course-Level Outcomes Individually Defined Target
Scores*
(the Number of CLOs will differ by course«)
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Complete a Food Diary with nutritional
analysis
75% of
90% of students
students will
scored 3 or 4
score a 3 or a 4
(CLO) 2: Jog continuously for 1.5 miles
75% of
students will
score 3 or 4
70% of students
scored 3 or 4
(CLO) 3: Perform a timed, simulated Law
enforcement scenario with proper technique:
mannequin drag 32’ in less than 20 seconds
75% of
students will
score 3 or 4
90% of students
scored 3 or 4
Part II: Course- level Outcome Reflections
1. Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded projections
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are quite motivated to complete a short-term Food Diary with
analysis. Many are surprised that their diets are largely healthy and assisting
them toward meeting their health and performance goals.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Scores did not reach projections, 5% short.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Jogging continuously for many students is a challenge. Students who succeeded
attended class regularly and generally added at least one day of additional
jogging outside of class. Students closer to testing dates for law enforcement
jobs were more motivated to succeed.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceeded projections.
1. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students did well once technique was mastered. Students who had law
enforcement testing dates were more motivated. When students were reminded
the activity was a rescue scenario they became more interested.
first reflection on this course
Need some pedagogical changes
Course
ATH-WB10
Semester assessment data gathered
Fall 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2015
Faculty members involved in “Closing the Loop” discussion
Mark Anger
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course★)
Defined
Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Demonstrate the basic skills of dribbling,
shooting, passing and defensive techniques.
75%
80%
(CLO) 2: Perform basketball specific activities in
preparation for the physical demands of the sport
75%
100%
(CLO) 3:Participate in full court games
75%
95%
Part II: Course- level Outcome Reflections
A.
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The majority of students assessed have developed the fundamental skills of passing,
shooting and dribbling and defensive techniques over the course of the semester. We are
meeting target standard.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students who actively participate in the class develop sound fundamental skills with
respect to the game of basketball. Physical fitness is a must to be able to develop
endurance and stamina to play the game.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We practice basketball related drills during every class as part as our warm up for the class.
They have achieved an understanding of the importance of sound preparation with good
skill development.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
drills are a fundamental part of any sporting activity. Students who participate in
this class can demonstrate basketball activities related by the end of this course
1. Course -Level Outcome (CLO) 3
1. How do your current scores match with your above target for student success in this course
level outcome?
The students are able to demonstrate this ability in every class
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are able to participate in the sport if they understand basic skills and
strategies of the game and are physically fit. It is important to emphasis this at the
beginning of the semester to ensure that student understand the physicality of the
sport for the health and well being of all student participants
first reflection on this course
Need some pedagogical changes
Course
PEAC SPM 1 Speed,
Plyometric, Agility Training
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Danny Calcagno
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
1. (CLO) 1:
apply improved footwork and increased foot speed to their
sport-specific environment;
75% or a
score of 3 or
better
1. (CLO) 2: perform sport-specific skills with improved
neuromuscular control and balance;
80% or a
score of 3.5
or better
1. (CLO) 3:
analyze exercise technique and modify the technique if
flaws noted;
75% or a
score of 3 or
better
1. (CLO) 4: describe specific nutritional and health
needs unique to athletics and be able to incorporate into
their lives.
75% or a
score of 3 or
Actual
Scores**
(eLumen data)
75%
80%
75%
75%
better
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping and understanding the important
factors of increased foot speed and a football specific
movement
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students prepare and maintain appropriate aspects and
routines to provide for the foundation of a specific movement
in football.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper
training methods and utilize the implementation of proper
training techniques to improve sport-specific skills with
improved neuromuscular control and balance.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and proper training methods
are greater in smaller group settings.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasped the technique for each exercise at a rapid pace when we
implemented the tool of a video.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We noticed a re-occurring flaw in the student’s technique on a
certain exercise. We starting filming and using the TV.
camera’s in the weight room and the student was able to
visually see their mistake. This improved their technique right
away.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understood and grasped the importance of a well-designed nutritional and
health needs of an athlete.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We found that the student/athlete although may know the
importance of a well nutrition diet it is hard for them to
adhere to it. We started a lunch table once a week with wellbalanced nutrition.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize small group settings in technical workouts and drills for speed,
strength and agility workouts. We will continue to video tape our technique in our
lifts and running. This will ensure less chance of injury.
3.
X
What is the nature of the planned actions (please check all that apply)?
Pedagogical
Course
PEAC SPM 2 Speed,
Plyometric, Agility Training
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Danny Calcagno
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
1. (CLO) 1:
apply improved footwork and increased foot speed to their
sport-specific environment;
75% or a
score of 3 or
better
1. (CLO) 2: perform sport-specific skills with improved
neuromuscular control and balance;
80% or a
score of 3.5
or better
Actual
Scores**
(eLumen data)
75%
80%
1. (CLO) 3:
analyze exercise technique and modify the technique if
flaws noted;
75% or a
score of 3 or
better
75%
1. (CLO) 4: describe specific nutritional and health
needs unique to athletics and be able to incorporate into
their lives.
75% or a
score of 3 or
better
75%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
The majority of students assessed have developed the fundamental skills
of strength training and speed and agility training over the course of the
semester. We are meeting target standard.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students prepare and maintain appropriate aspects and
routines to provide for the foundation of a specific movement
in football.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper
training methods and utilize the implementation of proper
training techniques to improve sport-specific skills with
improved neuromuscular control and balance.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for technique and proper training methods
are greater in smaller group settings.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students have grasped the technique for each exercise and proper technique in
running at a rapid pace when we implemented the tool of a video
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We noticed a re-occurring flaw in the student’s technique on a
certain exercise. We starting filming and using the TV camera
in the weight room and the student was able to visually see
their mistake. This improved their technique right away.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understood and grasped the importance of a well-designed nutritional and
health needs of an athlete.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We found that the student/athlete although may know the
importance of a well nutrition diet it is hard for them to
adhere to it. We started a lunch table once a week with wellbalanced nutrition.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize small group settings in technical workouts and drills for speed,
strength and agility workouts. We will continue to video tape our technique in our
lifts and running. This will ensure less chance of injury.
X Pedagogical
Course
ATHL DFTP
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Danny Calcagno
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1: Demonstrate an improvement in speed
(CLO) 2:
Demonstrate an improvement in strength;
(CLO) 3: Demonstrate an improvement in dynamic
flexibility as it relates to the sport of football.
Defined
Target
Scores*
(CLO Goal)
75% or a
score of 3 or
better
80% or a
score of 3.5
or better
75% or a
score of 3 or
better
Actual
Scores**
(eLumen data)
75%
80%
75%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping and understanding the important
factors of how to train for speed.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students who actively participate in the class develop sound technique
for getting faster.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping and understanding the important
factors of how to train for strength.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students who actively participate in the class develop sound technique
for getting stronger.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping and understanding the important
factors of how to train for improvement in dynamic flexibility
as it relates to the sport of football.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students who actively participate in the class develop fundamental
techniques for becoming more flexible as it relates to football
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize on small group settings in technical workouts for speed, strength
and flexibility.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
Course
PEAC BAD 1
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Rick Morris
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1:
Identify and demonstrate the different ways to
grip the badminton racquet, and explain why it is
necessary to change the grip for different
badminton strokes.
80%, or a
80%
score of 3.5 or
better
(CLO) 2:
Identify and demonstrate the ideal badminton
ready position, and explain why it is important to
success on the badminton court.
75%. Or a
score of 3 or
better
75%
(CLO) 3:
Describe and demonstrate the proper warm up &
flexibility routine needed for badminton.
75%, OR A
SCORE OF 3
OR BETTER
75%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the necessity of preparing with proper
badminton grip, which will improve their success on the
badminton court.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Effective outcomes for teaching the badminton grips are
greater in smaller group settings.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding the importance of
utilizing the proper badminton ready position needed for
success on the badminton court.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students gain an appreciation of the proper ready position by
using demonstration techniques, and film study.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp an understanding on the importance of
preparing physically for a proper badminton warm up and
flexibility routine.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students learned to appreciate the benefit of getting a proper
warm up, before they had to exert themselves fully on the
badminton court
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the 1st reflection of this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize on small group setting in technical workouts and utilize the whole
group for strategic approaches for the game.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
Course
PEAC ADST
Semester assessment data gathered
FALL 2014, SPRING 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Jeff Drouin, Ken Grace,
Steven Siroy
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
1.
(CLO) 1:
Develop strength.
1. (CLO) 2:
Develop balance.
1. (CLO) 3:
Develop mobility.
75% or a
score of 3 or
better
80% or a
score of 3.5
or better
75% or a
score of 3 or
better
Actual
Scores**
(eLumen data)
80%
80%
85%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
We are succeeding
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Changes at the curricular level
2. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Excellent
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
None
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Develop mobility.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Need changes at the curricular level
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the 1st reflection of this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize on small group workouts and utilize the results from assessment
to set our new goals
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Curricular
Course
ATH-BWKP
Semester assessment data gathered
Fall 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2015
Faculty members involved in “Closing the Loop” discussion
Mark Anger
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course★)
Defined
Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Demonstrate the basic fundamentals of the
game such as passing, shooting, and dribbling,
75%
80%
(CLO) 2:
75%
100%
75%
95%
Perform a basketball-specific warm-up that
prepares the body for the physical demands of the
sport
(CLO) 3: : prepare students for the physical
demands of the sport
Part II: Course- level Outcome Reflections
A.
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The majority of students assessed have developed the fundamental skills of passing,
shooting and dribbling, over the course of the semester. We are meeting target standard
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students who actively participate in the class develop sound fundamental skills with
respect to the game of basketball. Physical fitness is a must to be able to develop
endurance and stamina to play the game.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We practice basketball related drills during every class as part as our warm up for the class.
They have achieved an understanding of the importance of sound preparation with good
skill development
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Warm ups are a fundamental part of any sporting activity. Students who participate
in this class can demonstrate basketball related warm ups by the end of this course.
1. Course -Level Outcome (CLO) 3
1. How do your current scores match with your above target for student success in this course
level outcome?
The students are able to demonstrate this ability in every class
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are able to participate in the sport if they are physically fit and have good
stamina. It is important to emphasis this at the beginning of the semester to ensure
that student understand the physicality of the sport for the health and well being
of all student participants
First Reflection on this course
X Pedagogical
Course
PEAC SWM1 - Beginning
Swimming
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
4
Number of sections assessed
4
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Greg Kubicki, Jenny Kubicki,
Jesse Rubino
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1: DEMONSTRATE THE BASIC STROKES AND SKILLS TO
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75 % score 3
or better
75%
(CLO) 2: DEMONSTRATE THE APPLICATION OF AQUATIC
SAFETY METHODS INCLUDING FLOATING, TREADING WATER,
DROWN-PROOFING TECHNIQUE
75 % score 3
or better
75%
(CLO) 3: DEMONSTRATE THE ABILITY TO SWIM 2 WIDTHS OF
80 % score 3
or better
80%
SWIM
THE POOL NON STOP
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of the
biomechanics of freestyle to create forward propulsion in
the water.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Through lecture, demonstration & video feedback a
foundation is constructed for students to grasp the concepts of
swimming biomechanics. This may be helpful for the student
to achieve greater success.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students comprehend the importance of water safety skills as
a life-saving, drown-proofing techniques
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Beyond the confines of a swimming pool, these skills will
benefit the student in arenas such as lakes, oceans, rivers, etc.
where elements may be inconsistent and variable.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp the concept that not only is it important to
learn proper biomechanics but also to build stamina.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students get an opportunity to reflect on their level of fitness
throughout the duration of the course. Their ability not only in
terms of biomechanics enhancement but their ability to swim
longer distances, resulting in increased fitness levels. They
understand that the better they are prepared physically it will
not only increase their fitness level but lead to increased water
safety.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize small group settings in developing the biomechanical facets of
freestyle and utilize the whole group in relation to building stamina and endurance.
3.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Course
PEAC SWM2 - Intermediate
Swimming
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
4
Number of sections assessed
4
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Greg Kubicki, Jenny Kubicki
& Jesse Rubino
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
(CLO) 1: IDENTIFY THE ESSENTIAL ASPECTS OF THE 75% or a
Actual
Scores**
(eLumen data)
75%
BIOMECHANICS OF THE FOUR COMPETITIVE
STROKES: FREESTYLE, BACKSTROKE,
BREASTSTROKE & BUTTERFLY.
score of 3 or
better
(CLO) 2: HAVE AN UNDERSTANDING OF TRAINING
EQUIPMENT SUCH AS KICKBOARD, PULL-BUOY &
HAND PADDLES. BE ABLE TO USE THEM AT A BASIC
LEVEL.
80% or a
score of 3.5
or better
80%
(CLO) 3: MAINTAIN STROKE BIOMECHANICS TO
75% or a
score of 3 or
better
75%
INCREASE CARDIOVASCULAR CONDITIONING AND
OVERALL FITNESS LEVELS.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding of the biomechanics
of the four competitive strokes.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students are grasping the concept of the long axis strokes
(freestyle & backstroke). Whereas the short axis strokes of
breaststroke & butterfly are more challenging.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand the use of training equipment as an
essential component to improve cardiovascular fitness and
improve stroke technique
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Skill enhancement seems to be greater in small group setting
with understanding of the equipment in its proper use.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp an understanding of the importance of body
position and stroke mechanics.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students get an opportunity to reflect on their level of fitness
throughout the duration of the course. Their ability not only in
terms of biomechanics enhancement but their ability to swim
longer distances, resulting in increased fitness levels
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will utilize a combination of small group setting and whole class to increase
retention of the material presented.
3.
What is the nature of the planned actions (please check all that apply)?X
X Curricular
X Pedagogical
Course
PEAC SWM3 - Advanced
Swimming
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
4
Number of sections assessed
4
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Greg Kubicki, Jenny Kubicki
& Jesse Rubino
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1: EXECUTE RACING START AND FLIP OR
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75 % score 3
or better
75%
(CLO) 2: COMPLETE 500 YARDS OF SWIMMING.
75 % score 3
or better
75%
(CLO) 3: UTILIZE PACE CLOCK IN ORDER TO
75 % score 3
or better
75%
OPEN STROKES AS THEY PERTAIN TO THE STROKES.
PROVIDE FREEBACK FOR TRAINING PURPOSES AND
TRACK HEART RATE.
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are grasping an understanding the components of a
racing dive and turns
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Demonstration and video feedback seem to result in a greater
number of students grasping the concepts of diving and
turning
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understanding the necessity of maintaining proper
body position and stroke technique in order to reach the goal
of 500 yards.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
In order to swim 500 yards in the pool, students understand
the necessity to maintain proper body position and stroke
mechanics so that they can stay in an aerobic base. Improper
body position and technique result in the student generally
entering threshold/anaerobic states that prohibit them from
completing the distance.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students understand that using the pace clock provides
feedback for pacing which correlates to energy system use
through tracking heart rate.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Use of the pace clock has shown to be a successful tool in
teaching the concept of energy system use and the tracking of
heart rate. This has resulted in the student becoming much
more aware of their improved level of fitness.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections of this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will utilize a combination of small group setting and whole class to increase
retention of the material presented.
3.
What is the nature of the planned actions (please check all that apply)?
c X Curricular
c X Pedagogical
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
ATHL TK17
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Kyle Robinson, Ken Grace,
Jeff Drouin
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: Demonstrate increased level of physical
conditioning from beginning of semester in a progressive
sequence
75 % score 3
or better
75%
(CLO) 2: Demonstrate the roles of leadership, team play,
75 % score 3
or better
80%
80 % score 3
or better
80%
sportsmanship and other social values related to team
competition.
(CLO) 3: Describe and apply the rules concerning the
sport of track and field.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
We are meeting our target scores
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We will keep doing what we do
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are learning to operate as a team socially
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Beyond the confines of the track these skills will benefit the
student in arenas of life
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp the concepts and rules of the sport of track and
field
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students get an opportunity to reflect their knowledge of the
rules of the sport thru officiating high school events.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize more small teaching groups
3.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
ATHL TK16
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Kyle Robinson, Ken Grace,
Jeff Drouin
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: Demonstrate increased level of physical
conditioning from beginning of semester in a progressive
sequence
75 % score 3
or better
75%
(CLO) 2: Demonstrate the roles of leadership, team play,
75 % score 3
or better
80%
80 % score 3
or better
80%
sportsmanship and other social values related to team
competition.
(CLO) 3: Describe and apply the rules concerning the
sport of track and field.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
We are meeting our target scores
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We will keep doing what we do
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students are learning to operate as a team socially
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Beyond the confines of the track these skills will benefit the
student in arenas of life
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp the concepts and rules of the sport of track and
field
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students get an opportunity to reflect their knowledge of the
rules of the sport thru officiating high school events.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize more small teaching groups
3.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Course
KINE 12TK
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Kyle Robinson, Ken Grace,
Jeff Drouin
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
1. (CLO) 1: set up and run a successful track and field
meet
75 % score 3
or better
75%
(CLO) 2: demonstrate an understanding of how to time
75 % score 3
or better
80%
80 % score 3
or better
80%
and score a track meet
(CLO) 3: Describe and apply the rules concerning the
sport of track and field.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
We are meeting our target scores
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
We will keep doing what we do. The kids like learning hands
on by hosting local high school meets
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
We are doing well. Students are learning to set up and run an
efficient track meet.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Beyond the confines of the track these skills will benefit the
student in arenas of life
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students grasp the concepts and rules of the sport of track
and field
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students get an opportunity to show their knowledge of the
rules of the sport thru officiating high school events.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We will emphasize more small teaching groups
3.
What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Course
ATHL BKMP
Semester assessment data gathered
FALL 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
FALL 2014
Faculty members involved in “Closing the
Loop” discussion
Denny Aye
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
(CLO) 1:
demonstrate an improvement in physical conditioning
relevant to the demands of men's basketball;
(CLO) 2: demonstrate the essential skill components that
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
75%
85%
75%
90%
75%
95%
lead to an increased proficiency in men's basketball
(CLO) 3:
evaluate situations to improve awareness,
decision-making, and execution of basketball tactics.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in
this course level outcome?
Students were on target with improving their conditioning
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Students are moving on the court at a much better rate.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in
this course level outcome?
The students are all proficient at demonstrating how to set up
a simple offense.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Need to learn to move the ball around the court faster
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in
this course level outcome?
The current scores matches the projected outcome for
students.
2.
Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and insights do
you have?
Need to be able to recognize zone defenses quicker.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1.
What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
This is the first time reflecting on this course.
2.
Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions has
your discipline determined might be taken as a result of your reflections, discussions,
and insights?
We are moving in the right direction. Need to come up with better assessment tools
for fitness and skill evaluation.
3.
What is the nature of the planned actions (please check all that apply)?
X Pedagogical
X Resource based
Course
Kine 16- Theory of Offense
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop” Danny Calcagno
discussion
Consider The Course-Level
Individually (the
will differ by course)
(CLO)
Purpose
1.
Outcomes
Number of CLOs
Defined Target Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
1:
of Offensive Football.
75% or a
score of
78%
2. Running
3.
offense
3 or better
4
(CLO)
2:
80% or a
Purpose
82%
of Offensive Football.
1.
2. Passing
score of
3.5 or better
offense
3.
3.7
(CLO)
3:
Offensive strategy through:
1. scouting reports
2. film study
3. game plan orientation
75% or a
score of
3 or better
77%
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success
in
this course level outcome?
Students are grasping and understanding the important factors of how
to have create a running offense.
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students prepare and maintain appropriate aspects and routines
through meeting time to provide for the foundation of an effective run
offense.
1. Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success
in
this course level outcome?
Students are grasping and understanding the important factors of how
to have create a passing offense
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students prepare and maintain appropriate aspects and routines
through meeting time to provide for the foundation of an effective pass
offense.
C. Course-Level Outcome (CLO) 3:
1.
2. How do your current scores match with your above target for student success
in this course level outcome?
The students were able to demonstrate they understood how to come
up with strategies for offensive football game plans
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students who actively participate in the class develop fundamental
knowledge of offensive game plans.
Part III: Course Reflections and Future Plans
1.
2. What changes
were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
1. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result
of your reflections, discussions, and insights?
Students are able to participate in the class if they have a basic understanding of
football. It is important to emphasize this at the beginning of the semester to ensure
that students understand the knowledge of the sport for the purpose of having
success in offensive football.
X Pedagogical
Course
KINE 17 - Theory of Defense
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop” Danny Calcagno
discussion
Consider The Course-Level
Individually (the
will differ by course)
Outcomes
Number of CLOs
(CLO) 1:
Purpose of Defensive Football - Run Defense
Defined Target Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
75% or a score 80%
of 3 or better
(CLO)
2:
Purpose of Defensive Football.
Pass Defense
80% or a score
of 3.5 or
better
85%
80%
(CLO)
3:
Defensive strategy through:
1. scouting reports
2. film study
3. game plan orientation
75% or a
score of 3 or
better
Course-Level Outcome (CLO) 1:
1. How do your
current scores match with your above target for student
success in this course level outcome?
Students are grasping and understanding the important factors of how
to have create a run stop defense
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students prepare and maintain appropriate aspects and routines
through meeting time to provide for the foundation of an effective run
stop defense
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the important factors of how
to have create a pass defense.
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students prepare and maintain appropriate aspects and routines
through meeting time to provide for the foundation of an effective pass
defense.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success
in this course level outcome?
The students were able to demonstrate they understood how to come
up with strategies for defensive football game plans
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop fundamental
knowledge of defensive game plans.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
1. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a
result of your reflections, discussions, and insights?
Students are able to participate in the class if they have a basic understanding of
football. It is important to emphasize this at the beginning of the semester to ensure
that students understand the knowledge of the sport for the purpose of having
success in defensive football.
X Pedagogical
Course
PEAC – FFL1 Flag Football 1
Semester assessment data gathered
Fall 2014
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
Danny Calcagno
discussion
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course)
Defined Target Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
(CLO) 1: Demonstrate the rules of 7 on 7 flag football game
75% or a score
of 3 or better
75.00%
(CLO)
2: Demonstrate how to run a zone defense in 7 on 7
flag football game
(CLO) 3: Demonstrate how to organize offensive plays vs. a
zone defense
80% or a
score of
3.5 or better
75% or a
score of
3 or better
82.00%
80%
Part II: Course- level Outcome Reflections
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the basic knowledge of how
to play flag football
1.
2. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop the fundamental
rules of 7 on 7 flag football.
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the important factors of how
to run a zone defense in 7 on 7 flag football.
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections and
insights do you have?
Students who actively participate in the class develop the fundamental
concept of how to run a zone defense.
C. Course-Level Outcome (CLO) 3
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the important factors of how
to run an offense vs. a zone defense in 7 on 7 flag football.
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop the fundamental
concept of how to run an offense vs. a zone defense.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
1. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a
result of your reflections, discussions, and insights?
We will emphasize on small group settings concepts in developing a zone defense as
well as how to run an offense vs. a zone defense. During this process they will learn
the rules of flag football.
X Pedagogical
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course)
(CLO) 1: demonstrate the ability to hold the prone core
position for one minute
(CLO) 2: demonstrate the strength to hold the back bridge for
one minute;
(CLO)
3: demonstrate the dynamic strength to complete
twenty sit ups.
Defined Target Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
75% or a
score of 3 or
better
80% or a score
of 3.5 or
better
75% or a score
of 3 or better
80%
82%
77%
Part II: Course- level Outcome Reflections
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the basic knowledge of how to
hold the prone core position for one minute.
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop the strength and
technique involved to hold the prone core position for one minute.
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the technique and the strength to hold
the back bridge for one minute
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop the strength and
technique involved to hold the back bridge for one minute.
C. Course-Level Outcome (CLO) 3:
1.
2. How do your current scores match with your above target for student success
in this course level outcome?
Students are grasping and understanding the important factors of how
to demonstrate the dynamic strength to complete twenty sit ups
1. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what
reflections
and insights do you have?
Students who actively participate in the class develop the
fundamental concept of how demonstrate the dynamic strength
to
complete twenty sit ups
Part III: Course Reflections and Future Plans
1. What changes
were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
These are the first reflections on this course.
1. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a
result of your reflections, discussions, and insights?
We will emphasize small group settings for teaching proper technique and peer
involvement.
X Pedagogical
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Chabot College has the following College Wide Learning Goals:
Global and Cultural Involvement
● Awareness of how diverse ethnic and cultural backgrounds impact global,
cultural and ethnic perspectives.
● Understanding of diverse philosophies, cultures and ways of life.
● Familiarity with multiple paradigms and methodologies
Civic Responsibility
● Informed citizenship in a democracy (cultural, economic, historical and political)
● Awareness of environmental issues and issues specific to the local community.
● Promoting the development of values, integrity, and ethical behavior
Communication
● Using computers and other information technology effectively
● Reading effectively
● Respectful and ethical communication
● Speaking effectively
● Writing effectively
Critical Thinking
● Analysis of multiple paradigms and methodologies
● Evaluating, analyzing, and questioning information from various sources for
validity.
● Applying logic and reasoning.
● Problem solving
● Quantitative and qualitative reasoning
Development of the Whole Person
● Developing creative and innovative abilities
● Integration of mind, body, and spirit for healthy quality of life
● Developing clear education and career goals.
● Timeliness and punctuality
The programs of Kinesiology, Physical Education and Athletics have program learning outcomes that
directly reflect to the College Wide Learning Goals valued by the college. Each program learning
outcome is in line with the student learning outcomes being taught in each individual course .
PROGRAM - KINESIOLOGY
PLO #1: Demonstrate an understanding of health and wellness information using the scientific
method, scientific research and established knowledge.
PLO #2: Utilize knowledge to design, develop, and implement an effective personalized fitness
program.
PLO #3: Understand movement as it applies to physical activity to create efficiency of psychomotor
skills and achieve maximum benefits in that activity.
PLO #4. Understand motivational techniques and apply them to enable the student to create lifestyle
changes in fitness and health.
PLO#5: As a Kinesiology major will be able to:
●
Comprehend and articulate the history and sociology of physical education and sport
and its impact on today's world.
●
Identify and apply standards required by the physical education specialty area of interest.
●
Demonstrate a level of proficiency necessary for demonstration of beginning level skills
in an activity of choice commonly included in a Kinesiology and Physical Education
program.
●
Demonstrate an understanding of the basic structure of the human body and how its
various systems respond and adjust to exercise and work.
●
Construct learning experiences for various age groups and purposes.
●
Articulate the differences between Kinesiology, Physical Education and Athletics as well
as the value of both.
●
Demonstrate an understanding of the major in relation to its potential for service to the
individual, community and society.
What questions or investigations arose as a result of these reflections or discussions?
We have found as new technology enters into the classroom, and out to the fields, the students seem
to grasp the concepts being taught at a higher rate. When they can measure the rise of the heart rate
in relationship to work, or measure blood sugar patterns in relation to their eating they become
engaged in the subject matter. The subject matter becomes applicable to life.
What program-level strengths have the assessment reflections revealed?
We have some great tools to use to engage our students in hands on learning. Over time we need to
add more to our tool box.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
We need more outreach in our feeder high schools to get students prepared prior to entering Chabot
College. By having a class, or two, at the high school (concurrent enrollment) we would get students
excited and engaged in the subject matter prior to the start in the Fall. Two great community
outreach programs that Chabot needs to get started are P.E.A.K and C.H.A.M.P. would greatly
increase enrollment at the college and student retention.
PROGRAM: PHYSICAL EDUCATION ACTIVITY COURSES
PLO #1: Demonstrate an appreciation of the relationship between movement, health and wellness.
PLO #2: Utilize the proper equipment and knowledge to design, develop, and implement an effective
personalized fitness program.
PLO #3: Understand movement and skill development as it relates to physical activity.
PLO #4. Understand motivational and social techniques and apply them to enable the student to
create positive lifestyle changes in fitness and health.
PROGRAM: INTERCOLLEGIATE ATHLETICS
PLO #1: Prepare for successful transfer to four year institutions, participate for two years in Chabot
College intercollegiate athletics, transfer and graduate with a bachelor’s degree.
PLO #2: Develop the ability to utilize critical thinking skills, evaluate, plan and create success as a
participant on an athletic team
PLO #3: Relate to teammates, coaches and the competitive atmosphere in a manner that enhances
sportsmanship as well as their participation as well as the team environment.
PLO #4: Become a responsible, productive citizen who represents the sport to themselves and to the
community in a productive manner.
What questions or investigations arose as a result of these reflections or discussions?
We lose a large number of student athletes between the first and second year, but far less than the
campus as a whole. Developing a group connection to Chabot Athletics, like Daraja, Striving Black
Brothers or Puente, would be one way to retain students and create a higher success rate.
What program-level strengths have the assessment reflections revealed?
Within each individual team there is a great deal of individual success and connectivity to the college.
Check with Carolyn Arnold and the Institutional Research Team and you will find that the success rate
of intercollegiate athletes is significantly higher than that of the general student population.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Every Monday, throughout the year we run an enrollment report on our identified athletes. If an
athlete drops a course we immediately notify the teacher/coach and ask the individual athlete why
they dropped the class. We now have access to an athletic counselor, hosted in building 2600, having
this person there, and available, has been a valuable to keeping our students on the pathway to
success.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please
provide an explanation. No explanation is required for "yes" answers. Write n/a if the question does
not apply to your area.
1.
Have all of your course outlines been updated within the past five years?
Yes
2.
Have you deactivated all inactive courses? (courses that haven’t been taught in five
years or won’t be taught in three years should be deactivated)
Yes
3.
Have all of your courses been offered within the past five years? If no, why should
those courses remain in our college catalog?
Yes
4.
Do all of your courses have the required number of CLOs completed, with
corresponding rubrics? If no, identify the CLO work you still need to complete, and your
timeline for completing that work this semester
Yes
5.
Have you assessed all of your courses and completed "closing the loop" forms for all of
your courses within the past three years? If no, identify which courses still require this work,
and your timeline for completing that work this semester.
No. Most of the Athletic Courses and PEAC courses need to close the loop.
6.
Have you developed and assessed PLOs for all of your programs? We have developed
PLO’s for all our programs but they have not all been assessed at this time. If no, identify
programs which still require this work, and your timeline to complete that work this semester.
Yes we them all of our PLO’s developed we now need to assess them.
7.
If you have course sequences, is success in the first course a good predictor of success
in the subsequent course(s)?
Yes
8.
Does successful completion of College-level Math and/or English correlate positively
with success in your courses? If not, explain why you think this may be.
Yes
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete for
each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College
Budget Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning
or service, and/or address disproportionate impact?
Create the Chabot PEAK Coaches Academy to educate students who would like to coach and/or
officiate at the club and high school level. This academy would provide students with the needed
course work needed to become licensed for immediate employment. This could become a learning
community?
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in Appendix E1
if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
the number of students who complete the coursework and become certified by the California
scholastic federation to coach at the high school level.
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Activity (brief description)
Completion Date personnel, supplies, other
categories)
Meet with the division, and the CIF, to review Spring 2016
the required coursework for certification.
Identify specific course work for each sport in Spring 2016
regards to licensing.
Write course work that maybe needed and
Fall 2016
bring to curriculum committee
Advertise need the academy at the local level Fall 2016
Needs to be determined by Chabot
Outreach and Chabot Foundation
Increase division CAH to meet the academy’s Fall 2016
Increased CAH of 9.0
needs
Offer the Chabot PEAK Coaches academy
Spring 2017
Increased CAH for the division
Will the proposed project require facility modifications, additional space, or program relocation?
No
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
Yes , this program and C.H.A.M.P. would have to work closely with the foundation and community
outreach. The foundation and community outreach group would coordinate advertising and high
school presentations.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: Yes – Possibly Kaiser or Diabetes Foundation
Create the Chabot Healthy Aging and Movement Project (CHAMP)
CHAMP would target adults, 50 and over, living within the district. The goal of CHAMP is to improve
the health and well being of older adults in our community.
CHAMP would work collaboratively with Chabot Outreach, the Chabot Grant Office and the Chabot
Foundation
Activity (brief description)
Meet with the division, and the Chabot
Outreach Office and Foundation.
Need to meet with Outreach and
Foundation to determine advertising
needs at the local level
Increase division CAH to open up the
fitness center longer on Saturdays,
Sundays and nights.
Target
Completion
Date
Spring 2016
Spring 2016
Fall 2016
Required Budget (Split out personnel,
supplies, other categories)
Identify target areas and groups to
advertise
Advertising costs and personnel needs to
be determined by Chabot Outreach and
Chabot Foundation
Increased CAH at least 6.0 CAH and
approxximately $9000 for advertising,
awards, hourly administrative assistance.
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Chabot PEAK Coaches Academy
Contact Name:Ken Grace and Jeff Drouin
Division/Discipline/Program/Office: Kinesiology and Physical Education
Contact info: KGrace@ChabotCollege.edu, 510-723-6662
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_X_ COURSE COMPLETION: Increase success rates in identified courses. Kinesiology 1 and Kinesiology
2
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
_X_DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ___X_ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target
populations. (Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Access
Goal B:
Course
Completion
/ Success
Rates
Goal C:
ESL/Basic
Skills
Success
Goal D1:
Degree
Completion
Males
X
Foster Youth
X
X
X
X
Students with
disabilities
Low-income
Veterans
X
Goal E:
Transfer
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
Goal D2:
Cert
Completion
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
Student outreach and student success aimed at low income and under represented minority groups.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No __X Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When
did this conversation take place and who was involved? Jeff Drouin, Dan Miller, Jerome Manos
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Provide students with a employment and a connection back to their community by giving back
through coaching.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
At the present time there is a large demand for after school coaches in the local high schools.
However, most of the after school coaches have no formal educational training.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
1) FIG within the division to identify course work for coaching and officiating certification cleared
by the CIF
2) Make sure those courses are available in the schedule
3) Target students about the program
4) Establish outreach contacts within the local community and high schools for employment both
in the coaching ranks and for sports officiating.
5) Work in conjunction with the career and transfer center in establishing employment
opportunities.
6) Once program is up and running, evaluate success rate of our graduates out in the community
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
The employment rate of our graduates in local community.
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
1) How many students enter the program
2) How many students complete the program
3) How many students become employed in either coaching or sports officiating
4) How many students continue to coach or officiate after 3 years
How will you identify the students who are affected (are they part of a class, a program, or a service,
or will you need to track them individually)?
As students begin the program they will self identify. Once identified, they will be part of a database to
track their progress. Each student will be paired with a mentor with the program. The mentor will
check on and meet with the student informally.
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time
faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
X
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline Kinesiology-Physical Education-Athletics
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Spring
2014
Fall
2014
Spring 2015
FTEF (Contract)
Athletics
Kine
PE
1.97
1.68
8.85
2.15
.75
7.70
2.0
1.16
6.24
2.84
.84
5.31
FTEF (Temporary)
Athletics
.90
.75
1.00
2.95
Fall 2015
Average
term
WSCH/FT
EF Fall 13
thru
Summer
15
2.80
.88
6.03
2.55
776.73
671.13
Kine
PE
1.02
3.84
1.11
3.36
.88
3.31
1.81
4.70
4.56
# of Contract
Faculty
12.5
10.6
9.4
8.99
9.71
Criteria 2.
FTES:
Athletics
Kinesiology
P.E.
Total
563.51
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Amber Sammons, Pete Davis, Steve DaPrato
2015,2014,2013
Semester end departmental enrollment pattern for last three years.
Fall 2012
Success
Rate:
Athletics
Kinesiology
P.E.
Overall
Success for
the College
.99
74%
324.42
324.42
Spring
2013
Fall 2013
Spring 2014
Fall 2014
Spring 2015
75%
96%
74%
79%
97%
68%
80%
96%
80%
76%
96%
65%
78%
69%
68%
352
352.76
84.02
59.91
220.79
364.72
87.46
39.53
214.27
341.26
90.26
42.33
184.14
316.73
88.85
47.02
176.07
311.94
We have dropped in total FTES due to cut backs in Physical Education class offerings and a
loss of three full time instructors (the affect is observed in the FTES 2014/2015 numbers).
However, with the addition of Kinesiology, and many online courses in Kinesiology, we have
experienced an increase of students in Fall 2014 and Spring 2015.
Prior to the Fall of 2013 everything was classified under PHED.
As you can readily see below, despite the rise in the economy, and subsequent drop in
enrollment of students in the California Community College system, Intercollegiate
athletics, and the students they bring to the system, appears to be immune to
fluctuations in the economy. This statistic holds true throughout the California Community
College system, therefore any institution that wants to ensure a reliable level of successful full
time students should consider investing into an intercollegiate athletic program. Each
semester, the Chabot Intercollegiate Athletic Program puts over 400 full time students in
classrooms across campus.
# Full Time
Students at Chabot
Chabot decrease of
FTES from equivalent
semester (Fall to Fall)
Increase of Athletic
Full Time Students
during same time
period
Fall 14
4330
75 = -1.7%
90.26 = +7%
Spring 15
4083
84 = -2%
88.85 = +1.6%
Fall 13
4405
14 = -0.4%
84.02
Spring 14
4167
Fall 12
4419
87.46
In 2003, in a very short sighted move to save immediate funds (even thought the program was
more then profitable for the institution), the VP of Academic Services and the Dean of Physical
Education and Athletics, Chabot College dropped Men’s and Women’s Intercollegiate Athletics.
At the time the program had 25 full time students, all enrolled with 15 units or more. These
people now go to school somewhere other then Chabot.
The loss of Chabot Cross Country = 25 athletes x 10 WSCH x 17.5 weeks/525 = 8.33 FTES
However, please notice our average term WSCH/FTEF in Athletics for the past two years
is 776.
Our average WSCH/FTEF in Kinesiology is 671.
And our average term WSCH/FTEF in Physical Education is 563.
Briefly describe how a new hire will impact your success/retention rates.
A full time instructor/coach impacts retention and success significantly.
Students with problems, both academic and personal, go to their coach
first for advice and guidance. An adjunct part time coach is not around,
other then at practice time, so kids fall through the cracks.
Criteria 3.
Meets established class size.
please notice our average term WSCH/FTEF in Athletics for the past two years is 776.
Our average WSCH/FTEF in Kinesiology is 671.
And our average term WSCH/FTEF in Physical Education is 563.
If there are any external factors that limit class sizes, please explain.
the standard class size in Physical Education, Athletics and Kinesiology is
set at 55 students.
Many of our courses exceed this number. Going above and beyond 55
students in Athletics (which happens all the time) and in Physical
Education Activity courses only helps the college’s apportionment.
Large load is NOT a factor in P.E and Athletics.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the
gaps, if applicable.
We currently have a huge instructional and recruiting gap in our Men’s and Women’s
Track and Field Program. Chabot’s Men’s and Women’s Track and Field is the second
largest athletic team at the institution and the largest coed athletic team. Over the past
three years this program has been run with a adjunct faculty member. Given the time
constraints of an adjunct faculty member (who must earn a living somewhere else) and
the immense demands of running a viable Men’s and Women’s Track and Field Program
one on one instruction and local recruiting of new students at our feeder high schools is
beginning to suffer.
This is a MAINTENANCE OF EFFORT position. We have lost three full time
faculty to retirement.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three tier
criteria. These include:
∙
Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
∙
Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates pathways, alleviates
bottlenecks, helps units where faculty have made large commitments outside the classroom to
develop/implement initiatives that support the strategic plan goal, and helps move an already successful
initiative forward.
∙
Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by unmet/backlogged
advising needs, bottlenecks in GE areas and basic skills, impacted majors in which students cannot
begin or continue their pathway.)
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
This is a MAINTENANCE OF EFFORT position. We have lost
three full time faculty to retirement.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9.
Describe how courses and/or services in this discipline impact other disciplines and
programs. Be brief and specific. Use your program review to complete this section.
Every athlete that comes to Chabot College averages 16 units of course work, or more,
per semester. Only 3 units of that course work is in athletics. The remaining 13 units,
are in classes across campus. These students, and many of their friends, come to
Chabot College for one reason...because they were actively recruited by our faculty and
they want to participate in intercollegiate athletics.
This calculation does not include the tuition received from International and Out
of State Students Athletes.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions
require job responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in
student learning and contribution to the Strategic Plan goal. Cite evidence and data to support
your request, including enrollment management data (EM Summary by Term) for the most
recent three years, student success and retention data, and any other pertinent information.
Data is available at http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request
Spreadsheet. Add your requests to your spreadsheet under the 1000b tab and check the box
below once they’ve been added.
Total number of hours requested and the type of contact hour:
X
112.5 hours + 7.5 CAH each Fall
semester
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
STAFFING REQUESTS (1000) FACULTY
REASSIGN TIME
Faculty (1000)
Division/U Priorit
nit
y #1
Hours
Description
5 hours per week = 37.5 hours total/semester
Coordination for
division/maintena
nce and repair of
equipment in
Physical
Physical
Education
Education
1
5 hours per week= 37.5 hours total/semester
Oversee staffing
and coordinate
instruction in the
Chabot Fitness
Physical
Center
Education
1
5 hours per week = 37.5 hours total/semester
Coordintate and
Assess for
1
Physical
Education
7.5 CAH Fall Semester
8 CAH per academic calendar
C.H.A.M.P =
Chabot College
Healthy Aging
and Movement
Project
Reinstate Men's
and Women's
Cross Country at
Chabot College.
This will bring25
full time students
to the college
annually
Athletics
to hire part time
faculty athletic
trainer for
coverage of
home athletic
events
Athletics
1
1
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for fulltime and part-time regular (permanent) classified professional positions (new, augmented and
replacement positions). Remember, student assistants are not to replace Classified Professional
staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for
each position requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet
AND a separate Classified Professionals Staffing Request form must be completed for each
position requested. Add your requests to your spreadsheet under the 2000a tab and check the
box below once they’ve been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/201617%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below
once you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with
your Program Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
x
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of
the Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
CURRENT ADDITIONAL CURRENT ADDITIONAL
ADDITIONAL
FTEF
FTEF NEEDED SECTIONS
SECTIONS
STUDENT #
(2015-16)
NEEDED
SERVED
KINE DMP
3.25
0
1
55
0
Kine DMP is a new course designed to teach students how to prevent Adult Type II Diabetes. The
division needs an additional 3.25 CAH/per semester to offer this course in 2016/2017.
Need 6.0 additional CAH to expand hours of operation on Saturdays and Sundays in the Chabot
Fitness Center. These additional hours will be used to expand enrollment through the Chabot Healthy
Aging and Movement Project (CHAMP)
8 CAH per academic
calendar
to hire part time faculty athletic trainer for coverage of home athletic
events
Athletics
Need an additional 7.5 CAH each Fall semester to resurrect Men’s and Women’s Cross County at
Chabot College. The program will bring an additional 25 full time student athletes to the college
annually. In 2003, in a very short sighted move to save funds (even thought the program was more
then profitable for the institution), the VP of Academic Services and the Dean of Physical Education
and Athletics, Chabot College dropped Men’s and Women’s Intercollegiate Athletics. At the time the
program had 35 full time students. These people now go to school somewhere other then Chabot.
4.0 CAH/semester needed to staff athletic events with a certified athletic trainer. Currently with only
one official athletic trainer we can not meet the safety needs at all our home events.
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
X
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
I created my own table because the forms and tables in this Program Review do not adequately
represent the needs of the students in Kinesiology, Physical Education and Athletics
Description
Instructional Aides (Part Time Life Guard)
Amount Needed
Kinesiology
$27,000
and PE
Athletics
44000
Athletics
16000
Athletic Game Officials
Athletic Program Operating Supplies
(Tape, Towels, Crutches, Mouth pieces,
knee braces, etc)
Also listed in supplies section
Doctor and Ambulance Service
Athletics
4000
Physical Exams for Athletics
Athletics
5000
4.0 CAH needed to staff athletic events with a certified athletic trainer. Currently with only one official
athletic trainer we can not meet the safety needs at all our home events.
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in
allocation of funds.
Instructions: In the area below, please list both your anticipated budgets and additional
funding requests for categories 4000. Do NOT include conferences and travel, which are
submitted on Appendix F6. Justify your request and explain in detail the need for any
requested funds beyond those you received this year. Please also look for opportunities to
reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
Description
Specialite Cords
Jaeger Bands
Evo Shield
Quantity
75
60
60
Price
70
40
50
Amount
5250
2400
3000
Total Amount
5825
2740
3400
Equipment Sterilization
Equipment Maintenance Contract
6900
6000
6900
6000
Athletic Program Operating Supplies
(Tape, Towels, Crutches, Mouth
pieces, knee braces, etc)
16000
16000
Uniform Laundry and Cleaning
8000
8000
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
We assess and sterilize all the equipment both prior to and after the season for the health and safety of
our students. Every student athlete under goes a thorough physical examination and fitness assessment
prior to starting each season.
Throughout the season every athlete meets on a regular basis not only with his/her coach but with the
athletic training staff to assess and review their status and progress. Athletics and Physical Education
are very supply oriented subject areas, without the proper supplies we can not meet the needs, nor the
SLO’s, of our students.
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
X
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
Travel and Conference Requests
Division/Unit
Priority #1
Conference Description
Amount
COA travel
3,000.00
Athletics - Needed represent Chabot at
COA Annual Meeting and conference
X
Student Intercollegiate Athletic
Travel
Institutional Athletic
Memberships
Athletic Entry Fees
75,000.00
Athletics - Needed to transport student
athletes to events
X
16,000.00
Athletics – Needed to participate
X
18,795.00
Athletics - Needed to enter student
athletes to competitive events
X
CCCAA and Coast Conference Travel Funds are needed to represent the institution throughout the
state.
Student Intercollegiate Athletic Travel is required to meet the course outline, the SLO, the Program
Goals and the Institutional obligation for participating in intercollegiate athletics in the state of
California.
Both Institutional Athletic Memberships and Athletic Entry Fees are mandatory fees that have
increased yearly with no augmentation to our budget. In order to meet our PLO’s and SLO’s of the
athletic program we must pay these fees.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Contract Services Needed
Equipment Sterilization
Equipment Maintenance Contract
6900
6000
Athletics
Physical Education
1
1
Athletic Program Operating Supplies (Tape, Towels,
Crutches, Mouth pieces, knee braces, etc)
16000
Athletics
1
Uniform Laundry and Cleaning
8000
Athletics
1
We cannot meet our PLO’s or SLO’s without and augmentation to our present budget.
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Computer/Technology
Requests
Quantit
y
8
Unit
Pric
e
2000
Amoun
t
12000
TOTAL
Amount
13500
Wall Mounts for
TVs
HP Elite Laptops
6
200
1200
1380
5
600
3000
3400
Solo Shot
2
1000
2000
2250
Lily Camera Drone
2
1200
2400
2690
Right View Pro
Software
iPad mini
1
6000
6600
6600
15
600
11000
11000
iPad
15
800
14000
14000
Laptop
4
1000
5000
5000
HD Projectors
3
1000
4000
4000
Description
70" LED Television
Justification
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Meet SLO's and PLO for
program
Replace iPads in the fitness
center that are outdated; Meet
SLO's and PLO for program
Replace video analysis
computers for football; Meet
SLO's and PLO for program
Replace portable projectors;
Meet SLO's and PLO for
program
X
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Description
Quantity
Rocker Hurdles
80
High Jump
1
Value Pack
Hack Attack
2
Pitching
Machine
Atec Pitching
3
Machines
Big Bubba
1
Portable
Batting Cage
Tanner Tees
25
Pitch Dummies
3
Agee FX 9500
1
RFID System
TR265 Backup
1
System
Vertimax V8 EX
3
Pro Coach 424
2
Timing System
Ipico Rfid
1
Transponder
System
8000 Series
Shot Tracker
46 inch
square ADA
Picnic Trable
True Traverse
Stepper
Blazer
Beginning
Hurdle
Unit
Price
85
13000
Amount
6800
13000
TOTAL Amount
7780
14400
Priority #1
1
1
3500
7000
8200
1
3300
6600
7760
1
6500
6500
7350
1
85
300
3600
2125
2400
3600
2540
2840
4060
1
1
1
962
962
1100
1
4000
2900
12000
5800
12500
6430
1
1
6000
6000
6650
1
1
7400
7400
740
50
8140
Shoot
Away
20
800
16000
1600
100
17600
Uline
3
4400
13200
132
100
13432
TRUE
Physical
Education
Physical
Education
2520
VS
Athletics
Athletics
40
55
2200
220
100
Athletics
Goal Keeper
Jersey
Challenger
Pants
Futbolista
Jackets
Soccer Back
Pack
12
60
720
72
10
802
60
60
3600
360
50
4010
60
75
4500
505
50
5050
60
75
4500
450
Soccer Nets
2
350
700
70
Jerseys
120
60
7200
720
7920
Striker socks
Basketball
Backstops
120
20
2400
240
2640
UA
Horizontal
UA
Horizontal
UA
Horizontal
UA
Horizontal
Athemn
Sports
UA
Horizontal
UA
Horizontal
9
60000
ADP Lemco
1
300,000
Musco
Athletics
Physical
Education &
Athletics
66000
Tempest
Athletics
3608
2640
Riddell
Riddell
Athletics
Athletics
8955
1150
5332.5
Riddell
Fisher
Rogers
Athletics
Football
Football
674.955
SKLZ
Under
Armor
Louisville
Slugger
On Deck
Sports
On Deck
Sports
On Deck
Sports
On Deck
Sports
On Deck
Sports
Football
Musco Lighting
System
4950
20
tempest
sideline radios 1 set
60000 6000
Riddell
Football
helmets
8
410
3280
328
Shoulder Pads
8
300
2400
240
Riddell Helmet
and Knee
Package
1
Sled cover pad 4 250
1000
1150
50
Mobility Chute 2 1185
2370
3555
1777.5
3 Portable
Hands-Up
Defenders
2 149.99 299.98
449.97 224.985
790
Catchers Gear
2
900
1800
2700
1350
4050
Softball Bats
15
350
5250
5600
2800
8400
Field Rakes
Set of Softball
Bases
5
80
400
480
240
720
2
200
400
600
300
900
Flex Steel Mop
1
150
150
300
150
450
Hitting Mats
Dugout
Netting
4
350
1400
1750
875
2625
2
500
1000
1500
750
2250
Athletics
Athletics
Athletics
Athletics
Athletics
Athletics
Athletics
Softball
Softball
Softball
Softball
Softball
Softball
Softball
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met
with the limited amount of funding left from Measure B, smaller pressing needs can be addressed.
Projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring,
and equipping of classrooms, labs, sites and facilities." In addition to approving the funding of
projects, the FC participates in addressing space needs on campus, catalogs repair concerns, and
documents larger facilities needs that might be included in future bond measures. Do NOT use this
form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): RESURFACE THE TRACK
Building/Location:
Type of Request
__X_ Large Repair
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
RESURFACING OF THE TRACK. PRESENT SURFACE IS OVER 15 YEARS OLD AND IS UNSAFE AND IN NEED OF SERIOUS REPAIR.
What educational programs or institutional purposes does this request support and with
whom are you collaborating?
The Chabot College Track serves all of our Physical Education classes, our athletic teams, our staff
and the local community.
Briefly describe how your request supports the Strategic Plan Goal?
RESURFACING THE TRACK WILL PROVIDE A SAFE FACILITY WHEREBY OUR STUDENTS CAN ASSESSES AND PERFORM ACTIVITIES TO
IMPROVE THEIR HEALTH AND WELL BEING. FROM OUR POLICE AND FIRE SAFETY COURSES, WALKING AND JOGGING FOR
CARDIOVASCULAR FITNESS, ATHLETIC TRAINING AND CONTESTS, OUR LOCAL COMMUNITY AND OUR STAFF AND FACULTY EVERYONE
USES THE TRACK. IT’S TIME TO FIX IT!
Brief Title of Request (Project Name): TURF THE BASEBALL FIELD AND BRING TO ADA COMPLIANCE
Building/Location:
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
__X_ Large Repair
___ Larger Facility Need
___ Other (grounds, signage…)
present field is unusable for weeks on end whenever it rains and field has no wheel chair access for the
community. baseball field needs to be renovated to create access and remove safety hazards.
The following needs for the baseball stadium also need to be recognized Additional batting cages needed to serve the students. Present cage is dangerous and inadequate. Cost
$50,000
Equipment shed to store equipment - $7500
Baseball Scoreboard - $16,000
Flagpoles - $3500
Building/Location: RENOVATE SOFTBALL OUTFIELD FENCE
Type of Request
___ Space Need
___ Building Concern
__X_ Small Repair
__ Large Repair
___ Larger Facility Need
___ Other (grounds, signage…)
to 6 feet to meet NCAA fence height requirements approximately $20,000
Building/Location: BUY AND INSTALL INFORMATIONAL DISPLAY
Type of Request
_ _X__ Other (grounds, signage…)
Board in the chabot stadium will provide students and the community non-stop information on what the college
has to offer and function as a scoreboard for athletic and community events. Needed to meet incollegiate slo’s
and plo’s. cost approximately $250,000
What educational programs or institutional purposes does this request support and with whom are
you collaborating?
Intercollegiate Athletics bringing field up to code
Instruction and the Intercollegiate Athletic Program along with the Physical Education Program
Briefly describe how your request supports the Strategic Plan Goal?
Since all of these facilities are used as classrooms it is needed so that meet the SLO’s of each course and PLO’s
of the program they are participating in.
Building/Location: BUY PICNIC TABLES FOR USE THOUGHOUT CAMPUS
Type of Request
_ _X__ Other (grounds, signage…)
In an effort to improve campus climate
What educational programs or institutional purposes does this request support and with whom are
you collaborating?
This effort would a create a pleasing and inviting atmosphere across the campus to our students and staff.
Briefly describe how your request supports the Strategic Plan Goal?
Since all of our outdoor facilities are used as classrooms this beautification project would create a place
where student and staff could sit and exchange ideas.
Purchase the following tables for installation across the campus
46 inch
square ADA
Picnic Trable
20
800
16000
1600
100
17600
Uline
Physical
Education
Building/Location: Install new basketball backstops in main gym.
Current backstops are an accident waiting to happen and need to be replaced immediately. Total cost
with installation is $60,000.00
Basketball
Backstops
9
60000
ADP
Lemco
Athletics
Building/Location: Install new lighting system in the Stadium
Current lighting system does not meet safety recommendations. Accident waiting to happen
Musco Lighting
System in the
Stadium
1
310,000
Musco
Lighting
Athletics &
Physical
Education