Chabot College
Program Review Report
Check one:
_X__ SLO Portion of
Upcoming ’16-’17 Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ REVISION TO ’15-’16
PROGRAM REVIEW
(ORIGINALLY SUBMITTED OCT 2014)
___ Revision to ’14-’15 Program
Review
(Originally Submitted Oct 2013)
SUBMITTED OCT 2015
CONTACT: KEN GRACE
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PEACSOC1,PEACSOC2,PEACSOC3,PEACINSC,KINE3SO,KINE3BB,ATHLBBPS,PEACWEI1,
ATHLBB1 ,PEACTBB1,KINECSA,ATHLWR5, ATHLPRWR, ADPE1DSS, ADPEADSF, PEACHTA1,
PEACARH1, PEACARH2, PEACARH3, PEACJUD1, PEACJUD2, PEACFUN1, PEACFUN2, ATHL
WT18, ATHLMT19, ATHLTRKP, ATHLFT1, KINE19,PEACWAP1,PEACWAP2,PEACWAP3,
PEACWAP4,ATHLMS15,KINE6,PEACSW3,PEACFLW,ATHLWB1,PEACSPM1,PEACSPM2,
ATHLDFTP,PEACBAD1,PEACASDT,ATHLBWKP,PEACSWM1,PEACSWM2,PEACSWM3,
PEACTEN1,
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections. As of 10/20/15
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 )
(CLO) 1: Demonstrate the basic fundamentals of the
game such as passing, kicking, dribbling, and
tackling.
2
Defined
Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
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
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.
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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:
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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.
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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.
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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.
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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.
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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?
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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.
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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 NON-COMPETETIVE
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
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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.
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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*
(CLO Goal)
Actual
Scores**
(eLumen
data)
(CLO) 1: IDENTIFY AND OBTAIN AN UNDERSTANDING OF
THE MENTAL ASPECTS (PHILOSOPHY) OF PARTICIPATING IN
BASEBALL; I.E., RELAXATION, BREATHING, 1 PITCH AT A
TIME, DEALING W PRESSURE, ETC
80% or a
score of 3.5
or better
3.5
(CLO) 2: IDENTIFY THE ESSENTIAL COMPONENTS AND
80% or a
score of 3.5
or better
3.5
80% or a
score of 3.5
or better
3.5
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:
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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
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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
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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*
Actual Scores**
(eLumen data)
(CLO) 1: Demonstrate correct throwing mechanics.
75% or a score
of 3 or better
3
(CLO) 2: Demonstrate correct hitting mechanics.
75% or a score
of 3 or better
3
(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
3.5
(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
17
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.
18
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
19
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*
(CLO) 1: KNOWLEDGE OF F.I.T.T. PRINCIPLES
80% or a score
of 3.5 or better
3.5
(CLO) 2: KNOWLEDGE OF BASIC WORKOUT PROGRAM
80% or a score
of 3.5 or better
3.5
80% or a score
of 3.5 or better
3.5
DESIGNS AND SCHEMES
(CLO) 3: PROPER KNOWLEDGE OF FORM IN
EXECUTION OF 2 BASIC HUMAN MOVEMENTS &
SUBSEQUENT LIFTS: SQUAT & CHEST PRESS
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?
20
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 &
21
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
22
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«)
Defined
Target
Scores*
Actual
Scores**
(eLumen data)
(CLO Goal)
(CLO) 1: Identify the Essential aspects of Becoming and
being a member of a competitive Men’s Baseball
program
75% or a
score of 3 or
better
3
(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
75% or a
score of 3 or
better
3
(CLO) 3: Prepare and Maintain on ALL physical and
psychological levels for a successful season of
Intercollegiate Men’s Baseball
80% or a
score of 3.5
or better
3.5
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?
23
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.
24
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
25
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)
(CLO) 1: demonstrate and perform advanced skills,
techniques and fundamentals of baseball: Throwing
75% or a score
of 3 or better
3
(CLO) 2: demonstrate an increased level of physical
conditioning as related to the game of baseball
80% or a score
of 3.5 or better
3.5
(CLO) 3: demonstrate and perform advanced skills,
techniques and fundamentals of baseball: Hitting
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 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?
26
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
1-on-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?
27
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
28
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«)
Defined
Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
1. (CLO) 1:
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
29
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
30
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 Goal)
(CLO) 1:
Demonstrate advanced skills of wrestling
75% or a score
of 3 or better
3
(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
3.3
(CLO) 3:
Demonstrate an advanced level of wrestling skill for
competition
75% or a score
of 3 or better
3
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.
31
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.
and re-assess on a biweekly basis.
Probably need to assess fitness sooner
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
1-on-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
32
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*
(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
3
(CLO) 2: describe and apply the rules concerning the
sport of wrestling
70% or a score
of 2.8 or better
3.2
3.
Actual Scores**
(eLumen data)
(CLO Goal)
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
33
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
34
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*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
demonstrate more mobility
75% or a score
of 3 or better
3
(CLO) 2:DEMONSTRATE AN IMPROVEMENT IN
70% or a score
of 2.8 or better
3.2
STRENGTH
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
35
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
36
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*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
demonstrate a knowledge of their disability and
activities that would ameliorate their total wellness
75% or a score
of 3 or better
3
(CLO) 2:DEMONSTRATE A PROPER TRAINING
70% or a score
of 2.8 or better
3.2
PROGRAM BASED ON THEIR DISABILITY
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.
37
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
38
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*
(CLO Goal)
(CLO) 1: Knowledge of f.i.t.t. principles as related to
39
Actual
Scores**
(eLumen data)
exercise design programs
(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
3.5
80% or a
score of 3.5 or
better
3.5
80% or a
score of 3.5 or
better
3.5
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
40
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
prior Closing the Loop
reflections and other faculty discussions?
41
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
42
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*
(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
(CLO Goal)
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?
All students were able to demonstrate safe shooting skills and techniques and verbalize
43
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?
44
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
45
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 Goal)
(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%
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.
46
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
47
X Resource based
48
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) 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:
PROPERLY ADJUST AND DISTRIBUTE
THEIR WEIGHT WHEN SHOOTING BOTH A
RECURVE BOW AND A COMPOUND BOW
75% proficiency
100%
proficiency
(CLO Goal)
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?
49
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?
50
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
51
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
52
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
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?
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
53
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«)
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
1. demonstrate a knowledge of the history
and intermediate arts of judo;
75% proficiency
85% proficiency
(CLO) 2:
demonstrate an improvement in neuromuscular
development and mental discipline
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?
54
We can have more class discussions on the philosophy and history of Judo
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?
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
55
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
3
(CLO) 2:DEMONSTRATE AN
70% or a score of 2.8
or better
3.2
IMPROVEMENT IN 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.
56
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.
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 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
57
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*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
demonstrate the ability to work at 75% of the
maximum heart rate for a minimum of 25 minutes
75% or a score
of 3 or better
3
(CLO) 2:
70% or a score
of 2.8 or better
3.2
DEMONSTRATE THE PROPER POSITIONING WHEN
PERFORMING A 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
58
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
59
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
3.3
(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
3.0
(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
3.0
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:
60
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
61
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
62
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)
(CLO) 1:
80%, or a score
of 3.5 or better
3.3
(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
3.0
(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
3.0
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
63
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
64
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
65
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 one's event.
75%
90%
(CLO) 2: Employ psychological skills techniques (i.e.
goal setting, imagery, etc.) for performance
enhancement.
75%
75%
(CLO) 3: Enhance their physiological fitness to meet
the demands of their event.
75%
95%
Part II: Course- level Outcome Reflections
A.
66
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
67
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
68
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«)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75% or a score
of 3 or better
3
(CLO) 2:
demonstrate increased level of physical
conditioning from beginning of semester in a
progressive sequence;
80% or a score
of 3.5 or better
3.4
(CLO) 3:
play the game of football at an advanced level;
75% or a score
of 3 or better
3.3
(CLO) 4:
demonstrate the roles of leadership, team play,
sportsmanship and other social values related to
team competition.
75% or a score
of 3 or better
3
(CLO) 1:
demonstrate advanced skills of football
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
69
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?
70
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
71
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
Mary Pastore &Ken
Grace
Consider The Course-Level
Individually (the
differ by course)
(CLO) 1:
72
Outcomes
Number of CLOs will
Defined Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen
data)
Complete appropriate physical assessments, develop a
personal fitness plan considering functional and
occupational needs and long term health concerns and
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
75% will achieve
a score of 3 or 4
(4 all elements
completed)
75% will achieve
a score of 3 or 4
75% will achieve
a score of 3 or 4
85%
achieved 3
or 4
90%
achieved 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
73
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 web-based
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
74
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« )
(CLO) 1: Students will master the critical components
of water polo: swimming, treading water and ball
handling.
Defined
Target
Scores*
(CLO Goal)
75% or a
score of 3.5
or better
(CLO) 2: students will demonstrate an ability to sustain 75% or a
score of 3 or
moderate levels of fitness to meet the demands of the
better
game of water polo.
(CLO) 3: students will demonstate an understanding of
the rules of the game of water polo.
75
80% or a
score of 3 or
better
Actual
Scores**
(eLumen data)
3.5
3.3
3
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 grasping an understanding of how the critical components of
swimming, treading water and ball handling skills enhance their ability for effective
team 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?
Students prepare and maintain appropriate aspects, skills and routines to
provide the foundation of a competitive water polo setting.
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 grasp an understanding of the importance of preparing physically for
competitive water polo and to maintain their conditioned level throughout the
semester.
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?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
76
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.
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?
Making a connection between cognitive understanding of the rules and actual
implementation pose challenges with students in this introductory course.
77
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)?
•
•
78
X Curricular
X Pedagogical
Consider The Course-Level Outcomes Individually
(the Number of CLOs will differ by course« )
Defined
Target
Scores*
(CLO Goal)
(CLO) 1: Students will understand the function and
role of all field positions.
75% or a
score of 3 or
better
(CLO) 2: students will demonstrate an ability to sustain 75% or a
high levels of fitness to meet the demands of the game of score of 3.5
or better
water polo.
(CLO) 3: Students will understand proper defensive
position and strategies to maintain effective team play.
79
75% or a
score of 3 or
better
Actual
Scores**
(eLumen data)
3.2
3.5
3.0
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 grasping and understanding of all field positions as it pertains to
offensive and defensive positioning.
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?
“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.
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 grasp an understanding of the importance of preparing physically for
competitive water polo and to maintain their conditioned level throughout the
semester
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?
80
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
81
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
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 use of video and chalk talks provide detailed information for the student in
creating an understanding individual and team goals for effective team play.
82
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)?
•
•
83
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*
(CLO Goal)
(CLO) 1: Students will understand the concepts of
designed offensive plays in the context of a competitive
game.
75% or a
score of 3 or
better
3.0
(CLO) 2: Students will understand the concepts of
designed defensive plays in the context of a competitive
game
75% or a
score of 3.5
or better
3.5
(CLO) 3: students will demonstrate an ability to sustain 80% or a
score of 3 or
high levels of fitness through the use of dryland
better
excercises and swimming to meet the demands of the
game of water polo
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
84
Actual
Scores**
(eLumen data)
3.0
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
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 scrimmages and classroom lecture, specifically the use of video, have
proved to enhance the understanding and retention of these concepts.
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 are grasping the concepts necessary for effective defensive team 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?
Use of scrimmages and classroom lecture, specifically the use of video, have
proved to enhance the understanding and retention of these concepts.
85
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
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?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of the game.
86
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)?
•
87
X Pedagogical
Course
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*
(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
3.0
(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
3.0
(CLO) 3: Students will understand the necessity for ball 75 % score 3
handling skills to initiate effective team play for passing or better
and shooting.
3.3
88
Actual
Scores**
(eLumen data)
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 grasping an understanding of the importance of preparing physically
for competitive water polo and to maintain their conditioned level throughout the
semester
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?
Primarily through the use of scrimmages, students can evaluate their level of
fitness and basic tactical aspects of 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?
Students are grasping the concepts of proper positioning and movement in relation
to the play clock in initiating an effective counter attack
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 game clock for time management in scrimmages along with video
feedback has shown to increase the students level of understanding of these
concepts.
89
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
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 use of drills in and out of the pool has shown to improve retention and
improvement of these skills.
90
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?
Thesearethefirstreflectionsofthiscourse.
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)?
•
•
91
X Curricular
X Pedagogical
Course
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*
(CLO Goal)
Actual
Scores**
(eLumen data)
(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
3.5
(CLO) 2: identify and follow proper training methods
to meet technical demands of the sport of swimming &
diving.
80% or a
score of 3.5
or better
3.5
(CLO) 3: Prepare and maintain on all physical and
psychological levels for a successful intercollegiate
season.
80% or a
score of 3.5
or better
3.5
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 grasping an understanding of the essential components required in
becoming an intercollegiate team member.
92
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 a
foundation necessary for competitive swimming and diving.
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 necessity of preparing through training concepts in order to
meet the demands of daily training and subsequent performance in 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 training methods appear to be more
effective by the use of training groups, based on distance and stroke demands.
93
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.
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 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.
94
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?
Thesearethefirstreflectionsofthiscourse.
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)?
•
•
95
X Curricular
X Pedagogical
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1: STUDENTS WILL IMPROVE SWIM
CONDITIONING FROM THE ONSET OF THE SCHOOL
YEAR, LEADING INTO THE COMPETITIVE SEASON.
(CLO) 2: STUDENT S WILL IMPROVE MUSCULAR
STRENGTH AND ENDURANCE.
(CLO) 3: STUDENTS WILL DEMONSTRATE ROLES OF
LEADERSHIP, TEAM PLAY, SPORTSMANSHIP THAT ARE
IMPORTANT TO TEAM VALUES.
ATHL PRSW Pre-Season
Training for Men’s & Women’s
Intercollegiate Swimming
Fall 2014
1
1
100%
Spring 2015
Greg Kubicki
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% or a
3.3
score of 3 or
better
75% or a
3.5
score of 3 or
better
75% or a
3.2
score of 3 or
better
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 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.
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 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.
96
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?
Thesearethefirstreflectionsofthiscourse.
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
97
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
(the Number of CLOs will differ by course« )
Defined
Target
Scores*
(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 of 3 or
better
3.0
(CLO) 2: Students will learn the formation and the
ability to maxamize performance levels by through the
development of goal setting strategies.
75% or a
score of 3.5
or better
3.5
(CLO) 3: Students will learn coping strategies to deal
with competitive anxiety, issues with motivation and
poor performance.
75% or a
score of 3 or
better
3.0
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
98
Actual
Scores**
(eLumen data)
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.
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 assigned class reading(s), lecture, discussion and assessment students
are reacting positively to the material presented.
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 are grasping the concepts and development of Goal Setting through
lecture, discussion and first person application of the material presented.
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?
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?
99
Students are grasping the concept of how performance is affected through
psychological and emotional states, and thus the need for specific coping
mechanisms.
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?
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.
100
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?
Thesearethefirstreflectionsofthiscourse.
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?
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.
3. What is the nature of the planned actions (please check all that apply)?
•
•
101
X Curricular
X Pedagogical
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1: EXECUTE RACING START AND FLIP OR OPEN
STROKES AS THEY PERTAIN TO THE STROKES.
(CLO) 2: COMPLETE 500 YARDS OF SWIMMING.
(CLO) 3: UTILIZE PACE CLOCK IN ORDER TO
PROVOIDE FREEBACK FOR TRAINING PURPOSES AND
PEAC SW3 - Advanced
Swimming
Fall 2014
4
4
100%
Spring 2015
Greg Kubicki, Jenny Kubicki &
Jesse Rubino
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75 % score 3
3
or better
75 % score 3
or better
75 % score 3
or better
3
3.5
TRACK HEART RATE
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. 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.
D. 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?
102
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?
Thesearethefirstreflectionsofthiscourse.
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
103
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
(the Number of CLOs will differ by course« )
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
(CLO) 1: Complete a Food Diary with nutritional
analysis
75% of
students will
score a 3 or a
4
90% of
students
scored 3 or 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
A. Course-Level Outcome (CLO) 1:
104
1. How do your current scores match with your above target for student success in this
course level outcome?
Scores exceeded projections
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 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.
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?
Scores did not reach projections, 5% short.
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?
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?
105
Scores exceeded projections.
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 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.
106
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?
The continuous jogging for 1.5 mile SLO will take more in-class work. Students tend
to run less outside of class unless they have upcoming testing or have a friend who
runs. It is a valuable outcome for both health and vocational successes and although it
is not exciting, it is relevant. More class time jogging was added.
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 Food Diary and California Work Sample Test Battery practice/test simulations are
valuable and contemporary outcomes. Continue on with these outcomes and perhaps
expand the access to WSTB test scenarios. This access has been accomplished as all
elements of the WSTB have been brought to the Chabot campus.
3. What is the nature of the planned actions (please check all that apply)?
•
•
Curricular
Pedagogical
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
107
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
Course-Level Outcome (CLO) 1:
A.
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
Themajorityofstudentsassessedhavedevelopedthefundamentalskillsofpassing,shooting
anddribblinganddefensivetechniquesoverthecourseofthesemester. Wearemeeting
targetstandard.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Studentswhoactivelyparticipateintheclassdevelopsoundfundamentalskillswithrespect
tothegameofbasketball.Physicalfitnessisamusttobeabletodevelopenduranceand
staminatoplaythegame.
1. Course-LevelOutcome(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
Wepracticebasketballrelateddrillsduringeveryclassaspartasourwarmupfortheclass.
Theyhaveachievedanunderstandingoftheimportanceofsoundpreparationwithgoodskill
development.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
drillsareafundamentalpartofanysportingactivity.Studentswhoparticipateinthis
classcandemonstratebasketballactivitiesrelatedbytheendofthiscourse
1. Course -Level Outcome (CLO) 3
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
108
Thestudentsareabletodemonstratethisabilityineveryclass
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Studentsareabletoparticipateinthesportiftheyunderstandbasicskillsand
strategiesofthegameandarephysicallyfit.Itisimportanttoemphasisthisatthe
beginningofthesemestertoensurethatstudentunderstandthephysicalityofthe
sportforthehealthandwellbeingofallstudentparticipants
Course
PEACSPM1Speed,Plyometric,
AgilityTraining
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthe
semester
1
Numberofsectionsassessed
1
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”
discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
DannyCalcagno
PARTI: COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY
(THENUMBEROFCLOSWILLDIFFERBYCOURSE«)
DefinedTarget
Scores*
(CLOGoal)
ActualScores**
(eLumendata)
1. (CLO)1:
apply improved footwork and increased foot speed to
their sport-specific environment;
75%orascore
of3orbetter
3
1. (CLO)2: perform sport-specific skills with improved
neuromuscular control and balance;
80%orascore
of3.5orbetter
3.4
1. (CLO)3:
analyze exercise technique and modify the technique if
flaws noted;
75%orascore
of3orbetter
3.3
1. (CLO)4: describe specific nutritional and health
needs unique to athletics and be able to incorporate into
75%orascore
3
109
their lives.
of3orbetter
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspingandunderstandingtheimportantfactorsof
increasedfootspeedandafootballspecificmovement
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentsprepareandmaintainappropriateaspectsandroutinesto
provideforthefoundationofaspecificmovementinfootball.
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandthenecessityofpreparingwithpropertraining
methodsandutilizetheimplementationofpropertrainingtechniquesto
improvesport-specificskillswithimprovedneuromuscularcontroland
balance.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Effectiveoutcomesfortechniqueandpropertrainingmethodsare
greaterinsmallergroupsettings.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Students grasped the technique for each exercise at a rapid pace when we implemented the tool of
a video.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Wenoticedare-occurringflawinthestudent’stechniqueonacertain
110
exercise. WestartingfilmingandusingtheTV.camera’sintheweight
roomandthestudentwasabletovisuallyseetheirmistake. This
improvedtheirtechniquerightaway. D.COURSE-LEVELOUTCOME(CLO)4:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Students understood and grasped the importance of a well-designed nutritional and health needs
of an athlete.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Wefoundthatthestudent/athletealthoughmayknowtheimportance
ofawellnutritiondietitishardforthemtoadheretoit.Westarteda
lunchtableonceaweekwithwell-balancednutrition.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsonthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizesmallgroupsettingsintechnicalworkoutsanddrillsfor
speed,strengthandagilityworkouts.Wewillcontinuetovideotapeour
techniqueinourliftsandrunning. Thiswillensurelesschanceofinjury.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
X
Pedagogical
Course
PEACSPM2Speed,Plyometric,
AgilityTraining
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthe
1
111
semester
Numberofsectionsassessed
1
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”
discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
DannyCalcagno
PARTI: COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY
(THENUMBEROFCLOSWILLDIFFERBYCOURSE«)
DefinedTarget
Scores*
(CLOGoal)
ActualScores**
(eLumendata)
1. (CLO)1:
apply improved footwork and increased foot speed to
their sport-specific environment;
75%orascore
of3orbetter
3
1. (CLO)2: perform sport-specific skills with improved
neuromuscular control and balance;
80%orascore
of3.5orbetter
3.4
1. (CLO)3:
analyze exercise technique and modify the technique if
flaws noted;
75%orascore
of3orbetter
3.3
1. (CLO)4: describe specific nutritional and health
needs unique to athletics and be able to incorporate into
their lives.
75%orascore
of3orbetter
3
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Themajorityofstudentsassessedhavedevelopedthefundamentalskillsofstrength
trainingandspeedandagilitytrainingoverthecourseofthesemester. Weare
meetingtargetstandard.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
112
Studentsprepareandmaintainappropriateaspectsandroutinesto
provideforthefoundationofaspecificmovementinfootball.
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandthenecessityofpreparingwithpropertraining
methodsandutilizetheimplementationofpropertrainingtechniquesto
improvesport-specificskillswithimprovedneuromuscularcontroland
balance.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Effectiveoutcomesfortechniqueandpropertrainingmethodsare
greaterinsmallergroupsettings.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
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: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Wenoticedare-occurringflawinthestudent’stechniqueonacertain
exercise. WestartingfilmingandusingtheTVcameraintheweight
roomandthestudentwasabletovisuallyseetheirmistake. This
improvedtheirtechniquerightaway. D.COURSE-LEVELOUTCOME(CLO)4:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Students understood and grasped the importance of a well-designed nutritional and health needs
of an athlete.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Wefoundthatthestudent/athletealthoughmayknowtheimportance
113
ofawellnutritiondietitishardforthemtoadheretoit.Westarteda
lunchtableonceaweekwithwell-balancednutrition.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsonthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizesmallgroupsettingsintechnicalworkoutsanddrillsfor
speed,strengthandagilityworkouts.Wewillcontinuetovideotapeour
techniqueinourliftsandrunning. Thiswillensurelesschanceofinjury.
XPedagogical
Course
ATHLDFTP
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthesemester
1
Numberofsectionsassessed
1
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”discussion
Spring2015
Facultymembersinvolvedin“ClosingtheLoop”discussion DannyCalcagno
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY
(THENUMBEROFCLOSWILLDIFFERBYCOURSE«)
(CLO)1: Demonstrate an improvement in speed
114
DefinedTarget
Scores*
(CLOGoal)
ActualScores**
(eLumendata)
75%orascoreof
3orbetter
3
(CLO)2:
Demonstrate an improvement in strength;
(CLO)3:Demonstrate an improvement in dynamic
flexibility as it relates to the sport of football.
80%orascoreof
3.5orbetter
3.4
75%orascoreof
3orbetter
3.3
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspingandunderstandingtheimportantfactorsofhowto
trainforspeed.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentswhoactivelyparticipateintheclassdevelopsoundtechniqueforgetting
faster.
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspingandunderstandingtheimportantfactorsofhowto
trainforstrength.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentswhoactivelyparticipateintheclassdevelopsoundtechniqueforgetting
stronger.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspingandunderstandingtheimportantfactorsofhowto
trainforimprovementindynamicflexibilityasitrelatestothesportof
football.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
115
insightsdoyouhave?
Studentswhoactivelyparticipateintheclassdevelopfundamentaltechniquesfor
becomingmoreflexibleasitrelatestofootball.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsonthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizeonsmallgroupsettingsintechnicalworkoutsforspeed,
strengthandflexibility.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
XPedagogical
Course
PEACBAD1
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthesemester
1
Numberofsectionsassessed
1
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
RickMorris
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE«)
DefinedTarget
Actual
Scores*
Scores**
(CLOGoal)
(eLumendata)
(CLO)1:
Identifyanddemonstratethedifferentwaystogrip
thebadmintonracquet,andexplainwhyitis
80%,orascore 3.3
of3.5orbetter
116
necessarytochangethegripfordifferentbadminton
strokes.
(CLO)2:
75%.Ora
Identifyanddemonstratetheidealbadmintonready scoreof3or
position,andexplainwhyitisimportanttosuccesson
better
thebadmintoncourt.
(CLO)3:
Describeanddemonstratetheproperwarmup&
flexibilityroutineneededforbadminton.
3.0
75%,ORA
3.0
SCOREOF3OR
BETTER
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandthenecessityofpreparingwithproperbadminton
grip,whichwillimprovetheirsuccessonthebadmintoncourt.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Effectiveoutcomesforteachingthebadmintongripsaregreaterin
smallergroupsettings.
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspinganunderstandingtheimportanceofutilizingthe
properbadmintonreadypositionneededforsuccessonthebadminton
court.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentsgainanappreciationoftheproperreadypositionbyusing
demonstrationtechniques,andfilmstudy.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
117
Studentsgraspanunderstandingontheimportanceofpreparing
physicallyforaproperbadmintonwarmupandflexibilityroutine.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentslearnedtoappreciatethebenefitofgettingaproperwarmup,
beforetheyhadtoexertthemselvesfullyonthebadmintoncourt
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thisisthe1 reflectionofthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizeonsmallgroupsettingintechnicalworkoutsandutilizethe
wholegroupforstrategicapproachesforthegame.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
XPedagogical
st
Course
PEAC ADST
Semesterassessmentdatagathered
FALL2014,SPRING2015
Numberofsectionsofferedinthesemester
2
Numberofsectionsassessed
2
Percentageofsectionsassessed
100
Semesterheld“ClosingtheLoop”discussion
Spring2015
Facultymembersinvolvedin“ClosingtheLoop” JeffDrouin,KenGrace,Steven
discussion
Siroy
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY
118
DefinedTarget
ActualScores**
Scores*
(CLOGoal)
(eLumendata)
75%orascoreof
3orbetter
3
1. (CLO)2:
Develop balance.
80%orascoreof
3.5orbetter
3.4
1. (CLO)3:
Develop mobility.
75%orascoreof
3orbetter
3.3
(THENUMBEROFCLOSWILLDIFFERBYCOURSE«)
1.
(CLO)1:
Develop strength.
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Wearesucceeding
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Changesatthecurricularlevel
2.
COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Excellent
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
None
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
119
Developmobility.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Needchangesatthecurricularlevel
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thisisthe1 reflectionofthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizeonsmallgroupworkoutsandutilizetheresultsfrom
assessmenttosetournewgoals
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
XPedagogical
XCurricular
st
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
120
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
Course-Level Outcome (CLO) 1:
A.
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
Themajorityofstudentsassessedhavedevelopedthefundamentalskillsofpassing,shooting
anddribbling,overthecourseofthesemester. Wearemeetingtargetstandard
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Studentswhoactivelyparticipateintheclassdevelopsoundfundamentalskillswithrespect
tothegameofbasketball.Physicalfitnessisamusttobeabletodevelopenduranceand
staminatoplaythegame.
1. Course-LevelOutcome(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
Wepracticebasketballrelateddrillsduringeveryclassaspartasourwarmupfortheclass.
Theyhaveachievedanunderstandingoftheimportanceofsoundpreparationwithgoodskill
development
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
121
Warmupsareafundamentalpartofanysportingactivity.Studentswhoparticipatein
thisclasscandemonstratebasketballrelatedwarmupsbytheendofthiscourse.
1. Course -Level Outcome (CLO) 3
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
Thestudentsareabletodemonstratethisabilityineveryclass
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiences
andyourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Studentsareabletoparticipateinthesportiftheyarephysicallyfitandhavegood
stamina.Itisimportanttoemphasisthisatthebeginningofthesemestertoensure
thatstudentunderstandthephysicalityofthesportforthehealthandwellbeingof
allstudentparticipants
FirstReflectiononthiscourse
XPedagogical Course
PEACSWM1-Beginning
Swimming
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthesemester
4
Numberofsectionsassessed
4
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
GregKubicki,JennyKubicki,
JesseRubino
PARTI: COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE«)
122
Defined
Target
Scores*
(CLOGoal)
ActualScores**
(eLumendata)
(CLO)1: DEMONSTRATETHEBASICSTROKESANDSKILLSTO
SWIM
75%score3 3
orbetter
(CLO)2:DEMONSTRATETHEAPPLICATIONOFAQUATICSAFETY
METHODSINCLUDINGFLOATING,TREADINGWATER,
DROWN-PROOFINGTECHNIQUE
75%score3 3
orbetter
(CLO)3:DEMONSTRATETHEABILITYTOSWIM2WIDTHSOFTHE
80%score3 3.5
orbetter
POOLNONSTOP
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspinganunderstandingofthebiomechanicsof
freestyletocreateforwardpropulsioninthewater.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Throughlecture,demonstration&videofeedbackafoundationis
constructedforstudentstograsptheconceptsofswimming
biomechanics.Thismaybehelpfulforthestudenttoachievegreater
success.
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentscomprehendtheimportanceofwatersafetyskillsasa
life-saving,drown-proofingtechniques
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Beyondtheconfinesofaswimmingpool,theseskillswillbenefitthe
studentinarenassuchaslakes,oceans,rivers,etc.whereelementsmay
beinconsistentandvariable.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
123
successinthiscourseleveloutcome?
Studentsgrasptheconceptthatnotonlyisitimportanttolearnproper
biomechanicsbutalsotobuildstamina.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentsgetanopportunitytoreflectontheirleveloffitnessthroughout
thedurationofthecourse.Theirabilitynotonlyintermsof
biomechanicsenhancementbuttheirabilitytoswimlongerdistances,
resultinginincreasedfitnesslevels.Theyunderstandthatthebetterthey
arepreparedphysicallyitwillnotonlyincreasetheirfitnesslevelbut
leadtoincreasedwatersafety.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsonthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillemphasizesmallgroupsettingsindevelopingthebiomechanicalfacets
offreestyleandutilizethewholegroupinrelationtobuildingstaminaand
endurance.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
X Curricular
X Pedagogical
Course
PEACSWM2- Intermediate
Swimming
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthesemester
4
Numberofsectionsassessed
4
124
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”
discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
GregKubicki,JennyKubicki&
JesseRubino
PARTI: COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE«)
(CLO)1:IDENTIFY THE ESSENTIAL ASPECTS OF THE
BIOMECHANICS OF THE FOUR COMPETITIVE STROKES:
FREESTYLE, BACKSTROKE, BREASTSTROKE &
BUTTERFLY.
(CLO)2:HAVEAN UNDERSTANDING OF TRAINING
EQUIPMENT SUCH AS KICKBOARD, PULL-BUOY & HAND
PADDLES. BE ABLE TO USE THEM AT A BASIC LEVEL.
Defined
Target
Scores*
(CLOGoal)
75%ora
scoreof3or
better
3
80%ora
scoreof3.5
orbetter
3.3
(CLO)3:MAINTAIN STROKE BIOMECHANICS TO INCREASE 75%ora
CARDIOVASCULAR CONDITIONING AND OVERALL FITNESS
LEVELS.
Actual
Scores**
(eLumendata)
3
scoreof3or
better
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspinganunderstandingofthebiomechanicsofthefour
competitivestrokes.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentsaregraspingtheconceptofthelongaxisstrokes(freestyle&
backstroke). Whereastheshortaxisstrokesofbreaststroke&butterfly
aremorechallenging.
125
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandtheuseoftrainingequipmentasanessential
componenttoimprovecardiovascularfitnessandimprovestroke
technique
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Skillenhancementseemstobegreaterinsmallgroupsettingwith
understandingoftheequipmentinitsproperuse.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsgraspanunderstandingoftheimportanceofbodypositionand
strokemechanics.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Studentsgetanopportunitytoreflectontheirleveloffitnessthroughout
thedurationofthecourse.Theirabilitynotonlyintermsof
biomechanicsenhancementbuttheirabilitytoswimlongerdistances,
resultinginincreasedfitnesslevels
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsofthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillutilizeacombinationofsmallgroupsettingandwholeclasstoincrease
retentionofthematerialpresented.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?X
126
XCurricular
XPedagogical
Course
PEACSWM3-Advanced
Swimming
Semesterassessmentdatagathered
Fall2014
Numberofsectionsofferedinthesemester
4
Numberofsectionsassessed
4
Percentageofsectionsassessed
100%
Semesterheld“ClosingtheLoop”discussion
Spring2015
Facultymembersinvolvedin“Closingthe
Loop”discussion
GregKubicki,JennyKubicki&
JesseRubino
PARTI: COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE«)
Defined
Target
Scores*
(CLOGoal)
(CLO)1:EXECUTE RACING START AND FLIP OR OPEN
STROKES AS THEY PERTAIN TO THE STROKES.
75%score3
orbetter
3
(CLO)2:COMPLETE 500 YARDS OF SWIMMING.
75%score3
orbetter
3
(CLO)3: UTILIZE PACE CLOCK IN ORDER TO PROVIDE
75%score3
orbetter
3.5
FREEBACK FOR TRAINING PURPOSES AND TRACK
HEART RATE.
ActualScores**
(eLumendata)
1. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsaregraspinganunderstandingthecomponentsofaracingdive
127
andturns
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Demonstrationandvideofeedbackseemtoresultinagreaternumberof
studentsgraspingtheconceptsofdivingandturning
1. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandingthenecessityofmaintainingproperbody
positionandstroketechniqueinordertoreachthegoalof500yards.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Inordertoswim500yardsinthepool,studentsunderstandthe
necessitytomaintainproperbodypositionandstrokemechanicssothat
theycanstayinanaerobicbase.Improperbodypositionandtechnique
resultinthestudentgenerallyenteringthreshold/anaerobicstatesthat
prohibitthemfromcompletingthedistance.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudent
successinthiscourseleveloutcome?
Studentsunderstandthatusingthepaceclockprovidesfeedbackfor
pacingwhichcorrelatestoenergysystemusethroughtrackingheart
rate.
2. Reflection: Basedonthedatagathered,andconsideringyourteaching
experiencesandyourdiscussionswithotherfaculty,whatreflectionsand
insightsdoyouhave?
Useofthepaceclockhasshowntobeasuccessfultoolinteachingthe
conceptofenergysystemuseandthetrackingofheartrate.Thishas
resultedinthestudentbecomingmuchmoreawareoftheirimproved
leveloffitness.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
128
1. Whatchangesweremadetoyourcoursebasedontheprevious
assessmentcycle,thepriorClosingtheLoopreflectionsandotherfaculty
discussions?
Thesearethefirstreflectionsofthiscourse.
2. Basedonthecurrentassessmentandreflections,whatcourse-leveland
programmaticstrengthshavetheassessmentreflectionsrevealed? What
actionshasyourdisciplinedeterminedmightbetakenasaresultofyour
reflections,discussions,andinsights?
Wewillutilizeacombinationofsmallgroupsettingandwholeclasstoincrease
retentionofthematerialpresented.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
c X Curricular
c X Pedagogical
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1:
Identify and demonstrate the different ways to grip
the tennis racquet, and explain why it is necessary
to change the grip for different tennis strokes.
(CLO) 2:
Identify and demonstrate the ideal tennis ready
position, and explain why it is important to success
on the tennis court.
(CLO) 3:
Describe and demonstrate the proper warm up &
flexibility routine needed for tennis.
PEAC TEN 1
Fall 2014
1
1
100%
Spring 2015
Rick Morris
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
80%, or a
3.3
score of 3.5 or
better
75%. Or a
score of 3 or
better
3.0
75%, OR A
SCORE OF 3
OR BETTER
3.0
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. 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 tennis grip, which will
129
improve their success on the tennis court
6. 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 tennis grips are greater in smaller group
settings.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. 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 tennis
ready position needed for success on the tennis court.
6. 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 tennis 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 tennis court.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. 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.
First Reflection on this course
8. 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
130
whole group for strategic approaches for the game.
the nature of the planned actions (please check all that apply)?
X
Pedagogical
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Intercollegiate Women’s Soccer
ATHL WS14
Fall 2014
1
1
100%
Spring 2015
Markus Bathelt
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
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 WOMEN’S
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% or a
3
score of 3 or
better
SOCCER 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 PLAY
(CLO) 3:
131
80% or a
score of 3.5 or
better
3.3
75% or a
3
PREPARE AND MAINTAIN ON ALL PHYSICAL
AND PSYCHOLOGICAL LEVELS FOR A
SUCCESSFUL SEASON OF
INTERCOLLEGIATE WOMEN’S SOCCER
score of 3 or
better
(CLO) 4:
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
132
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. 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 collegiate soccer setting.
8. 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 soccer setting. Even though this is more of a
practical approach to the game of soccer, possible literature or film of similar
settings may be helpful to fully understand in detail of a competitive collegiate
soccer setting.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. 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.
8. 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.
133
134
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. 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 play of soccer, and to maintain their
conditioned level throughout to become successful contenders of the game.
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?
Students get an opportunity to reflect on their level of fitness through
intercollegiate competition at the different stages of the beginning, during 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 tactical skills during and at the end of the season. Therefore,
willingness to prepare more intensively in the following season appears to be
more desired.
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?
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?
135
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
136
PART III: COURSE REFLECTIONS AND FUTURE PLANS
9. 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.
10. 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.
11. What is the nature of the planned actions (please check all that apply)?
! Curricular
X Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
137
138
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
ATHL WSPC - Women’s
Soccer Pre-Season Sport
Conditioning
Spring 2014
1
1
100%
Spring 2014
Markus Bathelt
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
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/OR STAYING AN ACTIVE MEMBER OF A
COMPETITIVE WOMEN’S SOCCER PROGRAM.
(CLO) 2:
IDENTIFY AND FOLLOW PROPER TRAINING METHODS
AND TECHNIQUES TO PREPARE FOR THE TECHNICAL
AND TACTICAL DEMANDS IN THE FIRST PRESEASON
PHASE OF AN INTERCOLLEGIATE WOMEN’S SOCCER
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% or a
3
score of 3 or
better
75% or a
score of 3 or
better
3
80% or a
score of 3.5 or
better
3.2
SEASON
(CLO) 3:
PREPARE AND CONDITION ON ALL PHYSICAL
AND PSYCHOLOGICAL LEVELS DURING THE
FIRST PRESEASON PHASE.
139
(CLO) 4:
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
140
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
•
COURSE-LEVEL OUTCOME (CLO) 1:
How do your current scores match with your above target for student success in this
course level outcome?
Students seem to understand the importance of staying an active member if they
desire to compete a second year in a competitive collegiate soccer setting.
•
•
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 follow appropriate eligibility guidelines and maintain proper routines
to provide for the foundation of competing a second season in an intercollegiate
soccer setting.
•
COURSE-LEVEL OUTCOME (CLO) 2:
•
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 in this very important first of two preseason phases.
•
Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Also smaller group workout setting appear to be highly effective in regards to
learning and preparing of technique and proper training methods. The spirit of
teamwork related outcomes show greater benefits in scrimmages with greater
numbers of players.
141
C. COURSE-LEVEL OUTCOME (CLO) 3:
•
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 in the first phase for a season of competitive play of soccer.
•
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 their past
intercollegiate competition at the different stages of the beginning, during and
end of the season. The preseason phase provides for realization on the
importance of preparing physically and mentally in the initial stages that it can
help them to execute their technical and tactical skills on a higher level
throughout a competitive season. Therefore, willingness to prepare more
intensively in the preseason stage appears to be more desired.
D. COURSE-LEVEL OUTCOME (CLO) 4:
•
How do your current scores match with your above target for student success in this
course level outcome?
•
Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
142
143
PART III: COURSE REFLECTIONS AND FUTURE PLANS
•
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.
•
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 teamwork and tactical approaches of the game.
•
144
What is the nature of the planned actions (please check all that apply)?
•
Curricular
X Pedagogical
X Resource based
•
Change to CLO or rubric
•
Change to assessment methods
•
Other:______________________________________________________
___________
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Kine 1
Fall 2014 , Summer 2014, Fall
2015
1
3
100
Spring 2015
Dan Miller, Jeff Drouin
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
1. (CLO) 1:
Differentiate among the subdisciplines of
kinesiology (e.g. history, biomechanics,
philosophy, etc.) and discuss the knowledge
we have gained from the research in those
areas.
(CLO) 2:
2.Describe different career opportunities
available with a degree in kinesiology and
physical education.
3. (CLO) 3:
Demonstrate the ability to evaluate scholarly
research
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% - 3 or
81%
higher
75% - 3 or
higher
80%
75% - 3 or
higher
70%
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
145
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
146
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this
course level outcome?
We met our goal we will continue to provide examples of the subdisciplines of
kinesiology
10. 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 continue to provide the same delivery of information via presentations
and group discussions. As new supporting information becomes available, we
will consider utilizing this information into our curriculum.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this
course level outcome?
We have exceeded our goal in the area of identifying career opportunities for those
who have obtained degrees in kinesiology.
10. 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 have discussed we could also bring in kinesiology and physical education
career professionals that could present to our classes their experience, and any
additional insights to further enlighten the Kines 1 students.
147
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this
course level outcome?
We need to spend more time teaching our students how to recognize scholarly
research from opinion.
6. 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 class we need to present more examples of scholarly research and show how
statistical data needs to be interpreted.
We could present the variables
needed to deem research valid and valuable.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
12. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
As mentioned above, we will try to incorporate more information regarding
evaluating research validity. We would like to try to bring in and utilize
professionals to present their experiences with our students.
13. 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 continue to deliver our information to our students so that learning in these
strong areas (CLOs 1 and 2) will continue to be strong. We understand that as
material becomes available, we are open to revisions in the delivery of these things.
148
14. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
149
150
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Kine 2
Spring 2014, Fall 2015
1
2
100
Spring 2015
Dan Miller
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1:
1.
Recognize specific injury types
(CLO) 2:
2.
Apply appropriate injury treatment
(CLO) 3:
3.
Devise injury prevention measures.
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% - 3 or
85%
higher
75% - 3 or
higher
82%
75% - 3 or
higher
75%
(CLO) 4:
75% - 3 or
80%
higher
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
4. Apply basic preventative taping
procedures.
151
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this
course level outcome?
We have achieved our goal of educating the Kines 2 students the ability to recognize
the various injury types
12. 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 feel as if the students are able to confidently discern between the various types
of sports injuries sustained by athletes in various sports. I will continue to
utilize the methods that have proven successful so far.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this
course level outcome?
I have met my expected goal of success in this area.
12. 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 will continue to discuss, display and present valid information in this area of
injury prevention.
I will continue to learn, attend conferences and network
with professionals to stay on top of what the current trends are in regards to
injury treatment options available to injured patients.
152
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this
course level outcome?
This area has met the expected success goal, but I think needs improvement.
8. 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 would hope our data would reflect actual scores at higher than 75%. This
has increased my awareness to investigate new areas of information delivery,
whether via class discussions or improved presentation methods, so that
students will have a better understanding in the area of injury prevention.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this
course level outcome?
I am very satisfied with the success in CLO4. The students are performing at 80% in
this area, which is very difficult to master in such a short time of a one semester
class.
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?
I feel the strength of our success here lies in the delivery of the skill. I have
made an instructional video that includes some taping procedures. These
preventative taping applications are available on this video through
Blackboard, and the students have access to this after being enrolled in the
class. Delivery of this skill has been effective. The only reason the overall
actual scores are not higher is due to the fact that some students choose not to
come to these labs. Maybe this is due to the discomfort of having to take with
shoes and socks off as partners so that they can be taped. Some others are not
comfortable applying these procedures to another students bare foot.
153
PART III: COURSE REFLECTIONS AND FUTURE PLANS
15. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
I have considered alternative ways to discuss and present injury prevention measures.
16. 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 feel the CLOs are appropriate and necessary for a course of this type. I will
continue to utilize them to assess effective learning for our Kines 2 students.
17. What is the nature of the planned actions (please check all that apply)?
X Curricular
! Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
Other:_________________________________________________________________
154
APPENDIX B: “CLOSING THE LOOP” COURSE-LEVEL ASSESSMENT
REFLECTIONS.
COURSE
SEMESTER ASSESSMENT DATA GATHERED
NUMBER OF SECTIONS OFFERED IN THE SEMESTER
NUMBER OF SECTIONS ASSESSED
PERCENTAGE OF SECTIONS ASSESSED
SEMESTER HELD “CLOSING THE LOOP” DISCUSSION
FACULTY MEMBERS INVOLVED IN “CLOSING THE LOOP”
KINESIOLOGY 10
SPRING 2014 AND SPRING 2015
1 EACH SEMESTER
2
100%
SPRING 2015
KEN GRACE & JEFF DROUIN
DISCUSSION
FORM INSTRUCTIONS:
• Level assessment reported in Complete a separate Appendix B2 form for each Course
this Program Review. These courses should be listed inAPPENDIX B1:
STUDENT LEARNING OUTCOMES ASSESSMENT REPORTING
SCHEDULE.
• Part I: CLO Data Reporting.Class Achievement data in aggregate for For each CLO, obtain
.all sections assessed in eLumen
Part II: CLO Reflections.Based on student success reported in Part I, reflect on the individual
.CLO
Part III: Course Reflection.reflect on the ,In reviewing all the CLOs and your findings
.course as a whole
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 MAJOR NUTRIENTS,
FUNCTION AND FOOD SOURCES
(CLO) 2:
IDENTIFY MAJOR CONCEPTS PRESENTED IN THE FOOD
Defined Target
Scores*
(CLO Goal)
75% or a score
of 3 or better
75% OR A
SCORE OF 3 OR
BETTER
ACTUAL
SCORES**
(ELUMEN DATA)
80
75
PYRAMID AND THE PYRAMIDS ABILITY TO MEET
HEALTH AND FITNESS NEEDS
(CLO) 3:
EXPLAIN HOW THE GLYCEMIC INDEX IN
FOOD AFFECTS LONG TERM HEALTH AND
WELLNESS
80
80% OR A
SCORE OF
3.5 OF
BETTER
* DEFINED TARGET SCORESWhat scores in eLumen from your students would indicate :
155
(class scored either 3 or 4 success for this CLO? (Example: 75% of the
**ACTUAL SCORES: What is the actual percent of students that meet defined target based on
?the eLumen data collected in this assessment cycle
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 GRASPING THE CONCEPT AND THE ABILITY TO IDENTIFY THE
MAJOR NUTRIENTS AND WHERE TO GET THEM.
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 WHERE THEIR MAJOR NUTRIENTS
COME FROM. THERE STILL IS SOME CONFUSION OVER THE ROLE OF
PROTEIN IN THEIR DIET. WE NEED TO PRESENT MORE HANDS GROUP
WORK TO MAKE THE MAJOR NUTRIENTS IN FOOD FULLY UNDERSTOOD.
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 GET THE FOOD PYRAMID. THEY WERE A LITTLE SURPRISED TO
LEARN THAT THE FOOD PYRAMID IS VERY DIFFERENT FROM CULTURE TO
CULTURE.
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?
WHAT WE ARE DOING IS WORKING. NEED TO SHOW HOW POLITICS AND
FINANCES EFFECTS WHAT IS PRESENTED IN THE THE U.S. FOOD PYRAMID.
156
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?
HOWEVER, THE CONCEPT AND IMPORTANCE OF BEING AWARE OF GLYCEMIC INDEX AND LOAD
STILL SEEMS TO BE LOST ON SOME PEOPLE.
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 DO A BETTER JOB ON PRESENTING HOW GLYCEMIC INDEX IN
FOOD HAS A DIRECT EFFECT ON BLOOD SUGAR LEVELS AND LONG TERM
HEALTH AND WELLNESS. WE MAY BE ABLE TO DO THIS BY HAVING A LAB
WHERE BLOOD SUGAR LEVELS ARE MEASURED BOTH BEFORE AND AFTER
EATING A HIGH GLYCEMIC FOOD.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the
priorCLOSING THE LOOP ?reflections and other faculty discussions
2. THIS IS THE FIRST REFLECTION ON THIS COURSE.
3. 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 ADD MORE GROUP AND HANDS ON ACTIVITIES TO GRASP THE
CONCEPTS BEING PRESENTED IN THE COURSE.
4. WHAT IS THE NATURE OF THE PLANNED ACTIONS (PLEASE CHECK ALL THAT APPLY)?
! CURRICULAR
X
PEDAGOGICAL
! RESOURCE BASED
CHANGE TO CLO OR RUBRIC
CHANGE TO ASSESSMENT METHODS
! ___________________________:Other_______________________
_______________
157
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Kinesiology 14
Semester assessment data gathered
Spring 2014 & Fall 2015
Number of sections offered in the semester
Number of sections assessed
1 each semester
2
Percentage of sections assessed
100
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Ken Grace
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment
reported in this Program Review. These courses should be listed in
Appendix B1: Student Learning Outcomes Assessment Reporting
Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement
data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings,
reflect on the course as a whole.
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes
Defined
Individually (the Number of CLOs will differ
Target
by course« )
Scores*
(CLO Goal)
(CLO) 1:
75% - 3 or
Describe how to become an informed health
better
care advocate and consumer
(CLO) 2:
DEMONSTRATE THE ABILITY TO
NAVIGATE INTERNET BASED HEALTH
SITES
158
75% - 3 or
better
Actual
Scores**
(eLumen data)
85%
80%
(CLO) 3:
IDENTIFY METHODS OF MAINTAINING
EMOTIONAL AND MENTAL HEALTH
75% - 3 or
better
82%
(CLO) 4:
EXPLAIN THE USE MEDICATION AND
SIDE EFFECTS
75% - 3 or
better
78%
« IF MORE CLOS ARE LISTED FOR THE COURSE, ADD ANOTHER ROW TO THE
TABLE.
* DEFINED TARGET SCORES: WHAT SCORES IN ELUMEN FROM
YOUR STUDENTS WOULD INDICATE SUCCESS FOR THIS CLO?
(EXAMPLE: 75% OF THE CLASS SCORED EITHER 3 OR 4)
**ACTUAL SCORES: WHAT IS THE ACTUAL PERCENT OF
STUDENTS THAT MEET DEFINED TARGET BASED ON THE ELUMEN
DATA COLLECTED IN THIS ASSESSMENT CYCLE?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. HOW DO YOUR CURRENT SCORES MATCH WITH YOUR
ABOVE TARGET FOR STUDENT SUCCESS IN THIS COURSE
LEVEL OUTCOME?
GIVEN ALL THE INTERNET WORK ACTIVITIES IN THE COURSE
STUDENTS EASILY MET THIS CLO.
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?
BASED ON THEIR ASSIGNMENTS, QUIZZES AND GROUP
DISCUSSIONS THIS CLO IN THE COURSE IS BEING ACHIEVED.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. HOW DO YOUR CURRENT SCORES MATCH WITH YOUR
ABOVE TARGET FOR STUDENT SUCCESS IN THIS COURSE
LEVEL OUTCOME?
159
AGAIN WE HAVE ACHIEVED THE GOAL THROUGH A NUMBER OF
OBSERVATIONS AND ASSIGNMENTS.
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?
THIS PART OF THE COURSE IS WORKING WELL.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. HOW DO YOUR CURRENT SCORES MATCH WITH YOUR
ABOVE TARGET FOR STUDENT SUCCESS IN THIS COURSE
LEVEL OUTCOME?
EVEN THOUGH WE MET THE SCORE WE CAN IMPROVE IN THIS
AREA BY SPENDING MORE TIME EXPLAINING DRUG
INTERACTIONS.
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?
WE CAN PRESENT MORE HANDS ON DEMONSTRATIONS IN STRESS
REDUCTION AND ON RECOGNIZING SITUATIONS THAT CREATE
STRESS IN THE INDIVIDUAL.
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?
160
THIS IS ANOTHER AREA WE CAN IMPROVE UPON.
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?
PEOPLE DO NOT FULLY GRASP THE INTERACTIONS OF CERTAIN
MEDICATIONS NOR THE SIDE EFFECTS THAT THESE MEDICATIONS
THAT THESE MAY BRING ABOUT .
PART III: COURSE REFLECTIONS AND FUTURE PLANS
5. 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 CLOSING THE LOOP ON THIS COURSE.
6. 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 CAN DO MORE HANDS ON PRESENTATIONS IN STRESS
REDUCTION.
WE NEED TO BRING IN SPEAKERS WITH A
MEDICAL BACKGROUND TO TALK ABOUT THE SIDE EFFECTS AND
INTERACTIONS OF CERTAIN DRUGS.
7. WHAT IS THE NATURE OF THE PLANNED ACTIONS (PLEASE
CHECK ALL THAT APPLY)?
! CURRICULAR
161
X
PEDAGOGICAL
! RESOURCE BASED
CHANGE TO CLO OR RUBRIC
CHANGE TO ASSESSMENT METHODS
OTHER:__________________________________________________________
_______
APPENDIX B: “CLOSING THE LOOP” COURSE-LEVEL
ASSESSMENT REFLECTIONS.
COURSE
KINESIOLOGY 15
SEMESTER ASSESSMENT DATA
GATHERED
FALL 2013 AND FALL
2014
NUMBER OF SECTIONS OFFERED IN
THE SEMESTER
1 EACH SEMESTER
NUMBER OF SECTIONS ASSESSED
2
PERCENTAGE OF SECTIONS ASSESSED
100
SEMESTER HELD “CLOSING THE LOOP” SPRING 2015
DISCUSSION
FACULTY MEMBERS INVOLVED IN
“CLOSING THE LOOP” DISCUSSION
KEN GRACE
FORM INSTRUCTIONS:
• COMPLETE A SEPARATE APPENDIX B2 FORM FOR EACH
COURSE-LEVEL ASSESSMENT REPORTED IN THIS PROGRAM
REVIEW. THESE COURSES SHOULD BE LISTED IN APPENDIX B1:
STUDENT LEARNING OUTCOMES ASSESSMENT REPORTING
SCHEDULE.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement
data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect
on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings,
reflect on the course as a whole.
PART I:
162
COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL
OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY
COURSE« )
Defined
Target
Scores*
(CLO Goal)
75% - 3 or
better
ACTUAL
SCORES**
(ELUMEN
DATA)
80%
(CLO) 2:
Assess joint movement capabilities
75% - 3 or
better
70%
(CLO) 3:
Identify movement factors and
musculoskeletal structures that relate to
health and fitness
75% - 3 or
better
82%
(CLO) 1:
IDENTIFY BEHAVIORS THAT AFFECT
HEALTH AND FITNESS
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would
indicate success for this CLO? (Example: 75% of the class scored either 3
or 4)
**Actual scores: What is the actual percent of students that meet defined
target based on the eLumen data collected in this assessment cycle?
Part II: Course- level Outcome Reflections
E. Course-Level Outcome (CLO) 1:
5. How do your current scores match with your above target for student
success in this course level outcome?
We met the goal. Students did very well on this CLO
6. Reflection: Based on the data gathered, and considering your teaching
experiences and your discussions with other faculty, what reflections
and insights do you have?
Looking at the assignments, quizzes and discussion board items this CLO is
being met.
F. Course-Level Outcome (CLO) 2:
163
5. How do your current scores match with your above target for student
success in this course level outcome?
We are not meeting this goal.
the goniometer.
Need to do more hands on assessment with
6. 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 do more group hands on assessments and activities with the
goniometer.
C. Course-Level Outcome (CLO) 3:
5. How do your current scores match with your above target for student
success in this course level outcome?
We are on target. Students are grasping the concept and movements
required for functional health and wellness.
6. 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 doing a great job in this area. Maybe more video playback of the
student engaged in the movement.
Part III: Course Reflections and Future Plans
8. What changes were made to your course based on the previous
assessment cycle, the prior Closing the Loop reflections and other
164
faculty discussions?
This is the first reflection on this course.
9. 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?
To teach the assessment of joint capabilities we need to add more hands
on measurement of joint angles and assessment of joint strength in a lab
situation
10. What is the nature of the planned actions (please check all that apply)?
! Curricular
X
Pedagogical
! Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____________________________________________________________
____
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
PEAC WLK 1
Spring 2014/Fall 2014
1 each semester
3
100
Spring 2015
Ken Grace & Steve Friend
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
165
•
Part III: Course Reflection.
the course as a whole.
In reviewing all the CLOs and your findings, reflect on
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1:
Demonstrate a knowledge of
Target Heart Rate Training
(CLO) 2:
Demonstrate the ability to walk at a pace which will enhance their
cardiovascular level of fitness and reach the target heart rate
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75
75 - 3 or
better
75 - 3 or
82
better
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this
course level outcome?
We are meeting our target. The vast majority of the students grasp the concept of
the target heart rate training while walking.
14. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Keep presenting charts with predicted maximum heart rates so students can
calculate target training heart rate
N. COURSE-LEVEL OUTCOME (CLO) 2:
166
13. How do your current scores match with your above target for student success in this
course level outcome?
Students are achieving this CLO at a great rate. By the end of the course every
student can easily move for 45 minutes non-stop.
14. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
More student interactions using journals will increase the amount of activity
outside of the classroom.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
18. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
The is the first time this course has been reflected upon
19. 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?
Things are going well. We can bring in more technology into the course.
Things like smart phones to track pace, distance and heart rate while moving.
This would make students more active away from class and hopefully they will
share this information and technology with their friends and family members.
20. What is the nature of the planned actions (please check all that apply)?
167
! Curricular
X Pedagogical
! Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
168
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
PEAC HEAR
Spring 2014/Fall 2014
1
2
100
Spring 2015
Ken Grace/Kyle Robinson
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1:
Describe the relationship between heart rate and energy system
involved
(CLO) 2:
Evaluate their aerobic fitness level based on heart rate
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
82
75 - 3 or
better
75 - 3 or
85
better
(CLO) 3:
(CLO) 4:
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
169
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this
course level outcome?
Excellent! Every student who completed the course improved their cardiovascular
fitness through heart rate training and learning to use a heart rate monitor while
exercising.
16. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Course is going great. As better technology becomes available we can add
more personal feedback to the student.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this
course level outcome?
Doing well. The mile assessment at 70% heart rate done bi-weekly shows we are
right on course.
16. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Again, keep doing what we are doing.
As better technology becomes
available we need to be quick to embrace it. Students love the immediate
personal feedback.
170
PART III: COURSE REFLECTIONS AND FUTURE PLANS
21. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
First time this course has been reflected upon.
22. 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?
Things are going well.
Again, as new technology emerges we need to be on the
front line to check it out.
23. What is the nature of the planned actions (please check all that apply)?
! Curricular
X
Pedagogical
! Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
171
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Kine 11
Summer 2014
1
1
100
Spring 2015
Ken Grace
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
Defined
Actual Scores**
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
Target Scores* (eLumen data)
BY COURSE« )
(CLO Goal)
(CLO) 1 describe the dominant energy system
75% - 3 or
81%
functioning in an athletic event and the energy
higher
sources
(CLO) 2: identify when and what nutrients to eat 75% - 3 or
80%
before, during and after exercise
higher
(CLO) 3: describe the food pyramid and its ability 75% - 3 or
70%
higher
to meet athletic needs
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
17. How do your current scores match with your above target for student success in this
course level outcome?
We met our goal we will continue to provide examples of the how energy systems
work during exercise and activity
172
18. 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 continue to provide the same delivery of information via presentations,
technology and group discussions. As new supporting information becomes
available, we will consider utilizing this information into our curriculum.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this
course level outcome?
We have exceeded our goal teaching students what nutrients they need to obtain
before, during and after exercise.
18. 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 could try to include more of this type of information in our PE activity
courses.
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this
course level outcome?
We need to spend more time teaching our students how to recognize cultural
differences within food pyramids and where the nutrients are contained within a
specific food pyramid.
10. 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 class we need to present more examples of how to do scholarly research on
nutrition. To be able to identify valid information and identify key nutrients
within a food pyramid.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
24. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
As mentioned above, we will try to incorporate more information regarding evaluating research
validity. We would like to try to bring in and utilize professionals to present their experiences
with our students.
25. 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?
173
We will continue to deliver our information to our students so that learning in these strong areas
(CLOs 1 and 2) will continue to be strong. We understand that as new material and technology
becomes available, we need to be open to revisions.
26. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
174
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
PEAC WLK 2
Fall 2014
2
1
100
Spring 2015
Ken Grace & Steve Friend
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE« )
(CLO) 1 demonstrate a knowledge of
"Target Heart Rate Training"
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
75% - 3 or
81%
higher
(CLO) 2: demonstrate the ability to walk at 75% - 3 or
78%
higher
a pace which will enhance their
cardiovascular level of fitness and reach
the target heart rate;
(CLO) 3: demonstrate an understanding
75% - 3 or
76%
of the principles of stretching and cooling
higher
down
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this
course level outcome?
175
Students seem to have grasped the concept of target heart rate training.
20. 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 heart rate monitors has been a big factor of success teaching this
concept.
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this
course level outcome?
Again using the heart rate monitors students are learning to pace themselves via
heart rate
20. 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 could try to include more of this type of information in our PE activity
courses.
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this
course level outcome?
The heart rate concept of training helps in getting the student to properly warm up
and cool down.
12. 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 more and better technology becomes available we need to learn to introduce
it to our students. They love immediate feedback.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
27. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
As mentioned above, we will try to incorporate more immediate feedback technology in the
classroom.
28. 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 be at the forefront as new technology and equipment becomes available to the
176
general public.
29. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
177
Appendix B:
“Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
PEAC WLK 3
Fall 2014
2
1
100
Spring 2015
Ken Grace & Steve Friend
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student
Learning Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on
the course as a whole.
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 five areas of fitness
and give examples of each area
Defined
Actual Scores**
Target Scores* (eLumen data)
(CLO Goal)
70% - 3 or
74%
higher
(CLO) 2: demonstrate how to circuit train
70% - 3 or
73%
higher
within a walking routine to develop total
body fitness
(CLO) 3: demonstrate an understanding
70% - 3 or
60%
of interval training
higher
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success
for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this
course level outcome?
Students seem to have grasped the concept of the different areas of fitness.
178
22. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Bringing the student into the fitness center helped to get these concepts across
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this
course level outcome?
Again using the fitness center helped us teach how circuit training works to improve
fitness.
22. 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 introduce the concept of circuit training to all our fitness students
to keep people from getting bored so they will remain physically active.
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this
course level outcome?
We didn’t do so good here. Students did not fully understand how interval training
works and that the definition of the word “interval” refers to the resting phase of the
training period.
14. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
Maybe incorporate more heart rate monitors during interval training so the
student can directly observe their heart rate dropping and recovering during
the interval portion.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
30. 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 closing the loop for this course.
31. 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?
As new technology and equipment becomes available we can incorporate it into the course so
students get greater individual and immediate feedback.
179
32. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
! Change to CLO or rubric
! Change to assessment methods
! Other:____________________________________________________________
_____
180
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.
Program: ______
•
PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
Program: _____
• PLO #1:
PLO #2:
•
181
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
182
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.
Program: ______
•
PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
Program: _____
• PLO #1:
PLO #2:
•
183
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
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.
Program: ______
•
PLO#1: •
PLO#2: •
PLO#3: •
PLO#4: What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
184
What actions has your discipline determined might be taken
completing your program?
to enhance the learning of students
Program: _____
• PLO#1: •
PLO#2: •
PLO#3: •
PLO#4: What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken
completing your program?
185
to enhance the learning of students