Undergraduate Assessment of Student Learning Report
2014-2015
Kinesiology Student Learning Outcomes 2014-2015 Report
A. Program Information
Kinesiology
Robert Pettay
Pet7@ksu.edu
www.ksu.edu/kines
B. Outcome Reporting
SLO 1. : Know/comprehend the structure and function of the human body as they
relate to physical activity, fitness, and public health.
Kinesiology 335 – Exam
SLO 1 was assessed in Kinesiology 335, Physiology of Exercise in the Fall, 2014
semester. A total of
Description
Number of students
attaining each
standard
Exceeding
Expectations
Meeting
Expectations
Not Meeting
Expectations
90% or higher
70% to 89%
69% or less
Students
demonstrated an
exceptional
understanding of how
emphysema, chronic
heart failure and
other conditions that
impact the oxygen
transport systems
reduce exercise
capacity
72/83 – 87%
Students
demonstrated an
moderate
understanding of how
emphysema, chronic
heart failure and
other conditions that
impact the oxygen
transport systems
reduce exercise
capacity
11/83 – 13%
Students
demonstrated little or
no understanding of
how emphysema,
chronic heart failure
and other conditions
that impact the
oxygen transport
systems reduce
exercise capacity
0
Students were asked to assess through examinations (written and oral) their knowledge of how
emphysema, chronic heart failure and other conditions that impact the oxygen transport system
reduce exercise capacity. They were questioned as to whether they would feel comfortable and
able to discuss with a patient the physiological and anatomical determinants of exercise capacity
and what about their particular disease linked the pathophysiology with their symptoms. The
role of exercise and exercise training in their rehabilitation were also areas of examined
expertise.
SLO 3. Comprehend, analyze, and interpret research related to the biomechanical,
physiological, behavioral, and sociological correlates of physical activity, fitness, and
public health.
Kinesiology 310 – Research proposal/IRB
SLO 3 was assessed using a Research proposal/IRB project in Fall, 2014 and Spring,
2015. A total of 166 students completed this project. The project required students to
complete a proposed research study including a literature review, a design, and
procedures. A minimum of ten scientific references were required by each student.
Students had to utilize the research to present a scientific and viable proposal for a
research project.
Grading Rubric – 50 points
Exceeds Expectations
Meets Expectations
45-50 point
35 – 44 points
Proposed research is viable
and based on the scientific
literature in the field.
Participants have been
clearly identified, research
design is logical and
systematic, methods and
measures have validity
established. References are
directly related to topic and
understanding of topic area
is clearly presented. IRB
modules and peer review
of project have been
completed.
68/166 students
Proposed research has
some viability and has a
reasonable literature base.
Participants have been
somewhat defined and
research design would be
plausible with some
adjustments. Methods are
also complete, but would
need improvement to
actually work in a research
study. References meet
requirements, but do not
provide a complete basis
for the research proposal
nor demonstrate a clear
understanding of research
area. IRB and peer review
of project have been
completed.
77/166 students
Does not meet
Expectations
34 or fewer points
Proposed research would
be problematic to
undertake as demonstrated
understanding of research
area is not provided.
Participants, design, and
procedures are not clearly
presented and would
introduce variability into
process. Reference list
does not provide a
background to
understanding area and
research that has been
completed in this field.
IRB and peer review may
or may not have been
completed.
21/166 students
Review – The IRB/Proposal project was a project in Kinesiology 310 Measurement and
Research Techniques in Kinesiology course in the Fall, 2014 and Spring, 2015 semester.
This assignment will be dropped in future courses as the class moves to a lecture/lab
format. Performance for this assessment period was improved with more time spent on
securing and understanding literature related to the Kinesiology field. Students received
more direction and specific timelines for the project that required students to begin and
progress at a specific pace. The previous year had students turn in the completed project
at the end of the semester, and many students did not plan the activity out in a reasonable
fashion, leaving a large quantity of work at the end of the semester. Students who did not
perform at the required level either did not participate in the sequence of activities or did
not invest the time necessary in the project. Students were reminded throughout the time
period of the requirements and were directly contacted with reminders, but chose not to
complete the work, or completed work at a sub-par fashion.
SLO 6 – Synthesize and integrate knowledge, principles, and analytic methods from
the study of social, behavioral, and biophysical correlates of physical activity,
fitness, and public health in order to propose solutions and evidence based
interventions for relevant practical problems and issues
Kinesiology 612 – Build environment group paper
Assignment – Built Environment Group Paper (see below).
0 = Does Not Meet Expectations
1 = Meets minimal acceptable level (developing)
2 = Meets program expectations (Proficient)
3 = Exceeds program expectations (Advanced)
There were 39 students in the class. On this group paper based on completing the project, they all
scored 3/3 for SLO 6.
Assessment
Number
Exceed
Expectations (3)
Document score 90100
Meets program
expectations (2)
Document score
70-89
Meets minimal
acceptable level (1)
Document score
60-69
Does not meet
expectations (0)
Document score
59 or less
Participant work
is at exceptional
level on the
Built
Environment
group project
document
including
format, content,
and group
contribution
39/39
Participant work
is at acceptable
level on the
Built
Environment
group project
document
including
format, content,
and group
contribution
0/39
Participant work
is at minimally
acceptable level
on the Built
Environment
group project
document
including
format, content,
and group
contribution
0/39
Participant work
is not at
acceptable level
on the Built
Environment
group project
document
including
format, content,
and group
contribution
0/39
KIN 612 – Fall 2014
Built Environment Project
Overview
Kansas State University (KSU) and the City of Manhattan, Kansas (City) need your help.
As you probably know, rates of overweight and obesity have been increasing over time,
while rates of active transportation have been declining. Convenience, comfort and safety
are all major concerns affecting active transportation. Research has shown up to a threefold increase in children’s active transport to school after adding or improving bicycle
lanes, traffic signals, crosswalks and sidewalks as part of Safe Routes to School (SRTS)
projects,1 yet little research has focused on improvements around college campuses.
The Kansas Department of Transportation allocates funds for transportation-related
projects across the state. They provide funds to cities and counties to build/re-build
infrastructure that facilitates transportation improvements. As well, the City and KSU are
focused on improving both the experience of pedestrians and bicyclists as well as
connections between the city and campus.
More information about planned efforts for KSU can be found in the 2025 Campus Master
Plan as well as in the sub-plans for transportation and parking, signage and wayfinding,
and landscape guidelines (http://www.k-state.edu/planning/master_plans/2025_plan/).
More information about bicycling efforts for the City can be found in the Manhattan FiveYear Strategic Plan for Bicycling
1
Orenstein MR, Guiterrez N, Rice TM, Cooper JF, Ragland DR. Safe routes to school safety and mobility analysis.
Berkeley: UC Berkeley; 2007, http://escholarship.org/uc/item/5455454c.
(http://www.ci.manhattan.ks.us/DocumentCenter/Home/View/ 9652). You need to make
yourselves VERY FAMILIAR with the recommendations in these planning documents.
Over the next month, you will work in a group of 4-5 to address an assigned key area that
connects the City to the KSU campus. This work will proceed in a series of logical steps,
culminating in a document and presentation of evidence-based recommendations to
improve the built environment for physical activity.
What is meant by evidence-based2? See the reference below or the slides from class for
more information.
Title
Role Details
Project Leader
Proposes meeting agendas, suggests division of labor, and develops the
overall project plan
Facilitator
Describes the process to be followed during the steps of the project plan,
determines the appropriate time to proceed in the plan, and suggests
adjustments to the plan as needed
Recorder
Takes group notes of each meeting
Reporter
Reports group progress to the larger class
Team Member
Takes individual notes, participates in discussion, and reviews resource
materials
Now that you’ve figured out what roles everyone will assume, it’s time to learn what access
point around campus will be the focus area for your group!
As a group, you need to decide how you will observe and document the existing built
environment in your assigned area in order to determine what the key facilitators and
barriers are to physical activity (considering multiple modes/purposes of activity, safety,
destinations, primary user groups, aesthetics, amenities and more).
2

What type of instrument will you use to document these items?

You also need to talk to people using that built environment.
Brownson RC, Fielding JE, Maylahn CM. Evidence-based public health: a fundamental concept for public health
practice. Ann Rev Public Health 2009;30:175-201. http://www.ncbi.nlm.nih.gov/pubmed/19296775
Document:
Format (20 points)

Type your paper in a 12-point font with at least 1.5 spacing between lines
o Use headings and subheadings to divide the sections/content of the paper
o Use spell check and grammar check to correct errors
o Write in complete sentences and avoid bullet points
o Paraphrase content from your background research; avoid direct quotes
o Make sure to reference ANY work of others that you include in your paper;
cite as you write
o Use numbers, charts, tables, etc. in your results section as much as possible.
Feel free to include pictures as well.
Content (70 points)




Overview of project and problem being addressed.
o
Importance of active transportation
o
Background research on links between the built environment and physical
activity/health
o
Purpose of the project
Methods
o
Setting (description of area characteristics)
o
Measures (assessment instrument and interview questions)
o
Procedure (describe how you collected and summarized the data)
Results
o
What did you find for each measure?
o
This section should include numbers/graphs/tables, and at least 2 pictures.
o
Make sure to also type a narrative to explain your results.
Discussion
o
Based on the results of your built environment assessments, what evidence-based
solutions are you suggesting to fix/address the problems you found?

How do those solutions compare to plans for the area by KSU and the City?


o
Limitations – what were the limitations for your project?
o
Suggestions for future research – What should be done differently? What is the next
step?
Conclusion
o

In one paragraph summarize what your group learned from this experience.
References
o

Make sure to detail the results of previous research that used that type of
solution.
Complete list of references using a single referencing style
Appendix
Group Grading Rubric (10 points)
This will be the chance for you to explain what you contributed to the group paper as well as rate
your group members on their performance.
SLO 7. Retrieve and manage information effectively in the examination and
communication of problems and issues related to physical activity, fitness, and
public health.
Kinesiology 345 – Lab final project
This assignment was designed to allow students to retrieve and manage information in order to
complete a paper around the question “Are people responsible for their physical activity
behavior”. The primary purpose of the paper is to summarize the scientific evidence identifying
the factors that influence an individual’s physical activity. Four drafts of the paper were collected
during the semester.
Criteria for Grading
Total
Draft 1
2 points
Introduction (brief description of case study and purpose of paper)
Assessed physical activity using appropriate measure
Intrapersonal System Section – identified four relevant factors
Measured one system factor and related to physical activity level
Provided recommendation to increase physical activity
Cited a minimum of 5 peer-reviewed sources
1 point
Draft 2
Interpersonal System Section – identified four relevant factors
Measured one system factor and related to physical activity level
Provided recommendation to increase physical activity
Cited a minimum of 5 peer-reviewed sources
1 point
Draft 3
Community/Policy System Section – identified four relevant factors
Measured one system factor and related to physical activity level
Provided recommendation to increase physical activity
Cited a minimum of 5 peer-reviewed sources
Draft 4
Sociocultural System Section – identified four relevant factors
1 point
Measured one system factor and related to physical activity level
Provided recommendation to increase physical activity
Cited a minimum of 5 peer-reviewed sources
Total
5 points
Final Student performance
Exceeds Expectations
8.1 to 9 points
55/93
Meets Expectations
6.3 to 8.1 points
25/93
Does not meet Expectations
6.2 points or fewer
13/93
The lab final project paper was implemented in the Kinesiology 345 lab in the Spring,
2014 semester. The lab paper was 11% of the grade in the lab. During the course of the
semester, students turned in 4 drafts of the papers and were provided feedback from the
instructors of the labs. This time investment from the instructors assisted the majority of
students in the lab in meeting the expectations of the paper. The writing center again
provided assistance to the class to facilitate an improved writing.
C. Program Self Review
Student Learning Outcomes from the 2014-2015 academic year will be reviewed at the
October faculty meeting. Proposed SLO’s for assessment were presented to faculty at the
September faculty meeting. The goal of the coming year is to have all faculty assess at least one
SLO during the academic year. This will be the first time that all faculty are involved in the
process and also that all the Kinesiology SLO’s will be evaluated in a single year. A SLO
spreadsheet was completed in the Spring 2015 semester and approved by all faculty (below).
Proposed SLO’s for assessment for the 2015-2016 academic year
KIN Student Learning Outcomes Master List 2015-2016
SLO 1: Know/comprehend the structure and function of the human body as they relate to
physical activity, fitness, and public health. (Kinesiology 360 – Lauren)
SLO 2: Know/comprehend the biomechanical, physiological, behavioral, and sociological
correlates of physical activity, fitness, and public health. (Kinesiology 330 – Christian)
(Kinesiology 601 – Craig)
SLO 3: Comprehend, analyze, and interpret research related to the biomechanical,
physiological, behavioral, and sociological correlates of physical activity, fitness, and public
health. (Kinesiology 335 – Tim) (Kinesiology 345 – Emily)
SLO 4: Know/comprehend the impact of physical inactivity on fitness and health in a societal
context. (Kinesiology 603 – Brad)
SLO 5: Identify, comprehend, and apply contemporary knowledge, principles, and research
related to appropriate biophysical, social and behavioral correlates of physical activity, fitness,
and public health.(Kinesiology 607 Tom) (Kinesiology 610 Brandon)
SLO 6: Synthesize and integrate knowledge, principles, and analytic methods from the study
of social, behavioral and biophysical correlates of physical activity, fitness and public health in
order to propose solutions and evidence-based interventions for relevant practical problems and
issues. (Kinesiology 310 Rob), (Kinesiology 635 David P) (Kinesiology 612 Katie)
SLO 7: Retrieve and manage information effectively in the examination and communication of
problems and issues related to physical activity, fitness, and public health. (Kinesiology 614
David D)
SLO 8: Know/comprehend/value cultural differences related to physical activity, fitness, and
public health.(Kinesiology 602 Mary)
SLO
Kin 310
Kin 330
Kin 335
Kin 345
Kin 360
Kin 601
Kin 602
Kin 603
Kin 607
Kin 610
Kin 612
Kin 614
Kin 635
1
2
3
4
5
6
x
7
8
x
x
x
x
x
x
x
x
x
x
x
x
The role that different courses play in the introduction, reinforcement, and assessment of SLO's
will be examined.
Kinesiology Student Learning Outcomes 2014-2015 Report
Student learning outcomes were assessed in four Kinesiology courses during the 2014-2015 academic
year. All 8 of the Kinesiology Student Learning Outcomes were assessed over a three year period from
2011-2014.
SLO 1 - Know/comprehend the structure and function of the human body as they relate to
physical activity, fitness, and public health. All students either met or exceeded expectations
on the exam that measured SLO 1. In the course, 87% of the students exceeded expectations and
13% met expectations on the exam over assessment through examinations (written and oral) their
knowledge of how emphysema, chronic heart failure and other conditions that impact the oxygen
transport system reduce exercise capacity. They were questioned as to whether they would feel
comfortable and able to discuss with a patient the physiological and anatomical determinants of
exercise capacity and what about their particular disease linked the pathophysiology with their
symptoms. The role of exercise and exercise training in their rehabilitation were also areas of
examined expertise. The instruction of this course is very organized and clearly on the objectives
required to meet expectations.
SLO 3 - Comprehend, analyze, and interpret research related to the biomechanical,
physiological, behavioral, and sociological correlates of physical activity, fitness, and public
health was assessed in Kinesiology 310 through an IRB/Proposal project completed in the Fall,
2014 and Spring, 2015 semester. A total of 145 out of 166 students either exceeded or met
expectations (87%). The format of this assignment was modified to provide specific due dates
for the components of the IRB proposal which was beneficial to the students as opposed to
having all components due at the same point in the semester. The quality of the proposals and
performance of the students in the course was higher quality this year. The students who did not
meet expectations either did not complete all components of the assignment or did not put
adequate time into the literature review necessary for a strong proposal. Kinesiology 310 has
moved to a lecture/lab format, so this assignment will no longer be included in the course. SLO 6
will now be assessed in Kinesiology 310.
SLO 6 – Synthesize and integrate knowledge, principles, and analytic methods from the
study of social, behavioral, and biophysical correlates of physical activity, fitness, and
public health in order to propose solutions and evidence based interventions for relevant
practical problems and issues was assessed in Kinesiology 612 using CANVAS. The paper for
this integrative project was worth 100 points with all students (who worked in groups) meeting
the exceeds expectations level. This is an upper level course with high academic rigor and
provides a real-world experiential approach. The specific timeline and expectations were clearly
documented and with the quality of students enrolled and the opportunity to apply knowledge, all
students worked at a high level.
SLO-7- Retrieve and manage information effectively in the examination and communication of
problems and issues related to physical activity, fitness, and public health was assessed in
Kinesiology 345 for the second year. The performance of students was comparable to previous semesters,
though the point totals for the paper were adjusted this year. For this project students complete a video
and summary document for an actual individual based on exercise behaviors. This is a demanding
assignment integrated into a lab experience. A total of 80 of the 93 students either met or exceeded
expectations on this assignment, the students who did not were involved in groups that did not commit the
necessary time to complete the work. With a total of four drafts, students receive an exceptional amount
of feedback designed to assist them in the process of completing this assignment.
Student Learning Outcomes Master List – Updated during 2014-2015 academic year
SLO 1: Know/comprehend the structure and function of the human body as they relate to physical
activity, fitness, and public health.
SLO 2: Know/comprehend the biomechanical, physiological, behavioral, and sociological correlates of
physical activity, fitness, and public health.
SLO 3: Comprehend, analyze, and interpret research related to the biomechanical, physiological,
behavioral, and sociological correlates of physical activity, fitness, and public health.
SLO 4: Know/comprehend the impact of physical inactivity on fitness and health in a societal context.
SLO 5: Identify, comprehend, and apply contemporary knowledge, principles, and research related to
appropriate biophysical, social and behavioral correlates of physical activity, fitness, and public health.
SLO 6: Synthesize and integrate knowledge, principles, and analytic methods from the study of social,
behavioral and biophysical correlates of physical activity, fitness and public health in order to propose
solutions and evidence-based interventions for relevant practical problems and issues.
SLO 7: Retrieve and manage information effectively in the examination and communication of
problems and issues related to physical activity, fitness, and public health.
SLO 8: Know/comprehend/value cultural differences related to physical activity, fitness, and public
health.
SLO 1
220
SLO 2
SLO 3
SLO 4
SLO 5
SLO 6
SLO 7
X
X
X
X
310
X
320
X
X
X
330
X
X
335
X
X
X
336
X
X
X
X
X
X
X
345
360
X
398
X
X
X
X
X
X
520
X
X
521
X
X
X
430
X
463
X
591
X
X
X
592
X
X
X
594
X
X
X
597
598
599
X
X
X
SLO 8
600
601
X
X
X
X
X
X
602
X
X
603
X
X
605
X
X
X
X
X
X
X
X
606
607
X
609
X
X
X
X
X
610
X
612
X
X
614
X
625
X
635
X
X
X
X
X
X
X
X
X
X
X
X
X
X
792
X
X
793
X
X
650
655
657
796
797
X
X
X
X
X
X
X