Assessment Report
College of Education and Human Services, Department of Kinesiology and Health
July 1, 2011-June 30, 2012
PROGRAMS ASSESSED:
Athletic Training, B.S.
(See Educator Preparation Programs Assessment Report for Health Education, B.S.Ed. and Physical
Education, B.S.Ed.)
Assessment plans are currently being developed for the new programs in the department including
Sports Science, B.S.Ed., Community Health Education, B.S.Ed., and Physical Education, M.A.
ASSESSMENT COORDINATOR: Drew Pringle, Chair; Tammy Kahrig, Director of Assessment and
Accreditation
ASSESSMENT MEASURES EMPLOYED
The Athletic Training program is aligned with the standards for the Ohio Occupational Therapy, Physical
Therapy, and Athletic Trainers Board (OTPTAT) and is nationally accredited by the Commission on
Accreditation of Athletic Training Education (CAATE) through 2014.
The Athletic Training program employs a number of direct and indirect measures to assess student
learning and ensure that students attain the competencies necessary for meeting the state and national
standards for the profession.
Direct Measures include:
a. Professional Development Evaluation
b. Key assessments
c. National Board of Certification (BOC) examination
d. Clinical Site Visit Evaluations
e. Clinical Proficiency Evaluation
Indirect Measures include:
a. Program Completer/Alumni Survey
b. Site Supervisor Surveys
c. Employer feedback
All faculty in the college receive a USB drive that contains data for their program that is compiled in the
CEHS Dean’s Office (e.g. program completer survey, portfolio if using the electronic portfolio system,
Tk20). Faculty are encouraged to review and discuss assessment data with other faculty in their
program to determine actions. Program directors are asked to complete an annual assessment report in
which they reflect on their assessment findings and identify actions to be taken based on assessment
findings as well as any changes they plan to make in their assessment process (e.g. modifications in
rubrics, changes in key assessments, modifications to transition points/gateways, changes in portfolio,
etc.).
ASSESSMENT FINDINGS
Student learning outcomes. All programs in the college use and continually assess the student learning
outcomes listed below.
Candidates for professional roles in Athletic Training:
a. Are knowledgeable in their chosen fields.
b. Demonstrate appropriate clinical content knowledge to help all clients learn or achieve goals.
c. Are knowledgeable, competent, and sensitive in working with diverse populations and in diverse
settings.
d. Apply appropriate technology to add value to the clinical process.
e. Understand and demonstrate the qualities and dispositions of professionals.
f. Demonstrate emotional intelligence and are cognizant of its significance as a positive disposition
in teaching, learning, leading, and adjusting in life.
The Athletic Training programs uses the CAATE student learning goals to further define and add levels of
specificity to the student learning outcomes above, including the following areas:
 Therapeutic Interventions (TI): 31 competencies
 Psychosocial Strategies and Referral (PS): 18 competencies
 Healthcare Administation (HA): 30 competencies
 Professional Development and Responsibility (PD): 12 competencies
 Clinical Integration Proficiencies (CIP): 9 competencies
Select Findings
1. The Program Completer/Alumni survey indicates that students perceive that they have acquired
the key content knowledge, pedagogical content knowledge, technology, emotional intelligence,
professionalism, and diversity competencies for their program (100% rate each as “strong” or
“adequate”). The limitation of this data, however, is the poor response rate to the survey (n=4).
2. Data from the site supervisor and feedback from employers indicate that site supervisors and
employers perceive that students/graduates are achieving satisfactory levels of competency in
the key knowledge, skills, and abilities for their program.
ACTIONS/RESPONSE TO ASSESSMENT FINDINGS
1. Of particular concern to the department is the extremely low response rate to the program
completer/alumni survey. In order to improve the response rates from students, a number of
steps will be taken, including
a. Discuss the importance of the survey in key classes, emphasizing how the survey is used
to improve the program
b. Explore online administration of the survey
c. Consider revising the survey to minimize barriers to the survey
d. Seek input from the Advisory Board
ASSESSMENT ACTIVITIES FOR COMING YEAR
1. Due to the state and national standards that impact the Athletic Training program, all of our
learning outcomes are assessed annually through the measures described above.
2. The Sport Science program will continue to develop an assessment plan and strategies to align
with the student learning goals for the Commission on Accreditation of Allied Health Education
Programs (CAAHEP).
3. The Community Health Education program will continue to develop an assessment plan and
strategies to align with the goals for student learning for the Society for Public Health Education
(SOPHE).
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4. The Physical Education with Sport Management Certification program will continue to develop
an assessment plan and strategies.
5. This year we also plan to conduct a thorough review of assessment practices and processes
across the college to identify opportunities for improving and supporting meaningful
assessment. We plan to review and potentially revise the CEHS Program Completer Survey, the
CEHS Summary of Program Review of Assessment Data form, and CEHS Employer Survey. We
also plan to reformulate the college’s Unit Assessment Committee to further the aim of
assessment as a means to improve student learning.
UNIVERSITY LEARNING OUTCOMES ASSESSMENT
We are tentatively planning to assess university learning outcomes 1, 3, or 4 in KNH 2553 and KNH 2500.
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