1
Outcome Assessment Plan
Program Mission
The Sport Management program’s mission is to prepare undergraduate students for a wide range of
positions within the sport industry. The program’s faculty strives to create an active learning environment
that encourages students to be engaged, ethical, competent sport management professionals. The
department’s teaching foundations value both theory and practice as students participate in experiential
learning, community service, and peer and professional networking. These experiences are invaluable to
graduates as they enter into the multi-faceted sport industry as future leaders. Efforts will also be directed
at preparing all students to fully participate in a diverse global society.
Program Broad Based Goals
Students in the BS/BA Sport Management program within the Department of Kinesiology and Sport will
obtain a breadth of understanding in sport within and across diverse populations and apply this
understanding in academic and professional settings.
1.
2.
3.
4.
5.
Provide a core curriculum that allows students to acquire knowledge, skills and dispositions
specific to sport management.
Facilitate the development of critical thinking and problem solving skills throughout the
curriculum.
Facilitate the ability to communicate effectively and persuasively, both verbally and in writing, in
leadership roles in various professional settings and work effectively with diverse groups and
organizations
Display an understanding of the role and impact of growing and changing technologies on sport
experiences of individual and communities and on sport management service delivery.
Develop an appreciation of how sport can promote equity and social justice at the global,
national, regional, state and local levels.
Program –Level Student Learning Outcomes
1.
Students have knowledge and skills related to COSMA Common Professional Component (CPC)
content areas: (a) Social, Psychological and international foundations of sport, (b) Ethics in Sport
Management, (c) Sport Marketing & Communication, (d) Finance & Accounting/Economics, (e)
Legal Aspects of Sport, and (f) Integrative Experience .
2.
Students have developed critical thinking and problem solving skills throughout the curriculum.
3.
Students are able to communicate effectively.
4.
Students demonstrate the ability to select and engage technologies appropriate for use in the sport
industry.
5.
Students have a familiarity of issues related to diversity (race, gender, age, nationality, sexual
orientation, gender identity and disability).
2
Student Learning Outcomes Measures
Student Learning Outcome #1
Students have knowledge and skills related to COSMA
Common Professional Component (CPC) content areas
(Social, psychological and international foundations of
sport; Ethics in Sport Management; Sport Marketing &
Communication; Finance & Accounting/Economics;
Legal Aspects of Sport; Integrative Experience).
Student Learning Outcome Measure
Student Portfolio (Direct Measure)
 Embedded in SPTM 498 – Internship in
Sport Management
 Students submit a portfolio that includes
cover letter, resume, career goals, philosophy
statement, academic or professional plan,
academic/work artifacts and letter of
recommendations.
 The Internship/Practicum Coordinator
utilizes a rubric to evaluate student
 Criterion: B (80% or better) for all courses
 Goal: 70% or more of students meeting
criterion
Internship Presentations (Direct Measure)
 Embedded in the SPTM 498– Internship in
Sport Management course
 Students submit biweekly timesheets and
reports throughout the semester until 450
hours are complete.
 Students present at the end of the semester
on their sport management internship
experience.
 Criterion: Grade B (80% or better)
 Goal: 70% or more of students meeting
criterion
Internship Supervisor Surveys (Indirect Measure)
 Embedded in SMPT 498 – Internship in
Sport Management
 Intern supervisor evaluations are used to
provide feedback on various student learning
outcomes using midterm and final Employee
Internship Evaluations.
 Criterion: Students score at least a 4.0 on a 15 scale on all areas (employer midterm/final)
 Goal: 70% or more of students meeting
criterion
Sport Management Alumni Survey (Indirect) (Q 1-3)
 A survey given to all sport management
graduates that provides feedback about all of
the student learning outcomes.
 Criterion: 80% of students will agree and/or
strongly agree the courses taken within the
Sport Management major provided
knowledge & skills, communication skills,
technology skills, and a deeper
understanding of diversity.
 Goal: 70% or more of students meeting
criterion
3
Student Learning Outcome #2
Students have developed critical thinking and problem
solving skills throughout the curriculum.
Student Learning Outcome Measure
Student Portfolio (Direct Measure)
 Embedded in SPTM 498 – Internship in
Sport Management
 Students submit a portfolio that includes
cover letter, resume, career goals, philosophy
statement, academic or professional plan,
academic/work artifacts and letter of
recommendations.
 The Internship/Practicum Coordinator
utilizes a rubric to evaluate student
 Criterion: B (80% or better) for all courses
 Goal: 70% or more of students meeting
criterion
Internship Presentations (Direct Measure)
 Embedded in the SPTM 498– Internship in
Sport Management course
 Students submit biweekly timesheets and
reports throughout the semester until 450
hours are complete.
 Students present at the end of the semester
on their sport management internship
experience.
 Criterion: Grade B (80% or better)
 Goal: 70% or more of students meeting
criterion
Internship Supervisor Surveys (Indirect Measure)
 Embedded in SMPT 498 – Internship in
Sport Management
 Intern supervisor evaluations are used to
provide feedback on various student learning
outcomes using midterm and final Employee
Internship Evaluations.
 Criterion: Students score at least a 4.0 on a 15 scale on all areas (employer midterm/final)
 Goal: 70% or more of students meeting
criterion
Sport Management Alumni Survey (Indirect) (Q 4-5)
 A survey given to all sport management
graduates that provides feedback about all of
the student learning outcomes.
 Criterion: 80% of students will agree and/or
strongly agree the courses taken within the
Sport Management major provided
knowledge & skills, communication skills,
technology skills, and a deeper
understanding of diversity.
 Goal: 70% or more of students meeting
criterion.
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Student Learning Outcome #3
Students have developed critical thinking and problem
solving skills throughout the curriculum (continued)
Student Learning Outcome Measure
Communication Assignments (Direct) (Q 6-9)
 Strategic Sport Communication Plan
 Group project
 Criterion: Grade B (80% or better)
 Goal: 70% or more of students meeting
criterion
&
 Embedded in SPTM 498 - Internship Survey
with a specific focus on Communication
(items 3 & 4)
 Employer Midterm and Final Evaluations
(items 3 & 4)
 Criterion: Students score at least a 4.0 on a 15 scale on the Communication items (items 3
& 4)
 Goal: 70% or more of students meeting
criterion.
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Student Learning Outcome #4
Students demonstrate the ability to select and engage
technologies appropriate for use in the sport industry.
Student Learning Outcome Measure
Technology Assignment (Direct)
 Sport Blog Project Assignment
 Presentations
 Criterion: Grade B (80% or better)
 Goal: 70% or more of students meeting
criterion
Sport Management Alumni Survey (Indirect) (Q 10-11)
 A survey given to all sport management
graduates that provides feedback about all of
the student learning outcomes.
 Criterion: 80% of students will agree and/or
strongly agree the courses taken within the
Sport Management major provided
knowledge & skills, communication skills,
technology skills, and a deeper
understanding of diversity.
 Goal: 70% or more of students meeting
criterion.
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Student Learning Outcome #5
Students have a familiarity of issues related to diversity
(race, gender, age, nationality, sexual orientation, gender
identity and disability).
Student Learning Outcome Measure
Diversity Assignment (Direct)
 Diversity Case Study Assignment
 Criterion: Grade B (80% or better)
 Goal: 70% or more of students meeting
criterion
Sport Management Alumni Survey (Indirect) (Q 12-14)
 A survey given to all sport management
graduates that provides feedback about all of
the student learning outcomes.
 Criterion: 80% of students will agree and/or
strongly agree the courses taken within the
Sport Management major provided
knowledge & skills, communication skills,
technology skills, and a deeper
understanding of diversity.
 Goal: 70% or more of students meeting
criterion
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Operational Effectiveness Goals
Program effectiveness is evaluated utilizing a variety of operational outcome measures. The Sport
Management program’s operating goals and the evidence to support the goal will be used to measure
program effectiveness.
1.
To recruit, hire and retain diverse, high quality faculty and staff.
2.
To recruit and retain quality students to meet local and global demands for our graduates.
3.
To provide students with the opportunity for professional growth.
4.
To develop and maintain partnerships and community outreach opportunities with local business
and organizations.
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Operational Effectiveness Measures
Operating Goal
OG #1 - Recruit, hire and retain diverse, high
quality faculty and staff.
Evidence
Hiring (recruit and hire)
 The university has an administrative and
faculty hiring process set forth through the
Provost office. The first step is an
Administrative/Faculty Employment
Requisition for posting positon
advertisements. We advertise in a variety
of venues including Chronicle of Higher
Education, the North American Society of
Sport Management (NASSM), and Women
in NASSM (WIN).
 Criterion: To have at least a pool of 25
candidates when a SM position is open
AND of the 25 have six viable candidates
to interview (on-campus)
 Goal: 80% of the criterions.
College Mentoring Program (retain)
 A college mentoring program that provides
new faculty (first three years) with a
mentor. The program also provides
professional development workshops and
social activities.
 Criterion: Faculty will participate in the
College Mentoring Program during their
first three years of their tenure.
 Goal: 100% of faculty meeting criterion.
Full-time faculty teaching evaluations – promotion
and tenure expectations to retain faculty
 Course evaluations provide individual
faculty members the ability to evaluate
their teaching effectiveness. The reviews
are also used in annual reviews for
reappointment and merit increases.
 Criterion: Faculty score at least a 3.5 on a
1-5 scale on all areas of evaluation.
 Goal: 80% or more of faculty meeting
criterion.
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OG #1 (continued)
OG #2 - Recruit and retain quality students to meet
local and global demands for our graduates.
Faculty Publications and Presentations – promotion
and tenure expectations to retain faculty
 Faculty are expected to be scholars in their
professional disciplines. While scholarly
activities may come in a variety of forms,
receipt of tenure and/or promotion in
academic rank is generally predicated upon
publication of original research in
recognized, peer-reviewed outlets.
 Criterion: Faculty produce at least 1-2
publications and presentations a year.
 Goal: 80% or more of faculty meeting
criterion.
Enrollment
 Based on yearly reports from the Office of
Planning, Research and Assessment.
 Criterion: The Sport Management program
will admit 30 students per year
 Goals: The Sport Management program
will meet this criterion 90% each year.
Degrees Conferred
 Based on yearly reports from the Office of
Planning, Research and Assessment
 Criterion: The Sport Management Program
will graduate 30 students per year.
 Goal: The Sport Management program will
meet this criterion 80% of the time.
Graduation Requirements
 The Sport Management graduation
requirement is based on GPA average for
Sport Management programs of 2.46.
 Criterion: Sport Management students will
graduate with a GPA of 2.5.
 Goal: 100% of the students will graduate
with a GPA of 2.5.
OG #3 - Provide students with the opportunity for
professional growth.
Member of Sport Management Club
 The University of Southern Indiana Sport
Management Club exists to provide
students with a quality education through
experiential learning, networking, and
professional development opportunities
while increasing knowledge about the sport
management field. Our purpose is to
express leadership, responsibility, and
interaction with the student body,
community, and local businesses. We seek
to provide an enjoyable learning
experience for all who are involved.
 Criterion: To recruit 50% of the student
body to be a member of the Sport
Management Club.
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OG #3 (continued)

Goal: The Sport Management Club
membership will meet this criterion 50% of
student body) 80% of the time per
semester.
Practica
 Students complete a 20 hour field
experience their freshmen year and a 150
hour practicum both their sophomore and
junior years prior to completing the
internship.
 Criterion: To have students complete at
least two different practica within
recreational sports, intercollegiate athletics
and/or professional sport the first time
taken.
 Goal: to meet criterion 100% of the time.
Internships
 Students complete a 450 hour internship
their senior year the first time taken.
 Criterion: To have students complete a 450
hour internship.
 Goal: To meet criterion 100% of the time.
OG #4 - Develop and maintain partnerships and
community outreach opportunities with local
business and organizations.
Student Advisory Board
 To meet with SAB at least once a year to
discuss curriculum and various community
and outreach activities.
 Criterion: To have a SAB once per year.
 Goal: To meet this criterion 100% of the
time.
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OG #5 - Maintain and control undergraduate
enrollments.
Enrollment
 Based on yearly reports from the Office of
Planning, Research and Assessment.
 Criterion: The Sport Management program
will admit 30 students per year
 Goals: The Sport Management program
will meet criterion 80% each year.
Degrees Conferred
 Based on yearly reports from the Office of
Planning, Research and Assessment
 Criterion: The Sport Management Program
will graduate 50 students per year.
 Goals: The Sport Management program
will meet criterion 80% of the time.
Basic Skills Development Program
All students in the BS/BA Sport Management program are required to complete 39-credit hours of
general education. Through the Core 39, USI prepares individuals to live wisely in a diverse and global
community by helping students acquire both discipline specific competence and broader knowledge and
skills that reach across disciplines. Core 39 includes courses in the broader traditions of the liberal arts
and a common set of experiences that are integrated across the curriculum. In our core, students expand
foundational skills in communication and critical thinking, explore how different fields create and use
knowledge, broaden their viewpoints through the study of diverse and global perspectives, and refine their
writing skills through writing intensive experiences.
Foundation Skills – 14 hours
 Composition (6 hours)
 Communications (3 hours)
 Mathematics (3 hours)
 Physical Activity and Wellness (1 hour)
 First Year Experience (1 hour)
Bachelor of Science – 13 hours
 Natural Science including Lab (7 hours)
 Social Science (3 hours)
 World Language and Culture (3 hours)
o No more than 9 hours of courses within the same prefix can satisfy the BS requirement
Bachelor of Arts – 13 hours
 World Language (9 hours)
 Natural Science with Lab (4 hours)
o No more than 9 hours of courses with the same prefix can satisfy the BA requirement
o Students earning a BA must successfully complete a four-course sequence in the same
language through language 204 or higher
o Natural Science must be a lab course.
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Ways of Knowing – 12 hours
 Creative and Aesthetic Expression
 Historical Inquiry
 Moral and Ethical Reasoning
 Scientific and Mathematical Inquiry
 Social Inquiry
 World Language and Culture
o One course is requires from 4 of the 6 Ways of Knowing categories
o No two courses selected may have the same prefix
o With the exception of World Language’s, a course used to satisfy Ways of Knowing must
have a different prefix than any course used to satisfy the BA/BS requirements.
o Course satisfying World Language and Culture Ways of Knowing may have the same
prefix as the World Language/World Languages and Culture satisfying the BA/BS
o Students earning a bachelor’s degree which is not designated as a BA or BS must choose
either the BA or BS track for the purposes of Core 39 requirement.
Embedded Experiences
 Diversity (1 course)
 Global (1 course)
 Writing Intensive (2 courses)
o Embedded experiences may be course found in other areas of Core 39, a major-specific
course, or an elective course.
o Foundation courses should be completed before the embedded experiences.
o There are two writing intensive experiences. One has to be at 200+ level and one has to
be at 300+ level.
o ENG 201 is a pre-requisite for all embedded writing intensive courses.
Personal Development Program
The Sport Management Program is housed within the Department of Kinesiology and Sport. The
Department of Kinesiology and Sport is housed under within the College of Science, Engineering, and
Education. Within the BS/BA in Sport Management curriculum, students are taught both the skills and
dispositions necessary to be effective personally and professionally. The program addresses diversity as
it relates to the management of sport organizations, the offering of sport products and services, ethical
decision making, and the management of relationships with key constituents. The program also covers the
technologies involved with effective sport management practice and provide students with the opportunity
to demonstrate competence with technologies commonly employed in the field.
Beyond the curriculum, students in the BS/BA in Sport Management Program experience a range of
opportunities that may assist them in developing personally and professionally. These include:
1.
2.
Field Experience Professional Development course – students begin to develop their cover letter,
resume, and portfolio their freshmen year. They also are exposed to way of networking and
interview training during this course. A 20-hour field experience is required to assist the student
in determining their specialized area in sport management (intercollegiate athletics, recreational
sports, sport communication, sport and business studies).
Sport Management Club – Provides social, educational and professional opportunities with an
emphasis on experiential learning and the development of relationships with key stakeholders.
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3.
4.
Experiential Learning within Kinesiology and Sport Department – Offers opportunities for
experiential learning beyond the required practicum and internships and offers counsel on job
searching.
Office of Career Services – Provides expertise as it relates to job searching and effectively
preparing application materials.
The university also offers a variety of programs and services to assist students as they develop personally
and professionally. These include:
1.
2.
3.
4.
Academic Skills
Personal counseling services
Special guest speakers
A host of student organizations beyond the Sport Management Club
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Summary of Student Learning Outcomes Assessment
Student Learning Outcome #1 (SLO 1): Students have knowledge and skills related to COSMA Common
Professional Component (CPC) content areas (Social, psychological and international foundations of
sport; Ethics in Sport Management; Sport Marketing & Communication; Finance &
Accounting/Economics; Legal Aspects of Sport; Integrative Experience).
Learning
Outcome and
Measurement
Tool
Identify the
Benchmark
Assessment
Results:
Total
Number of
Students
Observed
Assessment
Results:
Total Number
of Students
Meeting
Expectation
Assessment
Results:
Percentage of
Students
Meeting
Expectation
Criterion: Grade
B (80% or
better)
Goal: 70% or
more of students
meeting criterion
10
9
90% of the
students
scored an 80%
or better on the
student
portfolio.
Measure 2
Internship
Presentation
Criterion: Grade
B (80% or
better)
Goal: 70% or
more of students
meeting criterion
10
10
100% of the
student scored
an 80% or
better on the
internship
presentation
3
Measure 3
Internship
Employer
Midterm/Final
Evaluation
Criterion: Grade
B (80% or
better)
Goal: 70% or
more of students
meeting criterion
8
8
3
Measure
4
Sport
Management
Alumni Survey
(Q 1-3)
Criterion: 80%
of students will
agree and/or
strongly agree
Goal: 70% or
more of students
meeting criterion
11
11
100% of the
student scored
4.0 or better on
the internship
employer
midterm
survey.
100% of the
students
reported they
agreed and/or
strongly
agreed on
items related
to SLO 1 –
knowledge &
Skills
SLO 1
Measure 1
Student
Portfolio
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
Spring 2015
3
3
15
Student Learning Outcome #2: Students have developed critical thinking and problem solving skills
throughout the curriculum.
Learning
Outcome and
Measurement
Tool
Identify the
Benchmark
Assessment
Results:
Total
Number of
Students
Observed
Assessment
Results:
Total
Number of
Students
Meeting
Expectation
Assessment
Results:
Percentage of
Students
Meeting
Expectation
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
10
9
Measure 2
Internship
Presentation
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
10
10
Measure 3
Internship
Employer
Midterm/Final
Evaluation
Part A – Items
7&8
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
8
8
Measure
4
Sport
Management
Alumni Survey
Q 4-5
Criterion: 80% of
students will agree
and/or strongly
agree
Goal: 70% or more
of students meeting
criterion
11
10
90% of the
students
scored an 80%
or better on
the student
portfolio.
100% of the
student scored
an 80% or
better on the
internship
presentations.
100% of the
student scored
4.0 or better
on the
internship
employer
midterm
survey.
95% of the
students
reported they
agreed and/or
strongly
agreed on
items related
to SLO 2 –
critical
thinking &
Problem
solving
SLO 2
Measure 1
Student
Portfolio
Assessment Results:
5. Does not meet
expectation
6. Meets expectation
7. Exceeds expectation
8. Insufficient Data
Spring 2015 Graduates
3
3
3
3
16
Student Learning Outcome #3: Students are able to communicate effectively.
Learning
Outcome and
Measurement
Tool
Identify the
Benchmark
Assessment
Results:
Total
Number of
Students
Observed
Assessment
Results:
Total
Number of
Students
Meeting
Expectation
Assessment
Results:
Percentage of
Students
Meeting
Expectation
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
10
9
90% of the
students scored
an 80% or better
on the student
portfolio.
Measure 2
Internship
Presentation
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
10
10
100% of the
student scored an
80% or better on
the internship
presentation.
Measure 3
Internship
Employer
Midterm/Final
Evaluation
Part A – Items 3
&4
Measure 4
Communication
Assignment
(paper and
presentation)
Measure 4
Sport
Management
Alumni Survey
Q 6-9
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
8
8
100 % of the
student scored an
4.0 or better on
the internship
employer
midterm survey.
Criterion: Grade B
(80% or better)
Goal: 70% or more
of students meeting
criterion
Criterion: 80% of
students will agree
and/or strongly
agree
Goal: 70% or more
of students meeting
criterion
11
7
63.6% of the
students scored
an 80% or better
on the paper
1
11
11
10 (oral)
11 (written)
90% (oral) and
100% (written)
of the students
reported they
agreed and/or
strongly agreed
on items related
SLO 3 communication
3
3
SLO 3
Measure 1
Student Portfolio
Assessment Results:
9. Does not meet
expectation
10. Meets expectation
11. Exceeds
expectation
12. Insufficient Data
Spring 2015 Graduates
3
3
3
17
Student Learning Outcome #4: Students demonstrate the ability to select and engage technologies
appropriate for use in the sport industry.
Identify
Each
Intended
Outcome
Identify the
Benchmark
Assessment
Results:
Total
Number of
Students
Observed
Assessment
Results:
Total
Number of
Students
Meeting
Expectation
Assessment
Results:
Percentage of
Students
Meeting
Expectations
Criterion: Grade B
(80% or better)
Goal: 70% or more of
students meeting
criterion
10
9
Measure 2
Internship
Presentation
Criterion: Grade B
(80% or better)
Goal: 70% or more of
students meeting
criterion
8
8
Measure 5
Sport Blog
Project
Criterion: Grade B
(80% or better)
Goal: 70% or more of
students meeting
criterion
13
7
Measure 4
Sport
Management
Alumni
Survey
Q 10-11
Criterion: 80% of
students will agree
and/or strongly agree
Goal: 70% or more of
students meeting
criterion
11 (select)
11 (use)
9 (select)
10 (use)
90% of the
students
scored an 80%
or better on
the student
portfolio.
100% of the
student scored
an 80% or
better on the
internship
presentation.
53.8% of the
students
scored an 80%
or better on
the technology
assignment
85% (select)
& 90% (use)
of the students
reported they
agreed and/or
strongly
agreed on
items related
to SLO 4 technology.
SLO 4
Measure 1
Student
Portfolio
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
Spring 2015
3
3
1
3
3
18
Student Learning Outcome #5: Students have a familiarity of issues related to diversity (race, gender, age,
nationality, sexual orientation, gender identity and disability).
Identify
Each
Intended
Outcome
SLO 5
Measure 6
Diversity
Case Study
Measure 2
Sport
Management
Alumni
Survey
Q 12-14
Identify the
Benchmark
Assessment
Results:
Total
Number of
Students
Observed
Assessment
Results:
Total
Number of
Students
Meeting
Expectation
Assessment
Results:
Percentage of
Students
Meeting
Expectations
Criterion: Grade B
(80% or better)
Goal: 70% or more of
students meeting
criterion
16
12
Criterion: 80% of
students will agree
and/or strongly agree
Goal: 70% or more of
students meeting
criterion
11
11
75% of the
students
scored an 80%
or better on
the diversity
case
assignment
100% of the
students
reported they
agreed and/or
strongly
agreed on
items related
to Diversity
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
Spring 2015
1
3
19
Student Learning Outcomes Action Plan
The sport management faculty is the primary group responsible for reviewing the data and for making
recommendations about the effectiveness of the program. Program evaluation in the BS/BA Sport
Management program occurs to assist in making decisions about students’ performance in regard to
approved learning outcomes and in making decisions about the program’s operational effectiveness in
light of the department’s mission and approved strategic plan.
Each academic year, the sport management faculty meets to discuss and develop an annual report
summarizing relevant student learning and operational effectiveness data and defining an action plan for
program improvement to be employed the following year. The annual report is submitted to the College
of Science, Engineering and Education and a presentation is presented each year. Recommendations
within the action plan that have budget implications are submitted to the Dean of the College of Science,
Engineering and Education. Data collected led to the following changes/enhancements being
incorporated beginning in the fall of 2013. Data (fall 2014-summer 2015) for the candidacy paperwork
submitted was used to evaluated the changes that were made. Additional data may requested on the fall
2013 to summer 2014.

In response to the internship site supervisor evaluations there was a concern about our student’s
ability to communicate effectively. The new sport management curriculum offers a sport
communication track.

In response to internship site supervisor evaluations of our students needing more experiences
prior to their internships, we have added two practicum to the major. One of the practica is within
recreational sports (302) and other practicum is within recreational sports (SMPT 303). Students
will be placed within the Recreation, Fitness and Wellness Center and the Intercollegiate Athletic
Departments prior to completing an internship.

To enhance experiential learning, students will matriculate through the program in the following
way: (a) SMPT 283 – Field Experience, (b) SMPT 302 – Practicum in Recreational Sports, (c)
SMPT 303 – Practicum in Intercollegiate Athletics, and (d) SMPT 498 – Internship in Sport
Management

To increase knowledge of diversity within the program, the department created a new course
called Diversity in Sport (SPTM 453) to be added to the curriculum beginning in the summer of
2014.

To educate students about the role and impact of new and emerging technologies within the sport
industries, we created a Sport Blogging and Social Media course (SPTM 353) to be added to the
curriculum starting in the spring of 2013.

Courses were modified to focus on better alignment with new accreditation standards. All courses
contain major components that align with the COSMA CPC standards (SPTM 333 – Sport
Marketing; SPTM – Sport Publicity & Promotion; SPTM 336 – Governance and Ethics in Sport;
SPTM 451 – Legal Aspects of Sport; SPTM 452 – Sport Finance & Economics; SPTM 263 –
Outdoor Education; and SPTM 223 – Principles of Recreation.
20

To provide students with multiple opportunities to experience different segments within sport, we
created tracks/minors in intercollegiate athletics and recreational sports.

In response to the internship site supervisor evaluations critical thinking and the ability to solve
problems were an issue with our students. The majority of our students are interning within
intercollegiate athletics

In order to improve on professional development opportunities, sport management clubs students
with the assistance of faculty advisors offered a sport management summit and introduced a guest
speaker series. The sport management summit was held in the fall of 2012. And fall of 2013. The
guest speakers began in the spring of 2013.

To improve on Community Outreach initiatives the Sport Event Management class and the Sport
Management Club planned, organized, implemented and led the Screaming Eagles Running
Series in which all proceeds goes toward scholarship and professional development funds.
21
Summary of Operational Effectiveness Goals
Identify Each
Intended
Outcome
OG 1
Measure 1
Hiring
(Recruit/Retain)
Measure 2
College
Mentoring
Program (Retain)
Measure
Faculty Teaching
Evaluations
(Retain – by
meeting
promotion/tenure
requirements)
Measure 2
Faculty
Publications and
Presentations
(Retain – by
meeting
promotion/tenure
requirements)
Identify the
Benchmark
Assessment
Results:
Total
Number
Observed
Assessment
Results:
Total Number
Meeting
Expectation
Assessment
Results:
Percentage
Meeting
Expectation
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds
expectation
4. Insufficient Data
Criterion: To have
at least a pool of
25 candidates
when a SM
position is open
AND of the 25
have six viable
candidates to
interview (oncampus)
Summer
2015
26 applied
26
100%
3
6 phone
interviewed
&1
candidates
interviewed
on campus
6
16.6%
1
2
1
During 20142015 year we
had one faculty
completing his
third year and
the other faculty
member was
new. She
resigned and
only met one
year.
50%
1
3
Fall 2014 3
Spring 2015 – 3
Fall 2014 –
100%
Spring 2015 –
100%
3
2
2
100% of the
faculty met 1-2
publications a
year.
3
Goal: 80% of the
criterions.
Criterion: All new
faculty will
participate in the
College
Mentoring
Program during
the first three
years of their
tenure.
Goal: 100% of
faculty meeting
criterion.
Criterion: At least
a 3.5 on a 1-5
scale on all areas
of evaluation.
Goal: 80% of the
full-time faculty
meeting criterion
Criterion: Faculty
produce at least 12 publications and
presentations a
year.
Goal: 80% of
faculty meeting
criterion
22
Identify Each
Intended
Outcome
OG 2
Measure 1
Enrollment
Measure 2
Degrees
Conferred
Measure 3
Graduation
Requirements
Identify the
Benchmark
Assessment
Results:
Total
Number
Observed
Assessment
Results:
Total Number
Meeting
Expectation
Assessment
Results:
Percentage
Meeting
Expectation
Criterion: The
SM program
will admit 30
students per
year.
Students
being
admitted
35 admitted
100%
3
Students
graduating
44 graduated
88%
3
44
100%
3
Goal: The SM
program will
meet 80% of
the criterion
each year.
Criterion: The
SM program
will graduate
50 students per
year.
Goal: The SM
program will
meet 80% of
the criterion
per year.
Criterion:
Sport
Management
students will
graduate with
a GPA of 2.5
Goal: 100% of
the students
will graduate
with a 2.5
GPA.
44
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
23
Identify Each
Intended
Outcome
OG 3
Measure 1
Member of Sport
Management Club
Measure 2
Practica
Measure 3
Internship
Identify the
Benchmark
Assessme
nt
Results:
Total
Number
Observed
Assessment
Results:
Total Number
Meeting
Expectation
Assessment
Results:
Percentage
Meeting
Expectation
Criterion: To
recruit 50% of the
student body to be
a member of the
SM Club
124
15
8.3%
1
302 – 13
303 - 20
302 – 11
303-15
302 – 86.61%
303 – 75%
302 – 3
303 – 1
Combined – 78.7% - 1
14
87.5%
3
Goal: The SM
Club membership
will meet this
criterion 80%
each semester.
Criterion: To have
students complete
at least two
different practica
within
recreational
sports,
intercollegiate
athletics and/or
professional sport
the first time
taken.
Goal: To meet
criterion 80% of
the time.
Criterion: To have
student complete
a 450 hour
internship their
senior year the
first time taken.
Goal: To meet
criterion 80% of
the time.
16
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
24
Identify Each
Intended
Outcome
OG 4
Measure 1
Student Advisory
Board
Identify the
Benchmark
Student Advisory
Board
Criterion: To have
a SAB once per
year.
Goal: To meet this
criterion 100% of
the time.
Assessm
ent
Results:
Total
Number
Observe
d
Assessment
Results:
Total Number
Meeting
Expectation
Assessment
Results:
Percentage
Meeting
Expectation
1
1
100%
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
3
25
Identify Each
Intended
Outcome
OG 5
Measure 1
Enrollment
Measure 2
Degrees
Conferred
Identify the
Benchmark
Assessment
Results:
Total
Number
Observed
Assessment
Results:
Total Number
Meeting
Expectation
Assessment
Results:
Percentage
Meeting
Expectation
Criterion: The
SM program
will admit 30
students per
year.
Students
being
admitted
35 admitted
100%
3
Students
graduating
44 graduated
88%
3
Goal: The SM
program will
meet 80% of
the criterion
each year.
Criterion: The
SM program
will graduate
50 students per
year.
Goal: The SM
program will
meet 80% of
the criterion
per year.
Assessment Results:
1. Does not meet
expectation
2. Meets expectation
3. Exceeds expectation
4. Insufficient Data
26
Summary of Operational Effectiveness Goals
Strengths
According to the results our greatest strengths are the following:



OG #1 – recruit, hire and retain diverse, high quality faculty and staff
OG #2 - recruit and retain quality students to meet local and global demands for our graduates
OG #5 – to maintain and control undergraduate enrollments
We need to reevaluate the goals and change the criterion in order to reach another level within the
department. Specifically, the criterion for OG #2 and OG #3 must be revaluated.
Weaknesses
According to the results our weakest areas are the following:
 OG # #3 – to provide students with the opportunity for professional growth a
 OG #4 – to develop and maintain partnerships and community outreach opportunities with local
business and organizations.
The Sport Management program needs to consider the following to assist with these deficiencies:



Encourage students to participate in the Sport Management Club
Encourage faculty to incorporate experiential learning experiences within their courses. This may
lead to relationships for the department but also an opportunity for the student to build their
network.
Encourage students to participate in volunteer activities. Faculty need to encourage and make
students aware of the opportunities for volunteer work as well.
Operational Effectiveness Goals Action Plan

For the 2015-2016 academic year the Sport Management faculty must work on putting together
higher criterion for OG #2 and OG #5 in order to take the Sport Management program to the next
level.
o We will continue to have bi-weekly meetings in working through these changes. We will
continue to collect data for the 2015-2016 academic year and make changes to the
criterion following the review of our self-study.

The Sport Management faculty will work on the deficiencies mentioned in the “Summary of
Operational Effectiveness Goals”.
o The Sport Management Club leadership team will be the key to the success of getting
more students into the club. The Sport Management Club leadership team will be
encouraged to do the following:
 Send an email to all students within the Kinesiology and Sport Department
letting students know about the club.
 Attend classes to let students know about the Sport Management Club.
 Develop a plan of events prior to the academic year beginning.
 Continue to encourage students to join their Facebook page.
 Encourage to develop a Twitter account.
27
o
Experiential learning activities/events assist students in building their network and
provides them valuable experience to add their resume. These experiential learning
experiences would be built within the classes. Volunteer activities are a form of
experiential learning that assist students in building their network and gives them
valuable experience to add to their resume.
 Opportunities that are sent to the Chair of the Kinesiology and Sport Department
will be given to the proper faculty member.
 The Sport Management faculty are encouraged to reach out to their network in
finding out if there are experiential learning experiences.
 An option discussion with faculty will assist in finding out their needs in terms of
making those connections with the proper community members.
Summary Narrative
The strategic plan is developed every five years but assessment results are collected on a yearly basis.
The five student learning and operational effectiveness outcomes are addressed in the strategic plan so
that initiatives may be added on a yearly basis. An annual strategy implementation plan is developed and
a budget request is put forth. Funding is provided to implement strategies that will assist with outcome
assessment and completion of strategic plan. An analysis of assessment results provides a yearly progress
report.
Rubrics and Measurement Tools
Rubrics and measurement tools may be found in Appendices of this document (pages 28-53).
28
Appendix A – Student Portfolio (SPTM 498 – Internship)
STUDENT
GPA
Portfolio
Grade
Final Grade
1
2
3
4
5
6
7
8
9
10
2.909
2.980
2.381
3.297
2.773
3.271
3.045
2.890
2.890
2.618
67
89
77
84
88
83
92
92
95
85
A
A
A
A
IN
A
A
A
A
A
Sample of portfolio provided if requested.
29
To focus on the student portfolio focus on goals, documented skills, academic work, volunteer efforts,
education, work experience, awards, clubs and organizations, and certifications. The organization of the
portfolio helps to focus on your strengths and weaknesses, and highlights your learning and growth within
the respective sport program. The portfolio shows you are and your capabilities. With this type of
personalized information in hand you can go into interview settings with perspective employer with
confidence and “proof” of your capabilities, Instead of just talking about what you can do during an
interview you can show the potential employer evidence of skills by highlighting your student portfolio.
This may provide an edge if you are trying to find new ways to distinguish yourself from the rest of the
competition.
I.
Cover Letter
II.
Self-Statement, Career Plan, and Academic Plan
III.
Sample of Work Related and/or Service Materials
a. Academic
b. Employment
c. Volunteer
d. Field Experience
IV.
Professional Development Materials
a. Memberships to university and professional clubs and/or organizations
b. Certifications
c. Continuing Education
d. Scholarship
e. Awards
f. Research Presentations
g. Research Publications
V.
Support Materials
a. Professor
b. Advisor
c. Professional or employer in the field
d. Include faculty/employer biography for each letter of recommendation
Additional Guidance is found in Chapter 5 of the following book:
Bower, G. G. (2014). A guide to field experiences and careers in sport and physical activity, 2nd edition.
Deer Park, NY: Linus Publications
30
*Sport Management Portfolio Rubric
Criteria
Descriptor
Good (8-10)
Satisfactory
(5-7)
Substandard
(Below 5)
Clear, Organized
and Professional
format
Pages 116-118
Cover page, table of
contents, dividers, make
materials accessible and easy to read.
Portfolio contains a
cover
page with name and
contact information,
business card,
dividers are visible
and readable, TOC
directs reader to
each section.
All elements are
present, but lack
clarity.
Some elements
missing
Career Plan
Pages 118-122
A career plan based on the following
criteria: academics, goals, related
work experience,
university/professional activities,
certifications/membership/conferences
and career strategies
Career plan provides
a vision of how to
obtain valuable
experience through
all criteria over the
next three years.
Career plan
provides criteria to
accomplish over
the next three
years but does not
provide clarity.
Some elements
of the career plan
are missing
Philosophy
Statement
Pages 118-119
The philosophy statement includes a
1 page description of the vision that
clearly presents the beliefs of the
student as it relates to leadership
positions within sport management.
Philosophy is clear
and
compelling—no
grammatical or
spelling
errors.
Philosophy is
adequately
developed--few
grammatical
or spelling errors.
Resume
Pages 40-73
Resume provide the majority of the
following elements: content
information, objectives and/or skills,
personal attribute, education
background, military experience,
scholarship material, relevant work
experience, volunteer experiences,
professional certifications,
memberships, awards
Resume follows the
guidelines available
in chapter 3 of the
book and addresses
all items on the
resume critiquing
checklist located on
page 73
Resume lacks
items from the
resume critiquing
checklist on page
73 (see attached)
Philosophy is
poorly
developed or
missing-many
grammatical or
spelling errors
Resume has
several spelling
or grammar
errors and items
are missing from
the resume
critiquing
checklist on page
73.
NOTE: not all of these headings will
be appropriate for all students.
31
Criteria
Descriptor
Good (8-10)
Satisfactory
(5-7)
Substandard
(Below 5)
Academic or
Graduate
Plan/Transcript
Page 121
A four year plan for graduation
purposes obtained by meeting with
academic advisor (PED 283).
A clear
documentation of the
academic plan of
study is logical and
clearly shows the
student has an
understanding of
graduation
requirements (PED
283) OR Transcript is
provided (PED
499/498)
A copy of
transcript from
DARS report
included within the
portfolio (PED
283/499/498).
The academic
plan is not logical
and clearly shows
a lack of
understanding in
curriculum and
graduation
requirements
(PED 283) OR no
transcript
provided (PED
283/499/498)
A transcript of the course work
completed throughout college (PED
499/498).
Academic Samples
Pages 121-122
Academic skills samples that are
reflective of the student’s “best work”
and demonstrates abilities to meet job
requirements of sport management
positions. The skills samples are
based on COSMA standards of sport
communication,
management/leadership,
governance/ethics, marketing,
finance/economics, legal aspects, and
international (Sport Management)
The student provided
academic samples
that are reflective of
“best work” based on
all categories of the
COSMA Standards.
The student
provided academic
samples that are
reflective of “best
work” but 1-2
samples are
missing from the
categories of the
COSMA
Standards.
The student did
not provide
academic
samples of “best
work” and missed
more than 3
samples of the
COSMA
Standards.
Previous
Employment/Field
Experience
Pages 127-128
Relevant work experience and/or field
experience artifacts that provide the
employer with an idea of hands-on
sport management skills.
Relevant work
experiences and/or
field experience
artifacts provided a
clear understanding
of the connection
between the skills
obtained and the
ability to transfer to a
position in sport
management.
Insufficient
understanding of
the connection
between the skills
obtained and the
ability to between
relevant work
experience and/or
field experience
artifacts.
Relevant work
experience
and/or field
experience
artifacts were
lacking and did
not provide a
clear
understanding of
the connection
between the skills
obtained and the
ability to transfer
to a position
within sport
management.
32
Criteria
Descriptor
Good (8-10)
Satisfactory
(5-7)
Substandard
(Below 5)
Professional
Development
Pages 123-127
Relevant professional development
materials such as presentations,
publications, organization
memberships, continuing education,
certifications, honors and awards
Sufficient
professional
development
summary and
artifacts included
within the portfolio.
Insufficient or
poorly written
professional
development
summary and/or
insufficient artifacts
included within the
portfolio.
Missing summary
but included
supporting
artifacts OR
provided poorly
written summary
report and no
artifacts.
Service Material
Pages 128-129
University, community, and
professional organization with a
summary report and artifacts to
support the report. This section may
also include pictures of involvement
within the event.
Sufficient service
material summary
report with artifacts
provided within
portfolio.
Insufficient
summary report
with artifacts
provided within
portfolio.
Support Material
Pages 129-130
Support from individuals (faculty,
employers, and coaches) who have
seen you perform and would
recommend you for a position.
Biographies of individuals are
included.
Three credible
references were
included within
portfolio (PED 283)
OR
Three credible letters
of recommendation
and biographies were
included within
portfolio (PED
499/498)
One to two
credible references
were included
within portfolio
(PED 283) OR
One to two
credible letters of
recommendations
were present but
no biographies
(PED 499/498)
Missing summary
report but
included
supporting
artifacts OR
provided poorly
written summary
report and no
supporting
artifacts.
References
and/or letter of
recommendations
lacked credibility.
Reference:
Bower, G. G. (2014). A guide to field experiences and careers in sport and physical activity, 2nd edition.
Deer Park, New York: Linus Publications.
Grading Criteria
Good= 8-10 points
Satisfactory = 5-7 points
Substandard = 0-5 points
*Must receive an 80% or better on portfolio
to pass class.
Grading Scale
90-100 – A
88-89 – B+
80-87 – B
78-79 – C+
70-77 – C
68-69 – D+
60-67 – D
Below 60 - F
33
Appendix B – Internship Presentations (SPTM 498)
ID
STUDENT
1
2
3
4
5
6
7
8
9
10
000-51-2477
000-53-1293
000-53-5699
000-55-4694
000-50-8188
000-49-7848
000-50-9432
000-56-1603
000-49-7701
000-47-7102
GPA
2.909
2.980
2.381
3.297
2.773
3.271
3.045
2.890
2.890
2.618
Presentation
Grade
50
50
50
50
50
50
50
50
50
50
Final Grade
A
A
A
A
IN
A
A
A
A
A
Presentation Outline
I.
Internship Site Location Information

II.
Summary

III.
Write a brief description of your internship experience.
Impact





IV.
Include Site Supervisor’s full name, title, company name, mailing address, phone
number
What did you learn about yourself?
In what areas did you experience the most personal growth?
In what areas did you experience the most professional growth?
What insights have you gained about your field?
How has the Internship influenced your career goals? Please Explain.
Evaluation


Did the experience meet your personal expectations?
Would you recommend this site to future students?
34
SPTM 498
Oral Presentation Grading Sheet
All student will need to come prepared to present on the day of the presentation. All students will have a
maximum of 12 Powerpoint slides and be required to have enough copies to distribute to the entire class.
Business attire is also a requirement of the presentation. Failure to turn in al the materials or dress in
business attire for the presentations will result in a deduction of points from the presentation score.
Students may use the presentation outline to develop the Powerpoint slides.
Evaluation Criteria
1.
The individual was dressed in proper business attire (dress shirt, tie/dress pants, skirt, etc)
1
2
3
2.
The individual displayed excellent oral presentation skills (eye contact, not reading
presentation, limiting uh…etc)
2
3.
4
8
4
8
The individual used effective means for displaying his/her presentation (powerpoint,
handouts, etc)
2
7.
8
The individual had a clear understanding of the topic area for his/her presentation
2
6.
4
The individual used his/her time wisely.
2
5.
8
The individual was well-organized.
2
4.
4
4
8
The overall quality of his/her presentation was excellent
1
4
8.
Total Points
__________
9.
Overall Grade
__________
A+
50
A
49-45
B+
44
B
43-40
8
C+
39
C
38-35
D+
34
Comments:
____________________________________________________________________________
35
Appendix C – Midterm Evaluation
STUDENT
1
2
3
4
5
6
7
8
9
10
ID
000512477
000531293
000535699
000554694
000508188
000497848
000509432
000561603
000497102
000477102
GPA
2.909
2.980
2.381
3.297
2.773
3.271
3.045
2.552
2.890
3.158
Presentation
50
50
50
50
50
50
50
50
50
50
Portfolio
67
89
77
84
88
83
92
92
95
85
Final Grade
A
A
A
A
IN
A
A
A
A
IN
Midterm Employer Evaluation
Category
Produces a good volume of work
Produces quality work
Exhibits effective oral communication
Exhibits effective written communications
Has ability to apply academic training to job
Has ability to learn
Displays analytical ability
Has good problem solving ability
Demonstrates accuracy and thoroughness
Has ability to work under pressure
Demonstrates original and creative thinking
Prepares and organizes work effectively
Takes the initiative; a self-starter
Adjust to organization’s procedures and policies
Has ability to adjust to nonroutine assignments
Keeps constructively busy and mentally alert
Has healthy attitude toward organization
Is cooperative in working relationships with others
Exhibits diligences and perseverance
Perform tasks with industry and drive
Demonstrates a willingness to accept responsibility
Average
4.4
4.6
4.6
4.3
4.7
4.9
4.7
4.6
4.6
4.9
4.4
4.9
4.7
4.9
4.7
4.4
4.9
4.9
4.7
4.7
4.7
36
Final Employer Evaluation
Strengths
Weaknesses
More direct and forceful in confrontational
situations.
Desire for self-improvement
Enthusiasm
Adaptability
Communication
Very articulate in speech
Physical Strength
Displays self-confidence
Customer Service
Quick learner
Delegating Responsibilities
Self-driven
Perfectionist
Organized
New to Campus REC Field
Ambitious
Initiative
Likes to learn and wants to learn
Self-starter
Communicates with staff and participates well Leadership
Attention to detail
Willingness to accept responsibility
Professionalism
Listening
Leadership Qualities
Follows Direction
Communication
Knowledge of Facility
Customer Service
Vocal
Enthusiastic
Hard Working
Personal Appearance
Enthusiasm
Willingness To Learn
Dependability
37
Career Services
8600 University Boulevard
Evansville, IN 44712
(812)464-1865
CO-OP/INTERNSHIP ASSIGNMENT REPORT
STUDENT MIDTERM SELF-EVALUATION (SPTM 498)
Name __________________________________________ Date
Employer Name _________________________________ Faculty Advisor
Department to Which Assigned ____________________________________Phone
Immediate Supervisor ___________________________________________Title
Days and Times you work
________________________________________________________________
General responsibilities for department
Describe the major duties of your position
PERFORMANCE SELF-RATING
The following section is designed to let you evaluate yourself on your current practice assignment. This will help
you to identify those aspects of your performance which can be considered assets to you professional growth, as
well as those work habits that are in need of improvement. Using a scale of 1-5, please rank the following where 1
is strongly disagree and 5 is strongly agree.
CATEGORY
Produces a good volume of work
Produces quality work
Strongly Disagree
COMMENTS
1
2
3
1
2
3
Strongly Agree
4
4
5
5
Exhibits effective oral communications
1
2
3
4
5
Exhibits effective written communications
1
2
3
4
5
Has ability to apply academic training to job
1
2
3
4
5
Prepare and organize work effectively
1
2
3
4
5
Take the initiative; a self-starter
1
2
3
4
5
Adjust to organization’s procedures and policies
1
2
3
4
5
38
ADDITIONAL COMMENTS:
Career Services
8600 University Boulevard
Evansville, IN 44712
(812)464-1865
CO-OP/INTERNSHIP ASSIGNMENT REPORT
STUDENT FINAL SELF-EVALUATION (SPTM 498)
Name _______________________________________Date
Employer Name ________________________________Faculty Advisor
Department to Which Assigned ________________________________Phone
Immediate Supervisor _________________________________Title
_______
PERFORMANCE SELF-RATING
Paying particular attention to those areas which you indicated on your mid-term evaluation that needed
improvement, rate yourself on the same criteria. In the comments section, discuss briefly what specific progress you
have made in each area.
CATEGORY
Produces a good volume of work
Produces quality work
Strongly Disagree
1
2
3
1
2
3
Strongly Agree
4
5
4
5
Exhibits effective oral communications
1
2
3
4
5
Exhibits effective written communications
1
2
3
4
5
Has ability to apply academic training to job
1
2
3
4
5
Prepare and organize work effectively
1
2
3
4
5
Take the initiative; a self-starter
1
2
3
4
5
Adjust to organization’s procedures and policies
1
2
3
4
5
Comments
ADDITIONAL COMMENTS
SITE RATING
1. How frequently did your supervisor review your progress with you?
Daily _____ Weekly _____ Occasionally _____ Did not review _____
2. Has this experience altered your academic or career goals? Yes ___ No ___ Please Explain:
3. All work experiences, regardless of how enjoyable or frustrating, are learning experiences. Describe your most
enlightening learning/work experience while participating in this program.
39
White copy:
Yellow copy:
Career Services
Employer Copy
____________________________
Supervisor’s Signature
Career Services
8600 University Boulevard
Evansville, IN 44712
(812)464-1865
EMPLOYER EVALUATION
CO-OP/INTERNSHIP STUDENT
MIDTERM EVALUATION (SPTM 498)
Student Name ________________________________Date
Employer Name _______________________________Phone ____________________
Student’s Supervisor
______________________________________________________________________________
Name
Title
EVALUATION INSTRUCTIONS
This form should be completed by the individual in the best position to evaluate the student’s training. Using a scale
1-5, please rank the following where 1 is strongly disagree and 5 is strongly agree.
A. POSITION PERFORMANCE: Circle the number which best describes the student’s performance on this
assignment.
CATEGORY
Strongly Disagree
Strongly Agree COMMENTS
Produces a good volume of work
1
2
3
4
5
Produces quality work
1
2
3
4
5
Exhibits effective oral communications
Exhibits effective written communications
1
1
2
2
3
3
4
4
5
5
Has ability to apply academic training to job
1
2
3
4
5
Has ability to learn
1
2
3
4
5
Displays analytical ability
1
2
3
4
5
Has good problem solving ability
1
2
3
4
5
Demonstrates accuracy and thoroughness
1
2
3
4
5
Has ability to work under pressure
1
2
3
4
5
Demonstrates original and creative thinking
1
2
3
4
5
B. WORK HABITS: Circle the number which best describes the student’s individual work habits.
CATEGORY
Prepares and organizes work effectively
Takes the initiative; a self-starter
Strongly Disagree
COMMENTS
1
2
3
1
2
3
Strongly Agree
4
4
5
5
Adjust to organization’s procedures and policies
1
2
3
4
5
Has ability to adjust to nonroutine assignments
1
2
3
4
5
Keeps constructively busy and mentally alert
1
2
3
4
5
Has healthy attitude toward organization
1
2
3
4
5
Is cooperative in working relationships with others
1
2
3
4
5
Exhibits diligences and perseverance
1
2
3
4
5
Performs tasks with industry and drive
1
2
3
4
5
Demonstrates a willingness to accept responsibility
1
2
3
4
5
40
C. ADDITIONAL COMMENTS: Please attach a separate sheet if desired.
Supervisor Signature ____________________________
41
Career Services
8600 University Boulevard
Evansville, IN 44712
(812)464-1865
EMPLOYER EVALUATION
CO-OP/INTERNSHIP STUDENT
FINAL EVALUATION (SPTM 498)
Student Name __________________________________Date
Employer Name ___________________________Phone
Student’s Supervisor
______________________________________________________________________________
Name
Title
PROFESSIONAL DEVELOPMENT
A. PERSONAL CHARACTERISITCS that will help or hinder the student’s professional development. Consider
such categories as professional maturity, personal appearance and habits, authority acceptance, self-reliance,
dependability, desire for self-improvement, adaptability, leadership abilities, enthusiasm, honesty, acceptance of
constructive criticism, and willingness to adjust self-interest to group interests. (Other applicable characteristics
may be added by the rater.)
SUMMARY OF STRENGTHS
SUMMARY OF DEVELOPMENTAL NEEDS
1. ______________________________________________ 1.
2. ______________________________________________ 2.
3. ______________________________________________ 3.
B. GROWTH AND DEVELOPMENT
1. Does this student appear to be making satisfactory progress for this stage of development?
Yes ___
No __
Please Explain: ____________________________________________________________________________
______________________________________________________________________________________
2. Estimate student’s potential
____________________________________________________________________________________________
_____________________________________________________________________________________________
3. Would you recommend this student for future employment in this or another firm?
Yes ___ No ___
Why?
_____________________________________________________________________________
This report has been discussed with the student:
Yes ___ No ___
May we share this
report with the student?
Yes ___ No ___
PROGRAM EVALUATION
1. Has the USI’s Internship/Co-op program been effective in meeting the needs of your organization?
Yes ___ No ___
2. Was the student’s academic training appropriate and related to the Professional practice position in your
organization?
Yes ___ No ___
3. Any additional comments about the program:
Supervisor’s Signature ________________________________________________
42
Appendix D – Communication Assignment
Spring 2015
STUDENT
ID
GPA
1
2
3
4
5
6
7
8
9
10
000-53-1349
000-53-1924
000-56-1649
000-59-1290
000-56-6915
000-53-2976
000-56-6437
000-53-1098
000-55-0492
000-54-5499
000-53-2807
2.846
2.217
1.990
2.406
1.7336
2.772
2.500
3.534
2.116
2.288
2.462
Communication
Assignment
Grade (paper)
94
77
86
86
80
87
96
92
78
80
82
Final
Grade
A
C+
B
B
B
B+
A
A
C+
B
B
43
Strategic Sport Communication Plan Group Project
200 points
Each student will be assigned to a group for a half a semester long communication project. As part of the
project each group will act as the communication department for a professional sports organization. The
professor will assign each group a sport. It will be the responsibility of the group to develop a strategic
sport communication plan. Components that should be included are personal communication,
organizational communication, publishing and print communication, electronic and visual
communication, new media, advertising, public relations and crisis communication, and research. Each
component should include policies and at least 5 specific examples of each component. The project will
include a 20 minute presentation worth 100 points and a minimum of a 15 page paper which discusses the
components of your plan in more detail. The paper will be worth 100 points. Each student must
participate in the presentation and in the development of the paper in order to receive credit. Each student
is expected to contribute to all aspects of the group project and presentation. Peer evaluations may be
completed by all members of the group to assess each student’s contribution. Any issues with a group
member’s contribution will be reflected in their grade with a minimum penalty of a full letter grade drop
in the student’s group project grade. A 2-3 page outline/update of work completed on the project will be
due in class on 11/6/14 and will be part of your paper grade The final paper for all groups will be due on
12/2/14. MLA format should be used.
Objective of Assignment:
Student partners will prepare a strategic sport communication plan for a professional sports team. The
purpose is to apply and synthesize the material presented on sport communication over the course of the
semester so that they understand sport communication principles applied to the sport environment.
Elements of Assignment:
1.
2.
3.
4.
5.
6.
7.
8.
Personal communication
Organizational communication,
Publishing and print communication
Electronic and visual communication
New media
Advertising
Public relations and crisis communication
Research
*Each element should include policies and at least 5 specific examples of communication within its
component.
*Each of the elements in the above list is a subsection of the assignment. Designate in boldface type.
44
Soccer
Football
Baseball
Auto Racing
Basketball
Golf
Hockey
Mixed Marshall Arts
Volleyball
SPTM 288
FINAL PRESENTATION GRADING RUBRIC
ITEM
COMMENTS
Excellent
INTRODUCTION
GROUP
PREPARATION
INVOLVEMENT
BY ALL
MEMBERS
CREATIVITY
CONCLUSION
TOTAL SCORE
Average
5
27-30
Above
Average
4
24-26
Unacceptable
3
21-23
Below
Average
2
18-20
0-1
0-17
POSSIBLE
POINTS
5
30
27-30
24-26
21-23
18-20
0-17
30
27-30
5
90-100
24-26
4
80-89
21-23
3
70-79
18-20
2
60-69
0-17
0-1
30
5
100
Above
Average
4
24-26
24-26
Average
24-26
4
80-89
21-23
3
70-79
0-59
SPTM 288
FINAL PAPER GRADING RUBRIC
ITEM
INTRODUCTION
ORGANIZATION
EXAMPLES OF
COMMUNICATION
CREATIVITY
CONCLUSION
TOTAL SCORE
COMMENTS
Excellent
5
27-30
27-30
27-30
5
90-100
3
21-23
21-23
Below
Average
2
18-20
18-20
18-20
2
60-69
Unacceptable
0-1
0-17
0-17
0-17
0-1
0-59
POSSIBLE
POINTS
5
30
30
30
5
100
45
Appendix E – Technology Assignment
(SPTM 353 – Social Media and Sport Blogging Project)
Spring 2015
STUDENT
1
2
3
4
5
6
7
8
9
10
11
12
13
ID
000-53-9726
000-12-2578
000-57-3719
000-54-8534
000-53-1293
000-55-4694
000-52-6126
000-53-1924
000-49-7701
000-54-8893
000-61-2284
000-55-9565
000-55-0492
GPA
3.059
2.570
2.600
3.087
2.980
3.297
3.119
2.217
2.890
2.633
.833
3.295
2.116
Technology
Assignment Grade
78
77
28
88
100
93
93
63
97
88
66
97
38
Final
Grade
B
C
F
B
A
A
A
C+
B
B
C
A
D
46
SPTM 353
Sport Blog Project
Ongoing project throughout the semester that will be completed in groups of 3 or 4.
Each group member will write posts on various topics, which are assigned weekly on Monday in
class. We will briefly discuss your week of blogging the following Monday.
Each group will give a 20-25 minute presentation where they explain/show their blog to the class.
Each student is expected to contribute to all aspects of the group project and presentation. Peer
evaluations will be completed by all members of the group to assess each student’s contribution.
Consistent evaluations of non-participation will be reflected in the student’s grade with a minimum
penalty of a full letter grade.
Will blog for 10 weeks total. Will be given weekly sport blog topics. Each individual is responsible
for 6 posts over the course of 10 weeks. Each group is responsible for having a minimum of 2 posts
per week. Because of the odd numbers in each group, groups of 3 will have some weeks of 1 post
and groups of 4 will have some weeks of 3 posts. Each group determines their work schedule.
Recommended that each post be a minimum of 500 words.
Will be having in-class blog days on most Friday’s where you can work in groups.
200 points total.
Presentation dates 4/21/14, 4/23/14, 4/25/14.
Copies of all group blogs in chronological order in paper version are due on Monday, 4/21/14.
Presentation Scoring Rubric
Introduction 10 points
Involvement by all members 50 points
Creativity 50 points
Quantity 50 points
Uniqueness 15 points
Overall Presentation 25 points
________________________________________
Total 200 points
47
SPTM 353
SPORT BLOG PRESENTATION RUBRIC
ITEM
INTRODUCTION
INVOLVEMENT
BY ALL
MEMBERS
CREATIVITY
QUANTITY
UNIQUENESS
OVERALL
PRESENTATION
TOTAL SCORE
COMMENTS
Excellent
Average
9-10
45-50
Above
Average
8
40-44
Unacceptable
7
35-39
Below
Average
6
30-34
0-5
0-29
POSSIBLE
POINTS
10
50
45-50
45-50
13-15
23-25
40-44
40-44
12
20-22
35-39
35-39
11
18-19
30-34
30-34
10
15-17
0-29
0-29
0-9
0-14
50
50
15
25
90-100
80-89
70-79
60-69
0-59
100
48
Appendix F – Diversity Assignment
SPTM 453 – Diversity in Sport Case Study
Spring 2015
STUDENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
ID
000-53-9726
000-54-6983
000-12-2578
000-57-3719
000-61-0824
000-52-9805
000-52-9570
000-53-1349
000-52-6470
000-52-6126
000-53-9918
000-59-3754
000-51-5049
000-56-2777
000-53-8920
000-53-0260
GPA
3.059
2.594
2.570
2.600
3.437
2.363
3.041
2.846
2.805
3.119
2.218
3.538
2.362
3.636
2.831
2.394
Diversity Assignment
Grade
83
60
84
81
97
81
80
81
84
78
0
83
85
85
83
77
Final
Grade
B
C
C+
C
A
C
A
A
B
B
F
B+
B
A
C
B
49
SPTM 453
case study
Directions
A case study can be defined as the study of an individual unit or social group in order to compare a larger
group to that unit or a particular instance of something for use in the illustration of a more general
principle.
For this assignment, you will develop a preliminary illustrative case study that seeks to utilize a few (at
least 2) instances of an event to show what an overall situation is like (illustrate). This case study should
revolve around one of the issues of diversity in sport that will be investigated throughout this course (see
syllabus). Utilizing your chosen issue, you will observe participants within an active sporting
environment, paying careful attention to their intra/interpersonal communications and interactions, in an
effort to determine how impactful the diversity issue may be within that particular environment.
Environments for study may include: professional sport (participants/spectators), collegiate sport
(participants/spectators), recreational sport (intramurals, club sports, informal sport participants), or other
areas as approved by Dr. Anderson.
Your study should be supported by applicable background research outlining the importance of the
diversity issue that is being studied and the appropriateness of the environment in which the issue is being
studied. This background material will help to explain to the reader why your case study was undertaken
and the significance of the environment and diversity issue investigated.
Case studies will not have a specific minimum number of pages that must be written, however these
assignments should be complete enough to establish the justification of the study and explain the results
of the investigation, including the use of field notes and observations where appropriate. Studies should
be written according to APA 6th Edition style requirements.
A detailed grading rubric will be made available to students later in the course.
Studies will be submitted via Blackboard Assignment by 5:00 PM CDT on the stated due date in the
syllabus. Late submissions will not be graded.
50
SPTM 453
CASE STUDY GRADING RUBRIC
ITEM
APPROPRIATENESS
OF CHOSEN TOPIC
KNOWLEDGE OF
DIVERSE
CULTURES, LIFE
EXPERIENCES AND
WORLDVIEWS
IDENTIFICATION
OF ETHICAL AND
SOCIAL JUSTICE
ISSUES (INCLUDING
PERSONAL SOCIAL
RESPONSIBILITY)
CRITICAL INQUIRY
REGARDING
IDENTITY AND
CULTURE
IDENTIFICAITION
OF
INTRA/INTERPERS
ONAL
COMMUNIICATION
OF SUBJECTS
BACKGROUND
RESEARCH AND
EXPLANATION
(OVERALL
STRENGTH AND
CLARITY)
WRITING CLARITY
AND GRAMMAR
APA FORMAT
TOTAL SCORE
COMMENTS
Excellent
Average
9-10
Above
Average
8
Unacceptable
7
Below
Average
6
0-5
POSSIBLE
POINTS
10
9-10
8
7
6
0-5
10
9-10
8
7
6
0-5
10
9-10
8
7
6
0-5
10
13-15
12
11
10
0-9
15
18-20
15-17
14
13
0-12
20
18-20
15-17
14
13
0-12
20
3
70-79
2
60-69
0-1
5
100
5
90-100
4
80-89
0-59
51
Appendix G
Sport Management Alumni Survey
Spring 2015
11 out of 25 students
Category
My courses prepared me for a
career in sport management.
My course provided me with the
skills and hands-on experience
necessary to be successful in sport
management.
My courses provided me with
well-rounded knowledge of the
sport management field.
My course provided me with
necessary problem solving skills.
My courses provided me with the
ability to analyze problems facing
the sport management field.
My courses prepared me to be
effective with written
communication.
My courses prepared me to be
effective with verbal
communication.
My course prepared me to be
persuasive in my written
communication.
My course prepared me to be
persuasive in my verbal
communication.
My courses provided me with the
ability to select appropriate
technologies for use in the
industry.
My courses provided me with the
ability to effectively use
technologies in the sport industry.
My courses prepared me to
embrace diverse working
environments within the sport
industry.
My courses prepared me to engage
with a diverse group of
customers/clients within a sport
industry.
Strongly
Agree
40%
Agree
Disagree
60%
Neither
Agree/Disagree
None
None
Strongly
Disagree
None
30%
70%
None
None
None
60%
40%
None
None
None
40%
50%
None
10%
None
40%
50%
None
None
None
50%
50%
None
None
None
50%
40%
10%
None
None
30%
60%
10%
None
None
30%
60%
10%
None
None
30%
50%
20%
None
None
40%
50%
10%
None
None
20%
80%
None
None
None
40%
60%
None
None
None
52
My courses provided me with a
familiarity of issues related to
diversity in sporting environments.
20%
80%
None
None
None
53
54
55
56