Department of Department of Physical Education, School and Public Health
Academic Review Process
CEPS Dean’s Review
July 1, 2009
The Academic Program Review Process.
The Academic Program Review is one of the most viable and cogent activities, in which the
faculty of a department engages to assess its programs. The assessment includes curricula,
instruction, advising, scholarship, and service. As stated in the preamble to the APR guidelines
document, the program review process “… provides basic information on the nature of the
department’s programs and gives the faculty’s assessment of the program’s strengths and
weaknesses. A program of self-study is the faculty’s opportunity to scrutinize itself, to publicize
its accomplishments and examine its shortcomings.” Within the context of the Central
Washington University Plan, the Academic Program Review process is an opportunity for the
faculty and staff in the department, as well as the college dean and the Associate Vice president
for Undergraduate Studies, to determine the degree to which a department meets the mission,
vision, core values, and strategic goals of the university. Moreover, the Academic Program
Review provides a formal process by which the department’s faculty and staff can examine their
academic activities in the contest of their own mission and strategic goals.
External Visit
The on-campus external review occurred from April 26-28, 2009. Dr. Brad Strand, Professor in
the Department of Health, Nutrition, and Exercise Science at North Dakota State University
reviewed programs in the Department of Physical Education, School and Public Health.
Strengths of the Department of Physical Education, School and Public Health (PESPH).
The mission of the Department of Physical Education, School and Public Health is to promote
health and active lifestyles in students and communities. The viability and commitment to the
university, college and departmental visions are strengths and guiding principles, which are
manifested throughout the department and include the following strengths:
Department Split. Based on personal and professional experience, Dr. Strand supports the
split of the Department of Health, Human Performance, and Nutrition as it provides an
environment in which faculty from PESPH can focus more tightly on their mission as
contributions to their professions take many forms.
Faculty. Each of the tenured/tenure track faculty has a high level of expertise, credentials
and experience in his/her fields. With five professors and six assistant professors, senior
faculty mentors junior faculty. Non-tenure track and lecturer faculty also support course
offerings in the department. Overall, teaching evaluations of PESPH faculty are consistently
higher than the university average.
Students. According to the external reviewer, the professional and education needs of
undergraduate students are being met. Additionally, student perceptions of the department,
programs, and faculty are very positive. Graduate students, on the other hand, had concerns
about timing of course offerings - that “in some cases they have to wait a year to take certain
courses and then…it is not offered.”
Department of Physical Education, School and Public Health, Dean’s Response, 7/24/16, p. 1
Program Quality. The Department Physical Education, School and Public Health is
composed of academically high quality programs that offer excellent comprehensive
programming. Programs are aligned with appropriate licensing/certifying boards and have
updated, current program curricula. Additionally, all programs have a system in place to
assess student learning for undergraduate programs. They also submit annual assessment
plans that include goals, objectives, and data on student outcomes.
Instruction. Faculty incorporate a variety of teaching strategies and technology into their
teaching. Students perceptions of programs and faculty are very positive and their results on
state and national professional exams are 90% and above, indicating a high level of
preparation.
Service and Professional Activities. In addition to scholarly activities, faculty serve in a
variety of leadership roles on campus, in the community and state, and in professional
organizations.
Challenges and Recommendations for the Department of Physical Education, School and
Public Health.
Faculty. Stabilize the department by finalizing identified changes in the next academic year
and allowing for a period of stability.
1. Continue establishing a supportive culture that values the unique scholarly contributions
of all faculty members.
2. Develop non-state funding sources (e.g., summer workshops, in-service programs,
consulting, sport camps, grant funding).
3. Hire additional faculty with expertise in Athletic Administration to support and grow the
graduate program. New faculty can strengthen the curriculum, ensure courses are offered
as needed, and potentially develop an undergraduate degree in athletic administration.
4. Identify student learning outcomes for graduate programs and incorporate data from
assessments of the outcomes into the department assessment system. Annual review of
assessment will inform the programs.
Programs. All the programs have assessment plans and identified goals in place and data is
being collected and aggregated.
1. Athletic Administration.
a. Have one consistent person in charge of the specialization.
b. Visit with students earlier in their program.
c. Use field experience credits, as needed, when limited courses are offered during a
quarter.
d. Review program requirements to ensure all competencies are adequately covered.
2. Develop an enrollment management plan for the graduate programs that supports
systematic growth.
3. Use expertise of new public health faculty to assist with reviewing and adjusting the
major, as needed. After the new faculty have been here a couple years, consider
developing a community health specialization to the current graduate degree.
Department of Physical Education, School and Public Health, Dean’s Response, 7/24/16, p. 2
4. Expand the department’s graduate programs by creating a Master’s in Public Health/
Community Health.
5. Establish a foundation account for dollar contributions for the Public Health Program.
6. Designate graduate assistants for the department.
7. Develop an undergraduate specialization in Health Promotion.
8. Establish a mentoring program that will increase the likelihood that new faculty will earn
promotion and tenure in a timely manner.
9. Establish advisory boards for each program to assist in curriculum review, fund raising,
and future directions.
10. Track alumni and solicit employer feedback for each program.
11. Develop and implement an exit survey of all graduating students.
12. Continue to evaluate and improve major course offerings and curricula in each major or
minor program by utilizing alumni research, advisory boards, and program review.
13. Ensure course syllabi incorporate current professional standards.
14. Establish a resource library in the building.
15. Consider implementing a “coursework only” graduate degree program and/or including
an internship as a culminating experience.
16. Provide additional “hands on” experiences that allow students to apply knowledge and
skills in professional settings.
17. Increase PESH faculty involvement in K-12 teaching by doing student teaching
supervision, collaborations with school districts, and offering more practica experience
that demands supervision.
18. Place dance content into the PESH curriculum.
19. Complete the merger of physical education and school health education by identifying
outcome competencies and assessment criteria.
20. Work closely with university personnel to increase grant activity.
Students. Interviews with students were positive. Students communicated a sincere interest
in their major and future profession. The major concern involved scheduling of courses.
1. Identify strategies to coordinate timing and scheduling of classes in order to help students
plan their quarterly and program schedules.
Facilities. The Department of Physical Education, School and Public Health is located in the
Physical Education Building, which includes classrooms and faculty office space. At the time
of construction, Physical and Health Education were the primary academic units. Programs
in the Department of Nutrition, Exercise and Health Sciences (Nutrition, Emergency Medical
Services, and Exercise Science) were either non-existent programs or resided in other
divisions. Serving a current student population in both departments of over 350 majors,
minors, and those taking specialty certifications. Consequently, there is a clear and urgent
need for additional space for faculty, classroom instruction, student work centers,
Department of Physical Education, School and Public Health, Dean’s Response, 7/24/16, p. 3
instructional and technical support staff, classified staff, instructional laboratories, and
research laboratories. The PE building is clearly inadequate in meeting the instructional and
professional needs of the two departments currently occupying it. With two departments in
the same building, there continues to be a need for additional space for new faculty,
classrooms (including one with an observation room), student space, and a computer lab.
Ideally, the PE building would belong to one of the two departments currently occupying it.
1. The university needs to consider relocating one of the two departments currently
occupying the PE building into a different space to meet their programmatic needs.

No additional office space is available in the building

Lack of classroom space results in faculty often required to teach in lower
campus.

There needs to be two designated PESPH classrooms – one for video
conferencing and the other mid-size (50 students) to meet increased student
demand.
2. In the interim, arrange the front office in the PE Building to reflect the two distinct
departments that occupy the space until relocation can occur.
3. Identify office staff that support PESPH department faculty so faculty and students know
who to go to for information.
4. Situate office space so faculty in each department in close proximity to others in the same
department.
5. Continue to update technology in classrooms and laboratories.
6. Obtain air-conditioning for the dance studio.
7. Update and replace equipment.

The swimming pool liner gradually leaks causing bulges causing expensive
repairs. A new liner needs to be purchased or returned to tile.

Fixtures in classrooms are outdated and worn

Severe noise issues with NP 205 exist. Sound proofing is essential to make this a
legitimate space.

Basketball hoops need to be suspended from ceiling in upstairs gym and lines
moved away from bleachers which creates a safety hazard
8. Build or designate a teaching gym since space is scarce during late afternoon and evening
hours.
Technology. With the increased reliance on technology to deliver and support program
coursework, technology in the Physical Education Building needs to be updated. Initial
technology upgrades include:
1. Installing multi-media stations in all classrooms.
2. Creating an audio/video capable conference room for on-line instruction.
3. Ensuring there is remote PowerPoint capability in all classrooms.
Department of Physical Education, School and Public Health, Dean’s Response, 7/24/16, p. 4
4. Installing a computer lab that could double as instructional space and PE analysis lab
area.
5. Supporting classroom projects and assignments by purchasing laptops and digital
cameras for students to sign-out.
Moving Forward.
The Department of Physical Education, School and Public Health is one of exemplary quality,
strengths, and promise. Faculty are committed to the students, their fields of expertise, and to the
university. The department has an excellent reputation both on campus and externally. The
challenges and recommendations are, therefore, to be used to enhance the department. They are
intended to guide faculty in maintaining high quality programs, developing new programs where
work-place demands indicate, enhancing scholarship, and generating a work-place environment
conducive to optimal functioning. The challenges and recommendations also identify areas
where university support is lacking with clear indications of areas requiring rectification.
I look forward to working and collaborating with faculty, staff, students, and department chair to
meet the challenges and to enhance an excellent department.
Department of Physical Education, School and Public Health, Dean’s Response, 7/24/16, p. 5