PROGRAM REVIEW SELF-STUDY
Title of Degree Program: 13.1314 B.S. Physical Education
Majors listed under the degree: Physical Education (Grades K-12), Track in Sports and
Fitness
Specialization areas include: None
Minors listed under the degree: None
Program Leader: Charmaine DeFrancesco, Ph.D. and Eva Frank, MSPE
Program Faculty:
- Charmaine DeFrancesco, Ph.D.;
- Peter Lisman, Ph.D.;
- Eva Frank, MSPE.
Affiliated Community Faculty (Adjuncts):
- Richard Lopez, Ed.D.;
- Mark Sterling, MSPE;
- Shannon Lugo, MSPE, NBPTS;
- Farrah Wolfson, MSPE;
- Eulalia Albalate, MSESE, Adapted PE Endorsement;
- Juan Ramirez, MSPE, Ed.S.
Part I: Overview
1.
What goals did you develop as a result of your last program review?
a. Ensure that curricula reflects sound theory and best practice
b. Ensure that our graduates are qualified and diverse
c. Ensure that our faculty are active in teaching, research, and service
d. Develop collaborative and mutually beneficial partnerships with schools
and other organizations
e. Enhance the visibility at local, state, national, and international levels
2.
What are your major accomplishments tied to these goals? Are there other
significant accomplishments that you reached as a result of continuous quality
improvement and your ability to capture emerging trends, needs, and
opportunities?
a. Curricular Goal: The State of Florida changed the certification
classifications for Physical Education (PE) from K-8 and 6-12 to K-12. This
change did not impact the curriculum or its delivery because there were
1
only three additional classes that students needed to complete
satisfactorily to qualify for dual certification and most students chose to
complete the additional courses. Currently, the program is designed for
students to be eligible for certification in PE K-12. The program of study is
competency-based, aligning course objectives and planned field
experiences with state competencies (Florida Educators Accomplished
Practices, [FEAPS] and professional standards in the field (National
Association for Sport and Physical Education [NASPE] and the Interstate
Teacher Assessment and Support Consortium [NTASC]). These changes
had little impact on those students following the sports and fitness track.
b. Diverse and competent graduates: As is illustrated below, our students
and graduates come from diverse cultural backgrounds. Most are
employed during or immediately after their internships in public, private
and charter schools and other sports and fitness related venues.
Furthermore, roughly 75 percent return to earn advanced degrees in the
field. Program faculty members are called routinely by educational and
other agencies seeking to employ our graduates.
c. Faculty engaged in teaching, scholarship, and service: All faculty,
including the “Affiliated Community Faculty” (adjuncts), are actively
engaged in improving teaching practices, developing and/or supervising
afterschool events, and presenting and publishing papers in research and
popular fitness related media.
d. Develop collaborative and mutually beneficial partnerships with
schools and other organizations. Due to a significant drop in program
faculty numbers since the last review, the program had to enlist the
services of our Affiliated Community Faculty to help cover program
classes and meet the needs the students. This practice proved beneficial in
establishing working partnerships at local elementary, middle, and
secondary schools. Our students work directly with the affiliated faculty
at their schools, assisting them during special events (i.e., Special
Olympics, fitness days, etc.), field experiences, and student teaching
activities.
Part II: Program Analysis
3.
What is the vision of your program(s)? Your mission?
a. The vision of both the undergraduate and graduate programs in Physical
Education and Sports and Fitness is to be a leading student-centered,
locally and globally-engaged urban program that focuses on health and
physical activity. The program and its faculty and students will be
recognized for its leadership in local and global engagement.
2
b. Program mission and conceptual framework linking program to college:
The mission of the Physical Education program is to: (1) prepare physical
education and fitness-related professionals who have the knowledge,
abilities, and habits of mind to facilitate and enhance the learning and
development of students within diverse settings, (2) create, promote, and
disseminate new knowledge related to the fields of physical education,
including sports and fitness, and (3) develop successful collaborative
professional partnerships with other professionals and organizations that
promote and facilitate the holistic development of individuals engaged in
physical activities.
4.
Programmatic Information:
a. Location(s) where degree is offered: Modesto Maidique Campus.
b. Delivery format(s): face-to-face; online classes under development.
c. Enrollment data: See chart below.
Headcount
B.S. Physical Education
Fall
2004
85
Fall
2005
103
Fall
2006
112
Fall
2007
99
Fall
2008
67
Fall
2009
72
Fall
2010
84
200809
45
200910
19
201011
26
d. Retention and graduation rates: See chart below.
Degrees Awarded
B.S. Physical Education
200405
28
200506
32
200607
43
200708
54
e. Placement of graduates: Graduates of the program are employed in
Miami- Dade, Broward, and Monroe County Schools and in public and
private fitness and physical activity venues. Additionally, several
graduates have relocated to other counties in Florida or other states and
have been teaching, coaching, and serving as personal trainers in forprofit and non-profit facilities, as well as within the public and private
schools. While the public school sector employs the majority of our
graduates, the growth in private and charter schools also reflects an
increase in job opportunities for graduates. Our students are also
beginning to find employment in facilities that serve non-traditional
school-based populations, such as retirement facilities and early childhood
venues. It should also be noted that some of our graduates use this
undergraduate degree as a platform to earn advanced degrees in allied
health fields such as athletic training, physical therapy, and occupational
therapy. In sum, our graduates have secured teaching and coaching
positions within public and private school systems, athletic departments
within colleges and universities (including our own), and fitness and
3
wellness centers. Many have continued with their education to earn
advanced degrees and a number are celebrated by the National Board for
Professional Teaching Standards NBPTS teachers.
f. Percentage of graduates proceeding to graduate or professional schools:
Over half of our undergraduates will return to FIU to earn advanced
degrees. Others will choose local institutions that have the capability of
providing more options and program-related conveniences (i.e., classes on
weekends, accelerated programs, more on-line course offerings etc.).
g. Diversity profile of students: See chart below.
Diversity
Total # of Students
American Indian
Asian
Black
Hispanic
White
Multi-racial
Not Specified
2004-05
85
0
0
15
43
24
0
3
2005-06
103
0
1
19
53
28
0
2
2006-07
112
0
1
20
55
35
0
1
2007-08
99
0
0
19
50
28
0
2
2008-09
67
0
2
7
33
23
1
1
2009-10
72
0
1
8
43
18
1
1
2010-11
84
0
0
13
44
26
0
1
University Core Curriculum delivered (if applicable).
Physical Education, students must complete the University Core Curriculum
requirements that consists of 36 credit hours that includes English composition,
humanities with writing, quantitative reasoning, social inquiry, natural science,
and arts. Students must also complete nine credits of education common prerequisites to include EDF 1005 Introduction to the Teaching Profession, EDF 2085
Teaching Diverse Populations, and EME 2040 Educational Technology. In
addition, physical education majors must complete Anatomy I and II (8 credits),
conditioning, fitness, and wellness (3 credits), and skills and practices (4 credits).
5.
Student learning outcomes matrix (i.e., student learning outcomes stated in
measurable terms; assessment methods [criteria and procedures for
evaluation]; results of data summary and analysis; and, use of results for
improving student learning) for the last two years (2008-09 and 2009-10). Use of
results could include, for example, curriculum reform.
a. See attached 2008-09 Student Learning Outcomes Assessment Reports for
assessment methods, criteria, and procedures for evaluation.
6.
Program performance outcomes matrix (i.e., program outcomes stated in
measurable terms; assessment criteria and procedures for evaluation; results of
data summary and analysis; and, use of results for improving the program.) .
a. See attached 2008-09 Program Outcomes Assessment Reports for
assessment methods, criteria, and procedures for evaluation.
4
Provide focused synthesis and analysis of the above segments.
-
Student Learning Outcomes:
o The faculty used the scores of students who took the Subject Area
Examination to obtain data on student progress. Most readily it was
noticed that overall, students scored very well in most content areas.
Areas that need addressing include: the history of physical education;
curriculum theory; instructional strategies; and technology. Typically, the
history of physical education is taught in physical education foundations
courses offered at the lower division; therefore, more dialogue is needed
with other local colleges that offer these courses. Due to reduced
resources, lower division foundations courses have not been offered
regularly within the College of Education (COE).
o Only one curriculum class is required within this program. The program
leader has asked instructional faculty to infuse curricular theory into their
courses to improve student outcomes in this area. The courses that focus
in depth on the content areas of instructional strategies and technology are
provided as foundational courses within the COE. These courses focus on
typical “classroom” or closed learning environments. Physical educators
use alternative instructional methods and types of technology (i.e., handheld PDAs, etc.) when compared to classroom teachers. Program faculty
will be asked to infuse more of this information into their courses. The
program leader has been working with faculty who teach these courses
within the COE to include information relevant to physical education and
fitness instruction.
-
Program Outcomes:
o Prior to beginning the fall 2008 semester, one program faculty member
resigned and was not replaced. One of the three full-time faculty
members teaching within the program retired in December 2009.
Nonetheless, students and local school districts have rated the program
and faculty as excellent. Despite exceptionally high teaching assignments,
the full-time program faculty still manages to produce scholarship and
present papers nationally and internationally. The program hopes to
“sustain” itself and improve by further partnering with other campus
units and securing instructors who are active professionals within the
local school districts and sports and fitness venues.
o The program hopes to sustain the existing resources and improve
community partnering by securing instructors who possess the following
traits: serve as active professionals; hold appropriate terminal degrees;
and, are employed by the local school districts and sports and fitness
venues. In order to improve this program, increased numbers of
university-employed faculty are needed. To improve the grant
5
opportunities and publications from this program, research faculty
members are needed.
o The current national health care reform initiatives on illness prevention
will continue to place more and more emphasis on physical education and
fitness programs. This program is one which the COE can connect quite
appropriately with the medical school and the College of Nursing and
Health Sciences. The possibilities of developing hybrid and online courses
are vast, but resources are needed.
o Full-time and affiliated faculty have been encouraged to continue to
participate in opportunities to maintain and enhance their excellence in
teaching through collaborative activities and by participating in
workshops provided by the Academy of the Art of Teaching.
o The program leader regularly meets with part-time faculty to review
instructional protocol and department rules and regulations related to
class. Additionally, the program leader continues to work closely with all
faculty in the revision of syllabi and to infuse technology into courses.
Online and hybrid versions of program classes have emerged and will
continue to be developed to enhance instructional delivery of the faculty.
All faculty members are active in the areas of teaching, service, and
scholarly activity; however, due to limited faculty numbers, leadership
shifts within the COE, and curricular revisions, focus has been primarily
on curricular development, teaching, and service.
Contextual Program Information:
7.
List recommendations from the last program review and actions taken in
response to recommendations.
a. There were several recommendations made during the last COE program
review. The following information responds to those that are directly
related to this program and its subsequent actions:
b. Recommendation from last review: To continue building linkages with
other university research programs and establish more linkages with other
colleges, schools, centers, and institutes.
i. Program faculty have developed linkages with the Honors College,
the Medical School, the Department of Athletics, and most recently,
the College of Nursing and Health Science [CNHS]. One of the
program faculty members is an Honors College Fellow and was
recognized as the 2008 Outstanding Honors College Fellow.
Another faculty serves on the interview panel for Medical School
admissions. Additionally, faculty work closely with the
Department of Athletics and provide performance-based
consulting services, student interns, and service on various
advisory boards and self-study committees.
6
c. Recommendation from last review: To review and consolidate degree
tracks and programs.
i. Programmatically, there have been several changes in both
administration and faculty. First, former Dean Miron restructured
the COE during his year at FIU. He downsized the number of
departments from four to three, eliminating the Department of
Health, Physical Education and Recreation. The Physical Education
programs at both the undergraduate and graduate levels became
part of the Department of Curriculum and Instruction, along with
the faculty from Exercise Science. Members of the Recreation
faculty moved into the Department of Educational Leadership and
Policy studies. The new structure had little, if any, impact on the
delivery of the curriculum or faculty, as the Physical Education and
Exercise Science faculty share common courses within respective
curricula.
ii. Following the COE reorganization, the Sport Management Track
under Physical Education was revised to meet the growing demand
for individuals trained in personal fitness, as well as sport
preparation. The revised track is currently called the Sports and
Fitness Studies track and it has become popular among the student
body despite limited marketing.
d. Recommendation from last review: Replace retiring faculty with
research centered faculty.
i. One faculty member has retired since the last review and another,
who was serving on a visiting line, left the university to accept a
permanent position at the University of Miami. Budget reductions
both internally and statewide have been a significant obstacle for
this program. Although the aforementioned positions were
replaced, they were replaced with instructor (teaching) positions
rather than research centered faculty.
8.
Summarize results/recommendations of any specialized accreditation,
including date of review.
a. The program has not undergone any specialized accreditation review. The
program is conditionally approved by the Florida Department of
Education until June 2013. Faculty members in Fall 2011 will begin to
revise critical assignment tasks and rubrics to align them with the newly
revised FEAPS.
9.
Describe major changes in the Program as a result of changes in discipline,
student demand, faculty feedback and labor dynamics.
a. The undergraduate program in Physical Education (including the Sport
and Fitness track) prepares professionals to teach sport skills, administer
7
activity programs, and promote fitness and wellness to enhance the
quality of life of individuals across the lifespan. Through a
multidisciplinary approach, students gain the knowledge, skills and
dispositions necessary to educate and train individuals and diverse
groups in a variety of settings. The Physical Education curricula
emphasize the role of physical activity and holistic, lifelong learning in
and outside of the classroom. The greater emphasis on sport and physical
activity in our society has created a wide variety of career opportunities
for physical educators. According to the Occupational Outlook Handbook
(2010-11 edition), the employment of athletes, coaches, umpires, and
related workers is expected to grow much faster than the average for all
occupations through 2018, and graduates of programs that meet Statecertification requirements to teach academic subjects (i.e., physical
education) are likely to have the best prospects for obtaining coaching and
instructor jobs in schools. The need to replace the many high school
coaches will provide most coaching opportunities. The result has been
substantial student enrollment growth over the past several years.
b. Faculty departures (i.e., Professors Blitzer, Yongue, and Lopez) have
depleted program faculty numbers. Dr. Blitzer served as the Program
Leader for the undergraduate teacher education track in physical
education, taught between six and eight different classes, and supervised
student teachers each year. Dr. Yongue typically taught three program
classes and at least three sections of HLP 3722, a required course for
Elementary Education majors. Among other classes, Dr. Lopez taught
several sections of exercise physiology each term.
c. The phasing out of the Exercise Science program has had negative
repercussions on the Physical Education and Sport and Fitness curricula
due to faculty teaching across programs. Currently, there are only three
full-time faculty members devoted to this program and the only one who
is tenured (Dr. DeFrancesco) is currently serving in an administrative role.
The other two current faculty (Professor Frank and Dr. Lisman) hold
permanent instructor lines.
10. Demonstrate need for the Program and benefit to the University, region, state,
and global community, as applicable.
a. The Physical Education program and its associated track have continued
to flourish and serve the University and local communities exceptionally
well. Here are some examples related to the benefits of expanding and
maintaining the program as an integral aspect of the COE:
i. Physical Education has produced significant graduation rates for
the COE at both the undergraduate and graduate levels. Faculty
and graduates are well respected within the local school districts
and sport and fitness communities. The need for these degrees is
8
ii.
iii.
iv.
v.
exceptionally high, given the obesity rates of children and youth
and other community health-related issues. Furthermore, this year,
state requirements for Physical Education increased for middleschool students, which intensified the demand for professionals in
this area.
Classes within the Physical Education and Sports and Fitness
curricula meet the needs of other programs within the COE (i.e.,
Elementary Education, Recreational Therapy). The potential for
revenue-generating credit earning certificates (i.e., personal
training, coaching, senior fitness, etc.) is overwhelming.
With the recent elimination of undergraduate programs in the
College of Health, pre-Physical Therapy and pre-Occupational
Therapy students will seek allied areas in which to earn their
undergraduate degree. The same holds true for students interested
in exercise science. The Physical Education and Sports and Fitness
curricula will appropriately serve these students, thereby
increasing enrollment for the COE and maintaining its partnerships
with other campus units.
Lower division Physical Education and Sport and Fitness courses
generate high FTEs with a low cost to the COE and the University
(i.e., PEM 2101 and PEM 2131).
Internships in Physical Education and Sports and Fitness will
continue to provide support to the athletic teams at FIU. Moreover,
internships provide support throughout the public and private
school systems and maximize opportunities for community
physical activity and sports across individuals’ lifespan.
Fiscal Analysis:
11. The Fiscal Analysis will be enacted through a process between the Office of
Academic Budget and Personnel in the Division of Academic Affairs and the
dean of the College of Education.
Research Productivity (as applicable):
12a. Grant Support: Please analyze tenured and tenured-earning faculty
productivity in the last three years in terms of grant support, including the
following: number of proposals submitted; number of submitters; total funds
requested; average per proposal; number of proposals funded; and, total
amount funded. (Please provide the information by fiscal year.) You can also
provide the analysis on non-tenured and non-tenured earning faculty.
Analysis on clinical grants, as applicable, can be included.
9
-
Due to a significant reduction in human and other resources, remaining
program faculty have focused on teaching and meeting curricular needs.
Grants have not been acquired.
12b. Publications: Please provide the number of publications in peer reviewed
journals and/or student-run publications produced in the last three years,
including the number of papers per faculty. (Please provide the information by
fiscal year.)
Faculty
Biagioli
DeFrancesco
Lisman
Lopez
2004-05
1
0
0
1
2005-06
0
0
0
1
2007-08
3
1
1
2
2008-09
2
1
1
1
2009-10
1
8
0
1
Total
7
10
2
6
Publications for 2004-05
-
DeFrancesco, C., & Casas, B. (2004). Physical education and math skill development:
A promising combination. Strategies, 21-23.
Publication for 2005-06
-
Kossack, S., Sandiford, J., & Lopez, R. (2006). The usefulness of self-assessment in
higher education courses. International Journal of Learning, 13(1), 33-46.
Publications for 2007-08
-
Biagioli, B. (2007). Advanced concepts of personal training. Miami, FL: Executive Press.
-
Biagioli, B. (2007). Advanced personal training practical lab manual. Miami, FL:
Executive Press.
-
Biagioli, B. (2007). Training and assessment DVD. Miami, FL: Executive Press.
-
DeFrancesco, C. (July 28, 2007). Coaches wrong. The Miami Herald (p. 34A).
-
Del Rossi, G., Lisman, P., & Leyte-Vidal, M.A. (2007). A preliminary report of
structural changes to mouthguards during one season of high school football. Journal
of Athletic Training, 42(1), 47-50.
-
Lopez, R., & Kossack, S. (2007). Effects of recurring use of self-assessment in
university courses. International Journal of Learning, 14(4), 203-216.
10
Publications for 2008-09
-
Biagioli, B. (2008). Chapter author: Bioenegetics. Fitness and Nutrition: Penn Foster
Publishing.
-
Biagioli, B. (2008). Chapter author: Health screening and evaluation. Fitness and
Nutrition: Penn Foster Publishing.
-
DeFrancesco, C. (April 14, 2008). Stellar athletes. The Miami Herald (p. 18A).
-
Del Rossi, G., Lisman P., Signorile, J. (2008). Fabricating a better mouthguard. Part II:
The effect of color on adaptation and fit. Dental Traumatology, 24(2), 197-200.
-
Jones, L. C., Cleary, M. A., Lopez, R. M., Zuri, R. E, Lopez, R. (2008). Active
dehydration impairs upper and lower body anaerobic muscular power. Journal of
Strength & Conditioning Research, 22(2), 455-463.
Publications for 2009-10
-
Biagioli, B. (2009). Sports Nutrition. Scranton, PA: Penn Foster Publishing.
-
DeFrancesco, C. (January/February 2009). Hang tough. SoBeFit Magazine (p. 60).
-
DeFrancesco, C. (March/April, 2009). Diet determination. SoBeFit Magazine (p. 47).
-
DeFrancesco, C. (July/August 2009). Searching for the mental edge. SoBeFit
Magazine (p. 47).
-
DeFrancesco, C. (May/June, 2009). Under control. SoBeFit Magazine (p. 56).
-
DeFrancesco, C. (November/December 2009). Active thoughts. SoBeFit Magazine (p.
55).
-
DeFrancesco, C. (September/October 2009). Worried sick. SoBeFit Magazine (p. 45).
-
DeFrancesco, C. (January/February 2010). Head strong. SoBeFit Magazine (p. 53).
-
DeFrancesco, C. (March/April 2010). Control yourself. SoBeFit Magazine (p. 53).
-
Ryan, E., Rossi, M., & Lopez R. (2010). The effects of contract-relax-antagonistcontract form of PNF stretching on postural stability. Journal of Strength &
Conditioning Research, 24(7), 1888-1894.
11
12c. Research Ranking: Please provide any ranking or notation obtained during the
last three years (as applicable).
a. N/A
Partnerships/Entrepreneurial Activities (as applicable):
13. Please analyze results of foundation and auxiliary entrepreneurial activities
(e.g., community engagement, conferences and workshops, technical
assistance, sponsorships/donor support, etc.) during the last three years,
detailing activities and amounts obtained (where appropriate) by fiscal year.
a. N/A
Part III: Strategic Planning and Improvement Action Plan
14. Develop a programmatic Strengths, Weaknesses, Opportunities and
Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s
strengths, weaknesses, opportunities, and challenges. The SWOC includes
normally an assessment of the internal environment (strengths and
weaknesses) and an assessment of the external environment (opportunities and
challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to
understand the culture, facilitate decision-making, and may be used to assess
opportunities and identify factors leading to an organization’s critical success.
Strengths
-
This program aligns itself with two themes of FIU: global and health. “Obesity is a
complex condition, one with serious social and psychological dimensions, that affects
virtually all age and socioeconomic groups and threatens to overwhelm both developed
and developing countries. In 1995, there were an estimated 200 million obese adults
worldwide and another 18 million under-five children classified as overweight. As of
2000, the number of obese adults has increased to over 300 million. Contrary to
conventional wisdom, the obesity epidemic is not restricted to industrialized societies; in
developing countries, it is estimated that over 115 million people suffer from obesityrelated problems.” (World Health Organization,
http://www.who.int/nutrition/topics/obesity/en/index.html). Although the
obesity epidemic appears to have hit a plateau in 2011, nearly 34 percent of
adults in the U.S. are obese, more than double the percentage 30 years ago. The
share of obese children tripled during that time, to 17 percent (Center for Disease
Control and Prevention, 2011).
o This degree program, if provided with adequate human and other
resources, could work collectively with the Medical School and CNHS to
develop protocols to educate and train individuals and communities
12
across the globe to combat health epidemic. Exercise as a prescription is a
real strategy to promote health across cultures and the globe.
-
This program aligns itself with the university goals related to developing
continuing education courses designed for national and international
professions; collaborating with major health, education and community
organizations; and expanding student enrollment.
o This program has the potential to align itself with national and
international fitness organizations, such as the National Council on
Strength and Fitness (NCSF), to offer workshops related to health and
fitness. A partnership with organizations such as these would provide
extended certification for students enrolled in the Physical
Education/Sports and Fitness program.
-
Full-time and Affiliated Faculty
o Faculty members of the Physical Education/Sports and Fitness program
are professionals motivated to teach and assist students to become
effective practitioners within schools and other settings. The faculty has a
variety of strengths with regard to teaching and learning. The faculty is
active in professional associations; faculty members hold advanced
degrees and various certifications related to their specialty areas (i.e.,
elementary/secondary teaching, coaching, administration, teaching, sport
psychology, athletic training, etc.).
-
Students
o Students are diverse and are well-suited to address the needs of students
and other populations from multiethnic environments. Extensive and
diverse field experiences, practicum, and internship experiences provide
them with structured and applied settings to develop their knowledge
and experiences. FIU graduates are consistently sought after and serve in
professional positions within the public and private community sectors.
-
Curricula
o The Physical Education/Sports and Fitness program allows flexibility to
address the needs of students interested in pursuing an advanced allied
health degree.
o Many of the core courses within this program serve as pre-requisites or
required foundation courses for graduate programs in fields such as
occupational therapy, athletic training, and physical therapy.
Furthermore, flexibility in internship placement and experiences make
this a student-centered program. For example, students may complete
internships within schools, at fitness facilities, within athletic departments,
and/or in applied settings as research assistants to professors.
13
Weaknesses
-
Lack of financial aid or assistantship opportunities for students: Consequently,
many students are forced to work full-time while attending school. This factor
presents problems toward the end of the program, when students must
complete a full-time practicum and internship in the field. Many students
struggle with finances and juggling school and work responsibilities.
-
Too few resources to meet the demand for classes: The interest in this program
creates a demand for more physical (classroom space) and human (faculty)
resources. The lack of sufficient resources also limits scheduling possibilities.
Although the program is merging into a “blended” rather than face-to-face
program, more full-time faculty and lab space are needed.
Opportunities
-
The ability to create programs and partnerships across campus units: The
potential is significant to partner with the Medical School and CNHS to
provide the undergraduate foundation for their graduate programs.
Collaboration is underway with the Department of PT and AT to develop
programs to serve students at MAST High School in Homestead, Florida.
-
External Funding Opportunities: There are many opportunities from local (e.g.,
Children’s Trust) and national (e.g., American Alliance for Health, Physical
Education, Recreation, and Dance [AAHPERD], Center for Disease Control
[CDC]) organizations to fund programs that target prevention/reduction of
obesity across the lifespan.
-
Community engagement: Program faculty and students have developed a
community engagement program called FIU “FitnessInU.” Faculty and
students set up workshops and activities for children and parents. Educational,
behavioral, and physical activities are included. The possibility of developing a
student club in the future may help make this a reality.
Challenges
-
Funding to recruit, hire, and retain research faculty.
-
Developing online courses that are appropriate to the field
-
Manage budget cuts to lessen negative effects on the program and its students.
-
Depressed economy may limit professional opportunities in public sectors.
14
15. Refer to issues still identified as challenges and/or opportunities and prepare a
plan to suggest solutions and pathways towards furthering student learning
and programmatic improvements. Include a timetable and denote process for
developing consensus on the Improvement Action Plan. Within the
Improvement Action Plan, please incorporate a plan to measure
progress/indicators of success.
Place the formulation of the Improvement Action Plan within the context of
your unit’s ongoing strategic planning.
Part IV: Recommendations of Provost
The Provost will provide written recommendations to the units regarding the future
direction of the academic program based on the findings of the complete Program
Review, including the self-study, external consultant’s feedback and Improvement
Action Plan.
15