BCPEKA Articulation Meeting – Minutes 2005
Tuesday, May 17, 2005
In Attendance – Gail Wilson (Capilano), Milton Williams – Chair (Capilano), Susan Todd
(Langara), Ann Oishi (CNC), Tony Leyland (SFU), Sandi Lavery (COTR), Marnie Laser
(Selkirk), Steve Kamps (COTR), Allison Gill (Douglas), Greg Anderson (UCFV)
Regrets – Peter Moyles (TRU), Mike Armstrong (Malaspina), (UVic), Harry Lendvoy (Langara)
Introductions – Milt Williams – Capilano College
Changes to agenda –
- Susie Safford to update TRU tomorrow
- Committee condolences sent to Peter Moyles
- Dinner tonight paid for by COTR
- Refreshments and lunch tomorrow paid for by Human Kinetics Publishing
- Thanks to Ann Oishi for recording minutes.
Institutional Reports:
College Reports (individual reports were submitted and are available upon request)
COTR (Steve Kamps/Sandi Lavery):
- Indicated a number of challenges (cutbacks, workloads, etc.)
UCFV (Greg Anderson) – no report attached:
- Full-time professor in Human Kinetics
- Continue to offer a one-year certificate program that feeds into degree program
- Degree is oversubscribed at 82 enrolled (32 with certificate)
- Growth is expected in the future
- Plan is to separate Kinesiology degree and PE degree (common core with different
electives)
- Education program is available at the University (SFU transfer is successful, but transfer
to UBC is not working – due to performance courses … Gail suggested some helpful
solutions, some follow-up will be necessary)
- Proposed Masters degree to senate in 2006
- Special Purpose University status is pending (October)
- Accept 30 into first year in degree, accepting students from Douglas College into 3rd year,
accepted 82 students into second year from colleges around province
- Entrance requirements – Math 12 (this is a challenge) 2 grade 11 science courses
- Facilities are pending
- 7800 full time students
Langara College (Susan Todd):
- Retirements are starting to occur
- Full-time term instructors are regularized
- Growth and development course wasn’t full, possibility due to anatomy pre-requisite
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Funding from government for parking garage, library (old library will be converted into
classrooms) – space is still short
Discussion about on-line learning:
- UCFV has 36 maximum in some HK courses
- WebCT vs. Moodle (sp?)
Douglas College (Allison Gill):
- 2 new credentials at Douglas
- Question of Pedagogy Labs? (Gail – “Georgia” as a suggestion, Joy Butler as a
resource)
Selkirk College (Marnie Laser):
- Declining enrolment is an issue (especially with retention of second year)
- Future sustainability of program is a concern – lack of funding in program
Discussion:
- Government cutbacks and issues with politics
- Have we spread ourselves to thin? Centers as a possibility?
- Timetabling as an issue
- Recognition of “Active Living” in our field
- Action Schools BC – concern expressed
Capilano College (Milt Williams):
- Student Council for HK – very positive, bonded students (especially for retention)
- Concerns: lack of space for labs and classrooms, block transfer
- Mud slide at college, traumatic for college community
- Discussion of retention of instructors/faculty – problem in BC, possibly an increasing
difficulty with hiring PhD applicants
o Aging issues – bringing back retired professors to mentor the newer Masters
students and develop them as future instructors
o Mandatory retirement
Dr. Nick Rubidge – President of COTR
- Milt Williams introduced Dr. Nick Rubidge who welcomed the committee to College of
the Rockies.
- Welcoming remarks
College of New Caledonia (Ann Oishi):
- See institutional report
- Suggestion to coordinate an Active Living/Health and Conditioning course with the
nursing program to increase FTE’s.
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UBC (Gail Wilson):
- Increase in the number of students in 4th year in PE stream – direct result of what is
happening in the colleges
- Joy Butler – Pedagogy area
- New club starting in HK area – teaching PE/pedagogy outreach programs (cohort group)
Discussion:
- Discussion of “core course issues” and potential gaps
- Issues of textbooks and adding other chapters into the class
- Availability of resource material (example of biomechanics support clips, video, etc.) is
helpful
- How are former college students performing at the University-level? Ministry
information (generic) information is available
o How can we fill in the gaps in our colleges and find out specific details about the
success of the college students at the University-level?
o Writing skills have deteriorated – this is ‘across the board’
o Change to SFU requirements (i.e., breadth requirements)
o Location of the English requirement (i.e., taking English in the first year or before
the first 32 credits)
- Taking the ‘core’ kinesiology courses does not leave any room in the first 2 years to
capture all of the sciences (in order to take upper level science courses – i.e., for a
second teaching concentration)
o Issue with the Faculty of Education and their regulations for the second teaching
concentration (BC College of Teachers as well) – HK can’t be a stand-alone
course
o Science courses are being avoided because of this reason
- Health, wellness, balance needs to be dealt with in the school system (PE Specialists)
- Sustainability of Action Schools (and other types) of programs
SFU (Tony Leyland):
- Growth issues – “Univercity”, new sport facility
- Biomedical engineering program implemented
- HK courses continue to be well subscribed because they are viewed as science electives
- Funding for a cohort program at downtown campus
- Block transfer is important to SFU (previous issue was with pre-requisites)
- SFU will articulate KIN 205 Anatomy Physiology to the A/P courses offered at colleges.
- Process of hiring of new director is starting
Discussion of CCUPEKA Accreditation:
- Is this valuable? Do students need to be accredited?
9:30 tomorrow to reconvene for meetings
Adjourn for day – 5:25 pm
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Wednesday, May 18, 2005
Susie Safford, BCPEKA Liaison
Dean - Division of Student Development
THOMPSON RIVERS UNIVERSITY
- joined meeting
DPE Presentation (Allison Gill – Douglas College) – Post Degree Diploma in Physical
Education
- For elementary school teachers that are required to teach some PE but have no
background in PE
- Practical and content-based – innovative and focused
- 10 courses (in cohort style) comprise the diploma program
- Audience – believe in program and need skills, and ones that want to move up a step on
the scale
- Question about taking this program around the province (i.e., summer school or weekend
courses) – how to feed this throughout the entire province like the Instructor Diploma
program
- Discussion about the support of specialist teachers in schools
BASSC Presentation (Allison Gill – Douglas College)
BACHELOR OF APPLIED SPORT SCIENCE
- Breadth and depth – and – theoretic component, but applied means that it will be practical
- Program plan is in its infancy
- One credit fieldwork on every semester = 8 credits (experience in area, NOT a practicum)
- “Professional” approach to teach PE practitioners
- Science would be the second teaching concentration (issues with BC College of Teachers
and the requirements for a teaching concentration)
- Discussion of name of program (Sport Science, Human Movement/Performance, Physical
Education, Physical Activity, Active Health)
- Discussion of a support letter (written by Milt on behalf of the articulation group)
Discussion of an Athletic Training Diploma (or Applied Degree) – is this feasible for BC to look
into?
- Combine with motor control or adapted PE
- Hook with 2010
- Are the jobs available?
UBC Biomechanics Update/Discussion:
- Enoka text was not well-received, Hall was used by a number of institutions
- Math comprehension by students is not up to the proper standard, due to pre-requisites
- Capilano has gone to “highly recommended” courses instead of pre-req’s and an
assessment in the first 4 weeks of school
- Report from COTR
- Issue of Math 10 – is this really enough Math, or have the students have forgotten all of
the information from grade 10 math
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Math 11 is the critical math course because of the trig/algebra components
Students are not being taught to “problem solve” in the high schools
Physics is more of a necessity than math (SFU)
Math is the stumbling block – they are so intimidated by the math within the
biomechanics course
Labs continue to be important for the applied component of the biomechanics
Extra resources from UBC (Dr. David Sanderson) were well-received, useful
o Access to the biomechanics website is critical, difficult to find through the UBC
HK website (is it possible to have an icon on the HK website)
Discussion of the textbook – Enoka, Hammill
Ask Dr. Sanderson to clarify his lack of interest in McInnis (application at college-level
vs. biomechanics-intensive information/expectations?) Biomechanics of Sport and
Exercise, by Peter McInnis text is used by institutes but was not recommended by UBC.
Why?
Core course that fills many learning outcomes, other than just biomechanics learning
Colleges are doing many extra things to provide support to students (remedial work,
office hours, tutorials, etc.) to help provide them with a positive experience in
biomechanics
HK 275 – Exercise Physiology Discussion
- Taught by Dr. Bill Sheel at UBC
- Pre-requisites are Anatomy and Physiology (and some institutions have HK 103 or
Fitness and Conditioning course)
- UCFV teaches 12 labs (3 hour lecture, 3 hour lab = 4 credit course) – blood pressure,
orthostatics, etc.
- COTR offers an ex. phys. as a 3 credit class
o Issue of dual transfer (UCFV & UBC) – problem of 4 credits vs. 3 credits
(Douglas College only gives 3 credits for courses, so they plug in physical activity
courses and electives)
- Equipment discussion:
o Calibrated bike
o Predicted VO2 max, computer literacy – in UCFV courses
o Heart rate monitors
o Stethoscopes
o Metabolic cart (only demonstrated in lower-level classes) – videos have worked
well (can Bill or Greg provide a video with phony/mock data?)
 SFU had a video (with certain procedures) that can be copied
o Several websites with resting and exercise aerobic
o Predicted max O2 consumption
o UCFV will send outlines to group with information on labs
- Text: McArdle, Katch, and Katch (Lippincott Williams & Wilkins), “Essentials of
Exercise of Physiology”
o Great text, written in language that students in first year will be able to understand
- Lab Manual is a course pack that is sold separately
- Additional subheadings on second page – hypoxia and high altitudes, children, sex-based
differences
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Thermoregulation is also added with UCFV’s course
Minimal equipment:
o 6 HR monitors
o 2-3 calibrated bikes
o 6 blood pressure cuffs and stethoscopes
o 3 anthropometric tapes
o Counters
o 20 m shuttle run equipment
o Calibrated weights (for bike ergometer)
o Basic testing equipment (yard sticks, etc.)
Discussion:
- Eliminate redundancy, fill in gaps in core
- Where to add on and reduce?
- Where does this fit in to the core courses (required courses – everyone has to take these
courses, and then the elective courses would fill in these additional areas)?
Questions asked by Milt Williams for Harry Lendvoy at Langara –
- Is it possible for transfer students to get credit for HK 163, Biodynamics?
o UBC has dropped this, and replaced it with HK 151
o Is there room in the degree for unassigned credit if a student would take 163 at the
college-level? (Most likely this course would take up an elective space)
o COTR upgraded their 163 into an Exercise Physiology course
o Langara – issue of giving students an introductory/foundation course to give
students a better base for the anatomy and physiology courses (and biomechanics)
- Is it possible for transfer students completing the athletics injuries course to get credit for
the course rather than unassigned credit?
o HK 361 – 3rd year credit instead of unassigned credit
o Sandi Lavery and Milt Williams will prepare an introductory letter to Dr. Bob
Sparkes discussing the issues of the losing transfer credit to this athletic training
course.
Lunch & Disc Golf
Book Rep. Presentation:
Lippincott Williams & Wilkins - Dan Renaud
Wheelchair Sports Presentation (Susan Todd)
- Contact person and phone number for presentation to follow
UBC Performance Analysis Presentation/Discussion (Gail Wilson):
- Gail reported her work with a colleague have been working to identify specific Core
Competencies that fall under two of the overall Learning Outcomes in P/A courses..
Specifically: i) error detection and correction; ii) pedagogical strategies
The purpose of this work is to improve the P/A analysis courses (and the
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knowledge and ability levels of students) by identifying and clarifying
specific learning outcomes (related to qualitative analysis and instruction). Identifying
more specific outcomes should ensure that all students taking these courses entering the
UBC HKIN senior pedagogy courses with the prerequisite competencies for analysis and
instruction.
Manual to follow from Gail to all institutions
Request to debrief this subject at Articulation meeting in 2006
Block Transfer Presentation/Discussion (Susan Todd):
- Presentation of different models – must be negotiated between sending institution and
receiving institution
- Assessment issues of courses
- Terms must be clear for advisors and students
- Discussion of the original block transfer proposal
- Content areas of block transfer were discussed – Science based vs. PE based
- Advising is critical – especially at sending inst.
Keys to Process:
- have a person up to date with process
- go through internal process 1st – get approval
- who is going to do the articulation?
- does it fit
- finalize agreement
- who signs off?
- make sure Registration office is included in final steps of process
- registration should help with putting in calendar etc.
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Discussion:
o Getting one of these BTA’s done and then circulating it for the other institutions
to follow a similar process
o Transferring with an appropriate GPA
o 2 year block transfer is better for sending institutions for retention issues (can plan
for curriculum and programming for 2 years)
o UCFV does not accept students into first year (general) and then you can become
a Kinesiology student in second year – SFU is similar with first year science
courses
o Suggested that transfer requests should be made with a final exam (it is easier for
a receiving institution to determine transferability with an exam and what has
been tested)
o Are we doing a good enough job of course selection for upper-level credits,
career-oriented/outcome degrees? Advising is critical for the full 4 years of their
degrees.
o “The block has to be the block”
Direction – Susan and Tony are going to do a block and let the rest of the institutions
follow their example
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BCCAT Update (Susie Safford):
- Transfer Innovations funding initiatives – up to $10,000 to solve a transfer problem in an
innovative way
- Pedagogy issues
o Position statement on qualification of instructors on transferable courses – the
general qualifications should be: (please see the website) a Masters degree or
equivalent
o Instructional Skills Workshop instructors on our own campuses
- Last general meeting issues: chair issues, private post-secondary in BC, assessing
positive/negative transfer, innovation projects, common grading scale in BC
Adjourn for the day – 4:40 pm (on to golf)
Thursday, May 19, 2005
Discussion regarding outstanding issues.
Next BCPEKA meeting - May 16-18, 2006. To be held at College of New Caledonia in Prince
George ( TBC by Ann Oishi) If not held at CNC, the meeting will be held at Langara College in
Vancouver.
Incoming Chair: Peter Moyles was nominated by Sandi Lavery (COTR) and seconded by Tony
Leyland (SFU). All were in favor
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