Program Review
Bachelor of Arts in Physical Education
College of Health Professions
October 2015
MARSHALL UNIVERSITY
Program Review
Marshall University
Date: October 15, 2015____________________
Program: Bachelor of Arts in Physical Education_________________________
Degree and Title
Date of Last Review: Academic Year 2005 – 2006 _____________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to provide
a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action will
apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a viable
program as opposed to addressing issues of a weak program. Progress report due by November 1
next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
___1______
___Jennifer Mak____________________________________
Recommendation: Signature of person preparing the report:
______________
Date:
_________
_________________________________________________
Recommendation: Signature of Program Chair:
______________
Date:
________
__________________________________________________
Recommendation: Signature of Academic Dean:
______________
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
Program Review
Bachelor of Arts in Physical Education
Table of Content
Pages
College/School Dean’s Recommendation .............................................
1
I. Consistency with University Mission ..................................................
2
II. Accreditation information ...................................................................
3
III. Adequacy of the Program Statement ...............................................
3
1. Curriculum ...................................................................................
3
2. Faculty .........................................................................................
3
3. Students ......................................................................................
5
4. Resources ...................................................................................
5
5. Assessment Information ..............................................................
7
6. Previous Reviews ........................................................................
8
7. Identify weaknesses and deficiencies ..........................................
8
8. Current Strengths/Weaknesses ...................................................
10
IV. Viability of the Program ....................................................................
11
1. Articulation Agreements .............................................................
11
2. Off-Campus Classes ..................................................................
11
3. Online Courses ...........................................................................
11
4. Service Courses .........................................................................
11
5. Program Course Enrollment .......................................................
12
6. Program Enrollment .....................................................................
12
6. Enrollment Projections ................................................................
12
V. Necessity of the Program ..................................................................
12
1. Advisory Committee ...................................................................
12
2. Graduates ...................................................................................
13
3. Job Placement ...........................................................................
13
VI. Resources Development ..................................................................
13
Appendices
Appendix I: Required/Elective Course Work in the Program ...........
Appendix II: Faculty Data Sheet ......................................................
Appendix III: Students’ Entrance Abilities ........................................
Appendix IV: Students’ Exit Abilities ................................................
Appendix V: Assessment Summary ................................................
Appendix VI: Program Course Enrollment .......................................
Appendix VII: Program Enrollment ..................................................
Appendix VIII: Job and Graduate School Placement Rates ............
14
15
65
66
67
76
78
80
Tables
Table 1: Summary Activities for Sport Management Faculty ...........
Table 2: 2012-13 School of Kinesiology Budget ..............................
4
6
Figure
Figure 1: Tend Line for Total Enrollment and Program Graduates ..
79
College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation: Continuation of the program at the current level of activity
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
Sport Management and Marketing is one of four programs housed in the School of Kinesiology
(SOK). These programs were transferred from the College of Education to the College of Health
Professions (COHP) July 2010. Prior to 2010 these programs existed as areas of concentrations,
however, since becoming part of the COHP, each is now a separate degree program with the
exception of Sport Management and Marketing which is in the process of converting to a
degree program. The current title of the program is Bachelor of Arts in Physical Education,
emphasis in Sport Management and Marketing. Faculty believe the program name is
ambiguous and confusing to employers who think the graduates are physical education
teachers. This program serves students who do not desire to teach (non-teaching emphasis).
The faculty are noted for their excellent teaching, are strong academic leaders, and have
published and presented at state, national and international conferences. Many have received
national and international honors for their research and publications.
Enrollment over the last five years has dropped slightly, however, I expect the numbers to
increase once the program can be marketed under Sport Management. As a result one FTE
faculty line was moved a year ago to support the new undergraduate program in public health.
Once enrollment has shown a sustained increased to numbers of 4-5 years ago, consideration
will be given to adding an additional FTE faculty to the program.
The budget in the SOK originally was combined for all three program when they were
transferred from the College of Education. Under the existing budget model, each program will
have its unique fund/org to improve tracking of the operating budgets of the respective
programs.
I recommend this program continue at the current level of activity.
Michael Prewitt
_______________________________________
October 14, 2015
________________________
Signature of the Dean
Date
Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Bachelor of Arts in Physical Education___________________
College: Health Professions_____________________________________
Date of Last Review: Academic Year 2005 – 2006 ___________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
The mission of the BA in Physical Education with an Area of Emphasis in Sport
Management and Marketing program is to educate students to become reflective,
principled, knowledgeable, and creative learners who will succeed in the global
sport management community in the 21st century. The mission of the BA in
Physical Education with an Area of Emphasis in Sport Management and Marketing
program at Marshall University is in harmony with, and contributes to, the mission
of Marshall University. In particular, the program contributes to the enhancement
of undergraduate education, expansion of the body of knowledge, commitment to
society through public service, economic development, diversity in student body,
faculty, staff and education programs, maintenance of rigorous standards and high
expectations for student learning and performance, and interaction with individual
students.
The Marshall Mission statement contains several objectives. Several of these
objectives are particularly pertinent to the BA in Physical Education with an Area
of Emphasis in Sport Management and Marketing program. Marshall University
will






provide affordable, high quality undergraduate and graduate education
appropriate for the state and the region;
provide services and resources to promote student learning, retention, and
academic success;
foster faculty, staff, and student outreach through service activities;
make instruction available throughout Marshall’s service area using all
appropriate modes of delivery;
educate a citizenry capable of living and working effectively in a global
environment; and
further the intellectual, artistic, and cultural life of the community and region.
2
II.
Accreditation Information
N/A
III.
Adequacy of the Program
1. Curriculum:
A list of courses with specific titles of the BA in Physical Education with emphasis
in Sport Management and Marketing is attached in the Appendix I. The Athletic
Training and Exercise Science emphases have become stand-alone degree
programs during this period. The Sport Management and Marketing specialization
track is in process to become a stand-alone program.
2. Faculty:
During 2010-15, all four tenured or tenure-track faculty members hold terminal
degrees from the following different universities: Indiana University – Bloomington,
Penn State University, and University of Texas – Austin. One of the faculty
members holds the rank of Full Professor with tenure. One of the faculty members
holds the rank of Assistant Professor and two of the faculty members received
promotion and tenure of the rank of Associate Professor in 2013. All are competent
and respected in their areas of expertise as educators and leaders throughout the
nation. However, three junior faculty members have left Marshall University in 2014
and 2015, respectively. The faculty members who left Marshall’s Sport
management unit were recruited from other institutions with a higher salary (i.e.
$60,000 or over for assistant professor rank in either teaching institution or
research institution) and less teaching load (i.e. 2 teaching load per semester for
research institution or 3 teaching load per semester for teaching institution). The
non-competitive salary and fringe benefit as well as high teaching load were the
main factors for low retention rate.
During 2010-15, all four tenured or tenure-track faculty members published a
combined total of twenty-one refereed articles, thirteen refereed abstracts, three
book chapters, and five proceedings. In addition, they have thirty-three
presentations in national and international conferences, eleven presentations in
state and regional conferences, and have served as keynote or invited speakers
for ten conferences. They also served as reviewers for twenty-seven journals or
national and international conferences as well as editorial board members for three
journals. Two faculty members are the past recipients of the Dr. C. Robert Barnett
Award for Excellence in Research. One faculty was named as the No. 1 leading
contributor to research in the discipline of leisure and recreation for the past 20
years (1992 – 2011) of the Research Consortium, American Alliance for Health,
Physical Education, Recreation and Dance (AAHPERD) and received the highest
award “Ray O. Duncan Award” from West Virginia Association for Health, Physical
Education, Recreation and Dance for her contribution to West Virginia. Please see
3
table 1 for the summary activities for Sport Management faculty between 2010 and
2015.
Table 1
Summary Activities for the Sport Management Faculty 2010-2015
Categories
Total
Publications
Refereed Article
Refereed Abstract
Book Chapter
Proceeding
21
13
3
5
Presentations
Keynote or Invited
National or International
State or Regional
10
33
11
Offices hold in Professional Organization
National or International
State or Regional
4
3
Grants
17
Editorial Services
Editorial Board
Reviewer
3
27
Awards and Honors
National or International
State or Regional
5
7
4
3. Students:
a. Entrance Standards:
In order to enroll in English 101, English102, and Math121 all students must
have at least an 18 on the ACT and 450+ on the English Component of the
SAT to enroll in these classes. In addition, all student must have at least a 19
on the ACT and 460+ on the math component of the SAT to enroll in Math 121.
Students not meeting these rudiments must first complete the necessary
developmental courses as required. Furthermore, no requirements may be
taken as credit/no-credit and all must maintain a 2.00 overall GPA to complete
the senior internship.
b. Entrance and Exit Abilities of past five years of graduates:
Appendix III shows that our last five years of students entered the program with
high school GPAs that ranged from yearly means of 2.89 to 3.30. The yearly
mean composite ACT scores ranged from 19.1 to 20.9. Yearly mean SAT
Verbal scores ranged from 456.7 to 475.8, SAT Quantitative scores from 460
to 494.6, and SAT Analytic Writing scores from 438.3 to 481.7. Appendix IV
shows that these graduates compiled respectable GPAs during their
undergraduate program, with yearly means ranging from 2.72 to 3.06.
4. Resources:
a. Financial:
The majority of the financial support for the Bachelor of Arts in Physical
Education is state funding. Other support has come from student fees.
Financial support consists predominantly of salaries for full-time faculty and
the graduate/teaching assistant. The Sport Management Unit during 20102015 employed four full-time faculty members and one graduate/teaching
assistant per academic year to serve both the undergraduate and graduate
programs in sport management. The graduate/teaching assistant does not
have any teaching duties in the graduate program. In addition, the Sport
Management Unit is one of the four academic units (Athletic Training,
Biomechanics, Exercise Science, Physical Education: Sport Management)
under the School of Kinesiology. As a combined budget within the School of
Kinesiology, the annual expense allotment for the Sport Management Unit
cannot be identified. Please see table 2 for the 2014-15 School of Kinesiology
Budget. The School of Kinesiology is going to have a separate budget code
toward different academic units. This action will help the Sport Management
Unit to have a better understanding about the financial support, and enhance
planning and development of the Sport Management Unit.
5
Table 2
2014-15 School of Kinesiology Budget
Categories
Amount
Direct Expenditures
$79,857.00
Labor (Adjunct, Graduate
Assistants, Stipends)
$101,085.29
Faculty Salaries (including
fringe)
$879,317.95
Total Allocated Budget
$1,060,260.23*
b. Facilities: Describe facilities available for the program including classrooms,
laboratories, computer facilities, library facilities, or equipment needed for
program delivery.
Office:
The Sport Management Unit presently utilizes and shares a six-office suite
(GH104) with the Physical Education Unit. Four faculty members occupy four
rooms (GH104B, C, D, E) and the fifth room is used as the Sport Management
Lab (GH104A).Faculty offices have computers with internet access, phones,
desks, and bookshelves. A laser printer, which is connected to all the School
of Kinesiology faculty computers, is located in the GH104F.
Sport Management Lab and Computer Services:
The Sport Management Lab, which contains two computers and a printer, is a
room where students can meet and study and utilize the computers for class
projects as well as meeting with the graduate/teaching assistant.
In addition to the Sport Management Lab, students have access to computers
in several locations. University Computer Systems has staffed computer labs
throughout the campus, and the Drinko Library Computer Center is open to
students 24 hours a day.
Classrooms:
The classrooms have standard student desks, whiteboards, bulletin boards,
faculty desks for use. There are four technologically advanced classrooms
located at GH120, GH121, GH122, and GH123. All of these resources can be
used and are shared by the faculty members in the School of Kinesiology.
6
Libraries:
Marshall University Libraries subscribe to more than 150 online databases and
journal collections. They have also updated their online reference sources so
sport management students can locate basic information through the
databases such as Academic Search Premier, Business Source Premier,
PsycINFO, Academic (LexisNexis), PsycARTICLES, ERIC, Sociological
Abstracts, America: History & Life, and Historical Abstracts.
5. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a.
Program’s assessment of student learning Summary
Bachelor of Arts in Physical Education Overarching Goal: To facilitate
the attainment of skills and knowledge required achieving the strategic
goals of organizations in the competitive sport and recreation related
industry.
Measurable Learning Objectives (See Appendix V for detail).
1. Written Communications
i. Students will describe and articulate issues in sport management
and kinesiology through the effective use of the written word.
2. Oral Communications
i. Students will create and deliver (perform) an effective oral
presentation.
3. Problem Solving/Decision Making
i. Students will demonstrate a variety of technical, logical, practical
skills for sound decision-making in the sport and recreation
management related industry.
ii. Students will articulate the importance of the role of sport and
physical activity in human societies. This will include historical,
philosophical, and sociological understandings of sport and
physical activity.
4. Managerial Knowledge
i. Students will synthesize knowledge of each of the sport and
recreation management related business and management
disciplines.
ii. Students will integrate theory and practice by successfully
performing an internship in the sport/recreation/fitness industry.
7
5. Computer Skills
i. Students will identify and then use appropriate technological tools
to calculate, measure, and evaluate problems within the field.
These skills will aid in decision-making, facilitate research, and
improve the student’s powers of persuasion.
b.
Other Learning and Service Activities
1. See Appendix V for detail.
c.
Plans for Program Improvement
The yearly assessment reports stated that the Bachelor of Arts in Physical
Education program’s learning outcomes were nicely articulated and a
variety of measures were used throughout the curriculum to assess the
outcomes. Currently, almost all students meet the benchmarks for the
program’s learning outcomes. The program improvement is an on-going
process, the faculty members meet monthly to discuss the results of our
evaluation measures and to plan appropriate action as needed.
d.
Graduate Satisfaction:
Thirty-three graduation survey results were received during this period.
Majority of the students enjoyed their education experience in the program
and agreed that the practicum and internship experience in this program
increase their ability to secure employment or employment offers.
e.
The University Assessment Committee stated that the BA in Physical
Education with a Sport Management and Marketing Emphasis has a nice
assessment plan. The committee recommended the expected level of
performance at Assessment Point 2 should be “capstone”. The reason for
this is because performance should be higher at Assessment point 2 than
at Assessment point 1. A thoughtful analysis of the results of each outcome
at each assessment point, would be appreciated. The summary analysis
and posed questions are good and have been responded to the summary
on the rubric. Assessment is a continuous progress and therefore it is
acceptable to change parts of the assessment plan as informed by new
data.
6. Previous Reviews: At its meeting on April 2006, the Marshall University Board of
Governors recommended that the BA in Physical Education continue at its current
level of activity.
7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
8
In its last program review, submitted in academic year 2005 – 2006, the Bachelor
of Arts in Physical Education identified the following weaknesses. These are
transcribed from that report.
An area of improvement of the program is to develop a systematic approach to
tracking graduates, especially initial placement. This has been a struggle for the
program for years and is compounded by the fact that the number of faculty
positions are static despite the fact that that number of students has increased.
Another potential issue is the ESSR department has lost several faculty to
retirements and changing jobs. While this does impact the associate professor and
full professor categories it has given the division the opportunity to redirect needs
based upon enrollment by changes the position descriptions as needed. These
vacancies also provide opportunities to hire new faculty members who are recent
graduates with new, different and fresh ideas. The Division is committed to filling
these positions with experienced and qualified professionals.
Another area that may be perceived as an area of concern is the declining
enrollment in the Athletic Training Education Program. This program is very
competitive to enter and complete. The program requires five semesters of clinical
rotations as well as a significant number of writing intensive courses in HS. The
number of positions is very limited in the tri-state area at this time; however there
are many openings available in the larger region and nation. This program will work
on improving recruiting. In addition, the program has initiated discussions with
several collages about a 2+2 program.
Regarding the Marshall requirements of Multicultural, International and Writing
Intensive courses, this program has several strengths but also some weaknesses.
First, PE 118 (History of Sport) has been approved as a Multicultural course for
the entire time of this review. This course does attract majors from other areas as
indicated by the enrollment numbers. The program has had one faculty member
offering writing intensive courses since 1997 and the past year has three approved
WAC instructors with two more completing the process. These courses do attract
students from other areas of the university as well as meeting the needs of the
students within the program. (Due to the nature of health care today and the
requirements of the ATEP, all but three core HS requirements are writing
intensive).
Current Situation
The Athletic Training and Exercise Science emphases have become stand-alone
degree programs during this period. The Sport Management and Marketing
specialization track is in the process to become a stand-alone program. The
current Sport Management and Marketing specialization track under physical
education creates ambiguity and confusion. Graduates of our program are
sometimes confused with physical education teachers by potential employers.
9
Granting a sport management degree will be more clearly indicate the training of
our graduates. Second, a stand-alone Sport Management degree will allow for
future growth of the program with the addition of further specializations such as
Sport Marketing, and Facilities and Operation Management. Such graduates will
only further the prestige of the university.
8. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
a. Strengths
1) Teaching Excellence
(a) The department is committed to teaching excellence, and all four faculty
members are strong academic teachers. The faculty members are all
experienced in the field prior to joining the faculty.
2) Weaknesses
(a) Outdated Program Title: Bachelor of Arts in Physical Education (nonteaching)
Currently, students who will get a degree in Physical Education (Nonteaching) with their main study were in sport management and
marketing. To retain the current students as well as attracting new
students, a stand-alone degree program in sport management is
needed.
(b) Sharing Alpha Designator
Currently, the Sport Management and Marketing Emphasis shared the
same Alpha Designator (ESS) with other academic units within the
School of Kinesiology. The sharing of alpha designator creates a lot of
administration and advising problems.
(c) Low Faculty Retention Rate and Losing One Faculty Line
Three faculty members who left Marshall Sport Management unit were
recruited by other institutions with a higher salary (i.e. $60,000 or over
for assistant professor rank in either teaching institution or research
institution) and lower teaching load (i.e. 2 teaching load per semester for
research institution or 3 teaching load per semester for teaching
institution). The non-competitive salary and binge benefit as well as high
teaching load were the main factors for low retention rate.
(d) Unclear Financial Support
The Sport Management Unit is one of the four academic units (Athletic
Training, Exercise Science, Biomechanics and Sport Management)
under the School of Kinesiology. As a combined budget under the
10
School of Kinesiology, the annual expense allotment for the Sport
Management Unit cannot be identified. It is difficult for any academic
units to operate effectively and efficiently without a clear budget
allocation. This will also affect the future accreditation process.
(e) Decrease in Faculty Development Support
The base annual travel budget for the sport management faculty has
dropped from $500 to zero. In the past, the sport management faculty
was able to get extra faculty development support of around $800 to
$1,500 from the COHP’s dean office. The significant drop in our faculty
development and travel budget created a negative impact on sport
management faculty development.
IV.
Viability of the Program:
1. Articulation Agreements:
We do not have articulation agreements with other institutions.
2. Off-Campus Classes:
We do not offer off-campus courses
3. Online Courses:
These are the courses that students would be able to take on campus or online:
ESS 218 (CT) Sports in Society; ESS 250 Intro to Sports Management; ESS 380
Sports Marketing; ESS 381 Sport Finance/Economics and ESS430 Sport Law.
4. Service Courses:
Several courses such as ESS 218 (CT) Sports in Society; ESS 250 Intro to Sports
Management; ESS 380 Sports Marketing; ESS 381 Sport Finance/Economics and
ESS 401 Sport Ethics and ESS430 Sport Law etc. are elective courses for other
majors.
5. Program Course Enrollment:
Program courses for Bachelor of Arts in Physical Education – Sport Management
and Marketing Emphasis enrollment have remained relatively steady for the past
five years (See Appendix VI). However, courses that are not required in the
Bachelor of Arts in Physical Education – Sport Management and Marketing
Emphasis were also list in Appendix VI. The sharing of an alpha designator with
other stand-alone degree program creates misleading information.
11
6. Program Enrollment:
Data obtained from the Office of Institutional Research as shown in Figure 1 and
Appendix VII, indicated that the number of students in the program has slightly
decreased since the third year after the Bachelor of Arts in Physical Education –
Sport Management and Marketing Emphasis relocated to College of Health
Professions. This may due to potential students who want to graduate with a sport
management degree rather than a non-teaching Physical Education degree as well
as potential students may have difficulty relating sport management under Health
Profession. However, a stand-alone sport management program will increase the
program visibility and the enrollment numbers would be increased.
7. Enrollment Projections:
Recent employment growth projections in the U.S. Bureau of Labor Statistics
(BLS) 2015-2016 Occupational Outlook Handbook reported that the demand for
our graduates continues to grow. Employment of Administrative Services
Managers of Entertainment and Sports, Recreation Workers, Meeting,
Convention, and Event Planners, and Related Workers is expected to increase
between 8 to 33 percent from 2012 to 2022 (e.g. NAICS711200, NAICS711300;
NAICS711400) which is much faster than the average increase for all occupations.
A larger population overall will continue to participate in organized sports and
spectator sports for entertainment and recreation. Job growth also will be driven
by the increasing number of retirees who are expected to participate more in
leisure activities. Additionally, future expansion of new professional teams and
leagues as well as college athletic programs would create additional openings for
sport administrative staff. For these reasons, we expect student demand for our
program to increase in the foreseeable future.
V.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee: Identify whether the program has an Advisory Committee,
and, if so, briefly indicate the role and impact of the Committee.
The sport management faculty members serve as the program‘s internal advisory
committee, meeting regularly to discuss programmatic, student, and curricular
issues. A new external advisory committee, Sport Management Advisory Council,
will be formed in the upcoming academic year. The Sport Management Advisory
Council shall consist of professionals from sport organizations, government
agencies, and alumni. The council will seek to provide input to the faculty
concerning questions of curriculum, student outcomes, and the development of
internships. The goal of the council is to help faculty keep coursework and classes
relevant and topical.
12
2. Graduates:
Through informal communication with graduates, at least 20 went to graduate
programs such as Sport Administration, MBA and law school. At least 20 were
hired in a variety of settings: commercial industry such as International
Management Group (IMG), ESPN, Dick’s Sporting Goods, Sport Stadiums,
Convention Centers, Sport Tourism and YMCA; Professional Sport Organizations
such as NASCAR, NBA, MLB, NFL, MLS, PGA;
and Collegiate Sport
Organizations, etc.
3. Job Placement:
Based on the informal communication with graduates, the job placement is
appropriate for the graduates of this program. However, a more specific and
sophisticated tracking system is needed for the future development of the program.
VI.
RESOURCE DEVELOPMENT (If applicable)
Not applicable
13
Appendix I
Required/Elective Course Work in the Program
Degree Program: Bachelor of Arts in Physical Education
Courses Required in Major (By
Course Number and Title)
ESS 118 Dev of Physical Education
and Sport in US
ESS 218 (CT) Sports in Society
ESS 290 Practicum Sports
Management and Marketing
ESS 345 Exercise Physiology
OR
ESS 442 Principles of Strength and
Conditioning
ESS 380 Sports Marketing
ESS 401 Ethics in Sports
ESS 475 Seminar Sports
Management and Marketing
HS 201 Introduction to Applied
Anatomy and Physiology
ESS 490 Internship (CAPSTONE)
Person responsible for the report: Dr. Jennifer Mak
Total
Elective Credit Required by the
Required Major (By Course Number and
Hours
Title)
3
ESS 250 Intro to Sports
Management
3
ESS 301 Philosophy of Sport &
3
Physical Activity
ESS 381 Sport
3
Finance/Economics
ESS 390 Sports Management Pre3
Internship Experience
ESS 410 Administration Health &
3
Physical Education
3
ESS 416 Facilities Planning
3
ESS 418 Ancient & Medieval Sport
History
3
ESS 425 Sport in Film
ESS 430 Sport Law
3-8
ESS 440 Women in Sport
ESS 476 Theoretical and Practical
Aspects of Coaching
HS 222 First Aid
PLS 201 Recreational Activities
PLS 320 Sport & Campus Rec
Management
PLS 340 Special Event
Management
14
Elective
Hours
Related Fields Courses
Required
3
ACC 310 Accounting for
Entrepreneurs
ECN 200 Survey of Economics
JMC 330 Fundamentals of
Public Relations
MGT 218 Business Statistics
MGT 320 Principles of
Management
MKT 340 Principles of
Marketing
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Students must also choose 6
hours from one of three
specialization tracks
(Marketing, Media, or
Operations)
Total
Related
Hours
3
3
3
3
3
3
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 15, 2010 - May 15, 2015
Name:
Dr. Jennifer Yuen-Ming Mak
Start Date at Marshall as a Faculty
Member:
Status:
Rank:
Professor
August 17, 2000
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2000
Indiana University, Bloomington, Indiana
Area of Degree Specialization:
Leisure Behavior, Instructional System Technology
Professional
Registration/Licensure:
Certified Park and Recreation Professional
Field of Registration /Licensure:
Agency:
National Recreation and Park Association
Date Obtained, Expiration
Date
Obtained: January 1, 1999
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Spring 2015
Spring 2015
Spring 2015
Internship
5 100%
%
Respon
100
Intro to Sport Management
51 100%
100
Mktg Mgmt of Sport Industry
16 100%
100
Course
ESS
660
ESS
250
ESS
675
Title
15
Enrolled
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Summer
2014
Summer
2014
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
ESS
290
ESS
380
ESS
660
ESS
250
ESS
652
ESS
290
ESS
671
ESS
380
ESS
660
ESS
250
ESS
380
ESS
490
ESS
660
ESS
250
ESS
380
ESS
490
ESS
660
ESS
250
ESS
675
ESS
290
ESS
380
ESS
585
ESS
490
ESS
250
ESS
652
Prac Spts Mgt & Mkt
16 100%
100
Sport Marketing
23 100%
100
Internship
6 100%
100
Intro to Sport Management
24 100%
100
Organ Behav Sprt Leis Indus
8 100%
100
Prac Spts Mgt & Mkt
18 100%
100
Research in Sports Studies
11 100%
100
Sport Marketing
50 100%
100
Internship
5 100%
100
Intro to Sport Management
13 100%
100
Sport Marketing
20 100%
100
Internship
6 100%
100
Internship
12 100%
100
Intro to Sport Management
10 100%
100
Sport Marketing
20 100%
100
Internship
11 100%
100
Internship
2 100%
100
Intro to Sport Management
26 100%
100
Mktg Mgmt of Sport Industry
12 100%
100
Prac Spts Mgt & Mkt
19 100%
100
Sport Marketing
62 100%
100
Independent Study
1 100%
100
Internship
9 100%
100
Intro to Sport Management
17 100%
100
Organ Behav Sprt Leis Indus
17 100%
100
16
Fall 2012
Fall 2012
Fall 2012
Summer
2012
Summer
2012
Summer
2012
Summer
2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Summer
2011
Summer
2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
ESS
290
ESS
380
ESS
681
ESS
490
ESS
660
ESS
380
ESS
581
ESS
490
ESS
660
ESS
675
ESS
290
ESS
380
ESS
681
ESS
490
ESS
660
ESS
250
ESS
652
ESS
290
ESS
490
ESS
660
ESS
380
ESS
490
ESS
660
ESS
675
ESS
290
Prac Spts Mgt & Mkt
19 100%
100
Sport Marketing
46 100%
100
Thesis
1 100%
100
Internship
10 100%
100
Internship
12 100%
100
Sport Marketing
22 100%
100
SpTp: Olympic Games
11 100%
100
Internship
5 100%
100
Internship
2 100%
100
Mktg Mgmt of Sport Industry
16 100%
100
Prac Spts Mgt & Mkt
17 100%
100
Sport Marketing
25 100%
100
Thesis
1 100%
100
Internship
4 100%
100
Internship
1 100%
100
Organ Behav Sprt Leis Indus
18 100%
100
Prac Spts Mgt & Mkt
17 100%
100
Internship
13 100%
100
Internship
12 100%
100
Sport Marketing
8 100%
100
Internship
7 100%
100
Internship
2 100%
100
Mktg Mgmt of Sport Industry
15 100%
100
Prac Spts Mgt & Mkt
20 100%
100
Introduction to sport management
17
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
2010
Summer
2010
Summer
2010
ESS
380
ESS
652
ESS
490
ESS
660
ESS
290
ESS
490
ESS
660
ESS
380
Sport Marketing
68 100%
100
Admin Theories PE & Ath
14 100%
100
Internship
5 100%
100
Internship
4 100%
100
Prac Spts Mgt & Mkt
18 100%
100
Internship
17 100%
100
Internship
17 100%
100
Sport Marketing
52 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Mak, J. Y.-M. (Principal), Grant, "Graduate Faculty Travel Enhancement Award - SHAPE",
Graduate College, Marshall University, $250.00, Funded. (2014 - 2015).
Mak, J. Y.-M. (Principal), Grant, "INCO Foundation Grant: Individual Faculty - SHAPE", Marshall
University, $600.00, Currently Under Review. (2014 - 2015).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award - SHAPE (Currently Under
Review)", Marshall University, $500.00, Currently Under Review. (2014 - 2015).
Mak, J. Y.-M. (Principal), Grant, "Graduate Faculty Travel Enhancement Award - AAHPERD",
Graduate College, Marshall University, $250.00, Funded. (2012 - 2013).
Mak, J. Y.-M. (Principal), Grant, "INCO Foundation Grant: Individual Faculty - AAHPERD",
Marshall University, $500.00, Funded. (2012 - 2013).
Mak, J. Y.-M. (Principal), Grant, "INCO Foundation Grant: Individual Faculty - NASSM", Marshall
University, $500.00, Funded. (2012 - 2013).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award - AMTP", Marshall University,
$250.00, Funded. (2012 - 2013).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award - NASSM", Marshall
University, $500.00, Funded. (2012 - 2013).
Mak, J. Y.-M. (Principal), Grant, "Graduate Faculty Travel Enhancement Award", Graduate
College, Marshall University, $250.00, Funded. (2011 - 2012).
18
Mak, J. Y.-M. (Co-Principal), Cheung, S. Y. (Principal), Grant, "Hong Kong Rugby Sevens
spectators' motivation and characteristics of ticket purchasing", Faculty Research Grant,
Hong Kong Baptist University, $5,600.00, Funded. (2011 - 2012).
Mak, J. Y.-M. (Principal), Grant, "INCO Foundation Grant: Individual Faculty", Marshall University,
$500.00, Funded. (2011 - 2012).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award", Marshall University, $500.00,
Funded. (2011 - 2012).
Mak, J. Y.-M. (Principal), Grant, "Graduate Faculty Travel Enhancement Award", Graduate
College, Marshall University, $250.00, Funded. (2010 - 2011).
Mak, J. Y.-M. (Principal), Grant, "INCO Foundation Grant: Individual Faculty", Marshall University,
$500.00, Funded. (2010 - 2011).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award", Marshall University, $500.00,
Funded. (2010 - 2011).
Mak, J. Y.-M. (Principal), Grant, "COEHS Faculty Development Fund", Collefe of Education and
Human Services, Marshall University, $820.00, Funded. (2009 - 2010).
Mak, J. Y.-M. (Principal), Grant, "Quinlan Endowment Fund Award", Marshall University, Marshall
University, $500.00, Funded. (2009 - 2010).
Mak, J. Y.-M., "Faculty Development Fund, College of Education and Human Services", Marshall
University. (2005 - 2010).
Mak, J. Y.-M., Grant, "Summer Research Grant", Marshall University, $20,000.00. (2000 - 2010).
Intellectual Contributions
Mak, J. Y.-M., Sam, K.-L., Lo, R. K., Chow, B. C., Cheung, S. Y. (2015). A Systematic Review of
Measures on Service Quality in Sport. Research Quarterly for Exercise and Sports, 86, A59.
Lo, R. K., Mak, J. Y.-M., Cheung, S. Y. (2015). Econometric Analysis of Fiscal Policy on Sport
and Recreation. Research Quarterly for Exercise and Sports, 86, A80-81.
Pifer, N. D., Mak, J. Y.-M., Bae, W.-Y., Zhang, J. J. (in press). Examining the Relationship
between Star Player Characteristics and Brand Equity in Professional Sport Teams.
Marketing Management Journal.
Cheung, S. Y., Chiu, T. C. K., Mak, J. Y.-M. (2015). Service Quality and Customer Satisfaction of
Sport Centers. Research Quarterly for Exercise and Sports, 86, A104-105.
Cheung, S. Y., Mak, J. Y.-M., Dixon, A. W. (in press). Active Sport Tourism of Elite Athletes:
Economic Impacts and Destination Image of East Asian Games (EAG). Event Management:
An International Journal.
Pifer, N. D., Mak, J. Y.-M., Bae, W. (2014). Star Struck: The Relationships between Star Player
Characteristics and the Branding Process of Professional Sports Teams University of
Georgia Sport Business Symposium.
Martin, J. C., Mak, J. Y.-M. (2013). College Students' Sexual Knowledge and Attitudes. Kentucky
Association of Health, Physical Education, Recreation and Dance, 51, 16-25.
19
Jones, F. D., Lopez, R. D., Mwisukha, J., Cheung, S. Y., Wanderi, P., Mak, J. Y.-M., & Thairu, M.
(2013). Examining sport management as a global academic discipline, Current Issues in
Contemporary Comparative Physical Education and Sport. In Saunders, J. E., Holzweg, M.,
Ho, W. & Housner, L. (Ed.), (pp. 142-168).
Cheung, S. Y., Lam,, E. T. C., Shao, J.-w., Mak, J. Y.-M. (2013). Factor Structure of the Chinese
Service Quality Assessment Scale (SQAS). Research Quarterly for Exercise and Sports, 84,
A94.
Pifer, N. D., Mak, J. Y.-M., Schenewark, J. D., Bae, W. (2013). Using Exploratory Factor Analysis
to Identify Star Players’ Effects on the Branding Process of Professional Sports Teams 2013
Association of Marketing Theory and Practice Conference.
Cheung, S. Y., Mak, J. Y.-M., Dixion, A. W. (2012). Active sport tourist in the 2009 East Asian
Games. Research Quarterly for Exercise and Sports, 83, A24.
Mak, J. Y.-M., Chen, S. (2012). Factors Influencing Men's Basketball Season Ticket Purchase.
Kentucky Association of Health, Physical Education, Recreation and Dance, 49, 32-40.
Mak, J. Y.-M., Cheung, S. Y., Mitchell, T. E. (2012). Student involvement in campus recreation.
Research Quarterly for Exercise and Sports, 83, A27.
Bae, W., Mak, J. Y.-M. (2012). Investigating Korean and American students’ golf consumption
behaviors in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants. North American Society for Sport Management (NASSM).
King, C., Heo, J., Mak, J. Y.-M. (2011). 2010 NCAA Final Four basketball spectator study.
Research Quarterly for Exercise and Sports, 82, A25.
Mak, J. Y.-M., Cheung, S. Y. A case study of an American indoor football team 2012 Association
of Marketing Theory and Practice Conference.
Mak, J. Y.-M., Cheung, S. Y. (2011). A case study: Participation motives of strength and
conditioning training for college students. Asian Journal of Physical Education and
Recreation, 17(1), 58-64.
Jones, D. F., Mak, J. Y.-M. (2011). Consumer satisfaction and service quality for a resort. Applied
Research in Recreation Annual Journal, 1, 55-68.
Jones, D. F., D'Amico Lopez, R., Mwisukha, J., Cheung, S. Y., Piatkowska, M., Wanderi, P., Mak,
J. Y.-M., & Thairu, M. Contemporary issues in international sport and physical education. J.
Saunders, W.K.Y. Ho, M. Holzweg, & L. Housner, (Ed.).
Chan, J., Cheung, S. Y., Mak, J. Y.-M. (2011). Leisure and recreation service quality of the
Chinese YMCA of Hong Kong. Journal of Applied Marketing Theory, 2(1), 26-41.
Cheung, S. Y., Mak, J. Y.-M., Lam, E. T. C. (2011). Physical activity level and goal orientations of
Hong Kong Students. Research Quarterly for Exercise and Sports, 82, A24.
Mak, J. Y.-M., Cheung, S. Y. (2011). The five-factor consumer behavior model for intercollegiate
football tickets consumption. Journal of Applied Marketing Theory, 2(2), 46-55.
Mak, J. Y.-M., Chen, S. (2010). Collegiate basketball season-ticket holders' purchasing
motivation and interests. Journal of Applied Marketing Theory, 1, 1-7.
20
Chen, S., Mak, J. Y.-M. (2010). Collegiate basketball season-ticket holders’ purchasing
motivation and interests. In C. David Shepherd, C. D. (Eds.), Enriching Theoretical and
Practical Understanding of Marketing; Association of Marketing Theory and Practice, 55-59.
Mak, J. Y.-M., Cheung, S. Y. (2010). Factors influencing collegiate women's basketball ticket
consumption. Research Quarterly for Exercise and Sports, 81, A31.
Mak, J. Y.-M., Schenewark, J., Chen, S. (2010). Factors influencing men's basketball season
ticket consumption. Research Quarterly for Exercise and Sports, 81, A100.
Presentations
Mak, J. Y.-M. (Author Only), Kim, C. W. (Presenter & Author), Academy of Management,
Academy of Management, Atlanta, GA, "Relationships among Gender, Work Experience and
Leadership Experience in Transformational Leadership", Academic, International, peerreviewed/refereed, Accepted.
Toma, K., Mak, J. Y.-M., Paper, (Accepted 2015) West Virginia Association for Health, Physical
Education, Recreation and Dance, Lerona, WV, "BMI is not good enough!", Conference,
Academic, State, peer-reviewed/refereed, published elsewhere. (2015).
Mak, J. Y.-M., Sam, K. L., Lo, R. K., Chow, B. C., Cheung, S. Y., Paper, Society of Health and
Physical Educators: National Convention & Exposition, Seattle, Washington, USA,
"Econometric Analysis of Fiscal Policy on Sport and Recreation", Conference, Academic,
National, peer-reviewed/refereed, published elsewhere, Accepted. (2014).
Lo, R. K., Mak, J. Y.-M., Cheung, S. Y., Paper, Society of Health and Physical Educators:
National Convention & Exposition, Seattle, Washington, USA, "Econometric Analysis of
Fiscal Policy on Sport and Recreation", Conference, Academic, National, peerreviewed/refereed, published elsewhere. (2014).
Cheung, S. Y., Mak, J. Y.-M., Chiu, T.C. K., Paper, Society of Health and Physical Educators:
National Convention & Exposition, Seattle, Washington, USA, "Service Quality and Customer
Satisfaction of Sport Centers.", Conference, Academic, National, peer-reviewed/refereed,
published elsewhere, Accepted. (2014).
Mak, J. Y.-M., 2014 Incheon Asian Games International Sport Science Congress-in
Commemoration of the 1988 Seoul Olympic Games. Incheon, Korea, Incheon, Korea,
"Current Research in Sport Marketing in the United States: A Systematic Review and Content
Analysis.", Conference, Academic, International, Invited. (August 2014).
Cheung, S. Y., Lo, R. K., Mak, J. Y.-M., Fan, J., 2014 Incheon Asian Games International Sport
Science Congress-in Commemoration of the 1988 Seoul Olympic Games. Incheon, Korea,
Incheon, Korea, "Economic Impact of Sport Tourism in Major Sport Events.", Conference,
Academic, International, Accepted. (August 2014).
Mak, J. Y.-M., Hong Kong Baptist University, Hong Kong, "Current Issues of Recreation and
Sports in USA". (May 2014).
Pifer, D. N., Mak, J. Y.-M., Bae, W., University of Georgia Sport Business Symposium, Athens,
Georgia, "Star Struck: The Relationships between Star Player Characteristics and the
Branding Process of Professional Sports Teams", Accepted. (February 2014).
Bae, W., Mak, J. Y.-M., Oral Presentation, West Virginia AHPERD 92nd Annual Conference,
Daniels, West Virginia, USA, "Sponsorship Exchange and Ambush Marketing", Conference,
Academic, State, peer-reviewed/refereed, published elsewhere, Accepted. (October 2013).
21
Cheung, S. Y., Kwan, N. Y., Mak, J. Y.-M., Paper, North American Society for Sports
Management Conference, Austin, Texas, USA, "Application of Mystery Shopping Technique
in Coaching Evaluation", Conference, Academic, International, peer-reviewed/refereed. (May
2013).
Cheung, S. Y., Lam,, E. T.C., Shao, J.-w., Mak, J. Y.-M., Paper, American Alliance for Health,
Physical Education, Recreation and Dance (AAHPERD): National Convention & Exposition,
Charlotte, NC, USA, "Factor Structure of the Chinese Service Quality Assessment Scale
(SQAS)", Conference, Academic, National, peer-reviewed/refereed, published elsewhere.
(April 2013).
Pifer, N. D., Mak, J. Y.-M., Bae, W., Schenewark, J. D., Paper, Association of Marketing Theory
and Practice Conference, Charleston, South Carolina, USA, "Using Exploratory Factor
Analysis to Identify Star Players’ Effects on the Branding Process of Professional Sports
Teams", Conference, Academic, National, peer-reviewed/refereed, published in proceedings.
(March 2013).
Mak, J. Y.-M., Oral Presentation, West Virginia AHPERD 91st Annual Conference, Bridgeport,
West Virginia, USA, "Current Issues in Sport Management", Conference, Academic, State,
peer-reviewed/refereed. (October 2012).
Bae, W., Mak, J. Y.-M., Paper, North American Society for Sports Management Conference,
Seattle, Washington, USA, "Investigating Korean and American students' golf consumption
behavior in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants", Conference, Academic, National, peer-reviewed/refereed,
Accepted. (May 2012).
Cheung, S. Y., Mak, J. Y.-M., Paper, 2012 Global Sport Management Summit, Taiwan, "Hong
Kong Rugby Sevens Spectators’ Motivations & Characteristics", Conference, Academic,
International, peer-reviewed/refereed, Accepted. (April 2012).
Mak, J. Y.-M., Cheung, S. Y., Paper, 2012 Association of Marketing Theory and Practice
Conference, Myrtle Beach, South Carolina, USA, "A case study of an American indoor
football team", Conference, Academic, National, peer-reviewed/refereed, published in
proceedings, Accepted. (March 2012).
Cheung, S. Y., Mak, J. Y.-M., Dixon, A. W., Paper, American Alliance for Health, Physical
Education, Recreation and Dance (AAHPERD): National Convention & Exposition, Boston,
MA, USA, "Active Sport Tourist in the 2009 East Asian Games", Conference, Academic,
National, peer-reviewed/refereed, published elsewhere, Accepted. (March 2012).
Mak, J. Y.-M., Cheung, S. Y., Mitchell, T. E., Paper, American Alliance for Health, Physical
Education, Recreation and Dance (AAHPERD): National Convention & Exposition, Boston,
MA, USA, "Student Involvement in Campus Recreation", Conference, Academic, National,
peer-reviewed/refereed, published elsewhere, Accepted. (March 2012).
Mak, J. Y.-M., Bae, W., Oral Presentation, West Virginia AHPERD 90th Annual Conference,
Davis, West Virginia, USA, "How could we increase the sporting events ticket sales",
Conference, Academic, State, peer-reviewed/refereed, published elsewhere, Accepted.
(October 2011).
Bae, W., Mak, J. Y.-M., Oral Presentation, West Virginia AHPERD 90th Annual Conference,
Davis, West Virginia, USA, "Understanding the key factors of sports products", Conference,
Academic, State, peer-reviewed/refereed, published elsewhere, Accepted. (October 2011).
22
Mak, J. Y.-M., Keynote/Plenary Address, West Virginia AHPERD Young Professional
Conference, Flatwoods, West Virginia, USA, "Interviews and Resumes", Conference,
Academic, State, peer-reviewed/refereed, Invited. (October 2011).
King, C., Heo, J., Mak, J. Y.-M., Paper, American Alliance for Health, Physical Education,
Recreation and Dance (AAHPERD): National Convention & Exposition, San Diego CA, USA,
"2010 NCAA Final Four Basketball Spectator Study", Conference, Academic, National, peerreviewed/refereed, published elsewhere, Accepted. (March 2011).
Cheung, S. Y., Mak, J. Y.-M., Lam, E. T.C., Paper, American Alliance for Health, Physical
Education, Recreation and Dance (AAHPERD): National Convention & Exposition, San Diego
CA, USA, "Physical Activity Level and Goal Orientations of Hong Kong Students",
Conference, Academic, National, peer-reviewed/refereed, published elsewhere, Accepted.
(March 2011).
Mak, J. Y.-M., Cheung, S. Y., Paper, Association of Marketing Theory and Practice 2011
Conference, Panama City Beach, FL, USA, "The five-factor consumer behavior model for
intercollegiate football tickets consumption", Conference, Academic, National, peerreviewed/refereed, published elsewhere, Accepted. (March 2011).
Mak, J. Y.-M., Cheung, S. Y., King, C., Paper, 11th World Leisure Congress, ChunCheon, Korea,
"Validation of the Olympic Games Attitude Scale (OGAS)", Conference, Academic,
International, peer-reviewed/refereed, published elsewhere, Accepted. (August 2010).
Heo, J., King, C., Mak, J. Y.-M., Paper, North American Society for Sports Management
Conference, Tampa, FL, USA, "Older Adults in Competitive Sports: Their Motivation,
Involvement, and Health Perception", Conference, Academic, National, peerreviewed/refereed, published elsewhere, Accepted. (June 2010).
King, C., Heo, J., Mak, J. Y.-M., Paper, North American Society for Sports Management
Conference, Tampa, Florida, USA, "Sport Spectator Motivation and Behavioral Involvement",
Conference, Academic, National, peer-reviewed/refereed, published elsewhere, Accepted.
(June 2010).
Cheung, S. Y., Jones, D. F., Keh, N. C., Mak, J. Y.-M., Thairu, M., Wanderi, P., Oral
Presentation, The 17th Biennial Conference of the International Society for Comparative
Physical Education and Sport (ISCPES), Nairobi, Kenya, "Globalization of Sports
Management as an Academic Discipline", Conference, Academic, International, peerreviewed/refereed, Invited. (June 2010).
Research Currently in Progress
Bae, Wonyul, Mak, Jennifer Y, "Investigating Korean and American students’ golf consumption
behaviors in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants.", Writing Results, Scholarly.
Directed Student Learning and Research
Clark, M., Research, Doctoral Advisory Committee Member, In-Process.
Lo, R. K., Research, Doctoral Advisory Committee Member, In-Process. (2014 - Present).
Hirth, T., Jackson, M., Ton, G., Timpano, W., Akinsete, M., Qu, Y., Chairperson,??
Comprehensive Oral Exam Committees, In-Process. (January 1, 2015 - December 31, 2015).
23
Berletich, J., Galdosik, L., Weisenbach, C., Jude, W., Chaired and/or Served 4 Comprehensive
Oral Exam Committees., Completed. (January 1, 2014 - December 31, 2014).
Bennett-Hattan, E., Booker, J., Burger, C., Duncan, E., Fatovic, A., Hamrick, H., Price, M.,
Updike, J., Cunningham, B., Manget, J., Stewart, R., Martin, J., Chairperson,12
Comprehensive Oral Exam Committees, Completed. (January 1, 2013 - December 31, 2013).
Xu, Z., Foster, A., Simmons, A., Robertson, G., Esile, J., Zemba, A., Giardino, T., Giblin, K.,
Hensel, J., Schenk, L., Osborne, W., Pifer, N., Chairperson, 11 Comprehensive Oral Exam
Committees, In-Process. (January 1, 2012 - December 31, 2012).
Pifer, N., Research, Master's Thesis Committee Chair. (December 18, 2012).
Warnick, B., Calabro, C., William, J., McGraw, J., McCoy, J., Zuchorski, K., Chohon, M.,
Schneider, P., Rooney, J., Maggie, B., Lewis, W., Burton, N., Combs, D., Learning,
Chairperson, 13 Comprehensive Oral Exam Committees, Completed. (January 1, 2011 December 31, 2011).
Crockett, T., Donovan, A., Doto, M., Ponietowicz, T., Rick, R., Waugh, M., DeWitt, J., Ronald, C.,
Kobayashi, H., Maxey, B., Voss, R., Robinson II, C., Clay, C., Robbins, J., Stewart, D., Riffle,
M., Brown, A., Lamb, R., Rasmussen, M., Learning, Chairperson, 19 Comprehensive Oral
Exam Committees, In-Process. (January 1, 2010 - December 31, 2010).
2)
Service
Department
BA Sport Management Curriculum Committee, School of Kinesiology, Marshall University,
Committee Member, (2011 - Present).
Tenure and Promotion Committee, School of Kinesiology, Marshall University, Committee Chair,
(2011 - Present).
Graduate Sport Administration Program Admission Committee, School of Kinesiology, Marshall
University, Committee Chair, (2008 - Present).
Graduate Faculty Committee, School of Kinesiology, Marshall University, Committee Member,
(2000 - Present).
Prepared and revised 5 Year Program Review for MS Sport Administration, (2011 - 2012).
Peer Teaching Evaluation, Faculty Mentor, (December 4, 2012).
Faculty Search Committee for tenure track position of Sport Management, School of Kinesiology,
Marshall University, Committee Chair, (2010 - 2011).
College
International Committee, College of Health Professions, Marshall University, Committee Member
(2011 - Present).
Tenure and Promotion Committee, College of Health Professions, Marshall University, Committee
Member (2010 - Present).
24
Director of Public Health Faculty Search Committee, College of Health Professions, Marshall
University, Committee Member (2012).
Faculty Affairs Committee, College of Health Professions, Marshall University, Committee
Member (2010 - 2011).
University
Advisory Committee for Entrepreneurship, College of Business, Marshall University, Committee
Member (2011 - Present).
Doctoral Faculty, Graduate College, Marshall University (2009 - Present).
Study aboard Faculty Liaison, Centre for International Program, Marshall University (2004 Present).
Graduate College, Marshall University, Graduate Faculty (2000 - Present).
COHP Dean Prewitt's Review Committee, Academic Affair, Marshall University, Committee
Member (2013).
Faculty Search Committee for tenure track faculty position of Natural Resources and Recreation
Management, College of Science, Marshall University, Committee Member (2012 - 2013).
Graduate Education Advisory Board, Committee Member (2011 - 2013).
Graduate College Dean Review Committee, Academic Affair, Marshall University, Committee
Member (2012).
Faculty Search Committee for multiple tenure track faculty positions of Natural Resources and
Recreation Management, College of Science, Marshall University, Committee Member (2010
- 2012).
Attendee, Marshall Unversity, Diversity Breakfast (February 17, 2012).
Campus Internationalization Committee, Marshall University, Committee Member (2008 - 2011).
Athletics Committee, Marshall University, Committee Member (2005 - 2011).
Graduation Ceremony, Marshall University, Faculty Usher (2010).
International and Multicultural Studies Committee, Marshall University, Committee Member (2008
- 2010).
Recreation Center Advisory Committee Meeting, Marshall University, Committee Member (2008 2010).
Reynolds Faculty Award Committee (University Teaching Award for Senior Faculty Member),
Marshall University, Committee Member (2008 - 2010).
Faculty Senate, Marshall University, Senator (2006 - 2010).
25
Professional
Journal of Exercise Science & Fitness, Reviewer, Journal Article (2014 - Present).
Routledge, Taylor and Francis Group, Reviewer, Book (2014 - Present).
Journal of Sport Management, Reviewer, Journal Article (2013 - Present).
International Journal of Sport Management and Marketing, Reviewer, Journal Article (2010 Present).
Journal of Applied Marketing Theory, Reviewer, Journal Article (2010 - Present).
Asian Journal of Physical Education & Recreation, Editorial Review Board Member (2009 Present).
Event Management: an International Journal, Reviewer, Journal Article (2009 - Present).
Sport Management Education Journal, Reviewer, Journal Article (2006 - Present).
Past President Council, West Virginia Association for Health, Physical Education, Recreation and
Dance, Committee Member (2005 - Present).
Journal of Physical Education, Recreation and Dance, Reviewer, Journal Article (2002 - Present).
American Alliance for Health, Physical Education, Recreation and Dance: National Convention &
Exposition, Reviewer (2013 - 2014).
Association of Marketing Theory and Practice, Reviewer, Conference Paper (2012 - 2013).
Sport Administration, Research Consortium, American Alliance for Health, Physical Education,
Recreation and Dance: National Convention & Exposition, Reviewer (2012 - 2013).
The Sports Strategist, SAGE Publications Inc, Reviewer, Book (2012 - 2013).
Conference Planning Committee, West Virginia Association for Health, Physical Education,
Recreation and Dance, Committee Member (2011 - 2013).
Sport Management Education Journal, Editorial Review Board Member (2006 - 2013).
Leisure and Recreation, Research Consortium, American Alliance for Health, Physical Education,
Recreation and Dance: National Convention & Exposition, Reviewer (2004 - 2013).
Research Consortium, American Alliance for Health, Physical Education, Recreation and Dance,
Reviewer, Grant Proposal (2012).
West Virginia Association for Health, Physical Education, Recreation and Dance, Section Chair Recreation (2011 - 2012).
Convention Program Committee - Research Consortium, American Alliance for Health, Physical
Education, Recreation and Dance: National Convention & Exposition, Committee Member
(2007 - 2012).
Leisure and Recreation, Research Consortium, American Alliance for Health, Physical Education,
Recreation and Dance: National Convention & Exposition, Review Panel Chair (2007 - 2012).
26
Association of Marketing Theory and Practice Conference, Session Chair (2011).
Promotion and Tenure, Ithaca College, External Review (2011).
Research Quarterly for Exercise and Sport, Reviewer, Journal Article (2010 - 2011).
American Marketing Association, Reviewer (2010).
NASPE/ING Measurement and Evaluation Committee, National Association for Sport and
Physical Education, Committee Member (2009 - 2010).
Sport Administration, Research Consortium, American Alliance for Health, Physical Education,
Recreation and Dance: National Convention & Exposition, Reviewer (2009 - 2010).
Community
Volunteer, Pumpkin Festival of Milton (2009 - Present).
Optimist International-Huntington Chapter, Board Member (2014 - 2015).
Optimist International-Huntington Chapter, Officer, President/Elect/Past (2012 - 2013).
Optimist International-Huntington Chapter, Officer, Vice President (2010 - 2012).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Commission on Sport Management Accreditation, COSMA, Member. (2012 - Present).
West Virginia Association for Health, Physical Education, Recreation and Dance, WVAHPERD,
Life Member. (2000 - Present).
Hong Kong Recreation Management Association, Life Member. (1995 - Present).
American Alliance for Health, Physical Education, Recreation and Dance, AAHPERD, Life
Member. (1997 - 2014).
Mid-West District, American Alliance for Health, Physical Education, Recreation, and Dance,
MWD-AAHPERD, Member. (1997 - 2014).
Association of Marketing Theory and Practice, AMTP, Member. (2010 - 2013).
North American Society for Sport Management, NASSM, Member. (2010 - 2013).
American Association for Physical Activity and Recreation, AAPAR, Member. (2006 - 2013).
National Association for Sport and Physical Education, NASPE, Member. (2000 - 2013).
Research Consortium, American Alliance for Health, Physical Education, Recreation and Dance,
Member. (1997 - 2013).
American Marketing Association, AMA, Member. (2010 - 2012).
27
West Virginia Recreation and Park Association, WVRPA, Member. (2008 - 2012).
Faculty Development Activities Attended
Conference Attendance, "2014 West Virginia AHPERD Annual Conference", West Virginia
Association for Health, Physical Education, Recreation and Dance, Flatwoods, WV, USA.
(October 30, 2014 - November 1, 2014).
Conference Attendance, "2014 Incheon Asian Games International Sport Science Congress-in
Commemoration of the 1988 Seoul Olympic Games. Incheon, Korea", Korea. (August 20,
2014 - August 22, 2014).
Conference Attendance, First Global Conference on Active Aging and Quality of Life:
Transforming the future of population aging, Hong Kong, China. (June 5, 2014 - June 6,
2014).
Seminar, "e-Portfolios to Support Teaching and Learning", Centre for Holistic Teaching and
Learning, Hong Kong Baptist University, Hong Kong, China. (April 10, 2014).
Seminar, "Fly High by Miss Cheng Fei", Hong Kong Baptist University, Hong Kong, China. (March
2014).
Seminar, "Criterion-Referenced Assessment and Using Rubrics to Grade Student Work", Centre
for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong, China. (March
25, 2014).
Conference Attendance, "West Virginia AHPERD 92nd Annual Conference", West Virginia
Association for Health, Physical Education, Recreation and Dance, Daniels, WV, USA.
(October 3, 2013 - October 5, 2013).
Conference Attendance, "North American Society for Sports Management Conference", Austin,
Texas, USA. (May 28, 2013 - June 1, 2013).
"Preview Day", Marshall University, Huntington, WV. (April 12, 2013).
Conference Attendance, "American Alliance for Health, Physical Education, Recreation and
Dance (AAHPERD): National Convention & Exposition", American Alliance for Health,
Physical Education, Recreation and Dance, Charlotte, NC, USA. (March 23, 2013 - March 27,
2013).
Conference Attendance, "2013 Association of Marketing Theory and Practice Conference",
Association of Marketing Theory and Practice, Charleston, South Carolina, USA. (March 21,
2013 - March 23, 2013).
Workshop, "TECI Workshop", Marshall University, Huntington, WV, USA. (February 22, 2013).
Conference Attendance, "Kentucky-West Virginia Optimist International Meeting", Kentucky-West
Virginia Optimist International, Lexington, KY. (February 9, 2013 - February 10, 2013).
"INTO Luncheon", Marshall University, Huntington, WV. (February 6, 2013).
Workshop, "Endnote Training Workshop", Marshall University, Huntington, WV, USA. (January
30, 2013).
Workshop, "Online Driving Safety Course", Marshall University, Huntington, WV, USA. (2012).
28
Workshop, "HLC Open Pathways Quality emonstration Accreditation Project", Academic Affairs,
Marshall University, Huntington, WV, 25705. (October 19, 2012).
Conference Attendance, "West Virginia AHPERD 91th Annual Conference", West Virginia
Association for Health, Physical Education, Recreation and Dance, Bridgeport, WV, USA.
(October 11, 2012 - October 13, 2012).
Workshop, "Travel Training", Marshall University, Huntington, WV, USA. (October 5, 2012).
Workshop, "myBuy Training", Marshall University, Huntington, WV, USA. (September 20, 2012).
Workshop, "CITI Collaborative Institutional Training Initiative", Marshall University, Huntington,
WV, USA. (September 19, 2012).
Workshop, "Qualtrics Training", Marshall University, Huntington, WV. (September 12, 2012).
Workshop, "Pedagogy of Teaching and Learning Online", Marshall University, Huntington, WV.
(August 17, 2012).
Workshop, "Quality Matter Certification Workshop", Marshall University, Huntington, WV. (August
16, 2012).
Conference Attendance, "Optimist International Kentucky-West Virginia District Convention",
Optimist International Kentucky-West Virginia District, Huntington, WV, USA. (August 10,
2012 - August 12, 2012).
Workshop, "Revenue Deposit Training", Marshall University, Huntington, WV, USA. (July 19,
2012).
Workshop, "Banner Budget, Online Inquiry and Data Extract", Marshall University, Huntington,
WV, USA. (July 18, 2012).
Conference Attendance, "2012 Association of Marketing Theory and Practice Conference",
Association of Marketing Theory and Practice, Myrtle Beach, South Carolina, USA. (March
29, 2012 - March 31, 2012).
Conference Attendance, "American Alliance for Health, Physical Education, Recreation and
Dance (AAHPERD): National Convention & Exposition", American Alliance for Health,
Physical Education, Recreation and Dance, Boston, MA, USA. (March 13, 2012 - March 17,
2012).
Workshop, "HLC Open Pathways Quality Initiative Workshop", Academic Affairs, Marshall
University, Huntington, WV, 25705. (February 24, 2012).
"West Virginia AHPERD 90th Annual Conference", West Virginia Association for Health, Physical
Education, Recreation and Dance, Davis, WV, USA. (October 20, 2011 - October 22, 2011).
Workshop, "Faculty Message/Digital Measures Training", Academic Affairs, Marshall University,
Huntington, WV. (September 28, 2011).
Workshop, "Faculty Workshop on Strategic Planning and Leadership Development", College of
Health Professions, Marshall University, Huntington, WV, USA. (May 4, 2011).
29
Conference Attendance, "American Alliance for Health, Physical Education, Recreation and
Dance (AAHPERD): National Convention & Exposition", San Diego, CA, USA. (March 29,
2011 - April 2, 2011).
Conference Attendance, "The Association of Marketing Theory and Practice Conference",
Panama City Beach, FL, USA. (March 24, 2011 - March 26, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Sabbatical Award 2013-2014, Marshall University, (2014).
Visiting Scholar, Hong Kong Baptist University, (2014).
No. 1 leading contributor to research in the discipline of leisure and recreation for the past 20
years (1992 – 2011), Research Consortium, American Alliance for Health, Physical
Education, Recreation and Dance (AAHPERD), (2013).
Dr. C. Robert Barnett Award for Excellence in Research, Marshall University, (2012).
Best Paper Award, Association of Marketing Theory and Practice's Conference, (2010).
Dr. C. Robert Barnett Award for Excellence in Research, Marshall University, (2010).
Presidential Citation, West Virginia AHPERD, (2010).
Ray O. Duncan Award, West Virginia Association for Health, Physical Education, Recreation and
Dance (West Virginia AHPERD), (2010).
30
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 31, 2015
Name:
Gregg Twietmeyer
Rank:
Start Date at Marshall as a Faculty
Member:
Status:
Associate Professor
January 2, 2008
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2008
The Pennsylvania State University, University Park, PA
Area of Degree Specialization:
Professional
Registration/Licensure:
Kinesiology (Hist/Phil of Sport)
Service Learning (SL) Certification, Critical Thinking (CT)
Certification, First Year Seminar
Field of Registration /Licensure:
Agency:
Marshall University, Marshall University, Marshall University
Date Obtained, Expiration
Date
Obtained: October 1, 2013
Obtained: June 1, 2012
Obtained: June 1, 2012
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Spring 2015
Ethics in Sport
6 100%
%
Respon
100
Ethics in Sports
3 100%
100
Ethics in Sport
23 100%
100
Course
ESS
401
ESS
511
ESS
401
Title
31
Enrolled
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Summer
2014
Summer
2014
Summer
2014
Summer
2014
Summer
2014
Spring 2014
Spring 2014
ESS
511
ESS
626
ESS
490
ESS
430
ESS
530
ESS
218
ESS
218
ESS
401
ESS
401
ESS
511
ESS
511
FYS
100
FYS
100
ESS
490
ESS
490
ESS
301
ESS
301
ESS
401
ESS
511
ESS
626
ESS
490
ESS
490
ESS
218
ESS
418
ESS
401
Ethics in Sports
4 100%
100
Hist & Phil PE & Sports
11 100%
100
Internship
14 100%
100
Sport Law
13 100%
100
Sport Law
3 100%
100
Sports in Society (CT)
19 100%
100
Sports in Society (CT)
60 100%
100
Ethics in Sport
19 100%
100
Ethics in Sport
19 100%
100
Ethics in Sports
6 100%
100
Ethics in Sports
6 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
22 100%
100
Internship
8 100%
100
Internship
8 100%
100
Phil Sport & Phys Activity
20 100%
100
Phil Sport & Phys Activity
20 100%
100
Ethics in Sport
6 100%
100
Ethics in Sports
3 100%
100
Hist & Phil PE & Sports
6 100%
100
Internship
6 100%
100
Internship
1 100%
100
Sports in Society (CT)
34 100%
100
Ancient & Medi Sport History
8 100%
100
Ethics in Sport
31 100%
100
32
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Summer
2013
Spring 2013
Spring 2013
Spring 2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Summer
2012
Summer
2012
Summer
2012
Summer
2012
Spring 2012
Spring 2012
ESS
490
ESS
643
ESS
380
ESS
218
ESS
600
FYS
100
ESS
490
ESS
301
ESS
218
ESS
401
ESS
218
ESS
580
ESS
401
ESS
626
ESS
581
ESS
401
ESS
501
FYS
100
ESS
218
ESS
401
ESS
501
ESS
301
ESS
218
ESS
401
ESS
501
Internship
11 100%
100
Sport in Social Process
18 100%
100
Sport Marketing
23 100%
100
Sports in Society (CT)
68 100%
100
Adv. Readings in Sports Ethics
14 100%
100
First Yr Sem Critical Thinking
19 100%
100
Internship
9 100%
100
Phil Sport & Phys Activity
25 100%
100
Sports in Society (CT)
25 100%
100
Ethics in Sport
5 100%
100
Sports in Society (CT)
41 100%
100
SpTp: Ethics in Sport
5 100%
100
Ethics in Sport
18 100%
100
Hist & Phil PE & Sports
15 100%
100
SpTp:Ethics in Sports
4 100%
100
Ethics in Sport
28 100%
100
Ethics in Sport
4 100%
100
First Yr Sem Critical Thinking
21 100%
100
Sociocult Bases PE/Sport
28 100%
100
Ethics in Sport
6 100%
100
Ethics in Sport
2 100%
100
Phil Sport & Phys Activity
6 100%
100
Sociocult Bases PE/Sport
33 100%
100
Ethics in Sport
14 100%
100
Ethics in Sport
10 100%
100
33
Spring 2012
Spring 2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Summer
2011
Summer
2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Summer
2010
Summer
2010
Summer
2010
ESS
301
ESS
218
ESS
418
ESS
401
ESS
501
ESS
643
ESS
401
ESS
501
ESS
218
ESS
401
ESS
301
ESS
218
ESS
418
ESS
626
ESS
301
ESS
401
ESS
501
ESS
218
Phil Sport & Phys Activity
31 100%
100
Sociocult Bases PE/Sport
32 100%
100
Ancient & Medi Sport History
9 100%
100
Ethics in Sport
23 100%
100
Ethics in Sport
1 100%
100
Sport in Social Process
19 100%
100
Ethics in Sport
7 100%
100
Ethics in Sport
6 100%
100
Sociocult Bases PE/Sport
36 100%
100
Ethics in Sport
21 100%
100
Phil Sport & Phys Activity
19 100%
100
Sociocult Bases PE/Sport
26 100%
100
Ancient & Medi Sport History
12 100%
100
Hist & Phil PE & Sports
15 100%
100
Phil Sport & Phys Activity
18 100%
100
Ethics in Sport
9 100%
100
Ethics in Sport
6 100%
100
Sociocult Bases PE/Sport
28 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Twietmeyer, G., Grant, "Lose the Training Wheels (LTTW)", CSX, Private, $1,000.00. (July 2014).
Twietmeyer, G. (Principal), Grant, "Lose the Training Wheels (LTTW)", 1st and Ten Foundation,
Private, $5,000.00, Funded. (July 2013 - July 2014).
34
Intellectual Contributions
Twietmeyer, G. (2015). Sport and Religion. Handbook of the Philosophy of Sport/Routledge.
Twietmeyer, G. (in press). God, Sport Philosophy, Kinesiology: A MacIntyrean Examination.
Quest.
Twietmeyer, G. (in press). The Cardinal Virtues and Kinesiology. Quest.
Twietmeyer, G. Review of A Philosophy of Sport by Stephen Connor. Journal of the Philosophy of
Sport.
Twietmeyer, G. (2014). Kinesiology (Glossary Entry). In Cesar Torres (Ed.) London: Bloomsbury
Companion to the Philosophy of Sport.
Twietmeyer, G. (2013). Sport & Christianity: A Sign of the Times in the Light of Faith. Sport
History Review/Human Kinetics, 44.
Twietmeyer, G. (2012). Review of "Sport, Violence and Society", by Kevin Young.. Sport, Ethics,
and Philosophy.
Twietmeyer, G. (2012). The Four Marks of Holistic Kinesiology. Quest, 64, 229-248.
Twietmeyer, G. (2012). The Merits and Demerits of Pleasure in Kinesiology. Quest, 64, 1-10.
Twietmeyer, G. (2012). Developing a Sense of Purpose in Kinesiology. Kinesiology Today, 5,
9,27.
Twietmeyer, G. (2012). Salt of the Earth: A review of "Good Game: Christianity & the Culture of
Sports". Sport, Ethics, and Philosophy, 6, 94-98.
Twietmeyer, G. (2012). What is Kinesiology? Historical and Philosophical Insights. Quest, 64, 423.
Twietmeyer, G. (2011). Law, Gospel, Play: Martin Luther and the Neglected Infl uence of
Theology on Sport History. Stadion, 35, 239-255.
Twietmeyer, G. (2010). Kinesis and the Nature of the Human Person. Quest, 62, 135-154.
Presentations
Twietmeyer, G., Keynote/Plenary Address, National Association for Kinesiology in Higher
Education, Clearwater, FL, "The Cardinal Virtues and KInesiology", Conference, Academic,
International, peer-reviewed/refereed, published elsewhere, Invited. (January 8, 2015).
Twietmeyer, G., Paper, International Association for the Philosophy of Sport, California State
University Fullerton, Fullerton, CA, "The Plastic Person: A Response to Fry", Conference,
Academic, International, peer-reviewed/refereed. (September 2013).
Twietmeyer, G., Paper, National Association for Kinesiology in Higher Education, National
Association for Kinesiology in Higher Education, Ft. Lauderdale, FL, "The Immorality of
Athletic Academic Support Programs", Conference, Academic, International, peerreviewed/refereed. (January 2013).
35
Twietmeyer, G., Oral Presentation, National Association for Kinesiology & Physical Education in
Higher Education, National Association for Kinesiology & Physical Education in Higher
Education, San Diego, CA, "“‘Lose the Training Wheels’: How Community Involvement Can
Be Used to Spur Retention and Build Cross-Disciplinary Respect”", Conference, Academic,
National, peer-reviewed/refereed, Accepted. (January 2012).
Twietmeyer, G., Paper, International Association for the Philosophy of Sport Conference,
International Association for the Philosophy of Sport, Rochester, NY, "God, Sport Philosophy,
Kinesiology: A MacIntyrean Examination", Conference, Academic, International, peerreviewed/refereed. (September 2011).
Twietmeyer, G., Paper, North American Society for Sport History, North American Society for
Sport History, Austin, Texas, "“Pervasive Secularism”: Reexamining the use of “Sacred” and
“Secular” in Ritual to Record", Conference, Academic, International, peer-reviewed/refereed.
(May 2011).
Twietmeyer, G., Paper, National Association for Kinesiology & Physical Education in Higher
Education, National Association for Kinesiology & Physical Education in Higher Education,
Orlando, Florida, "The Merits and Demerits of Pleasure in Kinesiology", Conference,
Academic, International, peer-reviewed/refereed. (January 2011).
Twietmeyer, G., Paper, North American Society for Sport History, North American Society for
Sport History, Orlando, Florida, "Two Days in the Life: The Birth and Death of Comiskey
Park", Conference, Academic, International. (May 2010).
2)
Service
Department
Sport Management Committee, Attendee, Meeting, (January 1, 2008 - Present).
College
Research Committee (COHP), Attendee, Meeting (September 1, 2011 - Present).
University
Faculty Senate, Senator (April 2014 - Present).
Marshall University Distinguished Artists and Scholars Award Committee., Committee Member
(March 2013 - Present).
Summer General Education Assessment Team, Committee Member (May 19, 2014 - June 9,
2014).
Summer General Education Assessment Team, Committee Member (May 28, 2013 - June 13,
2013).
Usher Spring 2012 Graduation (May 2012).
Usher Spring 2011 Graduation (May 2011).
Faculty Senate, Senator (April 1, 2008 - May 31, 2010).
36
Community
YMCA, Coach, Huntington, WV, USA (April 2008 - Present).
Lose the Training Wheels, Chairperson, Huntington, WV (January 1, 2014 - July 20, 2014).
Lose the Training Wheels, Chairperson, Huntington, WV (January 1, 2013 - July 19, 2013).
Lose the Training Wheels, Chairperson, Huntington, WV, USA (January 1, 2012 - July 20, 2012).
Lose the Training Wheels, Chairperson, Huntington, WV, USA (January 1, 2011 - July 22, 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
National Association for Kinesiology in Higher Education, NAKHE. (January 1, 2009 - Present).
N. American Society for Sport History, NASSH. (January 2005 - Present).
International Association for the Philosophy of Sport, IAPS. (August 2004 - Present).
Faculty Development Activities Attended
Workshop, "Faculty Service Learning Fall Initiative", Marshall University Center for Teaching and
Learning, Huntington, WV. (October 25, 2013).
Workshop, "Technology Enhanced Classroom Initiative Workshop", Marshall University Center
for Teaching and Learning, Huntington, WV. (August 21, 2013).
Workshop, "Quality Matters Workshop", Marshall University Center for Teaching and Learning,
Huntington, WV, USA. (August 2012 - October 2012).
Seminar, "First Year Seminar (FYS) Training", MU Center for Teaching and Learning, Huntington,
WV, USA. (June 4, 2012 - June 27, 2012).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
2015 Delphine Hanna Lecturer, NAKHE, (January 2015).
Dr. C. Robert Barnett Award for Excellence in Research, COHP/COE, (May 2012).
37
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 31, 2015
Name:
Jarrod D Schenewark
Rank:
Start Date at Marshall as a Faculty
Member:
Status:
January 2, 2008
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2008
University of Texas at Austin, Austin, Texas
Area of Degree Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Associate Professor
Kinesiology - Sport Management
First Aid Certification, Football Coaching, Pupil Activity Permit,
Concussion in Sport, First Aid, Health, and Safety for Coaches,
Fundamentals of Coaching , Ohio State Coaching Education,
Educator’s Certificate
Educator’s Certificate #357404
History (Grade 9-12)
Social Studies (Grade 9-12)
Social Studies (Grade 5-9)
American Red Cross, National Federation of High Schools (NFHS), State of Ohio,
Department of Education, National Federation of High Schools (NFHS), National Federation
of High Schools (NFHS), National Federation of High Schools (NFHS), National Federation
of High Schools (NFHS), Commonwealth of Massachusetts, Department of Education
Date Obtained, Expiration
Date
Obtained: November 1, 2013
Obtained: September 1, 2013
Obtained: September 1, 2013
Obtained: August 1, 2013
Obtained: August 1, 2013
Obtained: August 1, 2013
Obtained: August 1, 2013
Obtained: July 1, 1999
38
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Summer
2014
Summer
2014
Summer
2014
Summer
2014
Summer
2014
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Develop PE & Sport in US
2 100%
%
Respon
100
Organ Behav Sprt Leis Indus
4 100%
100
Plan & Dev Athletic Facil
5 100%
100
Sport Law
10 100%
100
Theo Prac Aspect Coaching
8 100%
100
Develop PE & Sport in US
26 100%
100
First Yr Sem Critical Thinking
22 100%
100
Legal Concerns in PE & Ath
19 100%
100
Sport Law
44 100%
100
Develop PE & Sport in US
27 100%
100
Plan & Dev Athletic Facil
28 100%
100
Plan & Dev Athletic Facil
14 100%
100
Basketball
2 50%
50
Basketball
6 50%
50
Develop PE & Sport in US
3 100%
100
Plan & Dev Athletic Facil
4 100%
100
Sport Law
17 100%
100
SpTp:Total Body/Cond
7 100%
100
STp:Total Body/Cond
6 50%
50
Touch Football
6 50%
50
Touch Football
1 50%
50
Course
ESS
118
ESS
652
ESS
516
ESS
430
ESS
476
ESS
118
FYS
100
ESS
615
ESS
430
ESS
118
ESS
416
ESS
516
PEL
113
PEL
113
ESS
118
ESS
416
ESS
430
PEL
280
PEL
280
PEL
252
PEL
252
Title
39
Enrolled
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
ESS
410
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
113
PEL
113
PEL
113
PEL
113
PEL
147
PEL
147
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
Admin Health & Phys Ed
32 100%
100
Aerobics-Personal Fitness
22 100%
100
Aerobics-Personal Fitness
16 100%
100
Aerobics-Personal Fitness
7 100%
100
Aerobics-Personal Fitness
13 100%
100
Aerobics-Personal Fitness
17 100%
100
Aerobics-Personal Fitness
7 100%
100
Basketball
11 100%
100
Basketball
28 100%
100
Basketball
11 100%
100
Basketball
28 100%
100
Beginning Soccer
20 100%
100
Beginning Soccer
30 100%
100
Body Condition W/Weights
20 100%
100
Body Condition W/Weights
27 100%
100
Body Condition W/Weights
13 100%
100
Body Condition W/Weights
28 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
27 100%
100
Body Condition W/Weights
10 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
8 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
5 100%
100
Develop PE & Sport in US
34 100%
100
40
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
ESS
516
ESS
430
PEL
282
PEL
282
PEL
280
PEL
280
PEL
280
PEL
280
PEL
252
PEL
252
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
113
PEL
113
PEL
147
PEL
147
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
Plan & Dev Athletic Facil
19 100%
100
Sport Law
31 100%
100
SpTp: CORE COND I
18 100%
100
SpTp:Core Cond
12 100%
100
SpTp:Total Body Cond
6 100%
100
SpTp:Total Body Cond
9 100%
100
SpTp:Total Body Cond
14 100%
100
SpTp:Total Body Cond
14 100%
100
Touch Football
31 100%
100
Touch Football
23 100%
100
Aerobics-Personal Fitness
17 50%
50
Aerobics-Personal Fitness
22 50%
50
Aerobics-Personal Fitness
8 50%
50
Aerobics-Personal Fitness
4 50%
50
Aerobics-Personal Fitness
15 50%
50
Aerobics-Personal Fitness
4 50%
50
Basketball
30 50%
50
Basketball
5 50%
50
Beginning Soccer
29 50%
50
Beginning Soccer
3 50%
50
Body Condition W/Weights
6 50%
50
Body Condition W/Weights
15 50%
50
Body Condition W/Weights
20 50%
50
Body Condition W/Weights
17 50%
50
Body Condition W/Weights
25 50%
50
41
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
ESS
615
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
Body Condition W/Weights
4 50%
50
Body Condition W/Weights
3 50%
50
Body Condition W/Weights
12 50%
50
Body Condition W/Weights
7 50%
50
Body Condition W/Weights
8 50%
50
Develop PE & Sport in US
30 100%
100
Legal Concerns in PE & Ath
16 100%
100
Sp Tp: Core Conditioning
13 50%
50
Sp Tp: Core Conditioning
12 50%
50
Sp Tp: Core Conditioning
8 50%
50
Sp Tp: Core Conditioning
11 50%
50
Sp Tp: Core Conditioning
13 50%
50
Sp Tp: Core Conditioning
6 50%
50
Sp Tp: Core Conditioning
4 50%
50
Sp Tp: Core Conditioning
7 50%
50
Sp Tp: Core Conditioning
6 50%
50
Sp Tp: Core Conditioning
9 50%
50
Sp Tp: Total Body/Cond
6 50%
50
Sp Tp: Total Body/Cond
7 50%
50
Sp Tp: Total Body/Cond
4 50%
50
Sp Tp: Total Body/Cond
13 50%
50
Sp Tp: Total Body/Cond
5 50%
50
Sp Tp: Total Body/Cond
8 50%
50
Sp Tp: Total Body/Cond
4 50%
50
Sp Tp: Total Body/Cond
5 50%
50
42
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Summer
2012
Summer
2012
Summer
2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
PEL
280
PEL
280
ESS
481
ESS
581
PEL
252
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
ESS
416
ESS
516
ESS
430
ESS
410
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
113
Sp Tp: Total Body/Cond
12 50%
50
Sp Tp: Total Body/Cond
8 50%
50
SpTp:Baseball Global Perspec
25 100%
100
SpTp:Baseball Global Perspect
6 100%
100
Touch Football
19 50%
50
Yoga
28 50%
50
Yoga
29 50%
50
Yoga
28 50%
50
Yoga
29 50%
50
Yoga
11 50%
50
Yoga
30 50%
50
Yoga
29 50%
50
Yoga
20 50%
50
Yoga
19 50%
50
Plan & Dev Athletic Facil
2 100%
100
Plan & Dev Athletic Facil
9 100%
100
Sport Law
23 100%
100
Admin Health & Phys Ed
29 100%
100
Aerobics-Personal Fitness
10 50%
50
Aerobics-Personal Fitness
20 50%
50
Aerobics-Personal Fitness
15 50%
50
Aerobics-Personal Fitness
10 100%
100
Aerobics-Personal Fitness
10 100%
100
Aerobics-Personal Fitness
11 100%
100
Basketball
30 50%
50
43
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
PEL
113
PEL
147
PEL
147
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
ESS
516
ESS
430
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
Basketball
30 100%
100
Beginning Soccer
30 50%
50
Beginning Soccer
29 100%
100
Body Condition W/Weights
9 50%
50
Body Condition W/Weights
21 50%
50
Body Condition W/Weights
19 50%
50
Body Condition W/Weights
19 50%
50
Body Condition W/Weights
24 50%
50
Body Condition W/Weights
8 100%
100
Body Condition W/Weights
7 100%
100
Body Condition W/Weights
13 100%
100
Body Condition W/Weights
10 100%
100
Body Condition W/Weights
9 100%
100
Develop PE & Sport in US
33 100%
100
Plan & Dev Athletic Facil
16 100%
100
Sport Law
40 100%
100
SpTp: Core Conditioning
10 100%
100
SpTp: Core Conditioning
18 50%
50
SpTp: Core Conditioning
18 100%
100
SpTp: Core Conditioning
10 50%
50
SpTp: Core Conditioning
22 50%
50
SpTp: Core Conditioning
10 100%
100
SpTp: Core Conditioning
7 100%
100
SpTp: Core Conditioning
10 100%
100
SpTp: Core Conditioning
21 100%
100
44
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Fall 2011
Fall 2011
PEL
282
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
252
PEL
252
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
127
PEL
127
SpTp: Core Conditioning
14 100%
100
SpTp: Total Body Conditioning
30 50%
50
SpTp: Total Body Conditioning
7 100%
100
SpTp: Total Body Conditioning
3 100%
100
SpTp: Total Body Conditioning
7 100%
100
SpTp: Total Body Conditioning
4 100%
100
SpTp: Total Body Conditioning
28 100%
100
SpTp:Total Body Conditioning
9 50%
50
SpTp:Total Body Conditioning
14 50%
50
SpTp:Total Body Conditioning
16 50%
50
SpTp:Total Body Conditioning
5 100%
100
Touch Football
29 50%
50
Touch Football
22 100%
100
Yoga
29 50%
50
Yoga
30 100%
100
Yoga
29 50%
50
Yoga
29 50%
50
Yoga
28 100%
100
Yoga
25 100%
100
Yoga
30 100%
100
Yoga
29 100%
100
Yoga
30 100%
100
Yoga
29 100%
100
Aerobics-Personal Fitness
12 100%
100
Aerobics-Personal Fitness
14 100%
100
45
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
PEL
127
PEL
127
PEL
127
PEL
127
PEL
113
PEL
113
PEL
147
PEL
147
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
ESS
118
ESS
615
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
Aerobics-Personal Fitness
14 100%
100
Aerobics-Personal Fitness
8 100%
100
Aerobics-Personal Fitness
2 100%
100
Aerobics-Personal Fitness
12 100%
100
Basketball
30 100%
100
Basketball
27 100%
100
Beginning Soccer
30 100%
100
Beginning Soccer
16 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
14 100%
100
Body Condition W/Weights
23 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
17 100%
100
Body Condition W/Weights
4 100%
100
Body Condition W/Weights
8 100%
100
Body Condition W/Weights
9 100%
100
Body Condition W/Weights
8 100%
100
Develop PE & Sport in US
26 100%
100
Develop PE & Sport in US
30 100%
100
Legal Concerns in PE & Ath
20 100%
100
SpTp: Core Conditioning
1 100%
100
SpTp: Core Conditioning
19 100%
100
SpTp: Core Conditioning
23 100%
100
SpTp: Core Conditioning
7 100%
100
SpTp: Core Conditioning
17 100%
100
46
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
252
PEL
252
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
SpTp: Core Conditioning
11 100%
100
SpTp: Core Conditioning
7 100%
100
SpTp: Core Conditioning
2 100%
100
SpTp: Core Conditioning
6 100%
100
SpTp: Core Conditioning
13 100%
100
SpTp: Total Body Conditioning
3 100%
100
SpTp: Total Body Conditioning
11 100%
100
SpTp: Total Body Conditioning
12 100%
100
SpTp: Total Body Conditioning
6 100%
100
SpTp: Total Body Conditioning
22 100%
100
SpTp: Total Body Conditioning
4 100%
100
SpTp: Total Body Conditioning
6 100%
100
SpTp: Total Body Conditioning
12 100%
100
SpTp: Total Body Conditioning
4 100%
100
SpTp: Total Body Conditioning
19 100%
100
Touch Football
28 100%
100
Touch Football
21 100%
100
Yoga
26 100%
100
Yoga
25 100%
100
Yoga
27 100%
100
Yoga
29 100%
100
Yoga
29 100%
100
Yoga
21 100%
100
Yoga
23 100%
100
Yoga
21 100%
100
47
Fall 2011
Fall 2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
PEL
180
PEL
180
PEL
127
PEL
113
PEL
115
PEL
115
PEL
115
ESS
118
PEL
282
PEL
280
PEL
280
PEL
280
ESS
476
ESS
576
PEL
180
PEL
180
PEL
180
PEL
180
ESS
410
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
Yoga
13 100%
100
Yoga
25 100%
100
Aerobics-Personal Fitness
6 100%
100
Basketball
1 100%
100
Body Condition W/Weights
4 100%
100
Body Condition W/Weights
8 100%
100
Body Condition W/Weights
13 100%
100
Develop PE & Sport in US
6 100%
100
SpTp:Core Conditioning
12 100%
100
SpTp:Total Body Conditioning
8 100%
100
SpTp:Total Body Conditioning
7 100%
100
SpTp:Total Body Conditioning
8 100%
100
Theo Prac Aspect Coaching
9 100%
100
Theo Prac Aspect Coaching
3 100%
100
Yoga
8 100%
100
Yoga
5 100%
100
Yoga
15 100%
100
Yoga
27 100%
100
Admin Health & Phys Ed
20 100%
100
Aerobics-Personal Fitness
12 100%
100
Aerobics-Personal Fitness
23 100%
100
Aerobics-Personal Fitness
27 100%
100
Aerobics-Personal Fitness
14 100%
100
Aerobics-Personal Fitness
29 100%
100
Aerobics-Personal Fitness
30 100%
100
48
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
PEL
147
PEL
147
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
PEL
251
PEL
251
ESS
516
ESS
430
PEL
281
PEL
281
PEL
281
PEL
281
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
Beginning Soccer
24 100%
100
Beginning Soccer
29 100%
100
Body Condition W/Weights
25 100%
100
Body Condition W/Weights
21 100%
100
Body Condition W/Weights
21 100%
100
Body Condition W/Weights
20 100%
100
Body Condition W/Weights
21 100%
100
Body Condition W/Weights
31 100%
100
Body Condition W/Weights
11 100%
100
Body Condition W/Weights
19 100%
100
Body Condition W/Weights
1 100%
100
Develop PE & Sport in US
27 100%
100
Intermediate Soccer
5 100%
100
Intermediate Soccer
25 100%
100
Plan & Dev Athletic Facil
20 100%
100
Sport Law
55 100%
100
SpTp: Aqua Fitness
12 100%
100
SpTp: Aqua Fitness
1 100%
100
SpTp: Aqua Fitness
16 100%
100
SpTp: Aqua Fitness
12 100%
100
SpTp: Core Conditioning
14 100%
100
SpTp: Core Conditioning
21 100%
100
SpTp: Core Conditioning
24 100%
100
SpTp: Core Conditioning
17 100%
100
SpTp: Core Conditioning
22 100%
100
49
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
PEL
282
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
252
PEL
252
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
PEL
127
SpTp: Core Conditioning
32 100%
100
SpTp: Total Body Conditioning
15 100%
100
SpTp: Total Body Conditioning
17 100%
100
SpTp: Total Body Conditioning
10 100%
100
SpTp: Total Body Conditioning
8 100%
100
SpTp: Total Body Conditioning
24 100%
100
SpTp: Total Body Conditioning
13 100%
100
SpTp: Total Body Conditioning
21 100%
100
SpTp: Total Body Conditioning
21 100%
100
SpTp: Total Body Conditioning
24 100%
100
SpTp: Total Body Conditioning
18 100%
100
Touch Football
26 100%
100
Touch Football
34 100%
100
Yoga
29 100%
100
Yoga
30 100%
100
Yoga
29 100%
100
Yoga
32 100%
100
Yoga
29 100%
100
Yoga
27 100%
100
Aerobics-Personal Fitness
14 100%
100
Aerobics-Personal Fitness
21 100%
100
Aerobics-Personal Fitness
26 100%
100
Aerobics-Personal Fitness
8 100%
100
Aerobics-Personal Fitness
15 100%
100
Aerobics-Personal Fitness
27 100%
100
50
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
PEL
147
PEL
147
PEL
100
PEL
100
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
PEL
115
ESS
118
ESS
118
PEL
251
PEL
251
ESS
615
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
282
PEL
283
PEL
283
Beginning Soccer
26 100%
100
Beginning Soccer
12 100%
100
Beginning Swimming
23 100%
100
Beginning Swimming
23 100%
100
Body Condition W/Weights
16 100%
100
Body Condition W/Weights
21 100%
100
Body Condition W/Weights
17 100%
100
Body Condition W/Weights
16 100%
100
Body Condition W/Weights
15 100%
100
Body Condition W/Weights
27 100%
100
Body Condition W/Weights
21 100%
100
Body Condition W/Weights
29 100%
100
Develop PE & Sport in US
27 100%
100
Develop PE & Sport in US
25 100%
100
Intermediate Soccer
15 100%
100
Intermediate Soccer
12 100%
100
Legal Concerns in PE & Ath
16 100%
100
SpTp: Core Conditioning
17 100%
100
SpTp: Core Conditioning
19 100%
100
SpTp: Core Conditioning
9 100%
100
SpTp: Core Conditioning
30 100%
100
SpTp: Core Conditioning
29 100%
100
SpTp: Core Conditioning
30 100%
100
SpTp: Dodgeball
29 100%
100
SpTp: Dodgeball
26 100%
100
51
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
2010
Summer
2010
Summer
2010
Summer
2010
Summer
2010
PEL
281
PEL
281
PEL
281
PEL
281
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
280
PEL
252
PEL
252
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
PEL
180
ESS
410
ESS
416
ESS
516
PEL
281
PEL
283
SpTp: Spinning
22 100%
100
SpTp: Spinning
22 100%
100
SpTp: Spinning
22 100%
100
SpTp: Spinning
21 100%
100
SpTp: Total Body Conditioning
6 100%
100
SpTp: Total Body Conditioning
13 100%
100
SpTp: Total Body Conditioning
10 100%
100
SpTp: Total Body Conditioning
20 100%
100
SpTp: Total Body Conditioning
11 100%
100
SpTp: Total Body Conditioning
18 100%
100
SpTp: Total Body Conditioning
12 100%
100
SpTp: Total Body Conditioning
28 100%
100
Touch Football
26 100%
100
Touch Football
30 100%
100
Yoga
28 100%
100
Yoga
31 100%
100
Yoga
27 100%
100
Yoga
28 100%
100
Yoga
31 100%
100
Yoga
27 100%
100
Admin Health & Phys Ed
8 100%
100
Plan & Dev Athletic Facil
1 100%
100
Plan & Dev Athletic Facil
20 100%
100
SpTp: Core Conditioning
11 100%
100
SpTp: Dodgeball
12 100%
100
52
Summer
2010
Summer
2010
PEL
282
PEL
280
SpTp: Spinning
1 100%
100
SpTp: Total Body Conditioning
12 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Schenewark, J. D. The relationship among motivation, commitment, attitude, and web
consumption in the context of NFL teams’ websites.. Sport Management Review.
Pifer, N. D., Mak, J. Y.-M., Schenewark, J. D., Bae, W. (2013). Using Exploratory Factor Analysis
to Identify Star Players’ Effects on the Branding Process of Professional Sports Teams 2013
Association of Marketing Theory and Practice Conference.
Schenewark, J. D. •General Summary Report, Professional Tennis Registry – Master Program,
Level 5.
Schenewark, J. D. • General Summary Report, Kutztown University Coaching Education
Program, Level 3.
Schenewark, J. D. General Summary Report,USA Track and Field.
Schenewark, J. D. •General Summary Report, United States of America Track & Field Coaching
Education Program 1, Level 3.
Schenewark, J. D. General Summary Report, Emporia State University.
Schenewark, J. D., Dixon, M. (2012). A Dual Model of Work-Family Conflict and Enrichment in
Collegiate Coaches.. Journal of Issues in Intercollegiate Athletics, 5, 15-39.
Schenewark, J. D. (in press). A Dual Model of Work-Family Conflict and Enrichment in Collegiate
Coaches.. Journal of Issues in Intercollegiate Athletics.
Schenewark, J. D. General Summary Report, Professional Tennis Registry.
Schenewark, J. D. General Summary Report, USA Football, Level 1.
Presentations
Schenewark, J. D.
Schenewark, J. D. (Presenter & Author), Oral Presentation, National Coaching Conference,
United States Olympic Committee, Colorado Springs, Colorado, "National Coaching
Accreditation", Workshop, Academic, National. (June 2013).
Schenewark, J. D., Oral Presentation, AAHPERD Convention, American Alliance for Health,
Physical Education, Recreation, and Dance, Charlotte, "National Coaching Accreditation",
Workshop, Academic, National, Invited. (March 2013).
53
Pifer, N. D., Mak, J. Y.-M., Bae, W., Schenewark, J. D., Paper, Association of Marketing Theory
and Practice Conference, Charleston, South Carolina, USA, "Using Exploratory Factor
Analysis to Identify Star Players’ Effects on the Branding Process of Professional Sports
Teams", Conference, Academic, National, peer-reviewed/refereed, published in proceedings.
(March 2013).
Schenewark, J. D. (Presenter & Author), Paper, National Association for Kinesiology in Higher
Education Conference, National Association for Kinesiology in Higher Education Conference,
Ft. Lauderdale, Florida, "The Need for a National Directive for Sport, Exercise, and
Recreation.", Conference, Academic, National, peer-reviewed/refereed, published in
proceedings, Accepted. (January 4, 2013).
Schenewark, J. D. (Presenter & Author), Paper, West Virginia Association for Health, Physical
Education, Recreation, and Dance Conference., West Virginia Association for Health,
Physical Education, Recreation, and Dance, Bridgeport, West Virginia, "“Where the Rubber
Meets the Road:” Service Learning Opportunities for Sport Management Students.",
Conference, Academic, State, peer-reviewed/refereed, Accepted. (October 2012).
Schenewark, J. D. (Presenter & Author), Oral Presentation, National Coaching Conference,
United States Olympic Committee, Indianapolis, Indiana, "Coaching Accreditation Workshop",
Workshop, Academic, National, Invited. (June 2012).
Schenewark, J. D. (Presenter & Author), Oral Presentation, National Coaching Conference,
United States Olympic Committee, Indianapolis, Indiana, "Coaching Accreditation Workshop",
Workshop, Academic, National, Invited. (June 2012).
Schenewark, J. D. (Presenter & Author), Oral Presentation, AAHPERD Convention, American
Alliance for Health, Physical Education, Recreation, and Dance, Boston, Massachusetts,
"Coaching Accreditation Workshop", Conference, Academic, National, published in
proceedings, Invited. (April 2012).
Schenewark, J. D., Oral Presentation, NASSM, NASSM, London, Ontario, Canada, "Fatherhood
and Work-Family Balance: A Round Table Discussion", Conference, Academic, International,
peer-reviewed/refereed, published in proceedings, Invited. (June 2011).
Schenewark, J. D., Lecture, National Coaching Conference, United States Olympic Committee,
Colorado Springs, Colorado, "Coaching Education Accreditation Folio Development and
Review", Workshop, Academic, National, Invited. (June 2011).
Schenewark, J. D., Poster, the National Coaching Conference, United States Olympic
Committee, Colorado Springs, Colorado, "How to get your coaching education program
accredited: Learn from the past experience and statistics", Conference, Academic, National,
peer-reviewed/refereed, published in proceedings, Accepted. (June 2011).
Directed Student Learning and Research
Pifer, N. David, Research, Master's Thesis Committee Member, Exercise Sci Sport & Rec
Department, "Using Exploratory Factor Analysis to Identify Star Players’ Effects on the
Branding Process of Professional Sports Teams.", Completed. (August 2012 - December
2012).
54
2)
Service
Department
School of Kinesiology Sport Management, Committee Member, (January 2008 - Present).
Department of Kinesiology, Development of Minor Programs, Committee Member, (September
2012 - December 2012).
School of Kinesiology Physical Education Faculty Search, Committee Member, (2011).
College
Curriculum Committee, Committee Member (September 2013 - Present).
College of Health Professions, Learning and Laboratory Resources, Committee Member (2011 Present).
University
Marshall University Athletic Committee, Committee Chair (May 2012 - June 2013).
Marshall University Athletics, Committee Member (2008 - June 2013).
Professional
College Sport Research Institute, Conference-Related (January 2014 - Present).
Journal of Sport History, Reviewer, Journal Article (December 2013 - Present).
Journal of Issues in Intercollegiate Sport, Editorial Review Board Member (October 2013 Present).
Journal of Sport Administration & Supervision, Reviewer, Journal Article (2012 - Present).
Event Management: An International Journal, Reviewer, Ad Hoc Reviewer (2011 - Present).
Event Management: An International Journal, Reviewer, Ad Hoc Reviewer (2011 - Present).
NCACE, Portfolio Review Cordinator (June 2010 - Present).
Journal of Applied Sport Management, Reviewer, Journal Article (January 2013 - December
2013).
Jones and Bartlett Publishers, Reviewer, Book (September 2013 - October 2013).
Journal of Issues in Intercollegiate Sport, Reviewer, Journal Article (July 2013 - August 2013).
NCACE, Portfolio Review Cordinator (June 2010 - June 2013).
Jones and Bartlett Publishers, Reviewer, Book (June 2012 - July 2012).
Jones and Bartlett Publishers, Reviewer, Book (May 2012 - June 2012).
55
Community
“Lose the Training Wheels” Camp at Marshall University, Co-Director, Huntington, WV (February
2011 - Present).
Boy Scouts of America, Scoutmaster/Assistant Scoutmaster, Huntington, WV (July 2009 Present).
Tri-State Optimist Golf Tournament, Director, Huntington, WV (January 2009 - Present).
Optimist Club of Huntington, Officer, President/Elect/Past, Huntington, WV (October 2011 October 2013).
Optimist Club of Huntington, Officer, President/Elect/Past, Huntington, WV (October 2011 October 2012).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
National Association for Kinesiology in Higher Education, NAKHE. (2012 - Present).
West Virginia Association for Health, Physical Education, Recreation, and Dance, WVAHPERD.
(2012 - Present).
National Council for the Accreditation of Coaching Education, NCACE, Portfolio Review
Coordinator. (July 2010 - Present).
American Alliance for Health, Physical Education, Recreation, and Dance, AAHPERD. (January
2010 - Present).
National Association for Sport and Physical Education, NASPE. (January 2010 - Present).
North American Society for Sport Management, NASSM. (2007 - 2012).
Faculty Development Activities Attended
Workshop, "TECI Classroom WOrkshop", Marshall University, Huntington, WV. (April 2013 Present).
Workshop, "Marshall University First Year Seminar Workshop". (October 2013 - January 2014).
"Basic First Aid", American Red Cross, Proctorville, Ohio, United States. (November 2013).
"Football Coaching", National Federation of High Schools (NFHS), Indianapolis, Indiana. (August
2013 - September 2013).
"Concussion in Sports", National Federation of High Schools (NFHS), Indianapolis, Indiana.
(August 2013).
"First Aid, Health, and Safety for Coaches", National Federation of High Schools (NFHS),
Indianapolis, Indiana. (August 2013).
56
"Fundamentals of Coaching", National Federation of High Schools (NFHS), Indianapolis, Indiana.
(August 2013).
"Ohio State Component - Coaching Education", National Federation of High Schools (NFHS),
Indianapolis, Indiana. (August 2013).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Outstanding Article Award, Journal of Issues in Intercollegiate Athletics/ College Sports Research
Institute, (March 2013).
2011 Presidential Citation, Optimist Club of Huntington, (October 2011).
57
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 31, 2015
Name:
Wonyul Bae
Rank:
Start Date at Marshall as a Faculty
Member:
Status:
Assistant Professor
August 17, 2010
Probationary
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
2010
Indiana University, Bloomington, IN
Area of Degree Specialization:
Sport Management
Professional
Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Summer
2014
Summer
2014
Spring 2014
Sem Sport Mgt Mkt
4 100%
%
Respon
100
Sem Sports Mgt Mkt
2 100%
100
Prac Spts Mgt & Mkt
18 100%
100
Course
ESS
575
ESS
475
ESS
290
Title
58
Enrolled
Spring 2014
Spring 2014
Spring 2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring 2012
ESS
475
ESS
674
ESS
381
ESS
660
ESS
290
ESS
671
ESS
575
ESS
475
ESS
381
ESS
575
ESS
475
ESS
381
ESS
381
ESS
475
ESS
674
ESS
381
ESS
381
ESS
480
ESS
580
ESS
671
ESS
475
ESS
381
ESS
580
ESS
480
ESS
475
Sem Sports Mgt Mkt
12 100%
100
Sport Finance Economics
20 100%
100
Sport Finance/Economics
27 100%
100
Internship
2 100%
100
Prac Spts Mgt & Mkt
16 100%
100
Research in Sports Studies
15 100%
100
Sem Sport Mgt Mkt
2 100%
100
Sem Sports Mgt Mkt
16 100%
100
Sport Finance/Economics
38 100%
100
Sem Sport Mgt Mkt
6 100%
100
Sem Sports Mgt Mkt
2 100%
100
Sport Finance/Economics
3 100%
100
Sport Finance/Economics
7 100%
100
Sem Sports Mgt Mkt
17 100%
100
Sport Finance Economics
15 100%
100
Sport Finance/Economics
10 100%
100
Sport Finance/Economics
25 100%
100
SpTp: Sport Agents
19 100%
100
SpTp:Sports Agents-Graduate
1 100%
100
Research in Sports Studies
17 100%
100
Sem Sports Mgt Mkt
20 100%
100
Sport Finance/Economics
20 100%
100
SpTp: Bus of Sport Agent
5 100%
100
SpTp:Bus of Spt Agent
17 100%
100
Sem Sports Mgt Mkt
17 100%
100
59
Spring 2012
Spring 2012
Fall 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Fall 2010
Fall 2010
Fall 2010
ESS
674
ESS
381
ESS
671
ESS
475
ESS
381
ESS
575
ESS
475
ESS
381
ESS
390
ESS
482
ESS
671
ESS
475
ESS
480
Sport Finance Economics
21 100%
100
Sport finance/Economics
22 100%
100
Research in Sports Studies
20 100%
100
Sem Sports Mgt Mkt
22 100%
100
Sport finance/Economics
23 100%
100
Sem Sport Mgt Mkt
1 100%
100
Sem Sports Mgt Mkt
16 100%
100
Sport finance/Economics
12 100%
100
Sport Mgt Pre-Internship
2 100%
100
SpTp: Business of Sport Agents
19 100%
100
Research in Sports Studies
12 100%
100
Sem Sports Mgt Mkt
22 100%
100
SpTp:Financial Mgt in Sports
4 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Bae, W. Invited as an International scholar for lecturing Sport Marketing/Management from July
2-20, 2012 at ChunBook National University, Junju, Korea. Junpook National University.
Pifer, N. D., Mak, J. Y.-M., Bae, W. (2014). Star Struck: The Relationships between Star Player
Characteristics and the Branding Process of Professional Sports Teams University of
Georgia Sport Business Symposium.
Pifer, N. D., Mak, J. Y.-M., Schenewark, J. D., Bae, W. (2013). Using Exploratory Factor Analysis
to Identify Star Players’ Effects on the Branding Process of Professional Sports Teams 2013
Association of Marketing Theory and Practice Conference.
Mak, J., Cheung, S., Bae, W. A case study of an American Indoor Football Team.. International
Journal of Human Movement Science.
Mak, J., Thomas, J., McNealy, M., Bae, W. Managing for the Future: The Destiny Wrestling
Organization.. Case Study in Sport Management.
60
Min, S., Bae, W. An Empirical Analysis of the Effectiveness of World Wrestling Entertainment
Marketing Strategies. The Sport Journal.
Bae, W. (2012). Why South Korean Golfers are Dominating LPGA Tour? TBS eFM "This
Morning" Live Radio Program.
Bae, W., Mak, J. Y.-M. (2012). Investigating Korean and American students’ golf consumption
behaviors in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants. North American Society for Sport Management (NASSM).
Bae, W. (2012). Investigation of Korean female golfers’ success factors on the LPGA Tour from
1998 to 2007.. The Sport Journal, 15.
Bae, W. (2012). Using self-determination theory to understand golf consumption behaviors: An
examination of Korean college student golfers in the United States. International Journal of
Human Movement Science, 6(1), 79-97.. International Journal of Human Movement Science,
6, 79-97.
Presentations
Bae, W., Mak, J. Y.-M., Oral Presentation, West Virginia AHPERD 92nd Annual Conference,
Daniels, West Virginia, USA, "Sponsorship Exchange and Ambush Marketing", Conference,
Academic, State, peer-reviewed/refereed, published elsewhere, Accepted. (October 2013).
Paris, J. (Presenter & Author), Han, H. (Presenter & Author), Bae, W. (Presenter & Author),
Poster, Sigma Xi Research Day, Marshall Univeristy, Huntington, "Sentiment Analysis for
Twitter Data with L.A. Lakers", Seminar, Academic, Local, Invited. (May 15, 2013).
Paris, J. (Presenter & Author), Han, H. (Presenter & Author), Bae, W. (Presenter & Author), Oral
Presentation, West Virginia Academy of Science, Marshall Univeristy, Davis, "Twitter
Sentiment Analysis for a Sports Team", Conference, Academic, State, peerreviewed/refereed, published in proceedings, Accepted. (April 15, 2013).
Pifer, N. D., Mak, J. Y.-M., Bae, W., Schenewark, J. D., Paper, Association of Marketing Theory
and Practice Conference, Charleston, South Carolina, USA, "Using Exploratory Factor
Analysis to Identify Star Players’ Effects on the Branding Process of Professional Sports
Teams", Conference, Academic, National, peer-reviewed/refereed, published in proceedings.
(March 2013).
Bae, W., Mak, J. Y.-M., Paper, North American Society for Sports Management Conference,
Seattle, Washington, USA, "Investigating Korean and American students' golf consumption
behavior in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants", Conference, Academic, National, peer-reviewed/refereed,
Accepted. (May 2012).
Mak, J. Y.-M., Bae, W., Oral Presentation, West Virginia AHPERD 90th Annual Conference,
Davis, West Virginia, USA, "How could we increase the sporting events ticket sales",
Conference, Academic, State, peer-reviewed/refereed, published elsewhere, Accepted.
(October 2011).
Bae, W., Mak, J. Y.-M., Oral Presentation, West Virginia AHPERD 90th Annual Conference,
Davis, West Virginia, USA, "Understanding the key factors of sports products", Conference,
Academic, State, peer-reviewed/refereed, published elsewhere, Accepted. (October 2011).
61
Research Currently in Progress
Bae, Wonyul, "An Empirical Analysis of the Effectiveness of World Wrestling Entertainment
Marketing Strategies", Writing Results, Scholarly.
Bae, Wonyul, "ESS 381 Sport Finance".
Bae, Wonyul, "ESS 480 Sport Agecny".
Bae, Wonyul, Mak, Jennifer Y, "Investigating Korean and American students’ golf consumption
behaviors in the U.S.: Using Self-Determination Theory to understand intrinsic and extrinsic
motivations for golf participants.", Writing Results, Scholarly.
Han, Hyoil, Bae, Wonyul, "Twitter Sentiment Analysis for Sports Management", On-Going,
Scholarly.
Bae, Wonyul, David, Jennifer, Jarrod, "Using Exploratory Factor Analysis to Identify Star Players’
Effects on the Branding Process of Professional Sports Teams", Writing Results, Scholarly.
Bae, Wonyul, "Using self-determination theory to understand golf consumption behaviors.",
Writing Results, Scholarly.
2)
Service
Department
Graduate students qulifying exams, Committee Member, (2012 - Present).
Sport Management Graduate Program Director, (August 15, 2013 - May 15, 2014).
Search Committee for Excercise Science Position, Committee Chair, (2012).
College
College Sessions, Faculty member (2012 - Present).
Sport Management Graduate Recruitment, Faculty member (2012 - Present).
Undergraduate students recruitment, faculty member (2012 - Present).
University
Athletic Committee, Attendee, Meeting (August 20, 2013 - Present).
Professional
Korean Ginseng Company Professional Basketball Team, Basketball Agent, Seoul, Korea (2012 Present).
International Journal of Human Movement Science, Reviewer, Journal Article, Seoul, Seoul,
Korea (August 1, 2011 - Present).
ET Land Professional Basketball Team (Korea), Advisor/Agent, Seoul, Seoul, Korea (May 1,
2011 - Present).
62
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
West Virginia AHPERD, WVAHPERD, member. (October 15, 2013).
Korean Alliance for Health, Physical Education, Recreation, and Dance, KAHPERD. (January 1,
2012 - December 31, 2012).
Korean Sports Research, KSR. (January 1, 2012 - December 31, 2012).
North American Society for Sport Management, NASSM, International sport management
conference. (January 1, 2012 - December 31, 2012).
The Korean Society of Sports Science, KSSS. (January 1, 2012 - December 31, 2012).
Faculty Development Activities Attended
Workshop, "Degree Works", Marshall University, Huntington, WV, USA. (December 15, 2013).
Conference Attendance, "Sponsorship Exchange and Ambush Marketing", West Virginia
AHPERD, Glade Springs, WV, USA. (October 15, 2013).
Workshop, "TECI workshop", Marshall University, Huntington, WV, USA. (September 15, 2013).
Seminar, "Sentiment Analysis for Twitter Data with L.A. Lakers", Marshall University, Huntington,
WV, USA. (May 2, 2013).
Conference Attendance, "Twitter Sentiment Analysis for a Sports Team", West Virginia Academy
of Science, Davis, WV, USA. (April 15, 2013).
Conference Attendance, "Using Exploratory Factor Analysis to Identify Star Players’ Effects on
the Branding Process of Professional Sports Teams.", The Association of Marketing Theory
and Practice, Charleston, South Carolina, USA. (March 22, 2013).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
63
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Course
No.
(e.g. 101)
Course Name
Year 1
2010- 2011
Year 2
2011- 2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
Su
Su
Su
Su
Su
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
X
64
Appendix III
Students’ Entrance Abilities for Past Five Years of Graduates: BA in Physical Education
20.9 (n = 16)
Mean SAT
Verbal
469.3 (n = 13)
Mean SAT
Quantitative
494.6 (n = 13)
Mean SAT
Writing
----
2.89
19.1 (n = 21)
456.7 (n = 15)
478.7 (n = 15)
----
30
3.02
20.8 (n = 20)
458.2 (n = 12)
460.0 (n = 12)
438.3 (n = 12)
2013-2014
27
3.15
20.1 (n = 17)
475.8 (n = 12)
490.0 (n = 12)
481.7 (n = 12)
2014-2015
19
3.30
19.7 (n = 15)
465.7 (n = 7)
475.7 (n = 7)
478.6 (n = 7)
Year
N
Mean High School GPA
Mean ACT
2010-2011
26
3.27
2011-2012
30
2012-2013
.
65
Appendix IV
Exit Abilities for Past Five Years of Graduates: BA in Physical Education
2.91
Licensure Exam
Results
----
Certification Test
Results
----
Other Standardized
Exam Results
----
30
2.72
----
----
----
2012-2013
30
2.75
----
----
----
2013-2014
27
2.83
----
----
----
2014-2015
19
3.06
----
----
----
Year
N
Mean GPA
2010-2011
26
2011-2012
66
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BA in Physical Education_
Program Level
Program’s Student Learning
Outcomes
Students will demonstrate a
variety of technical, logical,
practical skills for sound
decision-making in the sport
and recreation management
related industry.
Students will describe and
articulate issues in sport
management and kinesiology
through the effective use of the
written word.
Students will create and deliver
(perform) an effective oral
presentation.
Assessment Measures
(Tools)
Assessment Point 1:
ESS 218 (Project)
Assessment Point 2:
ESS 430 (Mock Trial)
Assessment Point 1:
ESS 290 (Practicum
Report)
Assessment Point 2:
ESS 401 (Persuasive
Paper)
Assessment Point 1:
ESS 301 (Project
Report)
Assessment Point 2:
ESS 475 (Current
Issues Presentation)
Standards/Benchmark
Milestone
Capstone
Milestone
Capstone
Milestone
Capstone
67
Results/Analysis
Action Taken to
improve the
program
Students will articulate the
importance of the role of sport
and physical activity in human
societies. This will include
historical, philosophical, and
sociological understandings of
sport and physical activity.
Students will synthesize
knowledge of each of the sport
and recreation management
related business and
management disciplines.
Students will identify and then
use appropriate technological
tools to calculate, measure, and
evaluate problems within the
field. These skills will aid in
decision-making, facilitate
research, and improve the
student’s powers of persuasion.
Assessment Point 1:
ESS 218 (Final Exam)
Assessment Point 2:
ESS 401 (Group
Project)
Assessment Point 1:
ESS 380 (Exam)
Assessment Point 2:
ESS 416 (Facility
Design Presentation)
Assessment Point 1:
ESS 380 (Online
Project)
Assessment Point 2:
ESS 416 (Risk
Management
Presentation)
Assessment Point 1:
ESS 290 (Practicum
Report)
Students will integrate theory
and practice by successfully
performing an internship in the
Assessment Point 2:
sport/recreation/fitness industry. (ESS 490 (Internship
Report)
Milestone
Capstone
Milestone
Capstone
Milestone
Capstone
Milestone
Capstone
68
Program Learning Outcome 1: Students will demonstrate a variety of technical, logical, practical skills for sound decisionmaking in the sport and recreation management related industry.
Traits
Introductory
Expertise
Student identifies examples,
facts, theories, or other
relevant data from across the
sub-disciplines of sport
management but fails to
integrate them in pursuit of
potential solutions.
Dynamism/Creativity
Student fails to see anything
other than the most basic
and pedestrian options for
action. Student eliminates
possibilities before even
raising them.
Student fails to connect
theory to practice. Student
cannot demonstrate the
interdependence between
sound theory and
professional practice.
Student fails to see how
theory impacts decisions in
the “real world”.
Student looks to current
practices rather than best
practices for insights. Student
does not initiate action, even
when problems are identified.
Student passes the buck,
avoids responsibility, or fails
to see how things could
change.
Applies Theory to Practice
Leadership
Performance Levels
Milestone
Capstone
Student identifies and
evaluates examples, facts,
theories, or other relevant
data from across the subdisciplines of sport
management and begins to
integrate them in pursuit of
potential solutions.
Student identifies a broad
range of options for action
but still looks to others for
validation of their reasoning
before settling on a decision.
Student is aware of the
dynamic relationship between
theory and practice but tends
to demonstrate relationship in
a single direction causal
relationship
(Theory/Practice). Insights
tend to be basic or
regurgitated from lecture/text.
Student looks to best
practices for insights. Student
begins to take initiative, and
see solutions. Student
realizes that professionals
must take responsibility for
their practice, which means
that sometimes things must
change.
69
Student identifies and
evaluates examples, facts,
theories, or other relevant
data from across the subdisciplines of sport
management and integrates
them in pursuit of a prioritized
list of potential solutions.
Student identifies a broad
range of options for action
and is willing to make and
defend decisions based upon
reason; independent of their
expected popularity.
Student is aware of the
dynamic relationship between
theory and practice. Student
can articulate this dynamism
by pointing out the multidirectional causal relationship
(Theory/Practice). Insights
are unique and applicable to
the task/issue at hand.
Student looks to best
practices for insights, but
evaluates them critically.
Student seeks initiative and is
not afraid to be proactive.
Student realizes that leaders
take responsibility for
problems and actively seek to
resolve them.
Advanced
Program Learning Outcome 2: Students will describe and articulate issues in sport management and kinesiology through the
effective use of the written word.
Traits
Content
Organization
Rhetoric
Persuasiveness
Performance Levels
Introductory
Milestone
Capstone
Student presents false,
misleading, or mistaken
material as fact. Student
fails to mention materially
important information.
Student cannot anticipate
or answer counter
arguments.
Student presentation of
material is hard to follow.
Student’s composition lacks
structure and veers off into
tangents.
Student makes no factual errors.
Student covers the most
important information. Student
presents arguments with clarity,
substance, and confidence.
Student is aware of counter
arguments but struggles to
consistently address them.
Student presents material in a
cogent, progressive, logical
fashion. Student stays focused
on task at hand.
Student fails to connect
with the reader on personal,
emotional or persuasive
levels. Student misses
opportunities to link logic
(facts, arguments, etc.) to
rhetoric (stories, anecdotes,
humor, etc.)
Student text- due to a lack
of sound content,
organization or rhetoric –
fails to persuade the
reader. Student’s work
does not come across as
professional.
Student is aware of the power of
rhetoric, but connects with the
reader in the most cursory ways
(impersonal/incomplete stories,
canned/inappropriate/excessive
humor, clichés, etc.).
Student makes no factual errors
and brings new facts or data to the
table. Student covers and
prioritizes the most important
information. Student anticipates
objections, and answers counter
arguments with clarity, substance,
and confidence.
Student presents material in a
cogent, progressive, and timely
fashion. Student is aware of when
argumentation needs elaboration,
and acts appropriately (e.g. further
writing, additional sources, and
footnotes).
Student is aware of the power of
rhetoric and uses it to their
advantage. Student ties logic to
rhetoric through the use of;
apropos/personal stories, relevant
and appropriate humor, and
clever/insightful anecdotes, etc.
Student text is sound if
uninspiring. There are no major
logical, technical, or rhetorical
mistakes, yet the writing also
lacks originality or new
information. Insights are correct,
but pedestrian.
70
Student text exudes confidence
and authority. Student avoids
logical and technical problems and
is aware of the rhetorical power of
the written word. Student’s work
offer fresh and compelling insights
into the topic at hand. Student is
professional.
Advanced
Program Learning Outcome 3: Students will create and deliver (perform) an effective oral presentation.
Traits
Introductory
Content
Performance Levels
Milestone
Capstone
Student presents false,
misleading, or mistaken
material as fact. Student fails
to mention materially
important information.
Student cannot answer
questions on "crossexamination" or from the
audience.
Student presentation of
material is hard to follow.
Student presentation lacks
structure and veers off into
tangents.
Student makes no factual
errors. Student covers the most
important information. Student
answers questions with clarity,
substance, and confidence.
Rhetoric
Student fails to connect with
audience on personal,
emotional or persuasive
levels. Student misses
opportunities link logic (facts,
arguments, etc.) to rhetoric
(stories, anecdotes, humor,
etc.)
Student is aware of the power
of rhetoric, but connects with
the audience in the most
cursory ways
(impersonal/incomplete stories,
canned/inappropriate/excessive
humor, clichés, etc.).
Delivery
Student appears
uncomfortable or
unprepared. Student speaks
inappropriately; (too fast, too
soft, stammers, “umms”,
reads, etc.)
Student uses inappropriate
body language (slumps,
chews gum, twitches, plays
with hair, etc.) Student fails
to make eye contact or
engage the audience.
Student fails to dress or
speak professionally.
Student does not appear
nervous or unprepared.
Student avoids or self-corrects
speech problems (speed,
“ums”, reading, etc.). Student’s
body language is not
distracting. Student makes eye
contact and speaks to the
audience. Student dresses and
speaks professionally.
Organization
Student presents material in a
cogent, progressive, and timely
fashion. Student stays focused
on task at hand.
71
Student makes no factual
errors and brings new facts
or data to the table. Student
covers and prioritizes the
most important information.
Student anticipates
objections, and answers
questions with clarity,
substance, and confidence.
Student presents material in
a cogent, progressive, and
timely fashion, stays on task,
and adjusts content and
presentation dynamically to
the situation.
Student is aware of the
power of rhetoric and uses it
to their advantage. Student
ties logic to rhetoric through
the use of; apropos/personal
stories, relevant and
appropriate humor, and
clever/insightful anecdotes,
etc.
Student appears confident.
Student avoids speech
problems and is aware of the
rhetorical power of cadence,
pauses, questions, etc.
Student’s body language
expresses authority, exudes
confidence, and demands
attention. Student makes eye
contact and engages the
audience. Student is
professional.
Advanced
Program Learning Outcome 4: Students will articulate the importance of the role of sport and physical activity in human
societies. This will include historical, philosophical, and sociological understandings of sport and physical activity.
Traits
Introductory
Performance Levels
Milestone
Capstone
Content
Student misunderstands the
material. Student fails to
prioritize information. Student
cannot answer or generate
appropriate questions
regarding the topic or issue at
hand.
Student makes no factual
errors. Student identifies the
most important information.
Student examines questions
with clarity, and can articulate
the substance of the common
socio-cultural issues in sport.
Appreciation
Student cannot grasp or
takes the fundamentally
social nature of human
beings for granted. Student
cannot see the implications of
human culture and social
realities for sport.
Student begins to value the
inherent connection between
social reality, heritage,
culture, and sport. Student’s
mastery of the implications of
these insights remains
limited.
Applies Theory to Practice
Student fails to connect
theory to practice. Student
cannot demonstrate the
interdependence between
sound theory and
professional practice.
Ethics
Student misunderstands or
misapplies basic ethical
theory. Student does not
initiate action, even when
problems are identified.
Student takes the ethical
status quo as an inherent
good.
Student is aware of the
dynamic relationship between
theory and practice but tends
to demonstrate relationship in
a single direction causal
relationship
(Theory/Practice). Insights
tend to be basic or
regurgitated from lecture/text.
Student understands basic
ethical theory but has trouble
applying it. Student begins to
take initiative, and see
solutions. Student realizes
that professionals must take
responsibility for their
practice, which means that
sometimes things must
change.
72
Student makes no factual
errors and can bring new
facts, data or questions to
light. Student identifies and
prioritizes the most important
information. Student
anticipates objections, and
examines questions with a
level of clarity, substance,
and confidence that suggest
mastery of the topic at hand.
Student applies the
connections identified
between social reality and
sport to the question at hand
in pursuit of innovative and/or
integrative solutions.
Student is aware of the
dynamic relationship between
theory and practice. Student
can articulate this dynamism
by pointing out the multidirectional causal relationship
(Theory/Practice). Insights
are unique and applicable to
the task/issue at hand.
Student has mastered basic
ethical theory and has no
trouble applying it to sport.
Student seeks initiative and is
not afraid to be proactive.
Student realizes that leaders
take responsibility for
problems and actively seek to
resolve them.
Advanced
Program Learning Outcome 5: Students will synthesize knowledge of each of the sport and recreation management related
business and management disciplines.
Traits
Introductory
Performance Levels
Milestone
Capstone
Content
Student misunderstands the
material. Student fails to
prioritize information. Student
cannot answer or generate
appropriate questions
regarding the topic at hand.
Student makes no factual
errors. Student covers the
most important information.
Student examines questions
with clarity, can articulate the
substance of the issue, and
confidently discuss the topic
at hand.
Integration
Student identifies examples,
facts, theories, or other
relevant data from across the
sub-disciplines of sport
management.
Applies Theory to Practice
Student fails to connect
theory to practice. Student
cannot demonstrate the
interdependence between
sound theory and
professional practice.
Leadership
Student looks to current
practices rather than best
practices for insights. Student
does not initiate action, even
when problems are identified.
Student passes the buck,
avoids responsibility, or fails
to see how things could
change.
Student articulates the
connection between the
examples, facts, theories or
other relevant data they have
identified from within the subdisciplines of sport
management.
Student is aware of the
dynamic relationship
between theory and practice
but tends to demonstrate
relationship in a single
direction causal relationship
(Theory/
Practice). Insights tend to be
basic or regurgitated from
lecture/text.
Student looks to best
practices for insights. Student
begins to take initiative, and
see solutions. Student
realizes that professionals
must take responsibility for
their practice, which means
that sometimes things must
change.
73
Student makes no factual
errors and brings new facts,
data or questions to light.
Student covers and prioritizes
the most important
information. Student
anticipates objections, and
examines questions with a
level of clarity, substance,
and confidence that suggest
mastery of the topic at hand.
Student applies the
connections identified
between the sub-disciplines
to the question at hand in
pursuit of innovative and/or
integrative solutions.
Student is aware of the
dynamic relationship between
theory and practice. Student
can articulate this dynamism
by pointing out the multidirectional causal relationship
(Theory/Practice). Insights
are unique and applicable to
the task/issue at hand.
Student looks to best
practices for insights, but
evaluates them critically.
Student seeks initiative and is
not afraid to be proactive.
Student realizes that leaders
take responsibility for
problems and actively seek to
resolve them.
Advanced
Program Learning Outcome 6: Students will identify and then use appropriate technological tools to calculate, measure, and
evaluate problems within the field. These skills will aid in decision-making, facilitate research, and improve the student’s powers of
persuasion.
Traits
Introductory
Information Literacy
Evaluation
Applies Theory to Practice
Delivery
Student has only a basic
understanding of source
finding and evaluation.
Student relies on past
research uncritically. Student
fails to see opportunities to
generate new research or
data.
Student fails to sort and
prioritize the data. Student
has not mastered the
applications, software, or
other technological tools
necessary to share or
evaluate the data effectively.
Student fails to connect
theory to practice. Student
cannot demonstrate the
interdependence between
sound theory and
professional practice.
Student understands the
material, but fails to
communicate at a level
appropriate to the audience.
Performance Levels
Milestone
Capstone
Student has a solid
understanding of research
and it sources. Student
begins to evaluate such
research critically. However
student still fails to see
opportunities to generate new
research or data.
Student begins to prioritize
the data. Student uses
technological tools effectively.
Student has a solid
understanding of research
and its sources. Student
evaluates such research
critically. Student is aware
that sometimes new research
is necessary and is not afraid
to pursue/generate it.
Student prioritizes the data
and uses technology to
present or understand it in
new/insightful ways.
Student is aware of the
dynamic relationship between
theory and practice but tends
to demonstrate relationship in
a single direction causal
relationship
(Theory/Practice). Insights
tend to be basic or
regurgitated from lecture/text.
Student understands the
material and can articulate it
well enough to speak to
general audience. Student
still struggles with adaptation
to questions or unexpected
problems.
Student is aware of the
dynamic relationship between
theory and practice. Student
can articulate this dynamism
by pointing out the multidirectional causal relationship
(Theory/Practice). Insights
are unique and applicable to
the task/issue at hand.
Student understands the
material and can articulate it
at multiple levels depending
on the audience or question.
Student is dynamic.
74
Advanced
Program Learning Outcome 7: Students will integrate theory and practice by successfully performing an internship in the
sport/recreation/fitness industry.
Traits
Expertise
Introductory
Student struggles to
articulate and apply the
theoretical and practical
skills necessary to thrive
in a professional setting.
Initiative
Student misses
opportunities or is hesitant
to apply skills and
expertise in a professional
setting.
Reliability
Student fails to show up
on time or acts as if
punctuality is the only
measure of reliability.
Leadership
Student looks to current
practices rather than best
practices for insights.
Student does not initiate
action, even when
problems are identified.
Student passes the buck,
avoids responsibility, or
fails to see how things
could change.
Performance Levels
Milestone
Capstone
Student can articulate and apply
Student can articulate
the basic theoretical and practical
and apply the basic
skills necessary to thrive in a
theoretical and practical
professional setting, but still has
skills necessary to thrive
trouble adapting to a dynamic
in a professional setting.
setting (e.g. changing marketing
The student has
conditions, counter arguments or
mastered these skills and
professional pushback).
can present and apply
them dynamically.
Student applies skills in a
Student creates
professional setting, when asked,
opportunities to apply
but still misses opportunities to
skills and expertise in a
initiate such application.
professional setting. As
such, the student’s skills
are in demand.
Student is sensitive to the broad
Student is sensitive to the
array of ways that reliability
broad array of way that
matters, and therefore is punctual
reliability matters. Student
and professional. Student still
anticipates needs,
struggles however with
foresees problems, and
anticipating needs/foreseeing
consistently solves them
problems.
without direction.
Student looks to best practices for Student looks to best
insights. Student begins to take
practices for insights, but
initiative, and see solutions.
evaluates them critically.
Student realizes that professionals Student seeks initiative
must take responsibility for their
and is not afraid to be
practice, which means that
proactive. Student
sometimes things must change.
realizes that leaders take
responsibility for
problems and actively
seek to resolve them.
75
Advanced
Appendix VI
Program Course Enrollment: BA in Physical Education
76
Please Note: These courses are shared by the BA in Physical Education and the BS in Exercise
Science
77
Appendix VII
Program Enrollment: BA in Physical Education
Students
Principal Majors Enrolled
Area of Emphasis 1: Sports
Management/Marketing
Principal Majors Enrolled
Area of Emphasis 2: Adult Fitness
Principal Majors Enrolled
No Area of Emphasis
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
121
112
124
104
93
5
3
1
7
4
5
6
13
2
1
2
Second Majors Enrolled*
1
Other Areas of Emphasis (i.e., education
specialization majors)
17
20
19
23
19
Minors***
4
1
1
3
4
Grand Total of Students Enrolled in the
Program
155
140
152
137
131
Graduates of the program
26
30
30
27
19
Pre-Secondary Education
57
60
50
46
41
78
Figure 1. Trend Line for Total Enrollment and Program Graduates:
BA in Physical Education
180
160
140
120
100
Graduates
80
Total Enrollment
60
40
20
0
2010-11
2011-12
2012-13
2013-14
79
2014-15
Appendix VIII
Job and Graduate School Placement Rates: BA in Physical Education
Year
# of graduates
employed in major
field
# of graduates
employed in
related fields
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Five –Year Total
80
# of
graduates
employed
outside field
# of graduates
accepted to
Graduate
Programs
# of
graduates
not
accounted
for
Appendix IX: Letters from the Assessment Office: BA in Physical Education
81
82
83
84
85