Self Study Program
Review
Department of Physical Education,
School and Public Health
(Former Department of Health, Human Performance,
and Nutrition)
College of Education and Professional
Studies
Central Washington University
December 15, 2008
Prepared by: Dr. Ken Briggs
____________________________________
Connie Lambert
CEPS Dean
______________________________
Ken Briggs
PESPH Department Chair
Page 1
I.
Introduction to Department/Program
During the last five years much has happened to the Department of Health, Human Performance
and Recreation (HHPR) including the following highlights:
 The department reorganized in the fall, 2006. The reorganization included the addition of
Food Science and Nutrition and the relocating of Recreation to a different department. The
new department was called the Department of Health, Human Performance and Nutrition
(HHPN)
 In the summer of 2008, following numerous meetings to split the College of Education into
two separate departments, HHPN split to better align programs within the new colleges.
Thus HHPN became two separate departments called: 1) Physical Education, School and
Public Health (PESPH); 2) Nutrition, Exercise and Health Sciences (NEHS).
 The college split has been delayed but the HHPN departmental split moved forward citing
better philosophical and programmatic alignment.
 PESPH is in the process of developing it own Departmental Goals and Objectives that will
ultimately guide the work of the Department. To that end, PESPH Faculty members met Fall
2008 and created the following mission, vision, and values statements.
A. Department Mission – Department of Physical Education, School and Public Health
(PESPH)
A mission statement reflects who we are and what we do. A vision statement reflects what
we want to become. A values statement represents what we want to stand for in the
context of who we are.
Our mission, vision, and values are at the core of our departmental decision making process.
Mission
The Mission of the Department of Physical Education School and Public Health (PESPH) is to promote
health and active lifestyles in students and communities.
Vision
Our Department will achieve and maintain global recognition for facilitating innovative and passionate
teaching, relevant research, and life-enhancing service.
We will create a student-centered environment in which individuals can develop the skills, the
knowledge, and the dispositions necessary to be exceptional in their respective fields.
Values
The Department of Physical Education School and Public Health values…
 Quality of Life: Healthy and active lifestyles; healthy communities.
 Professionalism: Ethics, honesty, respect, integrity
 Commitment to Learning: Relevance, rigor, and relationships
 Diversity: Ideas, people, and cultures
B. Department Contextual Description
The last program review for the Health, Human Performance, and Nutrition was completed
February 5, 2004.
Page 2
Currently, the Department of Physical Education, School and Public Health houses the
following programs:
Physical Education (B.S. Physical Education and School Health--PESH)
 Coaching Minor
 Dance Minor and Dance Teaching Minor
 Physical Education Undergraduate Activity Program
Public Health Education (B.S. Public Health Major) with specializations in:
 Community Health Education
 Pre-Nursing in Public Health
 Community Health Minor
Graduate Programs
 Health and Physical Education,
 MS
 Athletic Administration, MS
C. Departmental Governance System
The Department is administered by a philosophy of shared governance and consensus. The
department follows the newly developed Collective Bargaining Agreement for policies,
procedures, workload, faculty responsibilities, etc. The Department chair is elected every
four years by the department faculty and approved by the Dean of the College. The faculty
members of each program elect program directors. Each program director meets with the
faculty members of their programs to discuss issues of advising, curriculum, scheduling, and
program coordination. The Department faculty members attempt to meet once a month to
discuss issues of policy, administration, budget, schedules, events and other management
issues. The Dean is invited to address the Department each quarter to provide information
and leadership.
The PESPH Department currently has the following committees to help advise the
Department chair and represent the faculty as a whole:
 Department Personnel Committee
 Technology Committee
 Graduate Faculty
Organizational Chart (page 4)
Page 3
PESPH Departmental Governance System
Organizational Chart
Page 4
Office
Manager
Student Office
Assistants
WR Attendant
NPAV
Building
Coordinator
Assistant to
the Chair
Pool
Manager
Wellness Hour
Attendants
Lifeguards & Swim
Instructors
BS Public Health
Major
Public Health
Education
Program
Director
Physical Education,
School & Public
Health
Community
Health Minor
B.S . Physical
Education & School
Health: Teaching K12 - Health/Fitness
Endorsement
Department Chair
Physical Education
Program Director
B.S. Physical
Education & School
Health - non teaching
Physical Education
Undergraduate
Activity Program
(Coordinator)
Graduate Program
Director
M.S. Health &
Physical Education,
M.S. Athletic
Administration
D. Department Goals
HHPR Departmental Goals (2004)
1. List Department/Program Goals
Page 5
Community
Health
Specialization
Pre-Nursing in
Publich Health
Specialization
Coaching
Minor
Dance Minor
(Coordinator)
Dance
Teaching
Minor
Instructors
The following goals were developed when the Department of Health, Human
Performance and Recreation existed together in 2004:
a) Increase scholarly activities within the department.
b) Enhance student and faculty critical thinking and communication skills (e.g.,
writing and speaking)
c) Increase student and faculty understanding, expertise, and utilization of
technology and services (e.g., computers, multimedia, specialized
professional equipment).
d) Increase student and faculty awareness and understanding of diversity
and multiculturalism.
e) Develop and continually refine program evaluation.
f) Provide quality education opportunities to place bound students.
g) Research and discuss strategies for reducing curriculum overlap, improved
effectiveness, and improved program.
h) Continue to expand communication and public relations activities
with internal and external constituencies.
i) Continue to develop community service programs.
Revised HHPN Department Goals for 2008 (Compiled Spring 2008; prior to
PESPH)
The HHPN department met together to recreate the goals to better align with
the new mission statement developed. We did not continue to develop these
into goals with corresponding objectives, however.
a) Promote and demonstrate scholarly activity within the department.
b) Apply student and faculty critical thinking and communication skills.
c) Require, develop, build, and facilitate student and faculty awareness and
understanding of diversity and multiculturalism.
d) Support and promote academic community partnerships and service
programs.
e) Support education opportunities to place bound students.
f) Support activities that promote teaching excellence.
PESPH is in the process of developing it own Departmental Goals and Objectives. To
that end, PESPH Faculty members met Fall 2008 and created the mission, vision, and
values statements found on page two of this document. These are the guiding
principles that will illuminate the creation of our goals and objectives. Until that
time, we continue to use the goals that were developed Spring 2008 by the HHPN
Department as a whole.
2. Describe the relationship of each department/program(s) goal to relevant
college and University strategic goals. Explain how each relevant
strategic goal(s) for the University and college are being met within the
department.
Please refer to Appendix 1.
3. Identify what data was used to measure (assess) goal attainment.
The former HHPN Department did not assess goal or objective attainment.
Page 6
4. Describe the criterion of achievement (standard of mastery) for each
goal.
The former HHPN Department did not assess goal or objective attainment.
5. Describe the major activities that enabled goal attainment.
The former HHPN Department did not assess goal attainment.
D. Program Goals
Public Health Education and School Health Program Goals
1. List Department/Program Goals.
a) Public Health Majors will be competent professionals who apply the Core Functions
b)
c)
d)
of Public Health (Assessment, Assurance, and Policy Development).
Faculty within the Public Health Major will remain at the leading edge of knowledge
in the field.
Faculty within the Public Health Major will be competent scholar/teachers who
contribute regularly to their field
The Public Health Major will strengthen its academic/practice link to better train
students. Students.
e) School Health Majors will demonstrate their commitment to professional
development
f) School Health Majors will demonstrate student teaching and job
readiness
g) Faculty within the School Health Major will remain at the leading edge of
knowledge in the field.
h) Faculty within the School Health Major will be competent
scholar/teachers who contribute regularly to their field.
2. Describe the relationship of each department/program(s) goal to relevant
college and University strategic goals. Explain how each relevant strategic
goal(s) for the University and college are being met within the department.
All Program goals are tied to specific college and university goals. All of the
university and college goals are tied to at least one Program Goal.
3. Identify what data was used to measure (assess) goal attainment.
Students within the Public Health program must complete a number of projects
throughout their academic program. Most of this work is conducted in groups. The
practice of Health Education within communities requires that one work with the
community, not on the community. Therefore, outcomes of the group processes
(the written documents) are used as the measurement of success within the
program. Each of the major courses used for the evaluations are designed to
address one or more of the “Seven Areas” listed above. These major projects tap
the ability of the student to integrate previous learning, and build on content for
mastery.
4. Describe the criterion of achievement (standard of mastery) for each goal.
Portfolio assessment, mock job interviews, and successful completion of the
capstone course, HED 445.
5. Describe the major activities that enabled goal attainment.
Refer to Appendix 2.
Page 7
D. Program Goals
Physical Education Program Goals
1. List Department/Program Goals.
a) Faculty will demonstrate their commitment to be lifelong learners.
b) Faculty will demonstrate the ability to contribute to the larger field of related
professional literature.
c) Students will be prepared with skills, knowledge and disposition to successfully
gain state in health and fitness.
d) To provide an undergraduate major that accurately reflects current state
endorsement requirements.
e) Students will demonstrate their commitment to be lifelong learners.
f) Provide pedagogical experiences in diverse settings.
g) Students will demonstrate competency utilizing a variety of technological tools
for teaching and assessment.
h) Promote PDS partnerships within the state school community.
2. Describe the relationship of each department/program(s) goal to relevant
college and University strategic goals. Explain how each relevant strategic
goal(s) for the University and college are being met within the department.
All Program goals are tied to specific college and university goals. All of the
university and college goals are tied to at least one Program Goal.
3. Identify what data was used to measure (assess) goal attainment.
Refer to Appendix 3.
4. Describe the criterion of achievement (standard of mastery) for each goal.
Refer to Appendix 3.
5. Describe the major activities that enabled goal attainment.
All of the goals are associated with conference attendance, public relations and
collaborative experiences with public schools.
D. Program Goals
Graduate Programs
1. List Department/Program Goals.
No Graduate Program goals were initiated or provided by the previous HHPN
Department. The PESPH Department will establish Graduate Program Goals and
Objectives in the upcoming Fall 2009 retreat.
2. Describe the relationship of each department/program(s) goal to relevant
college and University strategic goals. Explain how each relevant strategic
goal(s) for the University and college are being met within the department.
3. Identify what data was used to measure (assess) goal attainment.
4. Describe the criterion of achievement (standard of mastery) for each goal.
Page 8
5. Describe the major activities that enabled goal attainment.
E. List results for each department/program goal.
HHPN Department Goals
1. Provide results in specific quantitative or qualitative terms for each
department/program.
The former HHPN Department did not assess its Department goals or objectives.
2. Compare results to standards of mastery listed above.
Department goals/objectives not assessed.
3. Provide a concise interpretation of the results.
Department goals/objectives not assessed.
E. List results for each department/program goal.
Public Health Education and School Health Program Goals
1. Provide results in specific quantitative or qualitative terms for each
department/program.
a) Goal 1: Public Health Majors will be competent professionals who apply
b)
c)
d)
e)
f)
the Core Functions of Public Health (Assessment, Assurance, and Policy
Development).
All Student Learning Outcomes that assess skills and competencies were
completed with a minimum of 80%; all were evaluated, and the criterion
was met.
Goal 2: Faculty within the Public Health Major will remain at the leading
edge of knowledge in the field.
All full-time Health Education faculty members attended at least one
conference during the academic year.
Goal 3: Faculty within the Public Health Major will be competent
scholar/teachers who contribute regularly to their field
Faculty members contributed two keynote speeches, one publication in a
peer-reviewed journal, one national presentation, and one state
presentation during the academic year.
Goal 4: The Public Health Major will strengthen its academic/practice link
to better train students. Students.
Did not establish an advisory committee this year.
Goal 5: School Health Majors will demonstrate their commitment to
professional development
75% of all majors attended either WAHPERD or AAHPERD
Goal 6: School Health Majors will demonstrate student teaching and job
readiness
90% of all majors completed their portfolio review with at a score of at least
90%
g) Goal 7: Faculty within the School Health Major will remain at the leading
edge of knowledge in the field.
Three faculty members attended a total of five conferences/seminars during
the academic year.
Page 9
h) Goal 8: Faculty within the School Health Major will be competent
scholar/teachers who contribute regularly to their field.
Faculty members contributed two keynote speeches, one publication in a
peer-reviewed journal, one national presentation, and one state
presentation during the academic year.
2. Compare results to standards of mastery listed above.
a) Goal 1: Public Health Majors will be competent professionals who apply
b)
c)
d)
e)
f)
g)
h)
the Core Functions of Public Health (Assessment, Assurance, and Policy
Development).
All were evaluated, and the criterion was met.
Goal 2: Faculty within the Public Health Major will remain at the leading
edge of knowledge in the field.
All full-time Health Education faculty members attended at least one
conference during the academic year. Mastery was met.
Goal 3: Faculty within the Public Health Major will be competent
scholar/teachers who contribute regularly to their field
All tenure-track faculty members made contributions to the field in level
one and level two scholarship.
Goal 4: The Public Health Major will strengthen its academic/practice link
to better train students. Students.
Did not establish an advisory committee this year.
Goal 5: School Health Majors will demonstrate their commitment to
professional development
Standard of mastery is 80%. 75% of all majors attended either WAHPERD or
AAHPERD
Goal 6: School Health Majors will demonstrate student teaching and job
readiness
Standard of mastery is 100%. 90% of all majors completed their portfolio
review with at a score of at least 90%
Goal 7: Faculty within the School Health Major will remain at the leading
edge of knowledge in the field.
All faculty members attended at least one conferences/seminars during the
academic year.
Goal 8: Faculty within the School Health Major will be competent
scholar/teachers who contribute regularly to their field.
Faculty members contributed two keynote speeches, one publication in a
peer-reviewed journal, one national presentation, and one state
presentation during the academic year. Mastery met.
3. Provide a concise interpretation of the results.
Our program has been understaffed for entirely too long. It is difficult to accurately
compare or assess the true potential of this program due to this fact. While faculty
members that are in place have attempted to maintain program integrity, this
challenge will result in faculty that are burned out and students that are not well
prepared. The faculty members that have been at the core of the curriculum are to
be commended for their efforts. The program has continued to grow, to produce
students that are at the leading edge of their field, and graduate with excellent
positions.
Page 10
Faculty in both public health and school health continue to be committed scholars
and teachers. The quality and quantity of work produced despite excessively high
teaching loads is commendable.
The faculty will meet early in the Fall to discuss this assessment, and possibly rewrite the outcomes. I am concerned that using scores obtained on class projects
may not truly assess student knowledge or skill. It may rather be a reflection of
grade inflation across the program, department, and university.
As we massage our departmental goals and objectives, our program goals and
objectives will come into focus more clearly.
Based on THIS assessment, the Public Health Education and School Health program
is meeting its goals with one notable exception; an advisory board has yet to be
developed.
E. List results for each department/program goal.
Physical Education Program Goals
1. Provide results in specific quantitative or qualitative terms for each
department/program.
a) Goal 1: Faculty will demonstrate their commitment to be lifelong learners.
b)
c)
d)
e)
f)
Program faculty members are to attend no less than one conference
attendance. Faculty averaged over 4 conferences per year.
Goal 2: Faculty will demonstrate the ability to contribute to the larger
field or related professional literature.
Program faculty had over 10 presentations/publications in 2007-2008.
Goal 3: Students will be prepared with skills, knowledge, and disposition
to successfully state in health and fitness.
Program assessment includes passage of the West E exam. Expectation is to
have at least 90% of the students pass. 96% of the students taking this
exam passed last year.
Goal 4: To provide an undergraduate major that accurately reflects
current state endorsement requirements.
The program is currently aligned with 100% of the standards.
Goal 5: Students will demonstrate their commitment to be lifelong
learners.
Over 20 graduates and undergraduate students from the last 5 years were
at the WAHPERD, PEAK and Best of the West conferences. All
undergraduate students met the criterion of attending 3 conferences.
Goal 6: Provide pedagogical experiences in diverse settings.
Over the last five years we have worked specifically to increase the
opportunities in diverse settings. We have not had consistent success here
but considering our location and our lack of ethnic diversity in this
community we have accomplished the following:
During the last five years we have incorporated trips to the west side and to
Stevens Middle School in Pasco Washington. The west side trips have
included a variety of schools and settings many being in the Seattle School
District which is a very diverse school district. These trips were one day
observation experiences that included pedagogical modeling by real world
teachers and when possible were allowed to interact with the students by
helping the teachers. Stevens Middle School has a student population of
Page 11
over 75% minority including several different active gangs within the school.
Our students were able to observe, interact with students as well as
participate.
Last, we have during the course of this year, adding teaching to the
alternative middle school students who are housed on campus. This has
increased our learning to deal with students who are atypical in behavior
but not necessarily relative to ethnicity.
g) Goal 7: Students will demonstrate competency utilizing a variety of
technological tools for teaching and assessment.
Students are expected to use, in several classes, technology presentation
tools that usually means Powerpoint. Also, the physical education students
learn to assess fitness in HealthFirst’s TriFit Software utilizing PDA’s.
Additionally our students learn to use PDA’s when assessing psychomotor
performance with rubrics and can utilize heart monitor technology for
assessment of effort including the use of PDA’s to download heart rate
monitors.
h) Goal 8. Promote PDS partnerships within the state school community.
We have established partnerships with over 18 different schools from the
state of Washington committing more resources, time and effort to the
local schools. Districts that have been used most specifically to observe in
are included below.
North Bend School District, Seattle School District, Pasco School District.
Partnerships in schools where there has been a specific objective for
interaction like fitness assessment includes:
Ellensburg School District, Cle Elum School District and the Renton School
District
School districts that have and continue to be used for our students to teach
in include:
Ellensburg School District, Kittitas School District, and Thorp School District.
2. Compare results to standards of mastery listed above.
a) Goal 1: Faculty will demonstrate their commitment to be lifelong learners.
Attendance exceeded the goal. Faculty members are clearly very active
across the state and country.
b) Goal 2: Faculty will demonstrate the ability to contribute to the larger
field or related professional literature.
With only 3 full time faculty last year, the program goal was exceed by an
average.
c) Goal 3: Students will be prepared with skills, knowledge, and disposition
to successfully state in health and fitness.
Students are well prepared within this program. It will only increase the
quality of our students and fill the few voids we have identified.
d) Goal 4: To provide an undergraduate major that accurately reflects current
state endorsement requirements.
The mastery level is met.
e) Goal 5: Students will demonstrate their commitment to be lifelong
learners.
Page 12
Post graduation criterion is exceeded. The attendance of undergraduate
students for 3 conferences was exceeded with 5 attending 4.
f) Goal 6: Provide pedagogical experiences in diverse settings.
g) Goal 7: Students will demonstrate competency utilizing a variety of
technological tools for teaching and assessment.
h) Goal 8. Promote PDS partnerships within the state school community.
We have established partnerships with over 18 different schools from the
state of Washington committing more resources, time and effort to the
local schools.
3. Provide a concise interpretation of the results.
We currently have a number of very strong faculty members that are working hard.
They are becoming known across the state and country. They are very
knowledgeable and willing to disseminate this knowledge to others in a variety of
settings. Additionally, they are student friendly while holding the students
accountable for coursework, professionalism and service. Clearly, as evidenced by
the exceeding of all program goal criteria, the current faculty and coursework is
appropriate and of significant quality.
E. List results for each department/program goal.
Graduate Programs
1. Provide results in specific quantitative or qualitative terms for each
department/program.
No Graduate Program goals or objectives were assessed or provided by the former
HHPN Department. The PESPH Department will be initiating this work Fall 2009.
2. Compare results to standards of mastery listed above.
3. Provide a concise interpretation of the results.
F. Based on the results for each department/program listed above, describe:
HHPN Department
1. Specific changes to your department as they affect programs(s) (e.g.
curriculum, teaching methods)
The HHPN Department formally split January 2009. We will be formalizing goals,
objectives, and assessment protocols for the new PESPH Department beginning Fall
2009.
2. Specific changes related to the assessment process.
See above.
3. Provide documentation of continuing program(s) need including references
to the statewide and regional needs assessment.
(Attach updated departmental/programmatic assessment plans for the
future (i.e., next five year period) (See sample table 1)
The former HHPN Department did not initiate this work.
F. Based on the results for each department/program listed above, describe:
Page 13
Public Health Education and School Health Program
1. Specific changes to your department as they affect programs(s) (e.g.,
curriculum, teaching methods)
The Public Health Program is growing rapidly. We added three tenure-track faculty
members that began in the Fall of 2008. One of the first things we plan to do is to
invite their input into this process. It is anticipated that substantial changes to this
document will occur, and we welcome comment and critique.
As a result of this assessment, we plan to standardize the grade program used in
establishing a grade book. Blackboard will be the recommended program to use.
This way, any data that may be lost due to virus or technology problems can be
automatically backed up on CWU servers. This will also allow the Program Director
access to the reports needed to compile the reports.
The school health program will become part of the PESH program.
During senior year all majors will be required to attend at least one conference
during the year and failure to do so could result in a hold on portfolio assessment,
which could delay student teaching. A new rubric will be added to the LiveText
assessment. Regarding classroom management, students will be required in HED
345 to do 2 formal observations in schools regarding classroom management.
Stronger rubrics will be added to the HED 345 philosophy assignment and to the
LiveText assessment. Further, students in HED 345 will be given instruction in CBA
in the state of Washington. Guest speakers and power points will be utilized. A new
rubric will be added to the LiveText assessment and mock interview which will
include important information on being successful using CBA’s.
2. Specific changes related to the assessment process.
Past program assessment has involved mainly personal interviews with students
once they have completed their internship. Students were also asked to evaluate
their internship and program via surveys sent out by the Career Services Program
here at CWU. Program success has also been measured by pass rates for the CHES
exam, number of students that take the CHES exam, and successful employment or
graduate study by students. These have all been conducted in no systematic or
reliable way.
Based on the comments received, our program has developed several new courses,
and changed its curriculum to better reflect the needs of our graduates. In
particular, a separate course for Program Evaluation (HED 473) was created to
address weakness in this area. Epidemiology (HED 380) was brought back into the
curriculum. Racial and Ethnic Health Disparities (HED 370 Spring Quarter) is a
separate course, as well as addressing these issues throughout the curriculum.
I look forward to the Alumni Survey that is being deployed, as well as a grater and
richer discussion of program assessment with new faculty.
School Health is moving toward a merger with Physical Education to create a new
Health and PE major that will incorporate more coursework for both PE majors and
School Health majors.
3. Provide documentation of continuing program(s) need including references
to the statewide & regional needs assessment. *Attach updated
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departmental/programmatic assessment plans for the future (i.e., next five
year period.)
The Public Health Major is growing, and a definite need exists for well-trained
community health educators. According to the report “Everybody Counts” by the
Washington State Department of Health (available at
http://www.doh.wa.gov/phip/communications/tools/survey/everybodycounts/doc
uments/everybodycountsreport.pdf ) the Public Health workforce in Washington
State is, and will continue to shrink. Need is documented well into the future.
The pre-nursing specialization is growing, and the need for nurses in Washington is
very well documented.
If the Public Health Education Program is to continue to be leading edge, we will
need to “re-activate” the Master’s of Science in Education Degree Program to
provide for a Master’s Degree option in Community Health Education. Faculty are
also considering a partnership with the Pacific Northwest Health Sciences University
in Yakima to provide the region with another Masters in Public Health (MPH) option.
Either way, additional faculty and space are required in order to provide graduate
faculty.
Program planning into the next five years has not been a priority in our program. In
five years, we have had one full-professor become disabled and leave the teaching
ranks; hired a replacement Tenure-Track faculty member the next year only to have
him be placed on administrative leave after one quarter; hired a replacement for
that faculty member the next year only to have her leave teaching after one year;
replaced that faculty member with a Non-Tenure Track faculty member the
following year. Only one faculty member in public health has consistency and
continuity (seniority). Our faculty in Public Health is comprised on e full professor
and three first-year Tenure track faculty members. Program faculty will be planning,
revising, and establishing assessment parameters Summer 2009.
F. Based on the results for each department/program(s) listed above describe:
Physical Education Program
1. Specific changes to your department as they affect program(s) (e.g.,
curriculum, teaching methods).
In recognition for a greater need of increasing the teaching experiences for our
students, we have established several PDS opportunities. Specifically we are
changing the requirements of our practica to increase and provide earlier teaching
experiences. PDS partners are now allowing us to place several students together
with a teacher during a single class period so that our students can teach fewer
students at a time, thereby decreasing classroom management issues and freeing
the teacher to serve as more of a clinical supervisor. This will begin spring quarter
2009 and continue in the revised major fall 2009. We have also included more
teaching experiences in content classes to ensure teaching opportunities for specific
content. For example when learning to teaching striking, students are given a field
experience teaching badminton in Thorp Schools.
We have recently added the alternative school for teaching experiences to take
advantage of the diverse behavior challenges on campus.
Page 15
We have revised our major to include more credits of health and a realignment of
our Physical Education courses to ensure comprehensiveness, make connections
between content and pedagogy, provide enhanced and earlier teaching
experiences, and to increase competence in teaching Health Education.
Courses and content within courses have been identified as not as comprehensive
as previously believed.
There are three specific changes: 1) Combine the Physical Education and School
Health Programs into one major. 2) Add courses in the area of content knowledge
in the revised major and reduce the courses that are not proving to be as
meaningful relative to the state standards like EXSC 351. 3) The Physical Education
Program currently offers 8 credits in practical experiences. These are being revised
to accommodate more relevant teaching experiences including in-depth
experiences at schools within Ellensburg.
2. Specific changes related to the assessment process.
We currently feel that the assessment process is sound except in areas where
classroom teaching is not directly assessed. For example, there is no documentation
for the time that teachers are using group discussion or work compared to lecture.
We know specifically that all teachers within our major believe and apply the
concept of constructivism. Some content is more conducive to this approach of this
approach is in our estimation unnecessary.
3. Provide documentation of continuing program(s) need including reference
to the statewide & regional needs assessment.
The Physical Education Program is currently delineating the Student Learning
Outcomes for the newly created Physical Education and School Health (PESH)
curriculum. This work is progressing, and it is anticipated that committee work will
complete this process later in the spring, 2009 quarter.
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II.
Description of degree programs and curricula
A. List each degree program (undergraduate and graduate) offered in department by
location, regardless of state or self-support. Include minor and undergraduate
certificate programs.
Table 2 (Section II, A.)
Programs Offered in Department
Degree Program
B.S. Physical
Education K-12
B.S. Physical
Education
B.S. Public Health –
Community H ED
Specialization
B.S. Public Health
Pre-Nursing
Specialization
B.A. School Health
M.S. HHPN
Physical Education
M.S. HHPN
Sport and Athletic
Administration
Minor Programs
Community Health
Education
Physical Education
Dance: Teaching
Minor
Physical Education
Dance
Physical Education
Coaching Minor
Certificate
Programs
Health/Fitness:
Supporting Area
Endorsement
Graduate Programs
Delivery
Location(s)
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Instructional
Staff
Faculty
Grad
FTE
Assist.
FTE
5
-
# Students in Major
Yr
1
Yr
2
Yr
3
# Degrees Awarded
Yr
4
Yr
5
Yr
1
Yr
2
Yr
3
Yr
4
Yr
5
73.7
83
73.7
78
71
20
18
13
24
18
5
-
1.7
3.0
6.3
5.7
8.7
3
4
3
6
1
4.1
-
30
33.3
48.3
57.7
51.3
18
10
10
20
18
Ellensburg
campus
4.1
-
14.3
28.3
Ellensburg
campus
On-Line
4.1
-
29
20
3
1.2
Delivery
Location(s)
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Delivery
Location(s)
Ellensburg
campus
Delivery
8
13
9
7
12
-
0
2
2
3
6
-
0
0
1
1
4
Instructional
Staff
Faculty
Grad
FTE
Assist
FTE
4.1
-
26.3
30.7
30
2
# Students in Minor
#Minors Completed
Yr
1
Yr
2
Yr
3
Yr
4
Yr
5
Yr
1
Yr
2
Yr
3
Yr
4
Yr
5
3.3
3.7
3.7
2.3
2.7
2
0
1
2
3
1
-
9
11.7
9
10
11.3
1
-
5
16.7
15,7
14,7
11.7
5
-
24.7
21.7
19.7
26.3
25
Instructional
Staff
Faculty
Grad
FTE
Assist
FTE
6
-
# Students in Program
Instructional
# Students in Program
Yr
1
Yr
2
13.3
14.7
Page 17
Yr
3
13
5
3
4
7
3
7
4
2
7
# Cert. Completed
Yr
4
9
1
Yr
5
8
Yr
1
Yr
2
Yr
3
Yr
4
Yr
5
1
4
7
4
4
# Cert. Completed
Location(s)
M.S. PE and Health
M.S. Athletic
Administration
Staff
Faculty
FTE
On-Line
6
1.2
Grad
Assist
FTE
-
Yr
1
Yr
2
5
2
11
1
Yr
3
6
4
Yr
4
13
7
Yr
5
10
4
Yr
1
Yr
2
Yr
3
Yr
4
Yr
5
5
1
4
1
4
2
7
1
7
3
B. (1, 2, and 3) Provide a table that lists courses, location, and faculty and student
number for General Education contributions, Professional Education contributions,
and Service Course delivery.
Table 3 (Section II, B., 1-3)
Courses, Contributions, Locations
Contributing area
General Education
Courses
HED 101
Ellensburg
campus
Professional Education
Courses
HED 446
Service Courses
HED 412
HED 324
HED 205
HED 422
HED 210
Delivery
Location
Location(s)
Location(s)
Ellensburg
campus
Location(s)
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Ellensburg
campus
Instructional Staff
Faculty
FTE
Annual FTE
Grad
Assist.
FTE
-
20032004
20042005
20052006
20062007
45.5
35.8
38.1
42.1
Faculty
FTE
.25
Grad FTE
Yr 1
Yr 2
Yr 3
Yr 4
19.5
19.9
18.3
19.4
Faculty
FTE
.1
Grad FTE
Yr 1
Yr 2
Yr 3
Yr 4
.2
-
11.5
12.1
11.6
10.8
9.7
.15
-
7.2
6.6
6.8
6.7
6.9
.25
-
5.2
6.3
5.2
6.4
5.7
.2
-
10.2
10.5
11.0
10.9
11.5
.5
-
-
0,6
20072008
48.3
Yr 5
105.3
Yr 5
1.1
C. Required measures of efficiency for each department for the last five years
1. Student Faculty Ratio (SFR) disaggregate data
Page 18
2. Average Class Size; disaggregate upper and lower division and graduate
courses. (This data requested, but unavailable at publication time.)
Table 3 (Section II, C., 1-2)
200304
200405
200506
200607
200708
Lower Division
3.3
2.6
3.1
2.3
2.7
Upper Division
66.8
61.1
58.1
61.7
54.0
Undergraduate
Subtotal
70.1
63.7
61.2
64.0
56.6
2.0
2.2
3.5
4.9
4.0
Total
72.1
65.9
64.7
68.9
60.6
Aquatics
Lower Division
12.2
13.0
11.7
10.6
8.4
Dance
Lower Division
12.6
15.2
19.0
26.2
22.8
Upper Division
4.5
1.6
3.2
2.5
2.0
Total
17.2
16.8
22.2
28.6
24.8
Fitness Activities
Lower Division
56.1
58.2
53.4
54.9
51.4
Health & Physical Education
Graduate
Health, Human Performance, &
Nutrition
Graduate
Individual & Dual Sports
Physical Education
Graduate
4.1
9.2
7.0
11.5
13.5
9.6
Lower Division
27.2
26.8
28.7
26.1
21.9
Team Sports
Lower Division
10.9
11.3
10.2
9.8
7.0
Varsity Sports for Men
Lower Division
13.2
10.8
9.9
8.3
8.4
Varsity Sports for Women
Lower Division
7.9
5.8
5.9
4.6
5.1
Health Education
Lower Division
72.3
63.7
66.2
71.0
80.0
Upper Division
62.3
65.9
65.8
80.7
80.4
Undergraduate
Subtotal
134.6
129.7
132.0
151.7
160.3
0.1
0.1
0.1
0.4
0.3
134.7
129.8
132.2
152.1
160.6
Graduate
Total
Total
Lower Division
Upper Division
Undergraduate
Subtotal
Page 19
200304
200405
200506
200607
200708
Total HHPN (combined departments) Lower Division
339.4
322.7
329.7
334.3
328.7
Upper Division
250.3
273.4
293.3
312.7
310.2
Undergraduate
Subtotal
589.6
596.1
623.0
647.0
638.9
14.0
15.8
19.2
23.5
30.3
603.7
611.9
642.1
670.5
669.2
Graduate
Grand Total
Graduate
Grand Total
D. Describe currency of curricula in discipline. How does the curriculum compare to
recognized standards promulgated by professionals in the discipline (e.g., state,
national, and professional association standards)?
Public Health Education and School Health Program
The School and Public Health Program regularly and consistently update curricula to better
meet both the needs of students and the demands of the profession. The Public Health
Program has undergone a major curricular revision in the past two years, adding a PreNursing in Public Health Specialization, and aligning the Community Health Education
Specialization more closely with our SABPAC Approval standards. Four new courses were
created (Environmental Health Education, International Health, Community Organization
and Coalition Development, and Program Evaluation), and the Epidemiology course was
once again added to the required content of the curriculum. Faculty members continue to
refine and align curriculum within the Public Health Program.
The School Health curriculum is undergoing a major realignment. Since Washington State
provides for a teaching endorsement in “Health and Fitness,” our School Health curriculum
is being aligned with our Physical Education curriculum. Both School Health Education and
Physical Education are merging into one unified curriculum that will be named the “PESH”
Program. We strongly believe that this is necessary in order to best align our curriculum to
state standards, and best prepare our students to meet with success as K-12 Physical and
Health Educators.
Physical Education Program
The Physical Education Program has traditionally been organized and instructed by
professors who have been and continue to be recognized as leaders in the field. Faculty
members consistently present at all levels and serve organizations at all levels. As examples,
the positions of President-Elect for the National Association of Sport and Physical Education,
Northwest District of the American Alliance for Health, Physical Education, Recreation and
Dance, and the Washington Alliance for Health, Physical Education, Recreation and Dance
are held by faculty in the Physical Education Program. This type of engagement keeps the
faculty on the forefront of change as well as “in the know ” as governing boards call for
change. The curriculum is reflective of this information that is gained through active service.
Page 20
The actual course listings were totally revised and implemented as recently as 2002.
Specifically the program was developed to meet the NASPE Beginning Teacher Standards.
These standards provide direction in the areas of content knowledge, growth and
development, diversity, motivation and behavior, communication, planning and instruction,
learner assessment, reflection, technology, and collaboration. Classes have been designed
to ensure that these standards are met and revisions occur as needed. Content and
teaching methodology have also been revised to prepare pre-service teachers for challenges
that will be faced in the future. For example, there has been a significant move toward
physical activity and lifetime sports verses traditional activities. In response the curriculum,
facilities and collaborative partners have been adjusted to include activities such as rock
climbing, mountain biking and hiking. Facility changes reflect this with the addition of a 60
foot traverse wall and the addition of climbing shoes and inline skates. Finally,
collaborations have increased opportunities to offer course content by providing access to
mountain bikes, vertical climbing walls, realistic fitness facilities, and a Frisbee golf course.
Physical Education courses have also been designed to adjust to national and state
standards for K-12 students. The pre-service teachers are taught to prepare lessons that
could be taught in K-12 schools to help the children achieve the grade level expectations.
The GRE’s have been changing constantly and in response so does the course content.
Finally, in a response to a combining of health and physical education into one teaching
endorsement by the state is resulting in the proposal of a new combined major. The new
major is under review and hopefully will be offered fall 2009.
Graduate Programs
Health and Physical Education, M. S.
This program is offered primarily on line. It began in summer 2001 with five graduate
students. It is a two-year degree program. Most quarters, students take a total of six credits.
Since 2002, a new group of students has started in the program every other year. The
program begins with students taking six credits in the summer. Classes during fall, winter,
and spring are entirely online. Students then take another six credits in their second
summer on-campus.
Athletic Administration Specialization, M. S. Health and Physical Education
Although the athletic administration specialization has existed for many years, it has only
been available to graduate students since 2004. It is a small program and has primarily been
offered to meet the needs of graduate assistants with Central Washington University
coaching appointments. The majority of classes are offered on campus, some within the
department but students are also encouraged to take appropriate classes offered by other
departments.
To our knowledge there are no national standards for grad programs in Athletic
Administration. We have been in discussion with numerous universities regarding their
Sports Administration Grad degree and interscholastic athletic administration because most
universities focus their content for the grad degree toward general sports administration
with little content focusing on interscholastic athletic administration. A few universities
have now incorporated a grad degree with emphasis on interscholastic athletic
administration and are using a number of four Leadership Training courses as a significant
part of the curriculum content. Their indication to us is there is not much material content
available on interscholastic athletic administration; hence I do not believe there are any
standards. The NIAAA has discussed looking at what standards should be but have not yet
broached the subject.
Page 21
E. Effectiveness of instruction – Describe how the department addresses the
scholarship of teaching with specific supporting documentation including each of
the following:
1. Departmental teaching effectiveness – report a five year history of the
“teaching effectiveness” department means as reported on SEOI’s, indexed
the university mean on a quarter by quarter basis.
Year 1
2003-2004
Dept TE
Univ TE
Ratio
Dep/Uni
v
Year 2
2004-2005
Year 3
2005-2006
Year 4
2006-2007
Year 5
2007-2008
F
4.5
9
4.3
6
W
4.6
1
4.3
3
S
4.8
7
4.2
5
F
4.6
0
4.3
0
W
4.4
6
4.3
3
S
4.6
5
4.3
5
F
4.6
6
4.5
1
W
4.4
8
4.3
1
S
4.8
0
4.4
8
F
4.7
1
4.4
9
W
4.4
1
4.3
3
S
4.5
7
4.3
3
F
4.6
5
4.3
8
W
4.5
3
4.3
3
S
4.4
8
4.3
5
1.0
5
1.0
6
1.1
4
1.0
6
1.0
3
1.0
6
1.0
3
1.0
3
1.0
7
1.0
4
1.0
1
1.0
5
1.0
6
1.0
4
1.0
2
Note: A continuum is used for this assessment with 5=excellent and 1=very poor
Graduate Programs
Records have not been kept on the “teaching effectiveness” of faculty in our
graduate programs as assessed by SEOIs. This method of assessment has not
been available to faculty when conducting classes online. SEOI records for
graduate classes taught on campus have not been collected and analyzed in
previous years. Beginning fall 2008 the department’s Graduate Program
Coordinator will collect and maintain records of the teaching effectiveness of
faculty teaching graduate classes on campus. An additional effort will be made
to resolve a method for assessing teaching effectiveness with online classes.
2. What evidence other than Student Evaluation of Instruction (SEOI) is
gathered and used in the department to evaluate the effectiveness of
instruction?
Public Health Education and School Health Program
The School and Public Health Program primarily use the SEOI. According to the
CWU CBA, only FTNTT faculty members are required to be evaluated by the
Department Chair every year.
Our Public Health Education and School Health Program has been severely short
staffed for the past four years. We have had only two TT Faculty members that
have longevity in the program. Due to two back-to-back TT appointments that only
lasted one year or less, we have not focused on peer review or assessment of
classroom instruction. This is something that is a high priority with our new TT
appointments this Fall 2008.
Physical Education Program
Faculty members consistently team-teach and present within each other’s classes.
This allows faculty to learn from each other’s teaching styles. However, there are
no specific teaching effectiveness instruments in place at this time.
Dance Program
Page 22
The Dance Program uses several other means for establishing effectiveness of
instruction. They include:
 Performance or skill testing to indicate if the students have grasped an
understanding of technical principles of dance movements
 Video Self-assessment indicates whether a student has grasped the
concepts of critical thinking by evaluating their technique and performance
skills
 Written tests to establish content knowledge related to vocabulary and
concepts in the field.
 We will be implementing a new West E test for Dance that will reflect
content knowledge.
 All students have portfolios of their work and video recordings in the Dance
program files. Endorsement students also have Live Text portfolios at CWU.
 All of these assessment tools help faculty look critically at their programs to
see if the knowledge base we expect from our minors is at an acceptable
level.
Graduate Program
Department faculty work very closely with students enrolled in our graduate
programs. The relatively small enrollment in both programs enables us to establish
close, professional relationships with our graduate students. On-campus students
meet regularly for advising, and as noted previously, to design a course of study that
meets their personal needs. One of the benefits, and indeed intent of meeting faceto-face with our online students in the summer, is to establish a good rapport with
the students. Although the online program does not permit frequent face-to-face
contact, the use of Blackboard provides many opportunities for discussion and the
airing of opinions and concerns. Beginning fall 2008, several graduate faculty are
using online video conferencing techniques to facilitate improved communication.
3. Effectiveness of instructional methods to produce student learning based
upon programmatic goals including innovative and traditional methods –
examples include:
a) Collaborative research between student and faculty
b) Inquiry-based, open-ended learning
c) Use of field experiences
d) Classic lectures
e) Lecture and inquiry based guided discussions
f) Service learning or civic engagement
g) Other innovative methods (e.g., online integration)
Public Health Education and School Health Program
a) Collaborative research between student and faculty
Faculty engage students as often as possible in their research.
Undergraduates are encouraged to present end-of-quarter posters of the
research they have engaged in, as well as publish in student monographs
such as the Eta Sigma Gamma Student Monograph. One student has
submitted a manuscript to this journal during the past year. It is difficult to
engage undergraduates in the Health Programs primarily because we have
had so few tenure-track faculty for the past four years (2 TT faculty).
Secondary to the lack of faculty is the lack of a graduate program to support
research.
Page 23
b) Inquiry-based, open ended learning
Much of the pedagogy of our curriculum is based on this type of interaction.
We believe that we are fundamentally teaching our students to learn. Many
upper-division classes are structured to guide students to find answers for
themselves by giving them the skills of critical thinking, discovery, and solid
research. Many classes also tap into the multiple intelligences within our
students by actively engaging them in their own learning. Active learning is
the hallmark of our School Health Program. The instructors within this
program rely heavily on inquiry-based approaches and active learning.
c) Use of field experiences
Field experiences are a growing component of our curriculum. From the
introductory foundations class (HED 230) that required 12 hours of time in
the community through practica requiring a minimum of 30 hours/credit
(HED 442), to our cooperative education internship (HED 490) that requires
a minimum of 400 hours, our students are engaging with their world outside
the classroom walls. On the past five years, Health Education students have
completed placements in Peru, Belize, India, Costa Rica, Africa, and
throughout the US. Our students have completed experiences in
Washington DC, LA, San Francisco, Virginia Beach, Las Vegas, and
throughout Washington State. They spend time in Public Health
Departments, voluntary health agencies, hospitals, clinics, corporations, and
various social service agencies. They are making a difference in classrooms
and meeting rooms, with the young and young-at-heart.
d) Classic lectures
Some of our courses rely on classic lecture for a portion of the content.
These are enhanced with current technology, and attempts are made to
bring the content alive through the lecture.
e) Lecture and inquiry based guided discussions
Faculty in the Health Programs are all very capable lecturers. Depending on
the content and the objectives of the day, all teachers will use this type of
information delivery. Lectures are supported with Smart Classroom
technology, video, audio, Powerpoint, DVDs, internet resources, and
overhead projection. Interaction and inquiry-based guided discussion are
fundamental teaching skills in the Health Programs.
f) Service learning or civic engagement
Students also engage their community in community-based academic
partnerships. Many courses are based on practicing techniques by actually
doing work. For example, needs assessments aren’t just discussed in class;
our students actually complete a needs assessment of Kittitas County using
real data that they collect. Our faculty members are also involved in service
learning and civic engagement. One faculty member is a CWU Service
Learning Faculty Fellow, and one just started that process this Fall. We
engage our students in service learning early in the major, with 12 hours of
volunteerism required in the initial foundations course. Our cooperative
education capstone internship requires a minimum of 400 contact hours.
The number of these placements is increasing, as are the geographic
location of the placements. We have had students placed in Belize, Costa
Rica, Peru, India, LA, San Francisco, Las Vegas, Detroit, DC… Out program is
expanding, and the interest our students express in international work is
opening many doors for potential collaborations into the future.
g) Other innovative methods (e.g., online integration)
Page 24
Faculty within the SPH Program is very diverse in their instructional
pedagogy. Two faculty members are experts in brain-based learning
methodologies, and consistently engage their classes in active learning. On
any given day one may find these teachers engaging in active, exciting, and
awesome classes. Technology is also used more and more in the SPH
classroom. “Clicker” (student response) technology, Blackboard enhanced
courses, and podcasting are just a few of the innovations professors use.
We have developed three courses as exclusively on-line, and are using online enhancements for other courses.
It is always challenging to assess the “effectiveness of instructional methods
to produce student learning.” Our students are getting hired, they are
successfully getting admitted to graduate schools, and those that take our
national certification exam are meeting with success. The anecdotal
comments received from our internship preceptors suggest that our
students are very well prepared for roles as health educators. One
preceptor, for example, shared that our students were better trained than
many Master’s degreed people she has worked with in the past.
3. Effectiveness of instructional methods to produce student learning based
upon programmatic goals including innovative and traditional methods –
examples include:
a) Collaborative research between student and faculty
b) Inquiry-based, open-ended learning
c) Use of field experiences
d) Classic lectures
e) Lecture and inquiry based guided discussions
f) Service learning or civic engagement
g) Other innovative methods (e.g., online integration)
Physical Education Program
a) Collaborative research between student and faculty
Within the Physical Education program, few efforts have been made thus far
to complete research with students. In 2006, one study was completed with
a student and a faculty member. A recent research grant has created an
environment in which many studies will be occurring and students will be
encouraged to become involved.
b) Inquiry-based, open ended learning
Most of the learning in the classrooms, follows the constructivist approach.
No assessments exist to track this other than undocumented faculty
observation.
c) Use of field experiences
Eight credits of practicum are built in to the Physical Education Program.
Additionally, three content knowledge courses arrange for students to teach
k-12 students.
d) Classic lectures
Again, no documentation exists to assess the number or quality of the
lectures. However, through a combination of teaching methods, our
students successfully pass the West E that would indicate the quality of the
instruction.
Page 25
e) Lecture and inquiry based guided discussions
Same as d.
f) Service learning or civic engagement
Again, our students are involved through a number of teaching/service
learning experiences at public schools, the Discovery School and a family
activity program. Additionally, one of our students is currently the state
student representative for our association and another is the representative
for the Northwest District of our National Association.
g) Other innovative methods (e.g., online integration)
No classes within the program are sole, distance learning or online.
However, more than 2 courses augment instruction via online methodology.
Dance Program
a) Lecture and inquiry based discussion
This methodology is particularly relevant to our history course.
b) Inquiry-Based, open ended learning
c) Use of field experiences.
For example, our final projects in choreography are based on an
integrated arts approach utilizing a trip to a local art gallery.
Another example, dance for children do classroom observation of
peer teaching experiences in dance.
d) Classic lectures
e) Lecture and inquiry based guided discussion
f) Service learning or civic engagement
Our Dance Rehearsal & Performance & Choreography &
Performance present opportunities for the community to
participate in viewing works in progress showings, lecture
demonstrations and formal dance concerts.
Dance for children students participate in two teaching
experiences in the local elementary school systems yearly under
faculty supervision.
g) Other innovative methods (e.g., online integration)
Reflective papers written on classroom teaching experiences have
been full of insightful comments and suggestions.
3. Effectiveness of instructional methods to produce student learning based
upon programmatic goals including innovative and traditional methods –
examples include:
a) Collaborative research between student and faculty
b) Inquiry-based, open-ended learning
c) Use of field experiences
d) Classic lectures
e) Lecture and inquiry based guided discussions
f) Service learning or civic engagement
g) Other innovative methods (e.g., online integration)
Graduate Program
A primary motivation of creating the online graduate program was to provide
opportunities for collaborative research between students and faculty. Several
of the completed research studies have been presented at state conferences.
Page 26
Two of our recent graduates were finalists in the 2008 Teacher called the Year
awards of our national association – NASPE. Program participants have also
been active in presenting workshops for the state Office of the Superintendent
of Public Instruction – OSPI.
F. Degree to which distance education technology is used for instruction
Public Health Education and School Health Program
1. ITV: One course (International Health) was taught ITV to the Wenatchee center in
2008.
2. Online: Two summer session classes were taught on- line in the last two years, and
one course was taught online spring quarter. We are cautious about expanding
these courses.
Physical Education Program
1. ITV
2. Online: No classes within the program are sole, distance learning or online.
However, more than 2 courses augment instruction via online methodology.
Graduate Program
1. ITV
2. Online: The M.S. Degree in Physical Education and Health is an online degree
program with a required two weeks on campus.
G. Assessment of Program and Student Learning
Public Health Education and School Health Program
1. List student learner outcomes for each graduate and/or undergraduate
degree program and note how the outcomes are linked to department,
college, and university mission and goals.
See Appendix 4 for Public Health Education and School Health Program Student
Learning Outcomes and Assessments.
Our profession is guided by several key curricular components. We look to the
National Commission for Health Education Credentialing (NCHEC) to assess the
outcomes of our educational programs through the administration of a National
Certification Exam (CHES). This exam measures skill in what are known as the
“Seven Areas of Responsibility for Entry-Level Health Educators.” Our program
chose to evaluate student achievement in the broad “7 Areas” for our Program
Assessment. These areas are:
 Assess Individual and Community Needs for Health Education
 Plan Health Education Strategies, Interventions, and Programs
 Implements Health Education Strategies, Interventions, and Programs
 Conduct Evaluation and Research Related to Health Education
 Administer Health Education Strategies, Interventions, and Programs
 Serve as a Health Education Resource Person
 Communicate and Advocate for Health and Heath Education
Our curriculum is established around these Areas, and our National Exam measures
skill in these areas. Therefore, we thought it best to assess the student Learning
Outcomes surrounding these same “Seven Areas.”
The National Health Education Standards, NCATE, and EALR/Benchmarks of OSPI in
Washington State, and CWU’s CTL Standards guide school Health Education student
learning outcomes. An amalgam of these is reflected in the CTL Standards found
within the LiveText assessment profile.
Page 27
a) Describe the specific methods used in assessing each studentlearning outcome. Also specify the population assessed, when the
assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If
appropriate, list survey or questionnaire response rate from total
population (e.g., alumni, employers served)
Students within the Public Health program must complete a number of
projects throughout their academic program. Most of this work is
conducted in groups. The practice of Health Education within communities
requires that one work with the community, not on the community.
Therefore, outcomes of the group processes (the written documents) are
used as the measurement of success within the program. Each of the major
courses used for the evaluations are designed to address one or more of the
“Seven Areas” listed above. These major projects tap the ability of the
student to integrate previous learning, and build on content for mastery.
Assessment for School Health Majors was achieved by activities carried out
in our HED 445 capstone course. Students are required to submit a
comprehensive portfolio on LiveText that demonstrates attainment of the
learning outcomes for the major. An assessment is done on LiveText and
results are posted. Other assessment involved mock student teaching and
job interviews, and successful completion of the capstone course, HED 445.
2. List the results for each student learning outcome.
a) Provide results in specific quantitative or qualitative terms for each
learning outcome.
As can be seen from Appendix 4, the Public Health students are doing very
well in meeting the criterion of mastery. Evaluation scored lowest, with
75% of students scoring above 80% on their written project. The vast
majority of areas measured reveal 100% of students meeting the criterion.
We will add one more marker to the grid for next time; the % of students
that score above 80% for each area assessed. The faculty will meet early in
the Fall to discuss this assessment, and possible re-write the outcomes. I
am concerned that using scores obtained on class projects may not truly
assess student knowledge or skill. It may rather be a reflection of grade
inflation across the program, department, and university.
b) Compare results to standards of mastery listed above.
As can be seen in Appendix 4, our students are clearly meeting or exceeding
these markers.
c) Provide a concise interpretation of results.
Based on THIS assessment, Public Health Majors at CWU are gaining the
knowledge and skill necessary to become Certified Health Education
Specialists, and well-trained professionals.
Based on results, overall School Health Majors have done a masterful job
readying themselves for student teaching and a career as a Health Fitness
teacher. All students during the year successfully completed student
teaching and 100 % of majors during this reporting period obtained jobs in
schools. It has been noticed that not all majors regularly attend
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professional conferences during their senior year. Also, students are
confused about CBA’s as reflected in mock interviews. Additionally,
students need to develop better classroom management plans as reflected
in lower scores on that part of their portfolio assessment.
3. Based upon the results for each outcome listed above describe:
a) Specific changes to your program as they affect student learning
(e.g., curriculum, teaching methods)
The Public Health Program is growing rapidly. We will be adding three
tenure-track faculty members that begin in the Fall of 2008. One of the first
things I plan to do is to invite their input into this process. I anticipate
substantial changes to this document, and welcome their comment and
critique.
As a result of this assessment, I plan to standardize the grade program used
in establishing a grade book. Blackboard will be the recommended program
to use. This way, any data that may be lost due to virus or technology
problems can be automatically backed up on CWU servers. This will also
allow the Program Director access to the reports needed to compile thee
reports.
You will notice that one failed task was to develop an advisory board for the
Public Health Program. That one item will also receive high priority in the
next year. I would like to create a brochure that is patterned after the
JACHO Hospital Accreditation outcome—a “report card” that reflects
program outcomes, strengths, and limitations. This may include an annual
SWOT Analysis, an annual needs assessment, or an annual assets mapping
process. Using the models of Program Planning that are a hallmark of
Health Education, we will regularly and consistently evaluate our program
for needed changes.
School Health:
During senior year all majors will be required to attend at least one
conference during the year and failure to do so could result in a hold on
portfolio assessment that could delay student teaching. A new rubric will be
added to the LiveText assessment. Regarding classroom management,
students will be required in HED 345 to do 2 formal observations in schools
regarding classroom management. Stronger rubrics will be added to the
HED 345 philosophy assignment and to the LiveText assessment. Further,
students in HED 345 will be given instruction in CBA in the state of
Washington. Guest speakers and power points will be utilized. A new
rubric will be added to the LiveText assessment and mock interview which
will include important information on being successful using CBA’s.
Past program assessment has involved mainly personal interviews with
students once they have completed their internship. Students were also
asked to evaluate their internship and program via surveys sent out by the
Career Services Program here at CWU. Program success has also been
measured by pass rates for the CHES exam, number of students that take
the CHES exam, and successful employment or graduate study by students.
These have all been conducted in no systematic or reliable way.
Page 29
Based on the comments received, our program has developed several new
courses, and changed its curriculum to better reflect the needs of our
graduates. In particular, a separate course for Program Evaluation (HED
473) was created to address weakness in this area. Epidemiology (HED 380)
was brought back into the curriculum. Racial and Ethnic Health Disparities
(HED 370 Spring Quarter) is a separate course, as well as addressing these
issues throughout the curriculum.
I look forward to the Alumni Survey that is being deployed, as well as a
grater and richer discussion of program assessment with new faculty.
School Health is going to merge with Physical Education to create a new
Health and PE major that will incorporate more coursework for both PE
majors and School Health majors.
b) List specific changes related to assessment process, if any. * Attach
an updated programmatic student outcome assessment plan for the
future (i.e., next five year period)
With the creation of the new PESPH Department, and the addition of three
new tenure-track positions, these discussions have yet to take place
formally.
We will have greater input into the alumni survey; this was a significant
problem this year. The Testing Center did not conduct this in a professional
way, nor did they provide a timely assessment.
Since grade inflation and variety in the expectations for student work,
utilizing an 80% grade rate does not provide useful data. We will redesign
this section, and create an assessment plan Summer, 2009.
F. Assessment of Program and Student Learning
Physical Education Program
0. List student learner outcomes for each graduate and/or undergraduate
degree program and note how the outcomes are linked to department,
college, and university mission and goals.
See Appendix 5 for Physical Education Program Student Learning Outcomes and
Assessments form.
a) Describe the specific methods used in assessing each studentlearning outcome. Also specify the population assessed, when the
assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If
appropriate, list survey or questionnaire response rate from total
population (e.g., alumni, employers served)
See Appendix 5.
1.
List the results for each student learning outcome.
a) Provide results in specific quantitative or qualitative terms for each
learning outcome.
b) Compare results to standards of mastery listed above.
c) Provide a concise interpretation of the results.
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Outcome 1: Students will demonstrate a knowledge of and ability to
utilize the characteristics of effective teaching specific to
all learners.
Initially, student’s struggles with the application of the characteristics in
a real life setting however, as a result of the course, the students were
able to appropriately identify these characteristics in the real life setting
as indicated by the 71% pass rate. It is anticipated that when PE 340D
becomes available there will be an increase in the percentage of
students who are the 85% criterion level.
Outcome 2: Students will demonstrate recognition of appropriate and
inappropriate responses while teaching a broad spectrum
of K-12 students.
This class required students to not only teach effectively but plan
appropriate lessons for real life setting. The data indicate that while
students were able to effectively teach, content knowledge was a
weakness. Specifically, what was determined ways that two of the main
content knowledge courses (PE 280, 342A) did not emphasize the
appropriateness of tasks sufficiently to allow for appropriate
application.
Outcome 3: Students will demonstrate the ability to correctly design a
unit of instruction including: lesson plans and assessment
plan.
One hundred percent had a lesson plan score of greater than 80%. We
also realized that one reason this score was so high was due to the lack
of specificity of the rubric. The rubric was not designed enough to
determine the quality of the individual aspects of the lesson plans.
Assessment: One challenge with these assessments was that
the assessment was of group work. This will be reconsidered
for the following year.
Outcome 4: Students will demonstrate knowledge of appropriate skill
progression in a variety of activities/sports,
Eighty-nine percent of the students scored above the 85% criterion.
However, this was a reflection of only one course. It was determined
that while assessment did occur in the other classes listed, specific data
relative to this learning outcome was not readily available. The
assessment for the other two classes will need to be tweaked to allow
for this information to be more easily extracted. In the class that did
collect data, students demonstrated a high level of knowledge specific
to this outcome. However, teaching methodology can still be examined
to determine whether there is a better way to get 100% of our students
to meet this level of knowledge.
Outcome 5: Students will demonstrate the capacity to apply
developmentally appropriate concepts to teaching
environments.
One hundred percent of the students met this outcome. This reinforced
the concept that what is being taught within the curriculum is being
learned at a level in which it could be applied to a real life teaching
Page 31
environment with K- 12 students. The data for 340 D was not available
to be used at the time when this was completed.
Outcome 6: Students will demonstrate the capacity to assess
performance with PDA’s, heart rate monitors, and
pedometers.
This learning outcome was written for a plan to implement this material
in the listed courses beginning in the 2008-2009 school year.
Assignments were completed in 342B but a specific rubric for the data
to be posted in Livetext was not used.
Outcome 7: Students will be able to teach with appropriate
presentation technological tools.
Students in PE 341 C used PowerPoint as a technological tool to present
a topic on curriculum or assessment. A grading rubric was used to
evaluate the students’ creativeness of implementing a layout design,
graphics, font, etc. and the appropriate teaching presentation. Students
in HED 446 prepare a portfolio for a teaching presentation. As of date,
we do not have data collection to demonstrate competency to track as
a whole physical education program.
2. Based upon the results for each outcome listed above describe:
a) Specific changes to your program as they affect student learning
(e.g., curriculum, teaching methods)
b) List specific changes related to assessment process if any.*Attach an
updated programmatic student outcome assessment plan for the
future (i.e., next five year period( (See Sample Table 4)
Data collection is still in its infancy. It was recognized that the current data,
problems existed with the data collection instruments. The quantification
process for reporting didn’t match the way the instruments assigned scores
to the artifacts. In some cases where the criterion was set at 85%, the result
attained with the rubric didn’t equate. For example, meeting of the
criterion was difficult to determine when a rubric is designed to only
provide three levels of performance. The program plans to review the
current rubrics and content to ensure that it is providing appropriate data
for analysis.
However, qualitative analysis of the performance artifacts provided support
for a positive conclusion that this program is effective. It was determined
through the reflections that the program is strong in teaching methodology
and providing appropriate experiences for application. However, the
assessment of these opportunities needs to be revised. Additionally, the
content that is being taught is appropriate but more opportunities to apply
the information need to be incorporated earlier and specific to the content
knowledge as it is disseminated. This will result in regular program
meetings to discuss reviewing assessments from our program, analyzing
results from Livetext, interpretations from the online CTL reports, and
receiving feedback from our local teachers. This will provide greater input
from numerous external people.
Page 32
G. Assessment of Program and Student Learning
Graduate Program
1. List student learner outcomes for each graduate and/or undergraduate
degree program and note how the outcomes are linked to department,
college, and university mission and goals.
The Graduate Program within the former HHPN Department did not establish or
evaluate these.
a) Describe the specific methods used in assessing each studentlearning outcome. Also specify the population assessed, when the
assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If
appropriate, list survey or questionnaire response rate from total
population (e.g., alumni, employers served)
2. List the results for each student learning outcome.
c) Provide results in specific quantitative or qualitative terms for each
learning outcome.
d) Compare results to standards of mastery listed above.
e) Provide a concise interpretation of the results.
3. Based upon the results for each outcome listed above describe:
a) Specific changes to your program as they affect student learning
(e.g., curriculum, teaching methods)
b) List specific changes related to assessment process, if any. * Attach
an updated programmatic student outcome assessment plan for the
future (i.e., next five year period)
Page 33
III.
Faculty
Note: to view performance standards for the faculty of the College of Education and Professional Studies
access the following CWU link: http://www.cwu.edu/~ceps/docs/FacPerfCriteria091906.doc Currently,
the department of PESPH follows these standards for faculty. We are in the process of establishing
departmental standards.
Public Health Education and School Health Program
A. Faculty profile – Using attached chart show faculty participation for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching? (Designate graduate or undergraduate publications or
creative activities.)
See Appendix 6
B. Copies of all faculty vitae.
See Appendix 7.
C. Faculty awards for distinction: instruction, scholarship, and service.










Ken Briggs, Nominated, Distinguished University Professor-Teaching, Central Washington
University, January, 2009.
Ken Briggs, College of Education and Professional Studies award for Teaching, PESPH
Department, 2009
Melody Madlem, College of Education and Professional Studies award for Scholarship, PESPH
Department, 2009.
Ken Briggs, Provost/Sr. Vice Presidential Award, Central Washington University, May 20, 2008.
Melody Madlem, College of Education and Professional Service award for Service, HHPN
Department, 2008.
Ken Briggs, Distinguished Service Award, Eta Sigma Gamma, May 31, 2007.
Selected, Most Inspirational Faculty Member Award, Central Washington University, May 24,
2006.
Ken Briggs, Honored by the National Residence Hall Honorary for Outstanding Work Educating
Our Community, Central Washington University, May 20, 2005.
Ken Briggs, Nominated, Distinguished University Professor-Teaching, Central Washington
University, January, 2005.
Ken Briggs, Most Inspirational Educator, The Center for Excellence in Leadership, Central
Washington University, May 22, 2003
D. Include in appendices performance standards by department, college and
university.
PESPH Department currently uses the CEPS criteria.
College of Education and Professional Studies criteria can be found at the following:
http://www.cwu.edu/~ceps/pol-pro-form.html
The University Performance Standard can be found at the following:
http://www.cwu.edu/~avpfa/promotion.html
Physical Education Program
A. Faculty profile – Using attached chart show faculty participation for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching?
See Appendix 6.
Page 34
B. Copies of all faculty vitae.
See Appendix 7.
C. Faculty awards for distinction: instruction, scholarship, and service
2009 Steve Jefferies, College of Education and Professional Studies award for Teaching, PESPH
Department
2006 Steve Jefferies Washington State Honor Award by WAHPERD.
2006 Kirk Mathias, Washington State University Teacher of the Year by WAHPERD.
2008 Kirk Mathias, Crystal Apple Award
D. Include in appendices performance standards by department, college and
university.
PESPH Department currently uses the CEPS criteria.
College of Education and Professional Studies criteria can be found at the following:
http://www.cwu.edu/~ceps/pol-pro-form.html
The University Performance Standard can be found at the following:
http://www.cwu.edu/~avpfa/promotion.html
Graduate Programs
A. Faculty profile – Using attached chart show faculty participation for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching?
See Appendix 6
B. Copies of all faculty vitae.
See Appendix 7
C. Faculty awards for distinction: instruction, scholarship, and service.
D. Include in appendices performance standards by department, college and
university.
The Department currently uses the CEPS criteria.
College of Education and Professional Studies criteria can be found at the following:
http://www.cwu.edu/~ceps/pol-pro-form.html
The University Performance Standard can be found at the following:
http://www.cwu.edu/~avpfa/promotion.html
Page 35
IV.
Students – for five years
Public Health Education and School Health Program
A. Student accomplishments (include SOURCE, career placement information, etc.).
List students working in field; students placed in master’s or doctoral programs.
Tom Henderson in Testing Services administered our Alumni Survey Fall 2008. Due to
challenges with the technology and inconsistencies with the protocol, we will conduct the
survey again in 3 years.
I have informally heard that several students are continuing through school to get Master’s
Degrees in Public Health, Counseling, and Social Work. Students are continuing their
education by pursuing BSN Degrees as well.
Many of our graduating students are gaining employment with the agency where they
completed their internship. One of our Baccalaureate students was hired through an
extensive interview process to actually begin her employment as she interned. The agency
interviewed several Master’s level professionals. Our student was hired for the position
over those that had completed advanced studies.
It is our hope that we will begin a process of tracking our graduates for several years after
they complete their studies here at CWU. Hopefully this first alumni survey referred to
above will initiate this process.
B. Provide one masters project (if applicable); two will be randomly selected during
site visit. Available in either the library or through the departmental office.
N/A
C. Describe departmental policies, services, initiatives, and documented results for
successful student advising.
Student advising is carried out through both individualized, and group processes. Both the
School Health Education and Public Health program areas have their own advising
manuals/documents. All students must meet with a major advisor in order to apply to the
major. We have only had two TT Faculty members for the past four years; one in School
Health, the other in Public Health. Each of these faculty members advised all students in
their respective areas. Please refer to Appendix 8 for a copy of the major advising
document for the Public Health Education Major, and Appendix 9 for the School Health
advising document.
D. Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
The students in the SPH Program enjoy the benefits of a Health Education Major and Minor
Club. This group meets regularly to plan service projects, engage in a little social time, and
discuss current health events. Their successful fund-raising has allowed several students to
participate in travel to Regional Professional Conferences.
Page 36
We also have an Eta Sigma Gamma Honorary Health Education Fraternity chapter here at
CWU. Students that possess a high GPA, and are actively engaged in Health Education Club
activities are invited by the faculty to join this prestigious society.
Physical Education Program
A. Student accomplishments (include SOURCE, career placement information, etc.).
List students working in field; students placed in master’s or doctoral programs.
SOURCE – Alissa Compton
Masters Progams – Levi Teasley, Adrea Besveldt, David Campos, Emily Koenig, Judy
Schomer, Leanne Semprimoznik
B. Provide one masters project (if applicable); two will be randomly selected during
site visit.
These are available in either the library or through the departmental office.
C. Describe departmental policies, services, initiatives, and documented results for
successful student advising.
Students are advised in a cohort with a required group advising meeting in the fall. Students
are assigned an advisor to be a guide for successful advising.
D. Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
Majors’ Club – Fundraising, Travel to National Conventions
Dance Program
A. Student accomplishments (include SOURCE, career placement information,
etc.). List students working in field; students placed in master’s or doctoral
programs.
Student Hannah Crowley did a Source presentation last year 2007-2008. She
participated in presenting her original choreography at Source and also was accepted
for presentation at the National Dance Gala at the AAPHERD conference.
As a minor program, we have not tracked all of our graduates on a regular basis. Several
of our students have notified me they are teaching dance in private studios locally and
on the west side.
B. Provide one masters project (if applicable); two will be randomly selected
during site visit.
N/A
C. Describe departmental policies, services, initiatives, and documented results
for successful student advising.
Successful student advising in our program depends upon consistency. We meet as a
group once a quarter and document that in their files. We also do group emails to share
information.
Page 37
D. Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
Our faculty currently is the advisor for the Tango club. Some of our faculty and students
are participating in the Dance Educators Association of Washington. Our minors are
also encouraged to attend national conferences whenever possible. The Dance Program
uses our foundation money to help sponsor workshops in different areas of dance, often
working with other departments at the University. Currently we are sponsoring a Salsa
class to coincide with a Salsa dance in November of 2008.
Graduate Programs
A. Student accomplishments (include SOURCE, career placement information, etc.).
List students working in field; students placed in master’s or doctoral programs.
The majority of students who enter our online program already engaged in teaching careers.
Several of the completed research studies have been presented at state conferences. Two of
our recent graduates were finalists in the 2008 Teacher called the Year awards of our
national association – NASPE. Program participants have also been active in presenting
workshops for the state Office of the Superintendent of Public Instruction – OSPI.
Graduates of our Athletic Administration specialization have found positions in public school
athletics and in university coaching. Although many of them successfully graduated from the
program, several have not. The major obstacle for students in the online program has been
the completion of a culminating project. A follow-up is planned this year to encourage the
students to consider the examination option. Several students in the Athletic Administration
specialization have elected to move on to coaching appointments at other educational
institutions and not complete their degree.
B. Provide one masters project (if applicable); two will be randomly selected during
site visit.
Completed Masters projects are available through the department office.
C. Describe departmental policies, services, initiatives, and documented results for
successful student advising.
The department Graduate Program Coordinator meets regularly (at least once a quarter)
with students who are on campus. Online students are in regular communication with
department faculty. The department facilitates class registrations each quarter for online
graduate students. During the two summer meetings students are oriented on the latest
university policies and procedures. When appropriate, information is shared by
representatives from the Graduate school.
D. Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
Students in our online program are encouraged to become members of our state
professional association – the Washington Alliance for Health, Physical Education,
Recreation, and Dance – and attend the annual State conference. Membership in our
national professional association – the National Association for Sport and Physical Education
is also encouraged.
Page 38
V.
Facilities and Equipment by location
Public Health Education and School Health Program
A. Describe facilities available to department and their adequacy (program delivery
location, size, functionality, adjacencies, lighting, ventilation, finishes, plumbing,
electrical outlets, etc.). Describe anticipated needs in the next three to five years.
We don’t have enough rooms in our own building to meet the growing demand for courses
and sections. Several courses must be taught at locations across campus. This often
requires untenable scheduling where faculty must come from lower campus to upper
campus in a 10-minute timeframe.
The addition of new faculty created a need for a more specific type of lab. Our faculty bring
expertise in Qualitative Research, specifically Community-Based Participatory Research
methodologies. We need a qualitative Research Lab area designated for teaching students
these tools, and actually conducting this research here at CWU.
Additional technologies need to be added in the classroom as well. White boards (Smart
Boards), document cameras, and higher quality PCs for the equipment already in place is a
must. Dedicated lighting to accommodate the smart classrooms is a must.
B. Describe equipment available to department include program delivery location
and its adequacy (office furniture, instructional fixtures, lab equipment, storage
cabinets, specialty items, etc.) Describe anticipated needs in the next three to five
years.
Tables and desks in classrooms are getting old and several are broken. We will need to
upgrade the room fixtures in the next 3-5 years. As our program expands into more and
more qualitative research methodologies, a dedicated Qualitative Research Lab will be
necessary. Faculty utilizing these skills could greatly benefit from a dedicated lab complete
with computers, software, and hardware (i.e., transcription equipment, video and audio
hardware, and mirrored two-way viewing for teaching labs) are necessary to expand in the
direction of our need and expertise.
C. Describe technology available to department include program delivery location
and its adequacy (computers, telecommunications, network systems, multi-media,
distance education, security systems, etc.). Describe anticipated needs in the next
three to five years.
Our classrooms have JUST been updated with “Smart Classroom” technology. The installed
technology is comprised of a “pieces and parts” approach to classroom technology. The
oldest computers on campus are placed in classrooms for teaching. They are slow, cannot
hold the latest software and frequently need repair.
We will need to significantly upgrade our technology in the next 3-5 years to stay at the
leading edge of teaching pedagogy related to technology.
Classes need “clicker” hardware permanently affixed, and need “smartboards.” Classes also
need document cameras and upgraded overhead transparency projectors.
Classrooms also need to increase security.
Page 39
One very big problem with classrooms and technology involves the use of the teaching
equipment by the football coaching staff. Coaches change the settings on the equipment,
plug in additional equipment by bypassing the master unit, and do not re-set when
completed. Faculty come to teach in the classroom, and the technology will not operate.
Either a dedicated football setup is needed, or coaches must be “motivated” to re-set the
teaching electronics when completed with their tasks.
Physical Education Program
A. Describe facilities available to department and their adequacy (program delivery
location, size, functionality, adjacencies, lighting, ventilation, finishes, plumbing,
electrical outlets, etc.). Describe anticipated needs in the next three to five years.
While it would appear that with one large gym, one middle school size gym and the large
field house plenty of sufficient facilities are available. However, schedule conflicts with
activity courses, other major courses, and athletics limit most of the Program courses to one
large classroom in the Pavilion. Many would consider the gym too small, and not sufficient
for the teaching of many content knowledge components such as team sports. It also has
seen a recent addition of a ventilation system that now inhibits certain sports like
badminton. The fan blows objects from side to side as if the class was being held outdoors.
With the addition of a revised major and more students within the Physical Education
Program, at least one more classroom and one more gym must be secured to meet the
needs. Additionally, evening classes have been traditionally taught in the local elementary
schools to reduce conflict with athletics and recreation in the evenings. Facilities are
needed immediately to bring them back on campus and to use the faculty that are available.
The current classroom used in the Pavilion has a significant sound issue with the weight
room below it. Classes have to be stopped often for the instructor to go down the stairs to
turn the music off. Finally, an old racquetball court was made available to install a traverse
wall for teaching and research. Ventilation and noise may be issues but at least the facility
was available.
B. Describe equipment available to department include program delivery location
and its adequacy (office furniture, instructional fixtures, lab equipment, storage
cabinets, specialty items, etc.) Describe anticipated needs in the next three to five
years.
Equipment purchases currently meet the needs although many of these purchases have
been through creative fund raising and grants. Equipment must be maintained and replaced
especially since much of the equipment is shared with schools and activity classes. Storage
at this time is sufficient but future renovation plans may impact this.
C. Describe technology available to department include program delivery location
and its adequacy (computers, telecommunications, network systems, multi-media,
distance education, security systems, etc.). Describe anticipated needs in the next
three to five years.
Classrooms now seem to be semi sound technology-wise. However, additional technology is
needed to enhance the field and other teaching opportunities. Physical Education is in dire
Page 40
need of more computers that can be used for a technology lab to analyze video, create skill
analysis videos and to access the software that was funded through an external grant. An
additional 4 computers plus a room that is not a closet, needs to become available. The
computers need to have sufficient capacity to analyze, create and edit video clips. It needs
to be fast enough to run the software that is currently available. Additional needs include
digital camcorders, external microphones and DVD creation capacity.
Dance Program
A. Describe facilities available to department and their adequacy (program
delivery location, size, functionality, adjacencies, lighting, ventilation, finishes,
plumbing, electrical outlets, etc.). Describe anticipated needs in the next three
to five years.
The Dance Program has one large dance studio space that is used for classes. The space
is well used and maintained. One area of concern is the lack of air conditioning that
limits summer use and revenue. As the program grows there is interest in more
summer classes and/or specialty workshops. This is not reasonable if the space poses
health risks due to the heat.
B. Describe equipment available to department include program delivery location
and its adequacy (office furniture, instructional fixtures, lab equipment,
storage cabinets, specialty items, etc.) Describe anticipated needs in the next
three to five years.
The Dance Studio is equipped with a sound system that is monitored by faculty and
basic office furniture for the office space.
C. Describe technology available to department include program delivery location
and its adequacy (computers, telecommunications, network systems, multimedia, distance education, security systems, etc.). Describe anticipated needs
in the next three to five years.
The Dance Studio has recently had updated PP equipment and a large flat screen TV
added for class use. There is still a need for a document camera for our program
presentations and a good digital camera to record our teaching and performances.
Graduate Programs
A. Describe facilities available to department and their adequacy (program delivery
location, size, functionality, adjacencies, lighting, ventilation, finishes, plumbing,
electrical outlets, etc.). Describe anticipated needs in the next three to five years.
The online graduate program is delivered via Blackboard. Faculty primarily utilizes their
office computers when teaching in this program. The department’s primary need to support
this program is ensuring that faculty has private and secure office space. Currently, office
space in our building is limited and several faculty have been forced to share offices.
Additional office space will be needed in the future. Classroom space for delivery of the
Athletic Administration specialization is currently adequate to meet the needs of this
Page 41
program, however, there is sometimes a need to schedule classes in different locations on
campus. A proposal was made in the long-term capital development plan to expand the
existing department building to the north of its current location.
B. Describe equipment available to department include program delivery location
and its adequacy (office furniture, instructional fixtures, lab equipment, storage
cabinets, specialty items, etc.) Describe anticipated needs in the next three to five
years.
The department’s equipment needs are funded through summer school revenue. This is
probably an unreliable source to ensure the necessary equipment is available to department
faculty.
C. Describe technology available to department include program delivery location
and its adequacy (computers, telecommunications, network systems, multi-media,
distance education, security systems, etc.). Describe anticipated needs in the next
three to five years.
The department’s primary equipment need to support the online program is ensuring
faculty have adequate computer hardware and software. Similar to the above, funding for
this technology is currently dependent on summer school revenue.
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VI.
Library and Technological Resources by location
Public Health Education and School Health Program
A. Describe general and specific requirements for library resources by program and
location that assist in meeting educational and research objectives. Indicate ways
in which the present library resources satisfy and do not satisfy these needs.
Describe anticipated needs as to the next five-year period.
The Public Health Education and School Health Program is currently involved in making
recommendations to the Library for purchasing books for several years. With the use of
SUMMIT and other library lending resources, I believe that the library holdings are
adequate. It would be helpful if we actually had a Public Health Library right here in our
own building.
B. Describe the information technologies faculty regularly and actively utilize in the
classroom. Describe anticipated needs as to the next five-year period.
Faculty in the SPH Program regularly use the “Smart Classroom” technology including the
PC, Projector, VCR, and DVD players in the classrooms. Use of the internet during class
continues to increase. Some faculty also utilize the “clicker” technology for remote student
responses. Faculty must also use professional development funds to purchase equipment to
record lectures and cameras to record images to upload to Blackboard. This is instructional
equipment, and is not purchased for the faculty.
Current instructional software and DVDs as they relate to technology in public health
content are essential.
C. Describe technology available to department and its adequacy. Describe
anticipated needs as to the next five-year period.
While every faculty member has his/her own computer, the ability to get software and
upgrades for that computer is problematic. One must either write a grant or use
Professional Development funds to get the equipment required to meet with success. For
example, new faculty must write a grant to get Parallels and SPSS. Both of these are
required to engage in scholarship. New faculty must also write grants to get transcription
equipment needed to engage in qualitative scholarship; scholarship required for the job.
The department will also need a copy machine upgrade in the near future. As the
department has grown, the copy machine has not. This may be a significant problem in the
future. Purchase new portable projector for professional meetings, etc. The current
projector is outdated and insufficient for our needs. Purchase document cameras for each
classroom. We much acquire new PC and Mac laptop computers for checkout for faculty to
use for professional presentations or fieldwork. We really need to purchase several digital
SLR cameras and digital video cameras for use in both the PE Building and field house.
Physical Education Program
A. Describe general and specific requirements for library resources by program and
location that assist in meeting educational and research objectives. Indicate ways
in which the present library resources satisfy and do not satisfy these needs.
Describe anticipated needs as to the next five-year period.
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With the internet, typical library resources are not as necessary. However, access to
professional literature via technology needs to be more readily available and must have a
greater breadth of access in this field.
B. Describe the information technologies faculty regularly and actively utilize in the
classroom. Describe anticipated needs as to the next five-year period.
Videos and other online information are currently being used for instruction. This need will
only grow as the available resources grow.
C. Describe technology available to department and its adequacy. Describe
anticipated needs as to the next five-year period.
Equipment purchases currently meet the needs although many of these purchases have
been through creative fund raising and grants. Equipment must be maintained and replaced
especially since much of the equipment is shared with schools and activity classes.
A videoconference room for on-line graduate instruction is vitally needed. We vitally need a
new portable projector, document cameras for each classroom, new PC and Mac laptops for
checkout. Purchase 4 new digital video cameras for recording classroom instruction and a
SLR Digital camera for PESPH use.
Graduate Programs
A. Describe general and specific requirements for library resources by program and
location that assist in meeting educational and research objectives. Indicate ways
in which the present library resources satisfy and do not satisfy these needs.
Describe anticipated needs as to the next five-year period.
Support for students in both graduate programs is good. Faculty have the opportunity to
request new books for library and journal subscriptions. Access to many journals is available
to on campus and online students through the databases provided by the library.
B. Describe the information technologies faculty regularly and actively utilize in the
classroom. Describe anticipated needs as to the next five-year period.
The online program makes regular use of a variety of information technologies. This
program was the first online graduate program to be offered at Central Washington
University. As new technologies become available to improve communication with our
students, faculty in our department are typically among the first users.
C. Describe technology available to department and its adequacy. Describe
anticipated needs as to the next five-year period.
Blackboard is the primary delivery system for online program. It is our intent to use
additional technology in the future that allows improved audio and video forms of
communication with students. To do this, new software will need to be made available to
graduate teaching faculty. As with our other resources, the challenge to be faced is ensuring
adequate budgetary support.
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VI.
Analysis of the Review Period
A. What has gone well in the department and each degree program(s)?
1. Explain accomplishments of the past five years
2. How have accomplishments been supported through external and internal
resources?
Public Health Education and School Health Program
Several things that started several years ago were brought to fruition over the past
five years, and several new innovations became accomplishments in a short period
of time. Among these are:
1. Changed the name of the Community Health Major to “Public Health”
The name “Community Health” was confusing to both students and the greater
community. The “Public Health” label allows a real sense of identity; more focused
marketing finally captured the essence of our program. Officially changing the
name of the major has helped attract more students and gain greater access for our
students in the community.
2. Developed a Pre-Nursing in Public Health Specialization within the Public Health
Major
For several years we noticed that many Public Health students ended up going on to
nursing school to become RNs. Many students took Chemistry and Biology courses
to fulfill elective credit requirements within the Public Health major. A Pre-Nursing
in Public Health Specialization was created within the Public Health Major to allow
students to meet the prerequisite requirements of BSN and ADN programs within
Washington. Students are prepared with the core Public Health courses that would
allow them to sit for the CHES exam, yet still fulfill requirements for admission to
professional programs in nursing.
3. Curriculum revision in Public Health Major resulting in greater diversity of courses
When the Pre-Nursing Specialization was created, faculty assessed the current
Community Health major curriculum. A re-alignment of the curriculum with the
current “Seven Areas of Responsibility” took place. We also evaluated current and
developing trends in the Health Education profession. A revised curriculum was the
result of those actions. We developed four new courses, and brought the
Epidemiology class back in to the requirements. We created new courses in
International Health, Environmental Health, Current Trends in Health, and Program
Evaluation.
4. Public Health courses are now required in Departments across campus
As a result of the newly created HED courses listed above, several of our courses are
now listed as both requirements and electives across campus. Not only is our HED
101 Health Essentials a General Education Breadth requirement, now our
International Health class is listed in the International Studies minor. The HED 410
class has been required in the Gerontology Program for many years. Biology and
Chemistry pre-professional allied health majors, Exercise Science majors, and
Nutrition majors populate our Infectious Diseases and Non-Infectious Diseases
classes.
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5. Housing the Washington State Journal of Public Health Practice
Faculty within the Public Health Program approached the Washington State Public
Health Association to discuss creating and housing their official journal. This
Association is growing, as is the Public Health Program at Central. In January 2008,
the contract was signed that creates and houses this Journal within our Public
Health Program. The Director, Dr. Madlem, is the Editor of this quarterly peerreviewed electronic Journal. It can be found at http://www.WSPHAJournal.org
6. Increased the percentage of female tenure track faculty
With the exception of 2006-2007 when two female faculty members were tenured
or on the tenure-track, only one tenured/ tenure-track faculty member has been
female since before 1999. Three new tenure-track faculty members have been
added to the School and Public Health Program faculty for AY 2008/09.
7. Diversity of Faculty (training, background, philosophy, specialty, ethnicity, gender,
sexual orientation)
Faculty members within the School and Public Health Programs bring a very wide
circle of experience to the students. The diversity in training is impressive. The
faculty has terminal degrees from the University of Arkansas, the University of Utah,
Southern Illinois University at Carbondale, the University of Northern Colorado, and
Capella University. The faculty has expertise and interest in sexuality education,
technology, nutrition, pedagogy, spirituality, professional preparation, stress… We
are diverse in terms of ethnicity, race, sex, and sexual orientation. This wealth of
diversity brings a richness of philosophy to our students. Diversity is now a very
strong asset in our Programs.
8. Increasing enrollment in the School and Public Health Programs
The Pre-Nursing in Public Health specialization within the Public Health Major has
increased the number of majors enrolled in the School and Public Health Programs.
While the increase is exciting, it is tempered with the realization that if our Public
Health Major is truly successful, our graduation rates from this specialization will
decline. We want our students to make successful application to nursing schools.
When they are successful, they leave our University without completing their
baccalaureate degree in order to fulfill their goal of becoming an RN. Thus, the
more successful our Major, the lower our graduation rates will become.
9. Increased the opportunity and provision for international internships
(Two students in Peru, one student in Belize, Costa Rica, the Philippines, India, and
Africa)
As more students matriculate through the curriculum and take our International
Health course, we have more and more requests for international internship
experiences. This is a very positive response, and one that is expanding. New
faculty are in the process of establishing partnerships with programs in other
countries and at other institutions. We are developing a faculty-led summer
experience for public health students.
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10. Greater “presence” in Washington
The creation of the Washington State Journal of Public Health Practice, as well as
Board of Director membership on the Washington State Public Health Association
by two faculty members is continuing to enhance the visibility of our program in the
Pacific Northwest. Faculty members have presented papers and posters at
International, National, State, and Regional conferences, with invitations from
various universities in attendance to come to present at their conferences and
institutions. The Secretary of Health for Washington (Mary Selecky) has been to
Central’s campus twice in the past five years to talk with our students. She was
even inducted into our Eta Sigma Gamma chapter.
11. Combining School Health & PE to better align the endorsements strengthens the
program (PESH Program)
Discussions that were initiated several years ago to combine the School Health
Education Major and Physical Education Major curricula into one strong program
have now come full circle. The curriculum (PESH Program) has been submitted to
the CEPS Curriculum Committee. This merger will strengthen the knowledge and
pedagogical skills of our graduates, will open more professional doors for students,
and strengthen our visibility as a leader in the preparation of excellent PESH
graduates.
12. Mentorship Program for new faculty (Orientation CD for Department)
Mentoring new faculty is not an option. It is indeed a requirement for successful
transition from graduate school to the tenure-track faculty ranks. The School and
Public Health Programs take this responsibility seriously. A CD was created to assist
new faculty in negotiating the myriad of policies and procedures in our Department.
Faculty meet with their mentor no less than one hour/week in individualized
coaching.
13. Intentional creation of an atmosphere of collegiality & shared experience, security
in professional development opportunities
Faculty members within the School and Public Health Programs share a strong sense
of collegiality with one another. We are genuinely concerned for the welfare of
each other, and want each other to succeed. There is a belief that the success of
one strengthens the whole, and that we are collectively lessened by the failures of
one. To that end, we collectively created a new Mission, Vision, and Shared Values
Statement. Our shared values state that:
“Faculty members of the School and Public Health Program
share an essential passion, embodied in our roles as teachers
and life-long learners, to serve the needs of our students. We
are committed to the following values:
a) Healthy people in healthy communities.
b) Professionalism: Ethics, honesty, respect and integrity.
c) Commitment to learning: Relevance, rigor, collaboration and
collective wisdom;
d) Diversity of ideas, people, and cultures.”
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14. Department Realignment – Better Focus (PESPH)
The realignment of the HHPN Department into two separate departments creates
an environment where our program can finally mature. It was easy for the School
and Public Health Programs to “get lost” in the competition for resources. While
sexism and elitism continue to challenge us, this newly created realignment has the
potential to minimize their effects. We are excited about and look forward to the
future.
15. Implementation of more technology; exploring more non-traditional approaches
such as DE, wireless response pads, Adobe Presenter, Pod Casting, Blackboard,
Face Book, Twitter, etc.
The faculty members in the School and Public Health Programs continue to explore
and implement new technology. We taught our first totally Distance Education
course in collaboration with the Wenatchee Center of CWU. We offer several online courses throughout the year. Faculty members are using Adobe Presenter, pod
casting, wireless response pads, and Blackboard to enhance our pedagogy. We are
exploring Face Book, Twitter, and Second Life as potential educational, marketing,
and recruiting tools. While our classrooms are not equipped with leading-edge
technology, our faculty members are committed to this ideal. All new tenure-track
faculty members receive $2000 to create a technology platform from which to build.
Our Department Technology Committee supports this platform by entertaining
requests for additional hardware and software to support teaching and scholarship.
16. Significantly contributed to CEPS accreditation
All students in the School Health Major completed the required “Livetext” artifact
submission for NCATE review. The faculty members within the School Health Major
created an environment of expectancy. This environmental atmosphere supported
the students, encouraged their compliance, and resulted in success
Physical Education Program
1. Strengthened and increased the number of faculty. Secured non-tenure track
position and filled one tenure track position.
2. The physical education and Health Education majors have merged into one major
(Physical Education and School Health (PESH) that strengthens our students’
preparation for the state’s Health and Fitness endorsement by offering more critical
classes from each major. This enables our students to be equally prepared in a dual
endorsement program. It also increases partnerships and increases resources to do
a more thorough job of training of our majors.
3. Student Professionalism & Participation Improvements
a. Conferences – majors are required to attend 3 conferences during their two
years enrolled in the Physical Education Major. The three conferences are
spread out so that one the Best of the West conference attendance is
required during the second quarter of the first year, PEAK conference is
attended during the third quarter of the first year and finally WAHPERD is
attended during the first quarter of the second year.
b. Fundraising With added involvement of faculty, fundraising has increased
by over $2500 per year. New fundraising opportunities include holding the
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PEAK conference and others that involve partnerships with the local school
district.
4. Faculty Accomplishments
a. Increased statewide respect for PE Major (calls to hire our majors have
increased tremendously over the last few years). Also when attending
conferences, we are constantly receiving comments in the presence of the
number of our majors.
b. Faculty involvement nationwide increased in Associations i.e. AAPHERD
State, Regional and National Association Presidents.
5. Other Accomplishments
a. Increased consultation in schools
b. Increased faculty presentations (local, state & national)
c. Through grants, faculty within the program have brought in over $27,000 in
hardware, software and equipment to enhance the education of the
undergraduate students and provide for additional research opportunities
for faculty and students.
d. Increased ongoing opportunities (Sport Camp)
e. PELinks4U continues to be a much needed and valuable international
resource
f. Increased Field experience: At the time of the last strategic plan, few of our
practica were with real kids nearby. As a result of partnerships established
with schools in the Kittitas Valley, we now have partnerships at over 6
schools, one after school and family program and one alternative school.
Our students are now being placed consistently in the real settings with real
K-12 students early and throughout the curriculum.
g. PELINKS4u and NASPE has resulted in the hosting on the CWU server, the
National Association for Sport and Physical Education List-serve.
h. Host state list servers (teachers) again, don’t know anything about this
i. Host physical educators in higher education List serve nor this
Dance Program
Development & Achievements Over the Last 5 Years.
In spring of 2003 the status of the dance program was up in the air. The current
director was retiring after 30 + years. Health related issues had prevented her
from teaching a lot of necessary classes in order for the dance minor to
progress. At the time of her retirement the program was at a critical low with 1
minor. Physical Education Program Director Dr. Jefferies advocated for the
Dance Program to continue and contacted me to apply as I had taught as an
adjunct for several years and had the necessary qualifications for the job. I was
informed that I had a year to get the program up and going or there was a good
chance it would be dropped. I was hired as NTTF to replace the tenured position
in dance. Here is a record of progress and achievements we have made over
the last 5 years.
1. The Dance Director position has gone from FTNTTF to FTTTF as of this last
spring and we have added adjunct hours into the program due to the extra
sections of classes.
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2. The number of students enrolling in dance classes has dramatically
increased and more sections of classes are being offered.
3. The number of students working towards the Dance Minor has increased
from 1 to 25.
4. The Dance Program has collaborated with other departments on projects,
including the Music dept., International Program, and the Theatre
department. (i.e. the Theatre Department’s lighting class works with the
Dance Company to develop lighting plots for the spring dance performance.
The performance is then held in McConnell at no fee to the company, and
everyone benefits from the experience.
5. The technology within the dance studio has been updated to include a
powerpoint/video system and an i-pod connection for teaching.
6. The Dance Program has increased its exposure through the development of
a personal web page, updated brochures and varied collaborations.
Footage of Orchesis dancers has been included in the promotional material
used by CWU media production personnel and recruitment personnel to
share information about the programs at central to the outlying
communities.
7. Two students have submitted choreography for conference presentations
that were accepted.
8. In spring of 2007 one of these dance minors presented at the national
AAPHERD conference in Texas and presented at CWU’s SOURCE symposium.
This was the first time a Central dance student achieved this level of
recognition.
9. The expansion of the dance class offerings has provided students more
opportunity to increase their technical skills.
10. The Dance Company (Orchesis) has gone to an audition based company that
has increased the artistic level of choreography. Orchesis has participated
in the Presidential Series in collaboration with the music dept.
11. The Dance Program has hosted master classes with various artists including
Alvin Ailey that have been open to community participation.
12. There has been a focus to increase communication with other department
faculty and to bring dance to the public’s awareness through dance
workshops and teaching experiences for dance students in the local school
systems.
13. The Dance Program continues to utilize a Foundation account to deposit
fundraising revenues that can be utilized to provide scholarship money to
dance students.
Activity Program
1. Continues to increase the number of courses & new activities despite
challenges with finding instructors and paying for adjuncts. These classes
are reviewed and refined quarter by quarter.
2. The coordinator position was created – now feeling that the Activity
Program is supported and respected by peers and students. At least 65
sections of classes are offered each quarter on campus with about a dozen
offsite vendors.
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3. Enrollment has been constant since 1998 and through 2008. Even
weathering the new Subrec construction and various phases of the NPAV
remodel.
4. Outsourced vendors a success and looking to add more. Enrollment in these
outsourced classes continues to be good.
5. New use of Rubrics added to syllabus on agenda.
6. Program has been promoted throughout the campus and community.
7. Activities Handbook was created to help G. A.’s and other instructors.
8. Recreation Majors required to take 2 credits
9. Exercise Science Practicum Students are expected to teach two classes per
quarter. Usually weights. A new experience for physical education
undergraduate practicum students has been developed to serve as a
supervised and monitored opportunity for teaching experience.
10. Budget for equipment is in place and seems adequate.
11. Activity program continues to support Asian University of the Pacific (AUAP)
needs.
12. Activity program works closely with Exercise Science GA’s assistantship
appointments under the supervision of the Activity Program coordinator.
Graduate Programs
Health and Physical Education Online Masters
1. Increased enrollment of on-line students from 6 in 2004 cohort to 13 in 2006 and 10
2.
3.
4.
5.
in 2008.
Graduate Students from on-line program are involved in state and national
professional associations.
Graduate Faculty and students have published in state and national journals, and
presented at state, regional, and national conferences and workshops
On-line graduate student have been successful in receiving grants to support their
programs.
Graduate students have received state and regional “Teacher of the Year” awards
and been finalists at the national level. Several have become “Trainers for Teachers”
for OSPI.
Athletic Administration Masters
1. Increased enrollment in the Athletic Administration specialization from 2 in 2004 to
a total of 17 in 2008.
2. Increased the number of graduate faculty involved in the program.
3. Graduates of this program have been able to find excellent employment
B. What challenges exist for the department and for each degree program?
1. Explain major challenges of the past five years.
2. List likely causes of each challenge as supported by documented evidence?
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Enrollment:
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Department FTE has remained consistent in the last 5 years with growth in Public Health
due to the new Pre-nursing specialization. Additionally, significant growth has occurred
in our two graduate programs as well (PE/Health on line masters and Athletic
Administration).
A significant challenge remains to maintain or increase FTE due to the falling economy
and job market prospects for our graduates in an economy with high unemployment.
Challenges remain to optimize class size in all courses and still maintain FTE.
We still have issues with inadequate space due to increased enrollment.
PESH plans to create an additional cohort to meet application demands.
It remains a challenge to do required service and research in a workload that
recommends 36 teaching credits per year. Also, we still rely on NTT people and adjuncts
to meet our major and minor demands.
An on-line graduate program in Athletic Administration is being developed to increase
FTE as it has been labeled a high demand FTE generator.
Facilities:










Dance studio is still without air conditioning.
Our office space is maxed out despite the availability of more office space after athletics
relocated.
Lack of classrooms. Faculty are often required to teach in lower campus due to lack of
classrooms in our building.
We need 2 new PESPH designated classrooms one of which is set up for video
conferencing and the other a mid-size (50 students) to help meet the increase in our
course offerings due to adding the Pre-nursing specialization and a second cohort in
PESH.
A video analysis LAB is vitally needed for PE instruction. This could be doubled as a
PESPH computer lab.
A PESPH student computer lab is needed (see above)
The pool liner gradually leaks causing bulges causing expensive repairs. A new liner
needs to be purchased or returned to tile.
Severe noise issues with NP 205
Gym space scarce during late afternoon and evening hours (proposal for a teaching gym
– see “facilities 1” old report)
Fixtures in classrooms are outdated and worn.
Technology:


Lack of current technology (document cameras, portable projection units, keeping up on
computer technology). We need a video conference room for on-line graduate
instruction, a new portable projector , document cameras for each classroom, new PC
and Mac laptops for checkout, 4 new digital video cameras for recording classroom
instruction and a SLR Digital camera.
Remote Powerpointtm advancement becomes frustrating due to signal competition
between classrooms.
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
Students in our programs are limited in computer lab access on this area of campus. We
need to install a student computer lab (both PC and Mac-based) that could double as
instructional space and PE analysis lab area. (See above.)
Curriculum:
 Scheduling of classes (issues of course conflicts; time)
 Crowded curriculum.
 Remaining current with curricula resources to enhance teaching and learning.
 Remaining current on certifications and state requirements.
Promotion and Tenure:

Criteria for promotion and tenure remain clouded and lack consistency particularly in
scholarship.
Morale:

Difficult to maintain enthusiasm and morale for faculty that are underpaid,
underappreciated, and fearful for their jobs due to the economic situation.
C. What past recommendations from the previous program review have been
implemented?
1. How has each recommendation been implemented and how have the
department and degree programs been impacted?
2. Which recommendations were not implemented and why?
HHPN - CEPS Dean’s Recommendations --July 1, 2004 (in italics)
Faculty Issues. The need for additional faculty in the HHPR department is critical. During three
years of budget reductions and reallocations within the university and specifically within the
college, the department has had a number of vacant positions deleted. An exception is the
Exercise Science program, to which a new tenure-track position was added and filled in 2002-03.
Inadequate staffing in terms of tenure-track and/or multi-year contracted FTNTT, along with
significantly increased class sizes, will ultimately adversely affect program quality and student
preparation and satisfaction. For example, the department needs tenure-track faculty members
in the following areas: (a) paramedic/EMT; (b) public health education; (c) health/fitness; and
(d) dance.
 A split of the department has occurred
 Obtained two FTTT replacements in public health and 1 FTNTT to address FTE in Public
Health
 School health: FTNTT person promoted to Senior lecturer
 Physical education replaced 1 new FTTT and continued to fund 1 FTNTT
 Dance: FTNTT converted to FTTT; secured adjuncts to offer classes
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A second area of concern is faculty salaries, which is a university-wide issue.
 Newly established Collective Bargaining Agreement (CBA) plus Cost of Living
Adjustments (COLA) have begun the process of addressing salary issues.
 There still exists some inequity in salary & experience within the department
A third area of concern for tenured and tenure-track faculty is time; that is, time for scholarship
and time for advising. I will address the scholarship issue in the section under scholarship.
 Workload plans addressing issue
 Scholarship issues are being addressed on a college wide basis organized by the
Provost
A fourth area of concern is the diversity and gender mix of the HHPR faculty. The search process
for TT faculty mandates that the department and college make every appropriate effort to have
an applicant pool that reflects the ethnicity and gender percentage population of available
applicants. I never will approve an affirmative action hiring process, both for my own
professional reasons and also for adherence to Washington state law. However, it is a concern
that the department has only three females among the 22 faculty members and the department
has no tenured or tenure-track faculty who are members of an underrepresented ethnic group.
 We adequately addressed the diversity of Faculty (training, background, philosophy,
specialty, ethnicity, gender, sexual orientation)
 More female minority faculty in the future would add to diversity
Recommendations:
1. HHPR faculty should review their Academic Program Review documents and develop a
three to five year plan, which includes the following:
A. Priority staffing needs of the department based on student enrollment and FTE
trends;
 Partially met (needs more consistency). Establishing a priority staffing plan is
needed.
B. Future directions for the programs;
 Established at PESPH retreat on November 20, 2008
C. Potential for external funding through grants and/or fund raising;
 Not met (Plan needed)
D. Potential for the programs in terms of visibility (campus, state, nation) and meeting
high-needs/high-demands criteria; and
 Appointing a public relations person for the department was discussed
E. Appropriate faculty mix (TT, FTNTT, and adj.) for each program.
The department chair should consult with the CEPS dean concerning faculty positions
and available funding for the positions.
 Occurs on an ongoing basis
2. HHPR faculty should work closely with their faculty senate representative concerning
salaries. (Note: The recently voted in “collective bargaining” unit will negotiate with
CWU administrators concerning faculty salaries.)
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 Not met (needed); faculty now work through union representative
3. Conduct faculty searches so that qualified applicants from underrepresented populations
are including the applicant pool.
 Fully met
Undergraduate Programs. HHPR undergraduate programs include major areas such as physical
education, health education, exercise science, and recreation/tourism. Under the bachelor
degree-granting programs are the following specializations:
Bachelor of Science: Physical Education; Physical Education-Teaching K-12; Health Fitness
endorsement
Bachelor of Science: Exercise Science
Bachelor of Science: Paramedic
Bachelor of Science: Public Health (formerly Community Health)
Bachelor of Arts: School Health
Bachelor of Science: Recreation and Tourism (Tourism Management and Recreation
Management) *Moved to Family and Consumer Studies.
Minors: Physical Education; Athletic Training; Dance; Dance Teaching; Coaching; Exercise
Science
General Education: HED 101
Service to ECE and Elem. Ed. Programs: HED 446; PE 334
Recommendations
1. Develop an annual process to assess the quality of each undergraduate program, as well
as the specializations, minor, and general education offering. If academic quality
becomes a concern, develop and submit to the dean a proposal to enhance academic
quality. Conduct a curriculum audit to determine if: (a) there is course duplication within
the department; fully met (b) there is course duplication between the HHPR courses and
other courses in the college; and ongoing & the revisions of the states Standard V give
excellent potential to reduce course duplication with education courses; public health
does curriculum revision yearly informally; all programs started implementing
program review assessment plan- 2007 (c) there is course duplication between the
HHPR courses and other courses in the other three colleges. If there is course duplication:
(a) either eliminate the HHPR course(s) or require the students to take the course(s) in
other departments or colleges; or (b) write a justification concerning “why” HHPR should
offer the course rather than another department. The course audit, results, and
remediation measures should be submitted to the dean within a year of the Department
Chair’s receiving the dean’s academic program review document. Addressed partially.
Continued planning and Departmental input required to “work the loop” and to “close
the loop.”
2. Make the department’s highest priority conduction of a search to fill a tenure-track
position for Paramedic/EMT. The search should begin in fall 2004 to fill the position
beginning with the 2005-2006 academic-year.
 Position filled
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3. Consider deletion of the Dance program in HHPR. I recommend discussions with the
College of Arts and Humanities to determine if there is interest in accepting the program.
(Note: A number of colleges and universities across the nation house dance performance
and dance education within arts and humanities.) The funding for the FTNTT dance
position can be reallocated to the Paramedic program for the tenure-track position.
 The Dance Coordinator was promoted from NTTF to FTTF.
 The number of students enrolling in dance classes has dramatically increased.
 The number of students applying for the Dance Minor has increased from zero to
25.
 The Dance Program has integrated more with other departments on projects. (i.e.
Music Theatre, International Programs)
 Technology needs have been met and improved dramatically.
 Better publicity for program through web page, brochures and collaborations.
 More class offerings equal increased skill development of Dance Company and
Dance students. National presentation of student Choreography.
 Increased communication with other department faculty
 Increase in faculty presentations and workshops.
 Increase in local teaching (dance experience) in district.
 Foundation monies and fund raising has improved.
4. Have discussions to consider transferring the Recreation and Tourism program to the
Department of Family and Consumer Sciences. Begin those conversations in fall 2004. If
needed, the CEPS dean will facilitate the some of the discussions between HHPR and
F&CS. If the transfer placement is determined to be a positive move, the transfer will
take place on July 1, 2005.
 Occurred
5. Continue the discussions between Exercise Science and Nutrition to develop an
interdisciplinary program under the IP charter, which will be submitted to the Academic
Affairs Council in August for approval. Determine if such an interdisciplinary program
could evolve into a Center of Excellence.
 Now under the department of Nutrition, Exercise and Health Sciences
Graduate Programs. HHPR graduate programs include Master of Science degrees in two fields
of study: (a) Exercise Science; and (b) Health, Human Performance, and Recreation. A
department distinction is that the HHPR program is available completely on-line. Although I
perceive no deficiencies in any of the programs, I am presenting the following
recommendations:
Recommendations
1. Make the Exercise Science a distinctive program; that is, list it in the catalog as a Master
of Science in Exercise Science (perhaps with specializations in Exercise and Nutrition
and/or exercise physiology and/or Psychology of Exercise/Human Performance). The
faculty of the program are exemplary in that they have the research expertise and
dissemination, knowledge, and name recognition to attract students to the program.
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Interdisciplinary approaches and curriculum development with Food Science and
Nutrition, as well as psychology could add to the program evolving into a Center of
Excellence.
 NA
2. Continue working with the CEPS dean, CEPS development officer, and the Office of
Research and Graduate Studies to develop additional on-going year-long graduate
assistantships.
 Ongoing but needs to now include new discussions with PESPH
Scholarship. The scholarship requirements for faculty members at Central Washington
University have changed during the past four years. Specifically, more scholarship is expected
and required, especially in the area of peer-reviewed publications. As a result of the scholarship
requirements for reappointment, tenure, and promotion, along with the scholarship expected
of individuals who have reached full professor rank, a number of issues have emerged: (a)
disparity in types of scholarship expectations among faculty members in different units of the
department [i.e., empirical-based research/publications versus qualitative-based
research/publications versus curriculum-based publications, etc.]; (b) disparity in the
scholarship expectations for tenured and tenure-track faculty members who hold different
terminal degrees [i.e., master’s or doctoral degrees]; (c) time for faculty members who wish to
conduct more extensive research; and (d) technology to conduct research.
Recommendations
1. The HHPR faculty need to recognize and honor various types of scholarship, including
empirical-based research/publications, qualitative-based research/publications,
curriculum-based publications, etc. The Department Chair should take leadership in
working with the Personnel Committee in collaboration with all tenured and tenure-track
faculty members to develop a department scholarship policy. The policy should reflect
levels of expectations, which include annual reappointment for tenure-track faculty,
tenure acquisition, promotion from assistant professor to associate professor, and
promotion from associate professor to full professor. The Personnel Committee, then,
should adhere to those policies when making personnel decisions.
 Not met. Conversations currently occurring.
2. Since time for scholarship for both tenure-track faculty and graduate faculty is a
concern, the department chair and faculty should develop a plan to provide faculty who
wish to engage in scholarship with some course reduction on a rotating basis (Note: The
dean’s office may be able to assist in this endeavor.). For example, the Chair should
encourage faculty members to apply for scholarship grants and incentives from the
Office of Graduate and Research and the CEPS Dean’s office. In addition, the faculty
should write and submit grant proposals to external agencies to seek funding for
research and projects. The proposals should include buy-out time for the projects.
 Addressed through workload plans
3. The CEPS Dean’s office will offer professional grant-writing training upon the request of
the department chair and HHPR faculty.
 Met
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4. The department should work with technology offices on campus to obtain computers,
software, and technology adjuncts, which are needed for graduate students and faculty
in the various HHPR units.
 Met through technology committee.
Technology. The faculty in the department desire and need appropriate technology and other
hard equipment for their programs.
Recommendations
1. The department has been addressing the technology issues for several years. The HHPR
faculty need to assess technologies that will be needed during the next five years,
develop an acquisition plan, and consider ways to meet those needs. In this time of
reduced resources from the state, faculty must seek external funding sources for
technology and laboratory upgrades and new equipment, along with having
departmental, college, and university sources.
 Met
2. To install an undergraduate computer lab, department representatives should meet with
the campus technology and academic space personnel to develop and implement a plan
for such a lab.
 Not met. Cannot occur until we have more physical space for this.
3. The Exercise Science faculty should conduct an inventory of their present technology
and develop a list of their needs for academic purposes, and a plan to replace the
equipment when necessary. The faculty should meet with the Chair and the Dean to
discuss the needs of the program.
 NA
Facilities. The facilities (Nicholson Pavilion and the Physical Education Building) for the HHPR
department are inadequate and overused. I am making only one recommendation under
facilities because there are university plans to remodel Nicholson, to move the Athletic
Department into the remodeled portion of Nicholson. That implementation will result in
increased office and classroom space for HHPR programs.
Recommendation
1. Remodel the balcony area above the swimming pool; i.e., the balcony area could be
“glassed in” with effective HACV controls and used as classroom space for physical
education activity oriented courses. In its present state, the balcony space is wasted
space.
 Alternative proposal submitted that would build an addition on the north end of
the PE building and connect with the swimming pool complex. A committee is
currently being populated to initiate this discussion.
Communication and Faculty Morale. Faculty morale seems to be quite good, even as the
department faces significant challenges. Communication seems to be good within the
department, except for a few misunderstandings among some faculty concerning personnel
decisions and college resources. In an earlier section of this APR document, I addressed the
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personnel committee issues. A concern and challenge lies in some faculty members’
expectations of administrators; specifically, distrust of administrators.
Recommendations
1. The HHPR Chair should arrange a quarterly department meeting during which the dean
will meet with the faculty. Both the dean and faculty will share information and
designate time for Q&A.
 Occurred yearly; recommended to occur each quarter.
2. The HHPR Chair should arrange an annual department meeting during which the Provost
will be invited to meet with the faculty for information exchange and discussion.
 Not met; continue recommendation
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D. Make a comparison between the last program review and where the department
is now.
1. How have the advances been supported?
2. Are there still outstanding unmet needs/challenges from the last program
review?
3. What has the department done to meet these challenges?






The last program review firmly established the need for obtaining more faculty to
address increased enrollment and newly established curriculum offerings within
individual programs. This was supported by the university nicely with the
attainment of replacement faculty lines and new faculty lines that are currently
adequate for all major and minor programs. However, a great need exists to convert
our School Health FTNTT faculty position to a FTTT position because this position is
heavily involved in teaching upper division courses, advising both undergraduate
and graduate students, and is the school health expert in the newly formed PESH
major. Additionally, we are still very adjunct dependent in the Activity Program and
Dance Program. Budget cuts in adjunct funding would give us a big hit in our course
offerings for these programs. We could survive but quantity would be diminished.
Maintaining adjunct funding is important.
The last program review established that more office space and classroom space is
needed in the PE building. Athletics moving to Nicholson Pavilion has helped with
this issue. However, we are currently maxed out to the point where we have no
more office space for any new faculty. The HHPN split into two programs has
created some spacing challenges in the reception area and it remains noisy and
creates distraction for our Administrative office supervisor and our senior secretary.
Classroom space is limited in the PE building and Nicholson Pavilion. A room
designated as a PE teaching lecture room was established in the Pavilion (room 205).
However it is quite difficult to optimally instruct due to the external noise in the
building and lack of soundproofing. Also, the upstairs gym teaching area is difficult
to schedule in the late afternoon and evenings because of athletics and intramurals.
Faculty are forced to teach in classrooms all over campus, sometimes quite far from
their educational resources and offices. More classroom space is needed in our
building. To accomplish this we recommend a building addition that would merge
with the swimming complex.
The last program review recommended the elimination or re-location of the Dance
Program. Thankfully, instead the Dance Minor has grown tremendously, a FTNTT
was converted to a FTTT position and the Dance Program is a wonderful resource for
the campus and local community.
The last program review supported the need for improvements in technology for
faculty and classrooms. A technology committee was established and each faculty
member has been set up with adequate computer technology for the moment.
Several classrooms have been upgraded for technology projections. A need still
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
exists to make sure technology faculty currently utilizes can be replaced in a timely
manner that will allow faculty to keep pace with innovation. Specifically, we need to
make sure faculty stay current with computer and camera technology to support
innovative research, service, and teaching. Classrooms need to be set up with smart
boards and document cameras.
Support for replacement faculty and new faculty has occurred in the last 5 years to a
degree that we feel adequately staffed. However, it must be noted that when
program growth occurs, our need for faculty will also grow. We can not provide
additional programs with the current staffing level. This stagnation of the
curriculum will become problematic in the near future.
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VIII. Future Directions
A. Describe the department’s aspiration for the next three to five years.
1. Through faculty efforts, establish the new department of Physical Education,
School and Public Health as a high functioning department with global
recognition.
2. Increase research, service and teaching collaborations within departmental
programs.
3. Establish advisory boards for each program to assist in curriculum review,
fund raising, and future directions.
4. Encourage International experience for students and faculty in exchange
programs and internships.
5. Increase on-line graduate course offerings.
6. Improve classroom and office space by getting the PE building on the
University’s Building schedule for a building expansion.
7. Expand the Department’s Master’s Programs by creating a Master’s in Public
Health/ Community Health.
8. Establish a Foundation account for dollar contributions for the Public Health
Program.
9. Develop recognition for advocacy and health equity. (Public Health)
10. Develop an undergraduate specialization in Health Promotion.
11. Establish a mentoring program that will increase the likelihood that new
faculty will earn promotion and tenure in a timely manner.
12. Continue to evaluate and improve major course offerings and curricula in
each major or minor program by utilizing alumni research, advisory boards,
and program review.
13. Begin a supervision program of some students in their student teaching
experiences.
14. Place dance content into the PESH curriculum.
15. Establish a resource library in the building.
16. Continue to improve technology for faculty and classrooms and obtain airconditioning in the dance studio.
B. Describe ways the department or unit plans to increase quality, quantity,
productivity, and efficiency as a whole and for each program. Provide evidence
that supports the promise for outstanding performance.
1. Establish advisory boards for each program to assist in curriculum review, fund
2.
3.
4.
5.
raising, and future directions.
Appoint a publicity person for the department to take photos, upgrade websites,
improve promotional brochures, and other PR necessities to better promote each
program.
Work closely with university personnel to Increase grant activity in the department.
Create advising handbooks for each major and minor similar to that being used by
the Public Health students.
Establish a departmental group-advising plan.
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6. Increase research, service and teaching collaboration within the department.
7. Increase and enhance advising collaborations with Academic Advising Center and
COE advisors.
8. Increase specialty classes in the activity program, i.e. kickboxing, ball dancing, etc.
9. Increase PESH faculty involvement in K-12 teaching by doing student teaching
supervision, collaborations with school districts, and offering more practica
experience that demands supervision.
10. Improve classroom and office space by getting the PE building on the University’s
Building schedule for a building expansion.
11. Faculty in-service to improve teaching.
12. Resource Library
13. Encourage International experience for students and faculty in exchange programs
and internships.
14. Continue to evaluate and improve major course offerings and curricula in each
major or minor program by utilizing alumni research, advisory boards, and program
review.
15. Continue to improve technology for faculty and classrooms and obtain airconditioning in the dance studio.
C. What specific resources would the department need to pursue these future
directions?
1. Convert FTNTT position to a Tenure track School Health faculty position
2. Obtain at least one Graduate TA position for all programs in the department.
3. Continue to improve technology for faculty so that their teaching and research
needs are being met.
4. We must have additional TT faculty if the Public Health Program develops a Master’s
Degree or a Health Promotion Specialization.
5. Obtain air-conditioning in the dance studio.
6. Maintain funds for faculty participation at professional conferences and professional
development training.
7. Funds to support international exchange, internships, and conference attendance.
8. Computer labs for qualitative research, movement analysis, and other uses.
9. Increase technology available in each classroom.
10. Improve classroom and office space by getting the PE building on the University’s
Building schedule for a building expansion.
11. Dance studio is still without air conditioning.
12. Our office space is maxed out despite the availability of more office space after
athletics relocated. Thus, we need at least 3 new office spaces for future hires.
(More if you include NEHS).
13. Lack of classrooms. Faculty are often required to teach in lower campus due to lack
of classrooms in our building.
14. We need 2 new PESPH designated classrooms one of which is set up for video
conferencing and the other a mid-size (50 students) to help meet the increase in our
course offerings due to adding the Pre-nursing specialization and a second cohort in
PESH.
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15. A video analysis LAB is vitally needed for PE instruction. This could be doubled as a
PESPH computer lab.
16. A PESPH student computer lab is needed for our undergraduates and graduate
students
17. The pool liner gradually leaks causing bulges causing expensive repairs. A new liner
needs to be purchased or returned to tile.
18. Severe noise issues with NP 205 exist. Sound proofing is essential to make this a
legitimate space.
19. Basketball hoops need to be suspended from ceiling in upstairs gym and lines
moved away from bleachers which creates a safety hazard
20. Gym space scarce during late afternoon and evening hours (proposal for a teaching
gym)
D. What do you want us to know that is not included in this self-study?
1. We are a new department in transition and much of this study reflects our efforts to
establish ourselves as a fully functioning progressive department that cares deeply
about our mission, vision, and core values.
2. In the middle of our preparation for this self-study, we voted to split the College of
Education and Professional Studies into two separate colleges. We attended
summer workshops to help establish this. A lot of our efforts in this self study were
under the assumption that the split would occur and we would be located as a new
department in the College of Education. The split has not happened because of
recent budget concerns by the President of the University.
3. We are also in the process of developing goals and objectives for our new
Department. We know this work is critical, and are assuring that the work is
meaningful and valuable.
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IX. Suggestions for the program review process or contents of the
study?
We recommend that prior to the review, very clear explanations would be given to detail the
importance of this self-study and for what purposes it will be used.
We also recommend that faculty clearly be informed of their role throughout this process.
We further recommend that one make desired data for the self-study easier to acquire, interpret,
and report. There was a bit of a disconnect between that the Self Study outline called for and what
Institutional Research could provide (i.e., FTE numbers, class size numbers, average number of
faculty members for a given program in a given year)
Page 65
Appendix One
HHPN Goals and Objectives 2004 – 2008
UNIVERSITY
Goal I: Maintain and strengthen an outstanding
academic and student life on the Ellensburg
campus.
 Integrate existing undergraduate initiatives to
bring greater coherence to the
undergraduate experience.
 Integrate international experiences and
global education in curricular and cocurricular initiatives.
 Enhance communication and collaboration
among divisions and community members.
 Recruit, support, retain, and graduate wellqualified, diverse, and motivated students
who will benefit from the CWU educational
and social experience.
 Increase opportunities for and encourage
greater student participation in
extracurricular and co-curricular activities.
 Clarify the role, function, and desirable size of
graduate education at CWU.
Goal II: Provide for an outstanding academic
and student life at the university centers.
 Enhance communication between the
university centers and the Ellensburg
campus to provide seamless processes for
faculty, staff, and students.
 Develop collaborative relationships with
partner community colleges to maximize
resources, share costs, and be a
contributing partner of each center's
growing community.
 Develop new academic programs that
respond to the needs of the local
communities and ensure timely and
consistent delivery.
 Deliver student services that respond to the
interests and desires of the student body at
each center.
COLLEGE
Goal I: Provide for an outstanding academic
and professional growth experience for
students at all CWU locations. (CWU Goals
1,2,5)





Meet and maintain required
accreditation, state, and/or professional
standards in all CEPS programs
Provide opportunities for students to
participate in activities that enhance their
college experience
Determine which high-demand programs
should be offered at the Centers
Identify, support and monitor Center
program needs
Develop, support and monitor graduate
level programs within CEPS
Goal II: Prepare students to participate in an
increasingly diverse economy and
environment. (CWU Goal VI)
DEPARTMENT
Goal I: Increase scholarly activities within the Department. (CWU Goals I,II,V: CEPS Goal I)




Goal II: Enhance student and faculty critical thinking and communication skills (e.g., writing
and speaking). (CWU Goals I,II: CEPS Goals I,II)




Facilitate Diversity throughout CEPS
programs
Facilitate Globalism throughout CEPS
programs
Recruit and retain diverse students
Page 66
Encourage and facilitate scholarship, research, and professional development of HHPN
students and faculty
o Provide funding as budget permits for research and professional development.
o Provide reassigned time, workload reduction, and clerical support for faculty
involved in research projects and professional development.
o Determine the need for professional development within the faculty, i.e.
sabbaticals, education and training leave of absences, updating knowledge
skills
Facilitate student scholarship in research and professional development.
o Expand and improve research oriented course work.

Diversify course offerings and faculty in Graduate Studies.
o Encourage students to join and participate in campus, state and national
professional associations.
o Increase number of qualified applicants for HHPR graduate program.
Support faculty who involve undergraduates in research projects.
Hire faculty based on program centrality, essentiality, and productivity who are eligible
for graduate faculty status.


Improve student verbal and nonverbal communication.
o Incorporate into classes, verbal and written presentations and group
experiences which incorporate current research.
Develop forums for exploring current professional issues.
o Invite guest speakers to present forums, workshops, or class lectures.
Support student involvement at professional meetings/presentations.
o Encourage and support students in attending professional
meetings/presentations.
o Encourage student participation in major clubs.
Goal III: Strengthen and further diversify our
funding base and strengthen infrastructure to
support academic and student programs.
Goal III: Recruit and retain a diverse and
highly qualified faculty to develop and sustain
prominent programs. (CWU Goals 1,2,5)
 Implement a comprehensive fund raising
campaign by cultivating, soliciting, and
stewarding constituents.
 Increase the number of external grants and
contracts awarded to CWU.
 Explore alternative revenue sources through
public/private partnerships.
 Continue efforts toward maintenance and
preservation of campus buildings,
upgrading of campus infrastructure, and
stewardship of natural resources.

Goal IV: Build mutually beneficial partnerships
with the public sector, industry, professional
groups, institutions, and the communities
surrounding our campuses.
Goal IV: Build mutually beneficial partnerships
with alumni, industry, professional groups,
institutions, and the communities surrounding
our campus locations. (CWU Goal 4)
 Increase involvement of students and
employees in and with our multiple
communities.
 Involve business and industry in university
activities.
 Strengthen relationships with all sectors of
higher education and with local, state, and
federal officials.
 Increase opportunities for the public to
participate in the life of the university.

Goal V: Achieve regional and national
prominence for the university.
Goal V: Provide professional, high-quality
staffing, facilities, technologies, and
appropriate resources to ensure the highest
levels of academic and professional
development. (CWU Goals 1,2,3)
 Identify, promote, and financially support
academic and support programs of regional
and national prominence, including spheres
of distinction.
 Recruit and financially support academically
promising students at all campuses and




Provide support for faculty professional
development
Facilitate and monitor mentorship
program for new faculty, including TT,
FTNTT, and Lecturers
Recognize exemplary teaching,
scholarship and service
Obtain funding for new positions
Recruit and retain diverse faculty
Goal III: Increase student and faculty understanding, expertise and utilization of technology
and services (e.g., computers, multimedia, specialized professional equipment). (CWU Goals
I,II: CEPS Goal V)







Facilitate relationships between CEPS and
PK-20 educational institutions
Facilitate interdisciplinary relationships
with other colleges and departments
Facilitate internal and external
partnerships
Upgrade and add onto buildings and
facilities
Provide and maintain hardware and
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Increase student use of available technology.
o Require student assignments to be prepared using computer technology.
o Encourage students to use available technology in professional activities.
o Integrate the latest technology advances in learning.
Encourage the faculty to use latest instructional technology.
o Participate in media presentations and workshops.
o Provide latest instructional technology equipment for faculty.
o Provide release time for faculty to develop technology skills.
o Continue to upgrade instructional technology as funding allows.
Improve faculty and student accessibility to computer technology.
o Support faculty requests for equipment upgrade to allow use of latest
technology.
o Establish classroom presentation stations in HHPR classrooms.
o Establish an Undergraduate Internet Computer Lab in PE Building.
o Complete Department networking project.
Goal IV: Increase student and faculty awareness and understanding of diversity and
multiculturalism. (CWU Goal VI: CEPS Goal II)

Develop and promote faculty and student understanding of cultural issues.
o Invite guest speakers on cultural based issues.
o Encourage participation in campus based multi- cultural social activities.
o Encourage the faculty to join international professional associations.

Incorporate themes related to diversity and multiculturalism into appropriate courses.
o Include topical sections regarding multiculturalism and diversity in course
syllabi.
o Include topics related to diversity and cultural differences in class lectures and
discussions.

Increase the number of students from diverse backgrounds.
o Become more active in recruiting students from under represented
populations.
o Become more active in recruiting faculty from under represented group.
Goal V: Develop and continually refine program evaluation. (CWU Goals I,II,V: CEPS Goal I)

Encourage faculty development and involvement in student learning outcomes.
o Provide incentives and motivation for faculty to help in the development of
student learning outcomes and assessment.
o Encourage faculty to attend workshops and forums.
o Select valid and reliable assessment techniques to assess the programs’
students learning outcomes in order to provide evidence of achievement for
program improvement and accountability.
centers.
 Develop an aggressive marketing program
that highlights prominent academic and
support programs of the university, the
achievements of undergraduate and
graduate students, and the
accomplishments of alumni.
 Develop appropriate support and rewards for
faculty and staff who attain regional and
national recognition for academic
achievements or achievements in their
areas of expertise.



software technologies
Increase departmental office goods and
services budgets
Increase the number of tenure-track
faculty positions in departments within
the college
Expand sources of revenue to support
college initiatives
Goal VI: Build inclusive and diverse campus
communities that promote intellectual inquiry
and encourage civility, mutual respect, and
cooperation.

Encourage faculty and student involvement in curriculum development.
o Encourage the faculty and students to become involved in state, regional,
national, and international curriculum development initiatives.
o Encourage the faculty and students to attend professional meetings on and off
campus.
o Evaluate the Physical Education Activity Program (basketball, golf, weight
lifting) for relevance, course desirability, demand, and participation.

Develop an understanding of what constitutes "ethics" and "values" specific to their
discipline.
o Integrate discussion of ethical issues into courses.
o Instruct students on the values clarification process.
o Encourage the faculty to incorporate assignments that highlight ethical and
value based issues.
o Program Directors will encourage students and faculty to attend University and
other professional meetings that are appropriate.

Faculty will model ethical behavior and responsible values.
o Offer in-service instruction from Higher Education Coalition Meeting.
o Encourage faculty to perform individual research in their area.
Goal VI: Continue to expand communication and public relations activities with internal and
external constituencies. (CWU Goal IV: CEPS Goal IV).

 Embrace diversity, equity, social justice, and
cultural responsiveness across the
university.
 Foster and promote a stimulating and
intellectually rigorous community.
 Promote effective communication and an
atmosphere of civility and respect.

Ensure that all members of the university
community are provided equitable
opportunities for intellectual development,
growth, success, and reward.
Increase communication between HHPR and other university departments.
o Encourage participation in interdisciplinary courses.
o Encourage attendance at interdepartmental meetings and workshops.
o Revise and update the HHPR information brochures for all programs.
Goal VII: Continue to develop community service programs. (CWU Goal IV: CEPS Goal IV).


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Encourage students to provide community service.
o Encourage students to share their expertise in the community
o Encourage students to participate in Service Leaning and Cooperative
Education Programs
o Incorporate service learning requirements into department courses
Pursue cooperative agreements with outside agencies.
o Recognize faculty and/or students who participate in such programs.
o Establish internship placement.
o Complete Department’s permanent marketing display.
o Continue to update the Department’s WEB page.
Goal VIII: Provide quality education opportunities to place bound students. (CWU Goal II:
CEPS Goal I).
Goal IX: Research and discuss strategies for reducing curriculum overlap, improved
effectiveness, and improved programs. (CWU Goals I,II: CEPS Goal I).



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Encourage faculty to discuss the objectives and outcomes of the courses they teach and
the programs in which they are involved.
o Appoint a department committee to discuss and make recommendations on
curriculum strategies.
o Developing a set of guidelines for all instructors to follow teaching in the
Physical Education Activity Program.
Encourage the faculty to develop interdisciplinary courses or experiences.
o Appoint a department committee to explore the need to expand General
Education courses.
o Obtain approval of Health Education 101, Health Essentials, as general
education breadth requirement.
Develop a Health and Fitness teaching endorsement
Appendix 2
Programmatic Goals and Assessment Form
Program: Public Health Education and School Health (AY 2007-2008)
Department/Prog
ram Goals
Related College
Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)
Who/What Assessed
(population, item)
When
Assessed
(term,
dates)
1. Public
Health Majors
will be
competent
professionals
who apply the
Core Functions
of Public Health
(Assessment,
Assurance, and
Policy
Development).
2. Faculty
within the
Public Health
Major will
remain at the
leading edge of
knowledge in
the field.
Goals 1 and 2
Goals 1 and 2
Criterion of Achievement
(Expectation of how good
things should be?)
Results for 20072008
Goal I
Culminating projects
in all courses
measured in SLOs.
All students before
placement in
Cooperative
Education
experiences.
Ongoing
All SLOs that measure
the skills and
competence of Public
Health majors;
successful (80%
minimum score)
completion of projects
All SLOs were
evaluated with
the “greater than
80%” criteria as
successful
completion.
Goals V
and VI
Conference
attendance;
continuing education
courses completed;
All tenured and
tenure-track
faculty who teach
courses in the
Public Health
major.
Yearly
All faculty should attend
or participate in a
minimum of three
conferences/classes in
any given 5-year period.
Dr. Perez
(FTNTT):
2 state trainings
for School Health.
Dr. Briggs: One
state training for
school health.
Dr. Madlem One
state conference
for public health
3. Faculty
within the
Public Health
Major will be
competent
Goals 1 and 2
Goal V
Poster sessions and
presentations at
state/regional/natio
nal/international
conferences;
Page 70
All tenured and
tenure-track
faculty who teach
courses in the
Public Health
Yearly

All faculty should have a
minimum of three

contributions in any
given 5-year period.
Dr. Briggs
Keynote Address
at 2 state teacher
conferences
scholar/teache
rs who
contribute
regularly to
their field
publication in peerreviewed journals
(state/regional/natio
nal);
major.



Dr. Madlem
1 peer-reviewed
publication
1 National
conference
presentation
1 state
presentation.
Did not initiate
this year.
4. The Public
Health Major
will strengthen
its
academic/pract
ice link to
better train
students.
Students.
Goals 1 and 2
Goal IV
Written minutes of
Public Health
Advisory Council
meetings.
Public Health
Advisory Council
Twice
yearly.
Establish Advisory
Council and hold one
meeting.
5. School
Health Majors
will
demonstrate
their
commitment to
professional
development
6. School
Health Majors
will
demonstrate
student
teaching and
job readiness
Goals 1 and 2
Goals 1
and 6
Tally attendance at
conferences or
workshops not a part
of their course of
study
School Health
senior majors
Quarter
before
student
teaching
80% of majors will
attend at least one
professional
conference or
workshop.
75% of all
majors
attended
either
WAHPERD
or
AAHPERD
Goals 1 and 2
Goals 1
and 6
Review professional
portfolio
All School Health
majors
Quarter
before
student
teaching
All majors will
complete the
portfolio review
with a score of at
least 90%
90% of all
majors
completed
their
portfolio
review with
at a score of
at least
90%
Page 71
7. Faculty
within the
School Health
Major will
remain at the
leading edge of
knowledge in
the field.
Goal 3
Goals 5
and 6
Conference
attendance;
continuing education
courses completed;
professional
development
workshops
All tenured and
tenure-track
faculty who teach
courses in the
School Health
major.
End of
summer
quarter
All faculty will
attend or
participate in a
minimum of three
conferences/class
es/professional
development
workshops in any
given 5 year
period.
Dr. Perez
(FTNTT):
2 state trainings
for School Health.
Dr. Briggs: One
state training for
school health.
Dr. Madlem One
state conference
for public health

8. Faculty
within the
School Health
Major will be
competent
scholar/teache
rs who
contribute
regularly to
their field.
Goal 3
Goals 5
and 6
Poster sessions and
presentations at
state/regional/natio
nal/international
conferences;
publication in peerreviewed journals
(state/regional/natio
nal);
All tenured and
tenure-track
faculty who teach
courses in the
School Health
major.
End of
summer
quarter
All faculty will
have a minimum
of three
contributions in
any given 5-year
period.




Page 72
Dr. Briggs
Keynote Address
at 2 state teacher
conferences
Dr. Madlem
1 peer-reviewed
publication
1 National
conference
presentation
1 state
presentation.
Appendix 3
Programmatic Goals and Assessment Form
Program: Physical Education
Department/Program
Goals
Related
College
Goals
1, 5,
Related
University
Goals
3, 6, 8
2. Faculty will demonstrate
the ability to contribute to
the larger field of related
professional literature.
1, 5
3. Students will be
prepared with skills,
knowledge and disposition
to successfully gain state in
health and fitness.
4. To provide an
undergraduate major that
accurately reflects current
state endorsement
requirements.
1. Faculty will demonstrate
their commitment to be
lifelong learners.
Who/What
Assessed
(population, item)
Physical Education
faculty members
When
Assessed
(term, dates)
Spring
quarterly
yearly
6
Number of Professional
Physical Education
Presentations/Publications faculty members
per year
Spring quarter
yearly
1
1, 4, 9
West E
Undergraduate
students prior to
student teaching
Prior to
student
teaching.
~ 90% of the students should
pass
1
4, 9
Review of standards for
endorsement in Health
and Fitness
The population is
actually the course
syllabi, however
this will be
reflected in
students.
Fall quarter
100% compliance of all
standards within the major
content
Page 73
Method(s) of Assessment
(What is the assessment?)
Number of Conferences
Attended / Year
Criterion of Achievement
(Expectation of how good
things should be?)
Each faculty member will
attend no less than 1 state
conference/workshop per
year
Within the program there will
be an average of 2
presentations and one
publication / year.
5. Students will
demonstrate their
commitment to be lifelong
learners.
4
3, 6, 8
Tally of attendance at
conferences
Graduates of the
undergraduate
and graduate
Physical Education
programs within
the most recent 5
years.
Undergraduate
students
At 3 state
conferences
per year
(WAHPERD,
PEAK, Best of
West)
Post to graduation
-No less than 15 students will
attend one of the 3 state
conferences.
Prior to graduation
-90% attendance in 3 state
conferences over 3 years
6. Provide pedagogical
experiences in diverse
settings.
2
5, 8
Tally experience
Undergraduate
students
Spring
One per year
7. Students will
demonstrate competency
utilizing a variety of
technological tools for
teaching and assessment.
5
7, 9
Technology performance
rubric
Undergraduate
and graduate
students
Fall, winter,
spring
85% of the students will
successfully complete this
rubric
8. Promote PDS
partnerships within the
state school community.
5
10
Partnership count
Schools and other Fall, winter,
programs that
spring
have k-12 students
enrolled
Page 74
2 different placement sites
Appendix 4
Program: Public Health Education and School Health Program
Student Learning Outcomes and Assessment (AY 07/08)
Student Learning
Outcomes (performance,
knowledge, attitudes)
Related
Program/
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Students will conduct
and formally present
to the class a needs
assessment of Kittitas
County utilizing
secondary data
analysis techniques
by following the
PRECEDE/PROCEED
Model.
Students will plan a
health education
program based on
the needs
assessment data
gathered in
preceding class
utilizing appropriate
models and theories
and present this
written plan for
evaluation.
HED 471
Fall
HED 472
Winter
1. Assessing individual
/community needs for
health education
Goal 1
Goals 1 and 2
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
2. Planning health
education strategies,
interventions, or
programs
Goal 1
Goals 1 and 2
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
Page 75
Standard of
Mastery/
Criterion of
Achievement
(How good
does
performance
have to be?)
Students must
achieve a
passing score
of greater than
80% on this
written
project.
Students must
achieve a
passing score
of greater than
80% on this
written
project.
Results for
2007-2008
?
Lost data
due to
technology
problem
100%
Student Learning
Outcomes (performance,
knowledge, attitudes)
Related
Program/
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Students will develop
an implementation
plan for above
utilizing logic models,
GANTT charts, and
timelines. Written
implementation plan
will be presented for
evaluation.
Students will develop
an evaluation plan
for the health
education program
planned and
implemented in
previous class
utilizing both
qualitative and
quantitative
methodologies.
Written evaluation
plan will be
presented for
assessment.
Students will write
and submit a
foundation grant for
their identified
health issue from
above.
HED 472
Winter
HED 473
HED 475
3. Implementing health
education strategies,
interventions, or
programs
Goal 1
Goals 1 and 2
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
4. Conducting evaluation/
research related to health
education
Goal 1
Goals 1 and 2
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
5. Administering health
education strategies,
interventions, or
programs
Goal 1
Goals 1 and 2
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
Page 76
Standard of
Mastery/
Criterion of
Achievement
(How good
does
performance
have to be?)
Students must
achieve a
passing score
of greater than
80% on this
written
project.
Results for
2007-2008
Spring
Students must
achieve a
passing score
of greater than
80% on this
written
project.
73%
Spring
Student must
achieve a
passing score
of greater than
80% on this
written
project.
100%
100%
Student Learning
Outcomes (performance,
knowledge, attitudes)
Related
Program/
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
Goal 1–
Maintain and
strengthen
an
outstanding
academic
and student
life.
Students will create a
resource file of
sources of current
reliable and valid
health information.
HED 230
Fall Winter Spring
Students will prepare
and present a lesson
on a health topic.
Students will also
prepare and present
a controversial health
issue to class.
Students will plan a
Social Marketing
campaign on a
selected health topic.
Portfolio submission
HED 422
HED 460
HED 440
All School
Health majors
HED 345 and part of
Portfolio submission
All School
Health majors
6. Serving as a health
education resource
person
Goal 1
Goals 1 and 2
7. Communicating
/advocating for health and
health education
Goal 1
Goals 1 and 2
8. Students will develop a
comprehensive classroom
management plan
Goals 1 and 2
Goals 1 and 2
Goal 1
9. Students will
demonstrate competency
in writing comprehensive
lesson plans
Goals 1 and 2
Goals 1 and 2
Goal 1
Page 77
Standard of
Mastery/
Criterion of
Achievement
(How good
does
performance
have to be?)
Students much
achieve a
passing score
of greater than
80% on this
written
project.
Results for
2007-2008
Fall Winter Spring
Students much
achieve a
passing score
of greater than
80% on these
activities.
HED 422:
97.5%
HED 460:
100%
HED 440:
81%
Quarter before
student teaching
by placing on
Livetext
Quarter before
student teaching
by placing on
Livetext
Acceptable
score on
Livetext rubric
100%
Acceptable
score on
Livetext rubric
100%
92%
Student Learning
Outcomes (performance,
knowledge, attitudes)
10. Students will
demonstrate the ability to
present a brain based
lesson that will accomplish
learning objectives
11. Students will develop
a comprehensive health
education scope and
sequence curriculum plan
12. Students will develop
a teaching philosophy that
will help shape one’s
teaching
13. Students will
demonstrate student
teaching and job
readiness
Related
Program/
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates) ***
Standard of
Mastery/
Criterion of
Achievement
(How good
does
performance
have to be?)
A minimum
score of 80%
from HED 422
presentation
rubric
A minimum
score of 80%
on rubric.
Results for
2007-2008
Goals 1 and 2
Goals 1 and 2
Goal 1
HED 422
presentation to
peers.
All School
Health majors
One or two
quarters prior to
student teaching
Goals 1 and 2
Goals 1 and 2
Goal 1
HED 345
All School
Health majors
Junior or senior
year
Goals 1 and 2
Goals 1 and 2
Goal 1
HED 345 and
portfolio submission
All School
Health majors
Junior or senior
year
A minimum
score of 80%
on rubric.
100%
Goals 1 and 2
Goals 1 and 2
Goal 1
Portfolio
All school
health majors
Quarter before
student teaching
A minimum
score of 80%
on all rubrics
for entire
portfolio
100%
Page 78
97.5%
100%
Appendix 5
Physical Education Program
Student Learning Outcomes Assessment Form (AY 2007/2008)
Student Learning
Outcomes
(performance,
knowledge,
attitudes)
1. Students will
demonstrate a
knowledge of and
ability to utilize
the characteristics
of effective
teaching specific
to all learners.
2. Students will
demonstrate
recognition of
appropriate and
inappropriate
responses while
teaching a broad
spectrum of k-12
students.
3. Students will
demonstrate the
ability to correctly
design a unit of
instruction
including: lesson
plans,
assessments.
4. Students will
demonstrate
knowledge of
appropriate skill
progression in a
variety of
activities/sports.
5. Students will
demonstrate the
capacity to apply
Related
Program/
Departmental
Goals
Related
College
Goals
Related
University
Goals
Method(s) of Assessment
(What is the
assessment?)*
Who Assessed (Students
from what courses –
population)**
When
Assessed
(term,
dates) ***
Standard of Mastery/
Criterion of Achievement
(How good does
performance have to be?)
2, 3, 4
1
1
Summary reflection of
teaching experiences
Undergraduate students
PE 340C, 340D, and
HED 445
Winter,
Spring when
taking
culminating
class
A minimum score of 85% on
rubric.
2, 3, 4
1
1
Summary reflection of
teaching experiences
Undergraduate students
PE 340C, 340D, and
HED 445
Winter,
Spring when
taking
culminating
class
A minimum score of 85% on
rubric.
3,4
1
1
Livetext Unit Plan Rubric.
PE 341C
Fall
A minimum score of 80 out of
100 on rubric.
3, 4
1
1
Skill Theme Rubric
Undergraduate students
during each associated
class (PE 342A-D) and as
a cumulative product
prior to graduation
Fall, Winter,
Spring
A minimum score of 85% on
rubric.
3, 4
1
1
Summary reflection of
teaching experiences
PE 340C, PE 340D
Winter,
Spring
A minimum score of 85% on
rubric.
Page 79
developmentally
appropriate
concepts to
teaching
environments.
6. Students will
demonstrate the
capacity to assess
performance with
pda’s, heart rate
monitors, and
pedometers.
7. Students will
be able to teach
with appropriate
presentation
technological
tools.
3, 4
1
1, 7
Technology Assessment
Rubric
PE 341C, 342B, 342D
Fall, Winter
A minimum score of 85% on
rubric
3, 4
1
1, 7
Presentation rubric
PE 341C and HPE 567,
Undergraduate and
graduate
Fall,
Summer
A minimum score of 85% on
rubric
Page 80
Appendix 6
School and Public Health
Table 5 (Section III)- Tenured and Tenure-track Faculty Profile
2004-2005
2005-2006
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
2
50%
1
50%
2006-2007
# faculty % of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
1
50%
2008-2009
# faculty
% of
TT - T
faculty
5-yr total
Annual
avg
% of
faculty
(e.g. abstracts/conference proceedings)
(e.g. conference presentation)
3
50%
2
50%
5
100%
7
100%
1
50%
Other, etc.
1
50%
3
50%
4
100%
5
100%
5
100%
1 funded
50%
1 funded
50%
13
100%
12
100%
* Grants: (Use categories applicable to your departmental & college criteria)
External
Funded / Unfunded
Internal
Funded / Unfunded
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
11
100%
12
100%
13
100%
State Committees
Leadership & Service - Professional
Organizations
Community Service
1
1
50%
1
50%
2
100%
2
100%
2
100%
3
50%
1
50%
Other
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
1
2
50%
50%
Public Health Education and School Health Program Faculty:
Dr. Kenneth Briggs – 2004-present (Tenured)
Ms Nicole Dunn –2007-2008 (NTT)
Dr. Karen Elliott – 2006-2007 (TT)
Ms Kris Espinoza –2007-present (NTT)
Dr. Jennifer Lehmbeck – 2008-present (TT)
Dr. Melody Madlem – 2004-present (Tenured)
Dr. Becky Pearson – 2008-present (TT)
Dr. Mark Perez – 2004-present (NTT)
Dr. Frank Pleban – 2005-Jan 2006 (TT)
Dr. Emily Whitney – 2008-present (TT)
(TT-tenure-track; NTT-Non-Tenure Track; **All vitas are attached that show evidence of scholarship, grants, service measures, and faculty mentored research.)
Page 81
Appendix 6
Physical Education
Table 5 (Section III)- Tenured and Tenure-track Faculty Profile
2004-2005
2005-2006
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
1
3
(e.g. abstracts/conference proceedings)
3
1
(e.g. conference presentation)
1
3
2006-2007
# faculty % of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
3
2
2008-2009
# faculty
% of
TT - T
faculty
5-yr total
1
2
2
3
1
funded
1
Unfunded
1 funded
1
funded
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
3
3
3
3
3
State Committees
2
2
2
2
2
2
2
3
2
3
3
Other, etc.
* Grants: (Use categories applicable to your departmental & college criteria)
External
Funded / Unfunded
2
funded
1
funded
Internal
Funded / Unfunded
Leadership & Service - Professional
Organizations
Community Service
Other
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
1
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
Undergraduate Faculty for Physical Education K-12 :
Dr. Steve Jefferies – 2004 to present (tenured)
Dr. Kirk Mathias - 2004 to present (tenured)
Dr. Ferman Konukman – 2005-2007 (tenure-track)
Mrs. Leanne Semprimoznik – 2007 to present (lecturer)
Dr. Heidi Henschel Pellett – 2007 to present (tenure-track)
Dr. Stefan Ward – 2008 to present (tenure-track)
**All vitas are attached that show evidence of scholarship, grants, service measures, and faculty mentored research
Page 82
Annual
avg
% of
faculty
Appendix 6
Graduate Programs
Table 5 (Section III)- Tenured and Tenure-track Faculty Profile
2004-2005
2005-2006
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
1
3
(e.g. abstracts/conference proceedings)
3
1
(e.g. conference presentation)
1
3
2006-2007
# faculty % of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
3
2
2008-2009
# faculty
% of
TT - T
faculty
1
2
2
3
1
funded
1
Unfunded
1 funded
1
funded
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
3
3
3
3
3
State Committees
2
2
2
2
2
2
2
3
2
3
3
Other, etc.
* Grants: (Use categories applicable to your departmental & college criteria)
External
Funded / Unfunded
2
funded
1
funded
Internal
Funded / Unfunded
Leadership & Service - Professional
Organizations
Community Service
Other
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
1
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
Page 83
5-yr total
Annual
avg
% of
faculty
Appendix 7
Copies of all Faculty Vita
Page 84
Appendix 8
Public Health Advising Document
Page 85
Central Washington
University
Public Health Education Program
Application and Major Guide
Department of Physical Education, School and
Public Health
2008-2009
Page 86
Table of Contents
Welcome to Public Health
3
Faculty
6
What Can I Do In Public Health?
10
Application/Graduation Requirements
13
Major Required Courses
14
Community Health Education Specialization
Required Courses
15
Pre-Nursing in Public Health Specialization
Required Courses
16
Community Health Education Minor
Required Courses
Course Offerings Schedule
Planning Calendar for Community Health
Specialization
17
18
19
Planning Calendar for Pre-Nursing n Public Health
Specialization
20
Major/Minor Application Form
21
Page 87
Mission
The Mission of the Public Health Education Program at Central Washington University is to create an
atmosphere of mutual respect, resulting in a positive impact on the health of individuals, groups,
communities, and the world at large.
Vision
The Public Health Education Program at Central Washington University will be known as a student-centered,
evidence-based program that prepares professionals to plan, implement, and evaluate innovative strategies
that promote social justice, health and well-being for individuals, groups, communities and the world at large.
Shared Values
Faculty members of the Public Health Education Program share an essential passion, embodied in our roles as
teachers and life-long learners, to serve the needs of our students. We are committed to the following values:
 Healthy people in healthy communities.
 Professionalism: Ethics, honesty, respect and integrity.
 Commitment to learning: Relevance, rigor, collaboration and collective wisdom;
 Diversity of ideas, people, and cultures
Page 88
Dear Prospective Public Health Student:
Welcome to Public Health!
Public Health professionals have a unique opportunity to impact groups of people in a very direct way
and deal with very important personal issues. The majority of students who enter into our major are
motivated to do so out of genuine care and concern for people. These students believe that Public
Health offers the opportunity to directly and personally impact people where they have a great need.
Public Health professionals meet people where they are, and through various health programs, gently
invite them to grow. Students sense a great need and believe that public health programming is but
one more avenue to help meet the needs they see. This is the professional motivational force for
most public health professionals.
Central Washington University challenges students to address the ambiguities of an ever-changing
world. Students are prepared not only for careers and independent, lifelong learning, but are also
asked to become conscious of themselves as members of a pluralistic society, to become skilled
communicators, to develop abilities to analyze and synthesize information, to make ethically-formed
decisions, and to serve as responsible stewards of the earth.
With this mission in mind, the faculty is extending an invitation and a challenge. As you peruse this
application, we invite you to join the ranks of Public Health as a well-trained professional. We
challenge you to grow, to stretch, and to realize your potential.
Sincerely,
Melody S. Madlem, Ph.D., CHES
Professor of Health Education
Public Health Education Program Director
Your Health Education Faculty
Page 89
There are currently five tenured or tenure-track faculty members on the Health Education Faculty; Dr.
Ken Briggs, Dr. Jennifer Lehmbeck, Dr. Melody Madlem, Dr. Rebecca Pearson, Dr. Mark Perez, and
Dr. Emily Whitney. Dr. Andrew P. Jenkins is Professor Emeritus within our Department. We also
have Mrs. Kris Espinoza who contributes her teaching expertise as a non-tenure track faculty
member. Each quarter, we also add a number of highly qualified instructors to assist with classes as
needed.
Each professor is unique in his or her preparation, background, and philosophy. This section is
intended as a brief introduction to the faculty with whom you will be learning and developing as a
Public Health professional.
Kenneth A. Briggs, Ed.D.
Professor of Health Education
Education, Credentials, and Background: Dr. Briggs earned his doctorate from the University of
Northern Colorado and his Master of Arts in Teaching from the University of Massachusetts. He grew
up in Colorado where he received his undergraduate degree and met his wife. They have two
daughters, both of whom are academically trained as Health Educators. Dr. Briggs has taught in the
public schools of Colorado and the State University of New York. He has been teaching at Central
since 1978.
Expertise, Research, and Academic Projects: Dr. Briggs advises the School Health Education majors
and teaches courses for both School and Public Health. His methods and stress management
classes are among his favorites to teach. He produced a documentary film on Health Education and
wrote a book on Drug Education methods. He is currently writing a book on Health Education
methods.
Philosophy of Learning and Teaching: Dr. Briggs loves teaching and bases his philosophy of
teaching on respect and creativity. His favorite quote about teaching is “It’s not your job to get your
students to like and respect you, it’s your job to like and respect your students.”
Tips for Success in Class: Attend all class sessions and participate freely and openly. Hand all
assignments in on time and do your best work. Be alert for new and different things happening in
class. Learning is usually fun and lively but can be painful from time to time. Minimize your pain by
doing your work with great effort. Don’t be afraid to be creative and try something new.
Jennifer M. Lehmbeck, Ph.D.
Assistant Professor, Public Health
Education, Credentials, and Background: Dr. Lehmbeck received her doctorate in Health Promotion
and Education from the University of Utah. She earned a Master of Public Health degree from
Oregon State University and a Bachelor of Science degree from Northern Arizona University. She
has taught at Oregon State University and at the University of Utah.
Expertise, Research and Academic Project: Her primary research areas are 1) sexuality education,
2) sexual negotiation, and 3) participatory action research (PAR). Dr. Lehmbeck has published and
presented on sexuality education, condom usage and the importance of participatory youth evaluation
for college sex education programs.
Page 90
Philosophy of Learning and Teaching: Dr. Lehmbeck feels passionate about inspiring students to find
their purpose in life and to make a difference in the world. She has a belief that each student brings a
unique perspective to the classroom. Students have a vast knowledge and expertise from their own
lived experiences and therefore play an integral part in the learning process. "Education must begin
with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so
that both are simultaneously teachers and students." Paulo Freire
Tips for Success in Class: Dr. Lehmbeck believes that meaningful and lifelong learning occurs when
information comes to life. Students must be open to all learning from all of their experiences, both in
and out of the classroom. “In the classroom we will be tapping into the expertise of each student, so
show up to class prepared to engage in the learning dialogue.”
Melody S. Madlem, Ph.D.
Professor of Health Education, Health Programs Director
Education, Credentials, and Background: Dr. Madlem received her doctorate in Health Education
from Southern Illinois University at Carbondale. Her Master of Science in Education degree
(Guidance and Counseling) is from Eastern Illinois University as is her Bachelor of Arts degree
(Psychology and Health Education). Dr. Madlem has taught at Southern Illinois University at
Carbondale, the public schools in Illinois, and comes to Central from Baylor University in Waco,
Texas where she taught for five years.
Expertise, Research, and Academic Projects: Dr. Madlem specializes in the professional preparation
of Community Health Educators. As a former Public Health Educator an public school
teacher/counselor, she brings experience and training to the classroom. She has published in the
areas of substance abuse, pregnancy prevention, and most recently coalition model application in
school settings. Her primary interest areas are spirituality and addictionology.
Philosophy of Learning and Teaching: Dr. Madlem loves the classroom. She believes that learning
occurs anywhere that minds are open. Dr. Madlem teaches several of the “process of health
education” courses offered in the division. Her philosophy is based on mutual respect and challenge.
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot
learn, unlearn, and relearn. " Alvin Toffler
Tips for Success in Class: Dr. Madlem believes that students should take an active role in the
learning process. She believes that those students who view themselves as empty containers waiting
to be filled with knowledge sell themselves short. Contribute to class discussion. Come prepared by
having read all assignments. She supplements the reading assignments with her lectures—she
doesn’t spoon feed the reading materials.
Rebecca L. Pearson, Ph.D.
Assistant Professor, Public Health
Page 91
Education, Credentials, and Background: Dr. Pearson received her doctorate in Health Science from
the University of Arkansas. Her Master of Public Health degree is from New Mexico State University,
and her Bachelor of Arts degree is from Humboldt State University. Dr. Pearson has taught at Doña
Ana Community College in Las Cruces, New Mexico, and at the University of Arkansas.
Expertise, Research, and Academic Projects: Dr. Pearson has published in the areas of payday
lending, food affordability and other food access issues, college student attitudes toward eating
patterns, adolescent eating and physical activity, and applying ecological models to nurses’ risk of
being overweight. Her primary interest areas are 1) household and community insecurity, particularly
surrounding food and nutrition, and 2) people’s perceptions of the determinants of health.
Philosophy of Learning and Teaching: Dr. Pearson is passionate about working with students to
become professionals who link practice to problem. Among the courses she teaches are consumer
health, community health, community organization, and program evaluation. Her philosophy involves
doing the work and play of education, and heartily enjoying both. She believes in the power of looking
deeply at what we know and don’t know – and why. "If they can get you asking the wrong questions,
they don’t have to worry about the answers." Thomas Pynchon
Tips for Success in Class: Dr. Pearson believes success in class is a result of working together to
find a student’s point of engagement with material. She believes that education is a necessity as well
as a luxury. Come prepared to think, talk, and listen, and to move well beyond the words on a page.
Dr. Mark Perez, Ph.D.
Senior Lecturer
Education, Credentials, and Background: Dr. Perez received his doctorate in Education specializing
in Teaching and Learning from Capella University, Minneapolis, MN. He received his Master of
Science degree in Health Education from Central Washington University and earned his Bachelor of
Arts degree in Secondary Education specializing in Physical Education at the University of Guam.
Expertise, Research, and Academic Projects: Dr. Perez has specialized in school health education
and has a variety of interest areas which include: 1) active learning, 2) multiple intelligences, 3)
computer assisted instruction and 4) wireless response pads, “clickers” in the classroom. Dr. Perez
just recently finished his dissertation on “The effect of continuous immediate feedback on student
learning: Using wireless response pads as a vehicle for formative assessment in the nutrition
sciences classroom”.
Philosophy of Learning and teaching: Dr. Perez has passion and desire to help learners become
excited about learning and to help cultivate their natural talents and abilities from a position of
kindness and concern. He is a firm believer that individuals learn in different ways and that it is
important to tap our teaching resources to incorporate different teaching strategies to accommodate
the variances of learning styles, ultimately making learning more meaningful, relevant, and fun. Dr.
Perez teaches Health Essentials, foundations, health curriculum for elementary teachers, and
methods for health promotion. His philosophy of teaching is that if we engage students actively in the
learning process through brain-based education, active learning, and constructivism, students always
win because they are placed at the center of learning process.
Page 92
Tips for Success in Class: Students should come to class ready to engage in the many technological
educational tools available (this means being blackboard savvy and using “clickers”). Be ready to
break out of your comfort zones (this means hands-on learning and games) by engaging the learning
experience and embracing your inner desire to truly have fun while learning. Finally, give your all and
watch out for an occasional “fake test”.
Emily A. Whitney Ph.D., CHES
Assistant Professor, Public Health
Education, Credentials, and Background: Dr. Whitney received her doctorate in Health Education
from Southern Illinois University at Carbondale. Both her Master of Science and Bachelor of Science
degrees in Health education were earned at Utah State University. Dr. Whitney has taught at
Southern Illinois University and Utah State University.
Expertise, Research, and Academic Projects: Dr. Whitney is a health education generalist. She has a
variety of interest areas which include: 1) the prevention of Type II diabetes in child and adult
populations, 2) women’s health, 3) minority health issues, 4) international health and 5) the
sustainability of community health programs. Dr. Whitney has presented on the topics of utilizing faith
based organizations for health interventions and organ donation. Recently, Dr. Whitney has been
involved with the implementation of a school-based Type II diabetes prevention program geared
towards adolescents.
Philosophy of Learning and Teaching: Teaching is one of Dr. Whitney’s passions. She teaches
foundations, non-infectious disease, as well as drugs and health. She believes that each student’s
personal experiences enhance education by creating an environment where views and ideas can be
exchanged. Her philosophy of teaching is rooted in communication, respect, and persistence. “To
dream anything that you want to dream. That’s the beauty of the human mind. To do anything that
you want to do. That is the strength of the human will. To trust yourself to test your limits. That is the
courage to succeed.” Bernard Edmonds
Tips for Success in Class: Dr. Whitney believes in teaching students where to find the information
they seek in addition to the critical thinking and decision making skills to use the knowledge they
garner. Students should come to class ready to listen, ask questions, and contribute to classroom
discussion. This preparation can be accomplished by completing assignments and reading all
assigned materials prior to class.
Kristine Espinoza, M.S. Health Education
Lecturer in Health Education
Education, Credentials, and Background: Kris earned her Masters Degree in Health Education from
Central Washington University in 1995 after completing her BA and Teacher’s Certificate at the same
institution. Since graduating, she has had numerous teaching, management, and health promotion
jobs from teaching health for middle schools in Burlington-Edison SD, to being an on-line and phone
counselor for a smoking cessation program and a health change program, to coordinating volunteers
and teaching at the American Red Cross. She also taught Health Curriculum for the Elementary
Teacher (HED 446) in various locations on the west side of Washington State for CWU as well as
Seattle Pacific University.
Page 93
Expertise: Kris’ expertise lies in training teachers in developing and integrating health education
curricula into the general scope and sequence of topics taught in elementary and secondary schools.
Her research for her master’s thesis dealt with understanding how sexuality education could be
seamlessly integrated into other subjects, so it would not be considered a ‘stand alone’ topic. Kris
has been certified as an HIV/AIDS educator for the American Red Cross for 14 years and has taught
hundreds of classes and trained many new teachers in this area. In addition, she is a certified
Instructor Trainer for CPR, First Aid, AED, Babysitter’s Training, and higher levels of Emergency
Response classes, all under the auspices of the Red Cross. She was also instrumental in developing
the HIV/AIDS curriculum for the Seattle chapter of the American Red Cross, which is now being used
as the training model for chapters all along the west coast.
Philosophy of Learning and Teaching: Kris believes that teaching is facilitating the interests and
strengths of the students. It is a balance of allowing the students to drive the curriculum and the
teacher directing the standards of learning. Kris believes this balance can occur through the three
“R’s”: Relationship, relevance, and rigor. Building trust and mutual respect allows students to
understand the relevance of a subject and opens them to the rigors of learning new materials and
experiencing challenges and growth.
Tips for Success in Class: Get to know your students and teach in their context with passion and
energy. Be organized and prepared and yet open to the serendipities and teachable moments for
which you cannot prepare. Laugh loud and often. Care. And yet understand boundaries of
professionalism and health. Enjoy imparting knowledge and like your students. Expect that they will
achieve and believe they want to learn. Get a good night’s sleep.
Page 94
Application Process
Students must meet with a faculty Advisor prior to declaring a Public Health Major. The advisor will
assist the student in filling out the application form, and discuss expectations.
Public Health Advisors:
Dr. Melody Madlem, Professor and Program Director,
PE 108, 963-1971, mailto:madlemm@cwu.edu
Dr. Jennifer Lehmbeck, Assistant Professor
PE 125, 963-2492, lehmbeck@cwu.edu
Dr. Rebecca Pearson, Assistant Professor
PE 124, 963-2493, rpearson@cwu.edu
Dr. Emily Whitney, Assistant Professor
PE 127, 963-2494, whitneye@cwu.edu
Graduation Requirements
The Health Programs will not accept as successful completion any required major course, including
electives, with a grade below “C.”
Students must make application for graduation the quarter before anticipated graduation according to
the deadlines set forth by the registrar and printed in the official Academic Schedule located at:
(http://catalog.cwu.acalog.com/content.php?catoid=8&navoid=185). Students have the responsibility
to check these guidelines. Please make sure you check the academic schedule for these dates.
Students must ensure all electives, substitutions, and transfers meet the 2.7 GPA requirement in all
accepted Major courses, and all required forms are processed.
Students must successfully complete the internship requirement.
Students may not take HED 490 (internship) unless they meet the minimum GPA Requirement of 3.0.
Page 95
Bachelor of Science in Public Health Major
Public Health is a dynamic and diverse major that offers many employment options. Employing
agencies include, but are not limited to, governmental health departments, hospitals, clinics, nonprofit health agencies, voluntary health agencies, international health programs, corporations,
consulting firms, youth or school-based health programs, wellness clubs/clinics, and healthcare
delivery programs. Students MUST choose to specialize in either Community Health Education or
Pre-Nursing in Public Health.
Special requirements other than departmental: HED 230 must be taken prior to HED 422.
HED 471 and HED 472 must be taken prior to HED 475.
HED 210
HED 230
HED 317
HED 320
HED 330
HED 370
HED 387
HED 410
HED 422
HED 445
HED 450
HED 471
HED 472
HED 473
HED 475
HED 490
NUTR 245
Drugs and Health
Foundations of Health
International Health
Environmental Health Education
Health Assessment
Current Trends in HED
Principles of Stress Management
Community Health
Methods of Health Promotion
Professionalism
Community Organization and Coalition Development
Program Planning I
Program Planning II
Program Evaluation
Health Administration
Cooperative Education
Basic Nutrition
TOTAL
Page 96
3
3
3
3
4
3
3
3
4
1
3
5
5
3
3
10
5
64
Community Health Education
Specialization
The Community Health Education specialization will prepare students to assess, plan, implement,
and evaluate health programs that are designed to improve quality of life. Emphasis is placed on
population health and the myriad of influencing factors as they relate to community. Students are
encouraged to complete the CHES Exam upon completion of the program .
Students must make application to specialize in Community Health Education with Dr. Madlem (Office
PE 108), Dr. Lehmbeck (Office PE 125), Dr. Pearson (Office PE 124), or Dr. Whitney (Office PE 127).
Required Community Health Education Specialization Courses
HED 209
HED 323
HED 324
HED 340
HED 380
HED 440
HED 460
FCSF 337
Consumer Health
Infectious Diseases
Non-Infectious Diseases
Technological Applications in HED
Epidemiology
Social Marketing
Controversial Issues
Human Sexuality
Advisor Approved Electives
Total
Major Core Plus Specialization Credits Total
Page 97
3
3
4
3
3
3
3
4
9
35
99
Pre-Nursing in Public Health
Specialization
The Pre-Nursing in Public Health specialization includes all courses required to enter BSN or ADN
programs throughout Washington State. The Pre-Public Health Nursing track features leading edge
scientific knowledge and liberal arts content preparing future professionals to enter nursing school
with a solid background in public health theory and practice. CWU does not offer a degree program
in nursing, but offers all prerequisite courses necessary for successful admission to professional
nursing programs available across Washington.
Most pre-nursing students will complete the B.S. degree in Public Health with a specialization in PreNursing in Public Health. The specialization also prepares students to assume key roles within public
health agencies as health promotion specialists/prevention specialists. With a comprehensive
background in population-based health, graduating students can make immediate contributions to the
health profession.
Students must make application to specialize in Pre-Nursing in Public Health with Dr. Madlem (Office
PE 108), Dr. Lehmbeck (Office PE 125), Dr. Pearson (Office PE 124), or Dr. Whitney (Office PE 127).
Pre-requisites for admission to nursing school that meet General Education requirements for
pre-nursing track: SOC 101or 107 or 205, PSY 101, CHEM 111 and CHEM 111.1 Lab, BIO 201.
(Math 130 Finite Math is a prerequisite for MATH 311.)
Required Pre-Nursing in Public Health Specialization Courses
CHEM 112
CHEM 112.1
CHEM 113
CHEM 113.1
BIO 220
BIO 355
BIO 356
BIO 322
MATH 311
PSY 313
Introduction to Organic Chemistry
Chemistry Lab
Introduction to Bio Chemistry
Chemistry Lab
Introduction to Cellular Biology
Human Anatomy and Physiology
Human Anatomy and Physiology
Microbiology
Statistical Concepts and Methods
Developmental Psychology
Total
Major Core Plus Specialization Credits Total
Page 98
4
1
4
1
5
5
5
5
5
4
39
103
Community Health Education
Minor
Students wishing to minor in Community Health Education acquire the scientific background,
technical skills, and educational processes necessary for working in a wide variety of community
health jobs that are intended to promote, maintain, or recover health. While not as comprehensive an
education as the major, students will learn basic entry-level knowledge and skills that can be applied
in a variety of settings.
Students should keep in mind that HED 230 is the introductory professional preparation course, and
must be taken prior to HED 422. HED 422 must be taken prior to or concurrently with HED 471.
Students must make application to minor in Community Health Education with Dr. Madlem (Office PE
108), Dr. Lehmbeck (Office PE 125), Dr. Pearson (Office PE 124), or Dr. Whitney (Office PE 127).
Required Courses for the Minor in Community Health Education
Course
Title
Credits
Course
HED 230
HED 323
HED 324
HED 410
HED 422
HED 460
HED 471
HED 472
Foundations of Health Education
Infectious Disease
Noninfectious Disease
Community Health
Methods for Health Promotion
Controversial Issues in Health Education
Program Planning I
Program Planning II
Total
Page 99
3
3
4
3
4
3
5
5
30
Creating Your Schedule
Use this table and the scheduling grid on the following pages to create a tentative schedule for your
junior and senior years. We advise that you follow these steps:
1.) Map the quarters for prerequisites.
2.) Map the quarters you will take your advanced courses that had prerequisites.
3.) Complete with electives remembering to reserve preferably the last quarter for your internship.
Course Offerings Schedule
The table below displays Health Education courses required in the Public Health major and the
quarters in which classes are usually offered. Due to unanticipated scheduling and resource
conflicts, some changes in this schedule may appear. Be certain to check with your advisor and the
individual course instructors for all other courses to determine offering schedule.
Course
Course title
Quarter Offered
HED 209
Consumer Health
F, SP
HED 210
Drugs and Health
F, W, SP, SU
HED 230
Foundations of Health Education
F, W, SP
HED 317
International Health
F, W
HED 320
Environmental Health
W
HED 323
Infectious Disease
W, SP, SU
HED 324
Non-infectious Disease
F, SP, SU
HED 330
Health Assessment
F, W
HED 340
Technological Applications in Health Education W, SP
HED 370
Current Trends in Health Education
F, SP
HED 387
Principles of Fitness and Stress Management F, SP
HED 380
Epidemiology
SP
HED 410
Community Health
F, W, S
HED 422
Methods for Health Promotion
F, W, SP, SU
HED 440
Social Marketing of Health Education Programs W, SP
HED 445
Professionalism
W, SP
HED 450
Community Org. and Coalition Dev.
W
HED 460
Controversial Issues in Health Education
F, SP
HED 471
Program Planning I
F
HED 472
Program Planning II
W
HED 473
Program Evaluation
SP
HED 475
Health Administration
SP
HED 490
Cooperative Education Field Experience
F, W, SP, SU
Electives approved by Advisor
Page
100
Planning Grid for Public Health Major with Community Health Education Specialization
Course
HED 209 Consumer
Health
HED 210 Drugs and
Health
HED 230 Foundations
of HED
HED 317 International
Health
HED 320
Environmental Health
Education
HED 323Infectious
Diseases
HED 324 NonInfectious Diseases
HED 330 Health
Assessment
HED 340
Technological Apps.
HED 370 Trends
HED 380 Epidemiology
HED 387 Stress
Management
HED 410 Community
Health
HED 422 Methods of
HP
HED 440 Social
Marketing
HED 445 HED
Professionalism
HED 450 Community
Organization and
Coalition Development
HED 460 Controversial
Issues
HED 471 Planning I
HED 472 Planning II
HED 473 Program
Evaluation in Health
Education
HED 475 Health
Administration
HED 490 Cooperative
Ed
FCSN 245 Basic
Nutrition
FCSF 331 Human
Sexuality
Dept. Approved
Electives (9)
Quarter
Taught
F/Sp
F
W
Sp
F/W/SP/SU
F/W/SP
F/W
W
W/SP/SU
F/SP/SU
F/W
W/SP
F/SP
SP
F/SP
F/W
F/W/SP/SU
W/SP
¼ Prior to
490
W
F/Sp
F
W
SP
SP
Last Qtr.
F/W/SP/SU
F/W/SP/SU
Page
101
Su
F
W
Sp
Su
F
W
Planning Grid for Public Health Major with Pre-Nursing Specialization
Course
HED 210 Drugs and
Health
HED 230 Foundations
of HED
HED 317 International
Health
HED 320
Environmental Health
Education
HED 330 Health
Assessment
HED 370 Trends
HED 387 Stress
Management
HED 410 Community
Health
HED 422 Methods of
HP
HED 445 HED
Professionalism
HED 450 Community
Organization and
Coalition Development
HED 471 Planning I
HED 472 Planning II
HED 473 Program
Evaluation in Health
Education
HED 475 Health
Administration
HED 490 Cooperative
Ed
FCSN 245 Basic
Nutrition
CHEM 112 and Lab
CHEM 113 and Lab
BIO 220 Cellular Bio
BIO 355 Human A & P
BIO 356 Human A&P
BIO 322 Microbiology
MATH 311 Statistics
PSY 313
Developmental Psych.
Quarter
Taught
F/W/SP/SU
F
W
Sp
F/W/SP
F/W
W
F/W
F/SP
F/SP
F/W
F/W/SP/SU
¼ Prior to
490
W
F
W
SP
SP
Last Qtr.
F/W/SP/SU
*W
*Sp
*F/W/Sp
*F
*W
*W
*F/W/Sp
*F
Page
102
Su
F
W
Sp
Su
F
W
*You MUST check
with the
Chemistry,
Biology, Math,
and Psychology
Departments to
verify when they
are offering these
classes each
quarter.
Health Programs
Central Washington University
MAJOR/MINOR FORM - Do Not Use For Certification
Date:
Name:
ID#:
DOB:
Permanent Address:
Street
City
St.
Campus Address:
street
Class Level: (circle one) FR
City
St.
SO JR SR
Phone: (
)
Phone: (
)
Zip
Zip
GR
Post-Bac
Catalog Year:
Do you have a 2nd declared major/spec.?
/
Email:
(What major/spec?)
Do you already have a Bachelor’s degree?
Are you withdrawing from a major?
If so, which __________________
REQUIREMENT FOR ALL BA DEGREES: Two years of the same foreign language in
high school or one year in college.
Degree
Title
Supporting Area:
Health/Fitness Teaching - Minor
a
Major
BA
a
a
Minor
HEEDMINHT
HEEDMINHTP
Health/Fitness Teaching - Minor (PB)
BS
Pre Maj
Public Health (check spec.)
PUHE
Community Health Education Spec.
Community Health Educ. - Minor
Pre-Nursing in Public Health Spec.
CHED
School Health Education
School Health Education (PB)
Option 1 Secondary (must enter second
line)
SHEBA
SHEBAP
HEEDMIN
PNPH
PreSchool Health Ed.
SHEPRE
health
Ed. to meet with my advisor during each of the firstSHEPREP
I understandSchool
that I am
required
two quarters after acceptance into this program.
.
ADVISOR:
ID#:
PROGRAM DIR:
DATE:
Student Signature___________________________
* Means Check Specification
Page
103
Notes
Page
104
Appendix 9
School Health Advising Materials
Page
105
Advising Packet
&
Major Guide
School Health Education
2008
Page
106
Department of Health, Human Performance, and
Nutrition
Table of Contents
Welcome to School Health Education
3
Faculty
4
Application Process, School Health Education
7
Application Process, Teacher Education
Program
7
Major Course Requirements and Scheduling
Your Classes
Health Education Yearly Schedule of
Classes
8
10
Professional Education Core for
Teacher Education
12
Graduation Requirements
13
Application for Graduation
13
Appendix 1: Major Application Form
14
Page
107
Congratulations on your choice to become a School Health Education Major.
The School Health Education Major is a lively and dynamic major that will prepare you to
teach Health and Physical Education in the schools and allow you to obtain a state certified
primary endorsement in Health and Fitness K-12.
Health is an entity that is vital to the human condition. What could be more important in
the curriculum than helping young people obtain the knowledge, attitudes, and skills needed to
make life long choices that influence individual and community health? Youth today are
challenged with enormous challenges on their health. They need highly qualified teachers to
help them through these challenges and make informed choices.
You can’t educate a child who isn’t healthy and you can’t keep a
child healthy who isn’t educated.”
Anonymous
The Health Education Major Program at Central Washington University is nationally know for
it’s high quality of graduates that are prepared to teach comprehensive health education and
physical education and who are committed to prepare their students as facilitators of learning for
a diverse world.
“No one should teach who is not a little bit awed by the
importance of the profession”
Anonymous
The mission of the Health Education Programs within the Health, Human Performance, and
Nutrition Department of Central Washington University is to train students to be successful
professionals who will be compassionate, creative, critical thinking professionals and role models
who understand, process, and apply the fundamentals of the teaching profession to make
significant contributions to their field.
We are so grateful that you have decided to accept the challenges of this profession and we
are excited to watch you grow professionally and become the kind of teacher that makes a
positive impact on the lives of young people now and in the future.
Page
108
Your Health Education Faculty
There are currently four full-time tenured or tenure-track faculty members on the Public
Health Faculty; Dr. Ken Briggs, Dr. Melody Madlem, Mr. Mark Perez, and Nichole Dunn.
Additionally, there are several part-time adjunct faculty instructors. Each professor is unique in
his or her preparation, background, and philosophy. This section is intended as a brief
introduction to the faculty with whom you will be learning and developing as a School Health
Major.
Kenneth A. Briggs, Ed.D.
Professor of Health Education
Education, Credentials, and Background: Dr. Briggs earned his doctorate from the University of
Northern Colorado and his Master of Arts in Teaching from the University of Massachusetts. He
grew up in Colorado where he received his undergraduate degree and met his wife who is
currently a first grade teacher. They have two married daughters and one granddaughter. Dr.
Briggs has taught in the public schools of Colorado and at the State University of New York.
Expertise, Research, and Academic Projects: Dr. Briggs advises the School Health Education
majors and teaches courses for both School and Community Health. His methods and stress
management classes are among his favorites to teach. He produced a documentary film on
Health Education and wrote a book on Drug Education methods. He is currently writing a book
on Health Education methods and producing television talk shows on wellness.
Philosophy of Learning and Teaching: Dr. Briggs loves teaching and bases his philosophy of
teaching on respect and creativity. His favorite quote about teaching is “It’s not your job to get
your students to like and respect you, it’s your job to like and respect your students.”
Tips for Success in Class: Attend all class sessions and participate freely and openly. Hand all
assignments in on time and do your best work. Be alert for new and different things happening
in class. Learning is usually fun and lively but can be painful from time to time. Minimize your
pain by doing your work with great effort. Don’t be afraid to be creative and try something new.
Melody S. Madlem, Ph.D.
Professor of Public Health and Program Director of Health Education Programs
Education, Credentials, and Background: Dr. Madlem received her doctorate in Health Education
from Southern Illinois University at Carbondale. Her Master of Science in Education degree is
from Eastern Illinois University as is her Bachelor of Arts degree. Dr. Madlem has taught at
Southern Illinois University at Carbondale, the public schools in Illinois, and comes to Central
from Baylor University in Waco, Texas where she taught for five years.
Expertise, Research, and Academic Projects: Dr. Madlem specializes in the professional
preparation of Health Educators. As a former Public Health Educator, she brings experience and
training to the classroom. She has published in the areas of substance abuse, pregnancy
prevention, and most recently coalition model application in school settings. Her primary
interest areas are spirituality and addictionology.
Philosophy of Learning and Teaching: Dr. Madlem loves the classroom. She believes that
learning occurs anywhere that minds are open. Dr. Madlem teaches several of the “process of
health education” courses offered in the division. Her philosophy is based on mutual respect and
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challenge. "The illiterate of the 21st century will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn. " Alvin Toffler
Tips for Success in Class: Dr. Madlem believes that students should take an active role in the
learning process. She believes that those students who view themselves as empty containers
waiting to be filled with knowledge sell themselves short. Contribute to class discussion. Come
prepared by having read all assignments. She supplements the reading assignments with her
lectures—she doesn’t spoon feed the reading materials.
Mark Perez, M.S.Ed.
Senior Lecturer of Health Education
Education, Credentials and Background: Mr. Perez is currently completing his doctorate
degree in Education from Capella University. His Master of Science degree in Health Education is
from Central Washington University. His undergraduate degree in Physical Education/Health is
from the University of Guam where he taught in the public schools for three years. He has been
at Central since 1998 teaching health education courses, advising the CWU health educator’s
club, teaching for the local Red Cross chapter, and enjoying family life in Ellensburg.
Expertise, Research, and Academic Projects: Mr. Perez specializes in the pedagogical
aspect of teaching, school health curriculum, active learning, and technology in the college
classroom. He has presented at various AAPHERD conferences on the topic of active learning
and hopes to publish his dissertation on the efficacy of continuous formative feedback on student
performance using wireless response pads.
Philosophy of Learning and Teaching: Mr. Perez has a passion for teaching health and
believes strongly in addressing the variances in learning styles through active learning. He
believes that learners who are engaged in a fun and interactive learning experience have a
higher propensity to recall important learning concepts or content associated with that
experience.
Tips for Success in Class: In order to succeed in Mr. Perez’s classes, one needs to break out
of his/her comfort zone and contribute to the social learning process through active and
interactive learning. Educators in higher education are notorious for “lecturing at the bored” and
likening students to sponges merely soaking up information. Come to class ready to engage in
the learning process through interaction, fun, and collaboration. Become proficient at
Blackboard and Clickers in the classroom and you should do fine.
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Application Process
Students need to meet with a faculty Advisor prior to declaring their School Health Major.
The advisor will assist the student in filling out the application form (See appendix 1), in
selecting courses, and will discuss the contents of this packet to help make the attainment of
your degree as smooth as possible.
School Health Advisors:
Dr. Ken Briggs, Director of Health Education, PE 106, 963-1972, briggsk@cwu.edu
Mr. Mark Perez, PE 208A, 963-1919, perezma@cwu.edu
Teacher Education Program
School Health Education majors are also required to apply for the Teacher Education Program.
It is best to be admitted by the beginning of your junior year. It is the policy of the Center of
Teaching and Learning that all students wishing to be recommended for teacher certification by
CWU shall apply and be accepted into the Teacher Preparation Program prior to taking any
courses in the Teacher Education Program or the professional education core courses. It is the
student’s responsibility to seek out an advisor from the professional education core faculty.
ADMISSION REQUIREMENTS AND APPLICATION FORMS ARE AVAILABLE ON THE WEB AT
www.cwu.edu/~cert.
You can also purchase application packets from the Wildcat Shop on the Ellensburg campus – (509) 9631311.
Questions concerning teacher education admission should be addressed to the Office of the Associate
Dean of the College of Education and Professional Studies – (509) 963-2661.
ADMISSION REQUIREMENTS
1. Completed APPLICATION FOR ADMISSION TO TEACHER EDUCATION PROGRAM.
2. Completed CHARACTER AND FITNESS SUPPLEMENT form.
3. RECOMMENDATION FORMS. Minimum score of 24 points on each form. One must be completed
by an educator and the other can be completed by an employer, co-worker or family friend, but
not a relative
4. Signed FINGERPRINTING and CERTIFICATION REQUIREMENTS form.
5. Proof of Purchase (copy of receipt, invoice or home page) of the College LiveText edu solutions
software. Software can be purchased from the Wildcat Shop or online from
www.college.livetext.com.
6. 3.0 grade point average for at least the last 45 graded quarter credits is required for full admission.
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Completion of items 1-6 will allow you to register for BLOCK I of the professional
Education Core. Completion of items 1-8 will allow you to register for BLOCK I and
BLOCK II Core courses.
7. Pass the WEST-B examination. Registration and test information can be found online at
www.west.nesinc.com or by phoning (800) 784-4999.
1.



Completion of one of the following:
Prerequisite Courses: ENG 101 and 102 and; MATH 101, 153, 164, 170 or 172; or
A direct transfer agreement Associate’s Degree; or
A Bachelor’s degree from and accredited institution.
2. Dispositional Survey.
APPLICATION DEADLINES:
Fall Quarter:
Ellensburg Campus – Aug 1
Center Campuses – June 30
Winter Quarter: November 1
Spring Quarter: February 15
Summer Quarter: May 14
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Major Course Requirements and Scheduling Your Classes
When selecting your courses for completion of the major and teacher education
program, it is essential that you have a course selection advising session with your
major advisor. It is also advised that you check in with your major advisor and teacher
education advisor once a quarter to be advised of course changes and updates on
important events, dates, and times. As you select courses be sure to pay attention to
the following:
1. Take the necessary pre-requisites (see below)?
2. Take one 100 and 200 hundred level courses in your sophomore or junior years
and the 300 and 400 level courses in your junior and senior years.
3. Notice the PE courses which are only offered once a year and be sure that you
schedule them in sequence or it will set you back one year in your planning (see
appendix 2).
4. Schedule your Teacher Education Courses with your major courses (see Teacher
Education Course of Study).
Prerequisites
Students should keep in mind that HED 230 is the introductory professional
preparation course and must be taken prior to HED 345. HED 345 needs to be
completed prior to HED 422. HED 422 must be taken one or two quarters prior to
student teaching. HED 445 must be taken the quarter before student teaching.
It is recommended but not essential that PE 280 be taken before other PE classes.
PE 341A.01 must be taken before PE 341B.01 and PE 342A.01. PE 342B.01 and
342D.02 can be taken any time after taking PE 342A.01. It is recommended that PE
341A.01 and PE 340B.01 be taken the same quarter.
Use the attached schedule to schedule your required PE classes.
We offer multiple sections of your Health classes but be sure to honor the above prerequisites
when you schedule your PE classes. Don’t forget to schedule you Educational sequence courses
too.
Course Requirements: School Health Education Major
Course
HED 101
HED 210
HED 230
HED 323
HED 324
HED 345
HED 387
HED 422
HED 445
HED 460
EMS 245
NUTR 245
FCSF 337
Health Essentials
Drugs and Health
Foundations of Health Education
Infectious Disease
Non infectious Disease
School Health Curriculum and Materials
Principles of Fitness and Stress Management
Methods for Health Promotion
Health Education Professionalism
Controversial Issues in Health Education
First Aid
Basic Nutrition
Human Sexuality
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Credits
4
3
3
3
4
3
3
4
1
3
3
5
4
Quarter offered
FWSpSu
FSpSu
FWSp
WSu
FSp
FW
FSp
FWSp
FWSp
WSp
FWSpSu
FWSpSu
FWSpSu
EXSC 351
PE 280.02
PE 341A.01
PE 341B.01
PE 342A.01
PE 342B.01
PE 342D.02
PE 3402.01
Scientific Foundations in Health/Fitness
Professional Foundations in PE
Pedagogical Foundations in PE l
Pedagogical Foundations in PE ll
Movement Analysis l
Movement Analysis ll
Movement Analysis lV
Practicum ll
Total
5
3
3
3
4
4
4
2
FWSpSu
F
W
F
F
W
W
W
71
For specific times of Health Education Courses consult the following yearly
Schedule:
Health Education Yearly Schedule of Classes
2006-2008
Instructor
Fall
Winter
Spring
Madlem
387 (3)
MWF 9-9:50
460 (3)
TTH 5-6:30
440 (3)
MWF 8-8:50
340 (3)
MWF 10-10:50
230 (3)
370 (3)
MW noon
471 (4)
M-F 11-11:50
230 (3)
MWF 12-12:50
445 (1)
490 (2)
MWF 12-12:50
340 (3)
M 2-4:50
Credits total
Dunn
324 (4)
TTH 5-6:40
210 (3)
MWF 9-9:50
450 (3)
W 2-4:50
445 (1)
arranged
317 (3)
W 5-7:40
472 (5)
M-F 12-12:50
323 (3)
MW 2-3:30
Credits total
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473 (3)
M 5-7:50
210 (3)
MWF 11:00
380 (3)
TTH 12-1:30
324 (4)
TTH 4-5:50
Summer
Briggs
205 (2)
T 12-1:40
345 (3)
W 6-8:30
422 (4)
9-10:50
445 (1)
T 4-4:50
345 (3)
M 4-6:30
422 (4)
TTH 9-10:50
422 (4)
TTH 3-4:50
445 (1)
W 4-4:50
387 (3)
TH 2-4:50
422 (4)
TTH 9-10:50
101 (4)
446 (3)
TTH 12-1:30
101 (4)
M-TH 9-9:50
101 (4)
M-TH10-10:50
446 (3)
TTH 12-12:30
101 (4)
M-TH 9-9:50
101 (4)
M-TH10-10:50
446 (3)
MW 12-1:30
446 (3)
TTH 2-3:30
446 (3)
TTH 2-3:30
460 (3)
TTH 12-1:30
209 (3)
W 6-8:50
410 (3)
320 (3)
M 5-7:40
330 (4)
475 (3)
W 5-7:40
230 (3)
MWF 9-9:50
412 (3) every
205 (2)
T noon-1:30
Adm (3)
Credits total
Perez
M-TH 10-10:50
101 (4)
M-TH 11-11:50
Credits total
Adjuncts
(Goodloe)
M-TH 10-10:50
TH 2-4:50
other year (2007)
T 5-7:30
Credits total
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Professional Education Core
In addition to a major, all teacher candidates must successfully complete courses within the
professional core. All of the following courses have multiple section offerings each quarter:
BLOCK I:
EDCS 300, Pre-Autumn Field Experience, 4cr
*EDF 301, Teaching: An Orientation, 3 cr
#EDF 302, Intro to Students with Exceptionalities, 4 cr
PSY 314, Human Development & the Learner, 4 cr
#EDCS 444, Education Issues and Law, 3 cr
#EDCS 431, Multicultural Education, 3 cr
*Students who have taken an equivalent to EDF 301 at another college will be required to
complete EDF 301 A, 1cr, at CWU.
#EDF 301/301A is a pre- OR co-requisite.
BLOCK II:
PSY 315, Educational Psychology, 4 cr
EDCS 316, Educational Technology, 3 cr
EDCS 311, Teaching: Classroom Curriculum Management and Assessment
For secondary teaching, 5 cr
EDCS 424, Reading in the Content Fields, 3 cr
BLOCK III:
EDCS 442, Student Teaching 16cr
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Graduation Requirements
1. The School Health Education Major does not accept completion of any required
major course with a grade below “C.”
2. A 3.0 GPA is required of for the last 45 graded credits in order to apply for student
teaching and to receive final certification.
3. A GPA of at least 2.5 for major and professional education sequences.
4. All candidates for certification are required to pass the Praxis ll (West-E-Exit
Exam) examination in the Health and Fitness Enorsement area prior to obtaining
certification. Test and registration information is online at
www..ets.org/praxis/index.htm .
5. A minimum of 180 quarter credits with a minimum of 60 credits of upper division
study.
6. Complete an Associate of Arts Degree or Central’s basic and breadth
requirements.
7. Since you are getting a B.A. degree you must complete the foreign language
requirement of two years of high school study of a single foreign language or one
year of college/university study of a single foreign language.
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Application for Graduation
It is your responsibility to make application to Registrar Services by the second Friday
of the quarter preceding the quarter in which the degree is to be received.
Health Programs
Central Washington University
MAJOR/MINOR FORM - Do Not Use For Certification
Date:
ID#:
Name:
DOB:
Permanent Address:
Street
City
St.
Campus Address:
street
Class Level: (circle one)
FR
SO JR
City
SR
GR
Phone:
(
)
Phone:
(
)
Zip
St.
PostBac
Zip
Catalog Year:
/
Email:
Do you have a 2nd declared major/spec.?
(What major/spec?)
Do you already have a Bachelor’s degree?
Are you withdrawing from a major?
If so, which __________________
REQUIREMENT FOR ALL BA DEGREES: Two years of the same foreign language
in high school or one year in college.
Degree
BS
Title
Supporting Area:
Health/Fitness Teaching Minor
Health/Fitness Teaching Minor (PB)
Major
Public Health (check spec.)
PUHE
Community Health
Education Spec.
Community Health Educ. Minor
Pre-Nursing in Public
Health Spec.
CHED
School Health Education
School Health Education
(PB)
Option 1 Secondary (must
enter second line)
SHEBA
SHEBAP
a

Pre Maj
a

Minor
HEEDMINHT
HEEDMINHTP
HEEDMIN
PNPH
BA
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a

Pre-Major
School Health Ed.
School health Ed.
SHEPRE
SHEPREP
I understand that I am required to meet with my advisor during each of the first two quarters after acceptance into this program.
ADVISOR:
ID#:
PROGRAM DIR:
DATE:
Student Signature___________________________
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