Major Field Assessment Report Program: BSED and MED in Health and Physical Education

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1 BSED in Health and Physical Education Expanded Statement of Institutional Purpose Columbus State University provides world-class education and assures student success through creative inquiry and community, regional, and global partnerships. The mission of the University is to: (1) achieve academic excellence through teaching, research, creative inquiry and student engagement, (2) achieve excellence in the student experience and prepare individuals for a life of success, leadership, and responsibility through community awareness, engagement, and service to others, and (3) achieve recognition as a leader in community development, regional economic development, and public-private partnerships. Write a brief narrative describing how this program enhances, supports, or otherwise relates to the mission of the institution. The mission of the College of Education and Health Professions is congruent with and complements that of Columbus State University. The College of Education and Health Professions has adopted the guiding principle, Creating Opportunities for Excellence, to support its mission...to achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles. The BSED in Health and Physical Education supports the CSU mission to achieve academic excellence by a program that provides a strong base in the sciences, study of various content fields that comprise health and physical education, and numerous field experiences in which academic content is applied to teaching. BSED Program Goals Assessment Method Assessment Criteria Assessment Results Use of Results Increase the number of HPE candidates Admitted to the Teacher Education Program. Increase the number of HPE candidates completing initial certification requirements for the academic year. Admit and maintain a diverse group of undergraduate candidates into Teacher Education Program. Annual review of number of HPE students admitted to the Teacher Education Program. Annual review of initial certification HPE candidates completing program requirements for the academic year. Annual review of candidate demographics Increase number of HPE candidates admitted to the Teacher Education Program by 5% from AY (number admitted 17). Increase number of initial certification HPE candidates completing program requirements by 5% from AY (23 candidates). Candidates are from diverse racial and/or ethnic groups as well as both genders. 26 HPE candidates (n=11 bachelors, n=2 postbacc, n=13 MAT) were admitted to the Teacher Education Program in This is above the target goal. 14 candidates (n=4 bachelors, n=1 post-bacc, n=9 MAT) completed initial certification requirements for AY This is below the target goal candidates (N=20) enrolled the program included 5 female, 15 male, and 13 White not Hispanic, 5 African American, 1 Pacific Islander, and 1 Hispanic. Continue to monitor results and Collaborate with the Director of the SAFE Office and the HPE Academic Advisor to help candidates with Admission to Teacher Education requirements in order to meet or increase the target goal. Continue to monitor results and Collaborate with the Director of the SAFE Office and the HPE Academic Advisor to facilitate progression through the program in order to meet or increase the target goal. Continue to monitor diversity of candidates Collaborate with the Director of Recruitment to target a diverse group of potential students using the new marketing plan if numbers change significantly. 1

2 BSED Student Learning Outcomes Assessment Method Assessment Criteria Assessment Results Use of Results 1. Possess a strong knowledge base in the discipline of physical education; possess knowledge of growth and development across the lifespan. 1-3a: Institutional GPA 1-3a: Candidates completing the program have earned grades of C or better in all fieldbased courses and have a cumulative GPA of 2.5 or better. 1-3a: Candidates completing the program during the AY had an average institutional GPA of a: Continue to monitor results. 2. Possess knowledge of literature and research which enhances creative and effective teaching. 1-3b: GACE II Scores 1-3b: Program must maintain an 80% pass rate for accreditation purposes. 1-3b: For AY 2011 GACE II scores: 18 of 20 program completers (90%) passed the health content knowledge portion (115) of GACE II in b: Continue to monitor results. 3. Knowledge of fundamental and sports skills, physical abilities and sport forms which provide the foundation of P-12 physical education programs. 1-3c: Student teacher survey 1-3c: No minimum criteria required. Uses a scale from 1-10 (1 not prepared to 10 very prepared). Data used for program improvement. 20 of 20 program completers (100%) passed the physical education content knowledge portion (116) of GACE II in No summary report data for AY has been distributed from State (PSC) at this time. 1-3c: Results from student teaching surveys AY 11-12: 3 candidates felt well prepared for the student teaching experience 9 or higher rating. 3 candidates felt prepared 8 out of c: We seem to making some progress in terms of candidate s preparation for teaching health. In the health practicum for AY 12-13, we are instituting candidates teaching lessons in the school and not just observing. Additionally, in the PHED 5217 class, a concerted effort by the teacher was made to incorporate practice teaching of health 2

3 3 candidates felt somewhat prepared 7 out of 10. No scores reported below 7 Program Suggestions: Of the 9 respondents, 3 mentioned more time in health lessons in the course (08-09). A copy of the health textbooks used in area high schools and middle schools were used as class resources. Also, in 09-10, PHED 5217 became a required class for MAT candidates. This seems to be helping but incorporating more lab experiences in the P-12 schools will be emphasized. Of the 9 respondents, 2 mentioned more time needed with behavior management In the PAC meeting (fall 11), the issue with health experience in schools was discussed. It was decided to discontinue PHED 5217 P-12 health and offer two separate health courses one for elementary/middle school and one for high school. Continue to monitor student teacher surveys to examine the effectiveness of these changes. 1-3d: Model of Appropriate Practice (MAP) Assessment Domain 1: Planning and Preparation 1-3d: Candidates must earn a minimum score of Meets Expectations on Domain I: 1a: Demonstrates knowledge of content and pedagogy. 1-3d: 13 of 14 candidates in PHED 5485 Student Teaching evaluated using MAP met or exceeded expectations 1 candidate did not complete student teaching 1-3d: Continue to monitor results. 4. Demonstrate competence in a variety of physical skills 4. Skills tests in PEDS 2371 & Candidates need a minimum score of 70% on each skill test PEDS 2371: Soccer skills test on instep kick; dribbling and passing Ultimate skills test on throw for accuracy and 4: Weaknesses identified in testing procedures In fall 2011, the results showed: 20 out of 23 candidates met this requirement for soccer 19 out of 23 candidates met this requirement for 4: Continue to monitor the results and provide time for candidates to practice. 3

4 catching Ultimate PEDS 2372: Badminton skill test racket control Pickleball skill test rally skills Tennis skill test on serve In spring 2012, the results showed: 5 of 11 candidates met this requirement for badminton 10 of 11 candidates met this requirement for pickleball Continue to work on these skills for the spring 2013 and provide time for candidates to practice. 11 of 11 candidates met this requirement for tennis 5. Display an active lifestyle that reflects a high level of fitness and wellness. 5: Self-report of activity level in PHED 2205 and in intramurals. 5: Must complete two professional development activities in PHED 2205 that require documentation of participation in fitness and wellness activities. 5: 9 of 11 students in the class met this requirement. Majors frequently participate in community, intramural or intercollegiate sports. 5: Candidates in PHED 2205 are new to the program. The State now requires that our candidates are achieving and maintaining a health enhancing level of fitness throughout the program. Implemented PHED 4000 Fitness Testing in fall 2012 as a requirement for program entry and exit. 5: Continue to make professional development activities concerning fitness and wellness a requirement of PHED Apply acquired knowledge by planning, implementing and assessing developmentally appropriate learning experiences and sound progression in P-12 settings. 6a: Model of Appropriate Practice (MAP) Assessment Domain I: Planning and Preparation Domain III: Instruction 6a: Minimum score of 3 on each item listed on the MAP for Domains I and III 6a: Results from MAP evaluations showed: 11 of 11 candidates in PHED 5216 met or exceeded expectations in planning, implementing and assessing learning experiences. 7 of 9 candidates in PHED 4215 met or exceeded expectations planning, implementing and assessing learning experiences. Element where students scored below meets expectation in Domain I: 1f: Assesses student learning 6a: Continue to monitor MAP assessments in methods classes and student teaching. Continue candidate conferences with candidates not meeting expectations on all MAP components. Focus specifically in methods classes on MAP components where multiple candidates perform below expectations to help improve student understanding and performance. 4

5 Elements where students scored below meets expectation in Domain III: 3b: Uses questions and discussion techniques to enhance student learning 3c:Engages students in learning 3d:Provides feedback to students 16 of 20 candidates in PHED 3217 met or exceeded expectations in planning, implementing and assessing learning experiences. Elements where students scored below meets expectation in Domain I: 1d: Designs coherent instruction 1f: Assesses student learning Elements where students scored below meets expectation in Domain III: 3b: Uses questions and discussion techniques to enhance student learning 3c:Engages students in learning 3d:Provides feedback to students 15 of 16 candidates in PHED 5485 met or exceeded expectations planning, implementing and assessing learning experiences. 6b: GACE II: Constructed Response Assignments 6b: Program must maintain an 80% pass rate for accreditation purposes. 6b: For AY 2011 GACE II scores: 18 of 20 program completers (90%) passed the health content knowledge portion (115) of GACE II in Candidates scored above the State average for the constructed response question 1 (Disease and Health Risk Prevention) and below the State average for constructed response question 2 6b: Work with the HESC faculty to incorporate more writing assignments in the HESC 4107 course and the HESC 5795 class. 5

6 (Family and Social Relationships). 20 of 20 program completers (100%) passed the physical education content knowledge portion (116) of GACE II in Candidates scored above the state average on both constructed response questions (Health Related Fitness and Sport and Lifetime activities.) No summary report data for AY has been distributed from State (PSC) at this time. 6c: Student teaching survey 6c: No minimum criteria required. Uses a scale from 1-10 (1 not prepared to 10 very prepared). Data used for program improvement. 6c:Results from student teaching surveys AY 11-12: 3 candidates felt well prepared for the student teaching experience 9 or higher rating. 3 candidates felt prepared 8 out of 10 3 candidates felt somewhat prepared 7 out of 10. No scores reported below 7 Program Suggestions: Of the 9 respondents, 3 mentioned more time in health Of the 9 respondents, 2 mentioned more time needed with behavior management 6c: We seem to making some progress in terms of candidate s preparation for teaching health. In the health practicum for AY 12-13, we are instituting candidates teaching lessons in the school and not just observing. Additionally, in the PHED 5217 class, a concerted effort by the teacher was made to incorporate practice teaching of health lessons in the course (08-09). A copy of the health textbooks used in area high schools and middle schools were used as class resources. Also, in 09-10, PHED 5217 became a required class for MAT candidates. This seems to be helping but incorporating more lab experiences in the P-12 schools will be emphasized. In the PAC meeting (fall 11), the issue with health experience in schools was discussed. It was decided to discontinue PHED 5217 P-12 health and offer two separate health courses one for elementary/middle school and one for high school. Continue to monitor student teacher surveys to examine the effectiveness of these changes. 6

7 7. Use effective teaching behaviors to create positive learning environments that enhance physical, cognitive, social and emotional development. 7: Model of Appropriate Practice (MAP) Assessment Domain II: The Classroom Environment. 7: Candidates must earn a minimum score of Meets Expectations on each item on the MAP form for Domain II: The Classroom Environment. 7. Results from MAP evaluations showed: 11 of 11 candidates in PHED 5216 met or exceeded expectations in creating a positive learning environment. 9 of 9 candidates in PHED 4215 met or exceeded expectations in creating a positive learning environment. 16 of 20 candidates in PHED 3217 met or exceeded expectations in creating a positive learning environment. 7. Continue to monitor MAP assessments in methods classes and student teaching. Continue student conferences with candidates not meeting expectations on all MAP components. Focus specifically in methods classes on MAP components where multiple candidates perform below expectations to help improve student understanding and performance. Element where students scored below meets expectation in Domain II: 2c: Manages classroom procedures 2d: Manages student behavior 12 of 12 candidates in PHED 5485 met or exceeded expectations in creating a positive learning environment. 8. Think critically and reflectively about their teaching. 8: Model of Appropriate Practice (MAP) Assessment Domain IV: Professional Responsibilities 4a: reflects on teaching on the MAP assessment. 8: Candidates must earn a minimum score of Meets Expectations on Domain IV: Professional Responsibilities 4a: reflects on teaching on the MAP assessment. 8: All candidates in PHED 3217 PHED 4215 PHED 5216, PHED 5485 met or exceeded expectations on component 4a: reflects on teaching on the MAP assessment. 8: Continue to monitor results Reduce number of weekly reflections as quality of critical inquiry is demonstrated by student teachers. 9. Demonstrate sensitivity to the needs of students of varying abilities and 9a. Lab experience in PHED a: Candidates must successfully complete 20 hours of lab experience in adapted physical education monitored by 9a: 10 of 10 candidates successfully completed the 20 hours of lab experience. 9a: Continue to monitor teacher candidate results for this course. 7

8 skills. a faculty member. 9b: Resource Guide 9b: Candidates must earn a score of 60 or high to successfully complete a resource guide. 9b: 10 out of 10 candidates in PHED 4245 successfully completed the resource guide. 9b: Continue to monitor candidate results for this course. 10. Possess a desire for learning, a commitment to continued professional growth, and an understanding of the value of accountability and collaboration in promoting a positive image of physical education. 10a: Professional membership, conference attendance; volunteering for field days, participating in professional development activities such as serving as community coaches, joining a gym or fitness club, competing in races, etc. 10a: No minimum criteria required. Data used for program improvement. 10a: Several candidates in PHED 2205, 3217, 4215, and/or PHED 5216 joined PAGE or GEA. 9 of 11 candidates in PHED 2205 met the requirement for 3 professional development activities. 3 candidates tutored P-12 students in other content areas 4 candidates participate in Intercollegiate Athletics 30+ candidates conducted P-5 field days for three elementary schools. Two candidates voluntarily attended a development sports camp for individuals with visual impairments in Tucson, AZ directed by a faculty member. 10a. Continue to encourage membership in organizations. Continue to seek funding for candidate travel. 10b: Model of Appropriate Practice (MAP) Assessment Domain IV: Professional Responsibilities 10b: Candidates must earn a minimum score of Meets Expectations for each item in Domain IV: Professional Responsibilities 10b. Results from MAP evaluations showed: All candidates in PHED 3217, PHED 4215, PHED 5216, and PHED 5485 met or exceeded expectations in meeting professional responsibilities. 10b. Continue to monitor results 8

9 11. Utilize technology to enhance teaching and supportive functions. 11a: Candidates complete a project that incorporates power point, video & pictures PHED a: Candidates must earn a minimum score of 60%. 11a: All candidates in PHED 5216 successfully completed presentation project 11a. Continue to monitor results 11b: Candidates complete a video project in PHED 4215 demonstrating their ability to use different teaching strategies. 11b: Candidates must earn a minimum of 70% 11b: 7 of 9 candidates met or exceeded the minimum score. 3 earned grades of B 4 earned grades of C 2 earned grades of F 11b: Monitor results as this was a new assignment for the course. 11c: Candidates complete EDUF 4205 (Tech: 21 st Century Classroom) 11c: Candidates must earn a SAT grade in EDUF c: 4 of 5 candidates earned a SAT grade in EDUF c: Continue to monitor results 9

10 MED in Health and Physical Education Expanded Statement of Institutional Purpose Columbus State University provides world-class education and assures student success through creative inquiry and community, regional, and global partnerships. The mission of the University is to: (1) achieve academic excellence through teaching, research, creative inquiry and student engagement, (2) achieve excellence in the student experience and prepare individuals for a life of success, leadership, and responsibility through community awareness, engagement, and service to others, and (3) achieve recognition as a leader in community development, regional economic development, and public-private partnerships. Write a brief narrative describing how this program enhances, supports, or otherwise relates to the mission of the institution. The mission of the College of Education and Health Professions is congruent with and complements that of Columbus State University. The College of Education and Health Professions has adopted the guiding principle, Creating Opportunities for Excellence, to support its mission...to achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles. The MED and MAT in Health and Physical Education supports the CSU mission to achieve academic excellence by providing a program that builds upon the foundation of knowledge and provides a greater breadth and depth in content and opportunities to develop higher level of expertise in teaching. MED Program Goals Assessment Method Assessment Criteria Assessment Results Use of Results Increase the number of candidates enrolled in the program. Increase the number of graduate degrees awarded in HPE. Annual review of number of candidates enrolled each fall (data retrieved from CSU s fact book) Annual review of the number of graduate degrees awarded in HPE for the academic year. Increase number of candidates enrolled each fall by 5% from fall of 2010 (number enrolled33). Increase number of graduate degrees awarded by 5% from AY (12 awarded). 32 candidates enrolled in HPE graduate programs in fall of 2011 (COEHP Report 097). This is below the target goal. 13 candidates completed degree requirements during the AY (# from completers of EDUF Exit Exam). Continue to monitor enrollment numbers and Collaborate with the Director of Recruitment and COEHP Recruitment Committee to develop a marketing plan if numbers decrease significantly. Continue to monitor graduation numbers and try to offer more graduate courses per semester in HPE. This would require additional faculty in the program to meet this goal. This is above the target goal. 10

11 Admit and maintain a diverse group of candidates into the advanced programs. Annual review of candidate demographics Candidates are from diverse racial and/or ethnic groups as well as both genders candidates (N= 32) enrolled advanced programs included 20 female, 12 male, and 22 white, not Hispanic, 8 African American, 1 Hispanic, 1 Multi-racial Continue to monitor diversity of candidates Collaborate with the Director of Recruitment to target a diverse group of potential students using the new marketing plan if numbers change significantly. MED Student Learning Outcomes 1. Locate, evaluate, conduct, interpret and apply research for the improvement of teaching. Assessment Method Assessment Criteria Assessment Results Use of Results 1a: Exit Exam 1a: Must successfully pass all questions on the exit exam. 1a: Thirteen candidates passed EDUF 6000 the Exit Exam in passed all questions first attempt 1a: Continue to monitor results New testing guidelines were implemented based on these results. 9 passed all questions second attempt 1b: Research Project in PHED b: Earn a minimum score of 70% 1 passed all questions on third attempt 1b: No data for AY b: This is a required course for all Master s candidates and is offered every other year 11

12 MED Student Learning Outcomes 2. Utilize technology to enhance teaching and supportive functions. Assessment Method Assessment Criteria Assessment Results Use of Results 2. Graduate Class Project (Every graduate class has a project that has a technology based component). 2. Must utilize at least one technological tool (such as PowerPoint, audio/video media, and/or use of heart rate monitors, pedometers, and/or fitness software of 25 candidates in PHED 6215/6216/6217 video projects. 18 of 18 candidates in PHED 6119 met this requirement 2. Candidates successfully met this requirement so no change required at this time. 3. Demonstrate effective teaching behaviors, a variety of teaching styles, and knowledge of appropriate practices in their teaching. 3a: Three evaluations of lessons taught using three different teaching styles in PHED 6215/6216/6217 3a: Candidates must earn a minimum score of 80% on each teaching evaluation 9 of 9 MAT candidates in PHED 5215G met this requirement 3a: 24 of 25 candidates met this requirement for the Command Teaching Style 16 of 25 candidates met this requirement for the Practice Teaching Style 3a: Continue to monitor results. The Inclusion teaching style is a new style for many of these candidates thus encourage students to use available resources for help. 9 of 25 candidates met this requirement for the Inclusion Teaching Style 3b: MAP Evaluation Domain I and III (PHED 5216G for MAT candidates). 3b: Candidates must earn a minimum score of Meets Expectations on Domain I: Planning and Preparation and Domain 3b: 9 of 9 MAT candidates in PHED 5216G evaluated using MAP met or exceeded expectations in Domains 3b: Continue to monitor MAP results with the MAT students 12

13 MED Student Learning Outcomes Assessment Method Assessment Criteria Assessment Results Use of Results III: Instruction 1 and III 4. Communicate knowledge about and appreciation for the importance of lifetime physical activity and wellness. 5. Establish goals and design learning experiences that communicate high expectations for student learning that emphasizes the development of skillful movers. 4. Philosophy paper in PHED 6215/6216/ Minimum score of 70% 5a: Exit Exam 5a: Must successfully pass Exit Exam question for PHED 6215/6216/6217 5b: GACE II Exam (in MAT candidates): Constructed Response 5b: Program must maintain an 80% pass rate for accreditation purposes of 25 candidates met this requirement 5a: 13 of 13 candidates passed the exit exam question for PHED 6215/6216/ candidates passed on first attempt 2 candidates passed on second attempt 5b: 8 of 8 candidates (100%) scored above the state average on the constructed response questions for HPE 115 for AY of 8 candidates (100%) scored above 4. This is a required course for all Master s candidates and is offered every other year. However, a need to include a component in the philosophy paper addressing the importance of physical activity and wellness will be implement AY a: Continue to monitor exit exam results. 5b: Continue to monitor exit exam results. 13

14 MED Student Learning Outcomes Assessment Method Assessment Criteria Assessment Results Use of Results the state average on the constructed response questions for HPE 116 for AY Demonstrate a variety of assessment techniques to evaluate and improve student learning, programs, and instruction. 6a: Exit Exam 6a: Must successfully pass question from EDCI 6227 or EDUF b: Assessments tools in PHED 6119 and PHED 5216G (MAT candidates) 6b: Must earn a minimum score of 70% No data at this time for AY 12. Summary reports data from State (PSC) have not been distributed. 6a: 12 of 13 candidates passed question for EDCI 6227 or EDUF 6115 on the first attempt 6b: 14 of 18 candidates successfully met this requirement for PHED a: Continue to monitor exit exam results. 6b: Continue to offer PHED 6119 on a two year cycle and continue to monitor results for PHED 5216G. 7. Critically analyze and reflect on teaching practices and the learning environment for the purpose of effecting change. 7a. Journal Reflections in PHED 6215/6216/6217 7b: MAP Evaluation Domain IV: Professional Responsibilities (PHED 7a. Must earn a minimum score of 70% 7b: Candidates must earn a minimum score of Meets Expectations on 7 of 9 candidates in PHED 5216G earned a minimum score of 70% on assessment tools. 7a. 23of 25 candidates in PHED 6215/6216/6217 met this requirement 7b: 9 of 9 candidates in PHED 5216G evaluated using MAP met or 7a. Continue to monitor results 7b: Continue to monitor MAP results with the MAT students 14

15 MED Student Learning Outcomes 8. Demonstrate sensitivity to and respect for students of different abilities, genders, and racial and cultural backgrounds Major Field Assessment Report Assessment Method Assessment Criteria Assessment Results Use of Results 5216G for MAT candidates). 7c:GMAP Evaluation in PHED 6215/6216/6217 Proposition 3 (Managing and Monitoring Student Learning) and Proposition 4(Thinking systematically about practice) 8a: Lab experiences in PHED b: Lab experience in PHED 5216G and 5215G Domain IV: Professional Responsibilities 7c: Candidates must earn a minimum score of Meets Expectations on GMAP Propositions 3 and 4 8a: Candidates must successfully complete 20 hours of lab experience as determined by the instructor. 8b: Candidates must successfully complete 60 hours of lab experience in diverse settings for PHED 5216 (40 hours) and PHED 5215G (20 hours). exceeded expectations in Domains 1V 7c: 23of 25 candidates in PHED 6215/6216/6217 evaluated using GMAP met or exceeded expectations in Proposition 4 Element on Proposition 4 where students scored below meets expectation: c. Uses research and scholarship to improve practice 8a: 11 of 11 candidates successfully completed the lab experience 8b: 6 of 6 candidates in 5216G successfully completed the lab requirement 9 of 9 candidates in PHED 5215G successfully completed the lab requirement 7c: Continue to monitor GMAP results 8a: Continue placement in lab experiences working with students with special needs. 8b: Continue placement in racially/culturally diverse settings in the Partner School Network (PSN). 15

16 MED Student Learning Outcomes 9. Demonstrate knowledge of community resources and serve as advocates for physical education and/or health in their schools and communities. Assessment Method Assessment Criteria Assessment Results Use of Results 9. Self-Report Data 9. No minimum standard. Data used for program improvement. 9.Candidates identified the following activities: 6 candidates assisted working with students w/disabilities at Special Olympics 2 candidates helped with "Making Real World Connections in Mathematics" workshop 9. Continued emphasis on professional involvement and advocacy role. Continue to provide quality health and physical education activities to local schools and present at health and physical education conferences. 2 candidates serve on the HPE PAC committee 14 candidates helped coordinate three separate field days 5 candidates assisted with CSU Disability Awareness activities (Wheelchair Football and Beep Kickball) 16