College of Communication & Education

Indicators of Success

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The Department of Kinesiology offers three degree programs: BA in Kinesiology (430 students), BS in Exercise Physiology (476 students), and an MA in Kinesiology (40 students). All three degree programs were fully affirmed in fall 2017 through our 5-year Academic Program Review (APR) process. Ten years ago, we enrolled roughly 400 students. The interest in wellness in recent years has resulted in greater demand for Kinesiology careers and thus enrollment has climbed to over 900 students presently.

 American Kinesiology Association Logo

The Department of Kinesiology is a member of the American Kinesiology Association whose mission is to promote and enhance kinesiology as a unified field of study and advance its many applications. AKA does this by advocating for kinesiology at national and international levels as well as by supporting its member departments by providing resource materials and leadership and educational opportunities for university administrators in kinesiology.

KINE faculty put students at the center of everything we do including our scholarship. In the last 5 years, students have accompanied faculty to present at conferences all over the Unites States as well as Australia, Taiwan, and France. We have five active students clubs and our students also work collaboratively with the campus FitU program, which is a student-run peer mentoring program.

Students in the Kinesiology Department have been recipients of many awards. Most recently, Ty Bradford received the President’s Award for Academic Excellence and Isaiah Dargan received the Scholar Athlete Award.

 

Photo of ty Bradford and President Hutchinson

Photo of Isaiah Dargan

Ty Bradford with President Hutchinson – President’s Award for Academic Excellence, Spring 2017

Isaiah Dargan – Scholar Athlete Award, Spring 2017

We prepare students for careers in physical therapy (and related medical fields), teaching physical education, coaching, personal training, and other wellness-related areas. We maintain state-of-the-art labs in Exercise Physiology, Biomechanics, Pedagogy, and Strength & Conditioning. To inform our teaching, each year the department collects data on the extent to which students meet our six Student Learning Outcomes (this past year, we measured verbal and non-verbal communication). Below are summarized results from these reports.

 Photo of Kinesiology PE teacher working with elementary studentsKINE 308 – KINE Physical Education Teacher Education Students Working with Local Elementary School Students

Program Performance

There are six SLOs assessed in the program.

  1. Content Knowledge – Students will demonstrate knowledge and disciplinary concepts related to the field of Kinesiology
  2. Communication – Students will apply knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity
  3. Reflection and Critical Thinking – Students will demonstrate reflection and critical thinking in order to refine professional practice.
  4. Programming and Assessment – Students will demonstrate evidence-based knowledge and skills (and best practices) for assessing client/student needs and for designing, implementing and evaluating programs.
  5. Professionalism and Ethics – Students will demonstrate professional behaviors, including commitment to excellence, valuing diversity and collaboration, service to others, and techniques for lifelong learning.
  6. Value Physical Activity and Fitness – Students will articulate a philosophy that physical activity programs are important to health and well-being of individuals, and that physical activity can foster self-expression, development, and learning.

The SLO assessed each year is decided by the Kinesiology Assessment Coordinator in consultation with the core faculty. In the previous five years, 5 of the six SLOs have been assessed (#4 – Programming and Assessment being the SLO not assessed, although #4 is scheduled to be assessed in the 2016/17 review cycle). Exhibit A illustrates the assessment schedule of the last few years.

Evidentiary Exhibit – A - Calendar for Assessment of Kinesiology SLOs

Sem/Year

SLO

Course(s)

Assessment Method

F13

#1 Content Knowledge

KINE 322 – Biomechanics - 2 different sections of KINE 322 completed a pre- and post-test given during the first and last two weeks of the sessions (N=51).

Biomechanics Concept Inventory (BCI3): measured student learning in six competency areas:

  • Basic muscular anatomical concepts (MAC)
  • Algebra and graph reading skills (ALG)
  • Neuromuscular function concept (NFC)
  • Kinematics (KIM)
  • Kinetics (KIN)
  • Fluid mechanics and application skills (FLA)

F13 – Sp14

#3 Reflection and Critical Thinking

  • KINE 113 - Beg. Ballroom Dance
  • KINE 114 - Inter. Ballroom Dance
  • KINE 169 - Yoga
  • KINE 308 - Rhythms & Dance for Teachers
  • KINE 305 - Philosophy of School Based PE
  • KINE 410 - Developmentally Appropriate Middle School PE

 Reflective Writing/Thinking Rubric:

  • In KINE 113, 114, 169, and 308, journal reflection assignments were assessed based on the attached.
  • In KINE 410, a self-reflection paper analyzing students’ teaching performance was used.

Critical Thinking Rubric:

  • KINE 305, a 3-page philosophy of teaching position paper with a minimum of 7 references was used.

 F10-   Sp16

#2 Communication

#3 Reflection and Critical Thinking

#5 Professionalism and Ethics

All students graduating with a KINE PETE degree, applying for the Teacher Credential Program.

Candidate Disposition Form/strong> (Developed by the CSU Chico School of Education)

 *F15/ Sp16

#5 Professionalism and Ethics

Internship supervisors assessed student performance in KINE 489 ‘Internship’ class (N=45)

 ‘Internship Supervisor Assessment’.  The survey was developed and refined by the department’s faculty and administered via the Office of Institutional Research.

 *Sp16

#5 Professionalism and Ethics

All current KINE BA/BS students. A total of 138 students responded (response rate of 20%).

 ‘KINE Professionalism Survey’ The survey was developed and refined by the department’s faculty and administered via the Office of Institutional Research.

 Sp15

#6 Value Physical Activity and Fitness

All current KINE BA students (N=450) in both the Movement Studies option and the PETE option. A total of 187 students responded (response rate of 42%).

 ‘Physical Activity Values & Behaviors Survey’: Responses were assessed using an electronic survey. The survey was developed and refined by the department’s faculty and administered via SurveyMonkey.

*Data from 2016/2016 Annual Assessment Report included to provide a more complete assessment of KINE SLO’s

Evidentiary Exhibit(s) –Selected Assessment Results

SLO #1 (Fall 2013) - Results from the Biomechanics Concept Inventory (BCI3)*

Results - Paired t-test indicated that students in these introductory biomechanics classes exhibited a significant improvement (p < 0.01; 23% more from the pre-test) in the mastery of biomechanical concepts on the BCI3.

Strengths - students demonstrated significant learning on neuromuscular and kinetics competencies

Areas of Improvement - students performed consistently from pre- to post-tests on basic muscular anatomical concepts, algebra skills, and graph reading skills. The lack of improvement in these areas could also be related to the fact these areas may not have been the focus of the instructors’ curriculum.

 

n = 51

Basic

muscular anatomical concepts

Algebra and graph reading skills

Neuro- muscular function concept

Kinematics

Kinetics

Fluid mechanics and application skills

Pre-Test

49.4%

52.0%

32.7%

38.4%

22.7%

36.7%

 

Post-Test

51.5%

48.6%

41.1%

43.1%

44.9%

41.8%

 

P-value

0.43

0.22

<.01

0.09

<.01

0.06

 

*For more detail See Published paper by CSUC faculty Hsieh, Mache, & Knudson, 2014)

SLO #3 (Fall 13 - Spring 14) - Results from Reflective Writing/Thinking Rubric & Critical Thinking Rubric

1) Reflection journal assignments in multiple courses based on the Reflective Writing/Thinking Rubric (the numbers in each cell represent the total number of students scoring in that category). 107 students were enrolled among all 4 classes in SP14.

 

Competent

Developing

Poor

KINE 113 Journals

24

5

2

KINE 114 Journals

26

3

0

KINE 169 Journals

24

1

2

KINE 308 Journals

16

4

0

% Developing or Competent

96%

2) Philosophy of teaching position paper assignment in KINE 305 based on the Critical Thinking Rubric (the numbers in each cell represent the total number of students scoring in that category). 17 students were enrolled in SP14.

 

Competent

Developing

Poor

Overall Reasoning

8

8

1

Credibility Evaluation

7

9

1

Information Relevancy

5

11

1

General Analysis

4

12

1

% Developing or Competent

94%

3) Teaching performance reflection paper assignment in KINE 410 based on the Reflective Writing/Thinking Rubric (the numbers in each cell represent the total number of students scoring in that category). 11 students were enrolled in SP14.

 

Competent

Developing

Poor

Clarity

5

6

0

Relevance

7

4

0

Analysis

7

4

0

Interconnections

7

4

0

Self-critique

5

6

0

% Developing or Competent

100%

 

SLO #2,3,5 (Fall 10 - Spring 16) - Candidate Disposition Form

  • Disposition #1: Appreciates and values human diversity, recognizes community and cultural norms, shows respect for students’ varied talents and perspectives, seeks to foster culturally-appropriate communications and demonstrates best practices in his or her field.
  • Disposition #2: Believes that all children can learn, appreciates their varying abilities and persists in helping all children achieve success.
  • Disposition #3: Committed to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines.
  • Disposition #4: Demonstrates pride in the education profession and participates in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.
  • Disposition #5: Committed to the expression and use of democratic values and is committed to creating a learning environment that fosters active engagement in learning and encourages positive social interaction.

 

Semester

Disposition #1

Disposition #2

Disposition #3

Disposition #4

Disposition #5

F13 Totals

2.89

3.00

2.89

2.78

3.00

Sp14 Totals

2.69

2.88

2.75

2.88

2.69

Sp13 Totals

2.40

3.00

2.50

3.00

3.00

Sp15 Totals

2.96

2.71

2.88

2.90

2.33

F15 Totals

2.07

2.07

2.21

2.21

2.21

Sp16 Totals

2.10

2.10

2.70

2.70

2.30

Avg.

2.52

2.63

2.66

2.74

2.59

1 = Unacceptable; 2 = Acceptable Beginning Practice; 3 = Acceptable Professional Practice; 4 = Exceptional Practice

SLO #5 (F15/Sp16) - KINE 489 ‘Internship Supervisor Assessment’ Results

Criteria

F15/Sp16 (N=45)

 

Always

Often

Rarely

Sometimes

NA

Respectful to Others

91.1%

8.9%

0%

0%

0%

Behaves Professionally

82.2%

17.8%

0%

0%

0%

Communicates in a Way that Strengthens the Workplace

66.7%

15.6%

2.2%

15.6%

0%

Collaborates Well With Others

77.8%

13.3%

0%

6.7%

2.2%

Produces High Quality Work

64.5%

26.7%

0%

2.1%

6.7%

Committed to Lifelong Learning

82.2%

15.6%

0%

0%

2.2%

Values Diversity in the Workplace

88.9%

6.7%

0%

0%

4.4%

Committed to Excellence

82.2%

15.6%

0%

0%

2.2%

Punctual

84.4%

8.9%

6.7%

0%

0%

Consistently Engaged and Task Focuses

80.1%

13.3%

2.2%

4.4%

0%

Demonstrates Initiative

71.1%

15.6%

2.2%

11.1%

0%

Works Productively in the Absence of Supervision

66.7%

17.8%

2.2%

4.4%

8.9%

SLO #5 (Spring 2016) - ‘KINE Professionalism Survey’ Selected Results (N=138)

Certifications/Conferences Attended/Student Club & Service Engagement

Certifications

%

Conferences Attended

%

First Aid

39.6%

CAHPERD

2.2%

CPR

35.1%

National Adapted Physical Education

.7%

AED

25.4%

ACSM

0%

Certified Strength & Conditioning Specialist

1.5%

Southwest ACSM

0%

ACE - Personal Trainer

.7%

SHAPE/AAHPERD

1.5%

NASM  - Personal Trainer

0%

Biomechanics in Sports

.7%

ISSA  - Personal Trainer

0%

NSCA

0%

ACSM  - Personal Trainer

0%

Applied Sports Psychology

0%

ACSM Group Exercise Instructor

0%

Other

5.2%

ACSM Exercise Physiologist

0%

ACSM Exercise Physiologist

0%

 

Student Club/Service Engagement

%

Exercise Physiology Club

11.9%

Pre-Physical Therapy Society

11.9%

PETE Club

4.5%

Strength & Conditioning Club

3%

Dance Sports Club

2.2%

CAVE – Community Action Volunteers in Education

17.9%

 Self-Report of Professional Behaviors (N=138)

Professional Behavior:

I consistently….

None

Completely False

Somewhat False

Slightly False

Slightly True

Somewhat True

Completely True

Use appropriate Language

26.1%

0%

0%

3%

2.2%

25.4%

46.3%

Wear professional Attire

26.1%

1.5%

0%

7.5%

13.4%

20.9%

30.6%

Engage in Collaborative Behaviors

27.6%

0%

.7%

.7%

3%

20.9%

47%

Am Well Prepared

26.1%

0%

.7%

1.5%

3.7%

26.9%

41%

Put for Effort

26.9%

0%

0%

0%

.7%

13.4%

59%

Take Initiative

26.1%

0%

0%

1.5%

7.5%

32.1%

32.8%

Am Helping/Caring

26.9%

0%

0%

.7%

2.2%

16.4%

53.7%

Am Committed to Excellence

26.1%

0%

0%

0%

3%

17.9%

53%

Am a Lifelong Learner

26.1%

.7%

0%

0%

1.5%

11.9%

59.7%

SLO #6 (Spring 2015) - Physical Activity Values & Behaviors Survey

Percent of Students Achieving

  • 94% agreed or strongly agreed that they value physical activity
  • 83% stated that physical activity programs are important to health and well-being of individuals
  • 58% engage in moderate physical activity at least 5 days/week
  • 77% engage in muscle strengthening activities at least 2 days/week.
  • 64% engage in vigorous aerobic activity at least 3 days/week
  • On the 6-point scale, most indicated  positive feelings about physical activity including 70% who reported  they felt “confident in my ability to perform physical activities that personally challenged me”

Reflective Comments

Assessment in the Kinesiology BA Program is an ongoing process. In addition to participating in the five-year cycle for assessing each of our learning outcomes, many Kinesiology faculty seek anonymous feedback in their classes to learn more about the effectiveness of various aspects of their courses. These formal and informal methods provide on-going checks on the quality of our courses and program. At our department meetings, discussions often focus on a variety of assessment issues, including student learning objectives selected for the year, coordination among courses, and ideas for improving the curriculum in response to assessment results.

As a department, we are committed to continuing our discussions about “closing the loop” around the lessons we learn through assessment. As an overall objective of offering the best possible program to our students, we recognize that the program must change over time. With the philosophy of offering our students a valid curriculum that best meets their needs, we also recognize that student learning objectives must also evolve over time.

The 2010-2015 assessment cycle was successfully implemented as planned. Due to administrative changes, however, assessment data for years 2010-2012 were unavailable. Therefore, no data for SLO #4 are reported. This SLO ‘Programming and Assessment’ will be the focus of the 2016-17 review cycle.

A number of noteworthy changes to the program occurred as a result:

SLO #1

Result: students demonstrated significant learning progress on neuromuscular and kinetics competencies improved. Anatomical concepts, algebra skills, and graph reading skills have become an instructional goal for our program.

Changes: Specifically, KINE will review the prerequisite for KINE 322 Biomechanics to determine if current expectations (Biology 103 ‘Human Anatomy’) are sufficient.  Further, Biomechanics professors have begun to make these areas of deficiency a more concerted focus in the overall curriculum.

SLO #3

Results: The findings indicate the vast majority of students are either competent or appropriately developing their skills in reflection and critical thinking.

Changes: Students in both the Movement Studies and PETE options take KINE 320 (the department’s writing proficiency course) as well as KINE 323, which requires a large research-based term paper. Faculty who teach these courses will be involved in discussions about maintaining high levels of writing competency in our undergraduate students. Since it appears that KINE students are presently writing reasonably well, assignment/criteria sheets for all undergraduate courses involving writing in KINE can be enhanced with specificity.

SLO #5

Results: Interns scored high on nearly all categories. Specifically, supervisors rated interns highest on the category of respect (91.1% always), followed by valuing diversity (88.9% always, and punctual (84.4% always). The lowest ranked categories were produces high quality work (64.5%), works productively in absence of supervision (66.7%), and communication (66.7%).

Changes: Though students were rated high on many of the categories, room for improvement certainly exists. In particular, the Department of Kinesiology may wish to make expectations more explicit to students prior to beginning the internships. This could be conveyed via a handbook or in a series of classroom meetings. Additionally, the department may choose to implement a mid-semester assessment to solicit supervisor feedback; this would allow for intervention if needed.

SLO #6

Results: The data indicate that the vast majority of students value physical activity, which is encouraging since that is a key departmental SLO. Interestingly, however, the data indicate that fewer students actually are physically active compared to those who simply value physical activity.

 

Changes: KINE has started to address this is by “preaching” the importance of daily physical activity to freshman and transfer students during summer orientation advising sessions. This includes emphasizing their “obligation” as KINE majors to be physically active, to talk with professors about physically active opportunities in the community, and to not take the elevator whenever possible. We are also examining 15-week fitness projects and behavior modification programs in some of our PETE courses including the capstone (KINE 484) as well as our newest course offering (KINE 335). The four student clubs in our department have also introduced more physically active meetings including Pickleball tournaments and Strength & Conditioning seminars. Note: KINE Faculty have also discussed medication of the current SLO #6 or an additional SLO to address this.