1. Truman State University Health 198: Lifetime Health and Fitness Jana Arabas, Instructor Jessie Harney, Student Consultant

2. Personal Well-Being: An Essential Skill A liberally educated student acknowledges personal responsibility for achieving and maintaining wellness. To live life fully, with vitality and meaning, a person needs to actively engage in a healthy lifestyle. The knowledge learned through the Personal Well-being Essential Skill provides persons with the skills necessary to evaluate their current lifestyle behaviors and make adjustments to improve their civic contributions as well as their own quality of life.

3. Course Description The purpose of this course is to integrate material from a range of disciplines including (but not limited to) human physiology, psychology, sociology, and nutrition to present an interdisciplinary framework for disease prevention and health promotion. The course focus is to promote a behavioral lifestyle change in which students integrate into their lives patterns of physical activity, health, and well- being. The purpose of this course is to integrate material from a range of disciplines including (but not limited to) human physiology, psychology, sociology, and nutrition to present an interdisciplinary framework for disease prevention and health promotion. The course focus is to promote a behavioral lifestyle change in which students integrate into their lives patterns of physical activity, health, and well- being.

4. Course Redesign: Control vs. Experimental CONTROL GROUP: CONTROL GROUP: –HLTH 195 – Lifetime Health and Fitness (On- Campus) –HLTH 196 – Lifetime Physical Activities EXPERIMENTAL GROUP: EXPERIMENTAL GROUP: –HLTH 198 – Lifetime Health and Fitness (Online) –HLTH 198L – Lifetime Physical Activities

5. Courses and Analysis Four sections of HLTH 195 Four sections of HLTH 195 One section will not be included in part of the analysis One section will not be included in part of the analysis –One instructor is alleged to have provided excessive amounts of information about the final exam questions prior to administration HLTH 195 final exam scores are significantly higher with this section’s scores included; this is not the case when this section’s scores are removed HLTH 195 final exam scores are significantly higher with this section’s scores included; this is not the case when this section’s scores are removed

6. Comparison of Final Exam Scores With all sections: With all sections: CourseMeanStandard Deviation HLTH 19586.518.267 HLTH 19883.918.643 T-Test Results for comparing final exam scores in HLTH 195 and HLTH 198: t = 3.611p =.0003 df = 552

7. Comparison of Final Exam Scores CourseMeanStandard Deviation HLTH 19584.468.248 HLTH 19883.918.643 Table 1.2: Means and Standard Deviations of Final Exam Scores in both HLTH 195 (control) and HLTH 198 (experimental) T-Test Results for comparing final exam scores in HLTH 195 and HLTH 198: t =.707p =.480df = 476

8. Successes: Student Outcomes Final Exam Grade Range HLTH 195HLTH 198 TOTAL <5011 2 50 – 5915 6 60 – 69713 20 70 – 794640 86 80 – 8990126 216 90 – 1006979 148 TOTAL214264478 Table 1.1: Distribution of Final Exam Scores in both HLTH 195 (control) and HLTH 198 (experimental) 77.65% of HLTH 198 students scored an 80 or higher on their final exam. 74.30% of HLTH 195 students scored an 80 or higher on their final exam.

9. Successes: Student Outcomes

10. Successes: Improved Attitudes Attitudinal Survey Attitudinal Survey –Mostly similar responses between the control and experimental groups –However, the following items were more commonly reported from students in HLTH 198: Exercising more as a result of taking the course Exercising more as a result of taking the course Learning new ways to exercise and implementing them into daily routines Learning new ways to exercise and implementing them into daily routines Using more stress management techniques Using more stress management techniques

11. Implementation Issues Greatest Challenges: Greatest Challenges: –Blackboard issues Compatibility Compatibility Accessibility Accessibility –Class e-mail Response Time Response Time

12. Implementation: Student Attitudes Many students expressed disinterest in the course Many students expressed disinterest in the course –Some students in related majors (Health Science, Exercise Science, etc.) were more enthusiastic. Still, many students expressed a desire to become healthier Still, many students expressed a desire to become healthier –Diet and/or exercise change

13. Implementation: Student Attitudes Course Content Course Content –More HLTH 195 students expressed that the material covered on the test was not representative of what was covered in the course –HLTH 198 students thought the course content was fairly appropriate to what was covered on the tests However, supplementary materials were less helpful (e.g. powerpoints) However, supplementary materials were less helpful (e.g. powerpoints) General consensus was that students relied on the book General consensus was that students relied on the book

14. Implementation: Student Attitudes HLTH 198 students enjoyed the flexible schedule. HLTH 198 students enjoyed the flexible schedule. However, students also appreciated that weekly assignments were due at the same time each week. However, students also appreciated that weekly assignments were due at the same time each week. –This balance of flexibility and structure seemed appropriate and beneficial to student success.

15. Implementation: Student Attitudes HLTH 196/198L: HLTH 196/198L: –Most students were satisfied with their exercise course. –Some students in HLTH 198L courses expressed that they liked having the course taught by a student. Could more easily relate to their instructor and vice versa Could more easily relate to their instructor and vice versa

16. Faculty/Department Reactions HLTH 195 Professor Issue HLTH 195 Professor Issue Resistance to change Resistance to change

17. Future Improvements: Analysis Attitude Survey Attitude Survey –More in-depth questions about the course content –Demographic information Age Age Gender Gender Ethnicity/Race Ethnicity/Race Major Major Including a focus group for the professors Including a focus group for the professors

18. Future Improvements: Full Implementation Reduce amount of supplementary materials Reduce amount of supplementary materials Create quizzes in Blackboard Create quizzes in Blackboard