1. Curriculum Coordinator: Janet Parcell Mitchell January 2016
HEALTH AND FITNESS PROMOTION School of Science, Health, and Criminal Justice Fall 2015 Assessment Report
Curriculum Coordinator: Janet Parcell Mitchell
January 2016

2. What was assessed? Student learning outcomes list:
SLO 1. Physical Fitness Assessment
Demonstrate the ability to effectively and accurately assess all components of physical fitness.
SLO 2. Individualized and Group Exercise Programs
Effectively implement individualized and group exercise programs that meet the health and fitness goals of the intended audience.
SLO 3. Individualized and Group Exercise Programs
Effectively develop health and fitness programs based on the outcomes of fitness assessment and interpretation of
exercise testing.
SLO 4. Effective Communication
Capably communicate, orally and in writing, as a health and fitness professional within various health and fitness settings.
SLO 5. Effective Communication
Identify and communicate health and fitness needs for individuals and groups to promote advancement of disease and
injury prevention.

3. SLO 6. Applied Health Promotion Utilize strategies that effectively promote positive behavioral change related to health and fitness. SLO 7. Applied Health Promotion Effectively utilize research evidence to guide best practice in the area of health promotion and fitness programming. SLO 8. Applied Health Promotion Utilize knowledge of foundational science and/or business principles to guide decision making in the health and fitness setting. SLO 9. Applied Health Promotion Be prepared to seek specialized fitness certifications and/or advanced degrees in areas related to health and fitness. SLO 10. Applied Health Promotion Articulate the importance of lifelong learning and skill enhancement to reach their fullest potential as a health and fitness professional.

4. Where were outcomes assessed?
SLO 1 – Physical Fitness Assessment
HEFI 401 – SLO A, B, C, D, E, F, G, H HEFI 402 – SLO B, C, E, F
SLO 2 – Individualized and Group Exercise Programs
HEFI 401 – SLO A, C, D, F, G, H HEFI 402 – SLO A, B, C, D, E, F
SLO 3 – Individualized and Group Exercise Programs
HEFI 401 – SLO D, E, F, H HEFI 402 – SLO A, B, C, D, F
SLO 4 – Effective Communication
HEFI 201 – SLO A, B, C, D, E, F, G HEFI 375 – SLO A, D, E, F, G
HEFI 401 – SLO E, F HEFI 402 – SLO A
HEFI 404 – SLO A, B, C, D, E, F, G HEFI 406 – SLO A, B, C, D, E
SLO 5 – Effective Communication
HEFI 201 – SLO A, B, C, D, E, F, G HEFI 375 – SLO A, B, C, D, E, F, G
HEFI 401 – SLO B, C, E, F, G HEFI 402 – SLO A, C, E
HEFI 404 – SLO A, D, F, G HEFI 406 – SLO C, E

5. SLO 6 – Applied Health Promotion
HEFI 201 – SLO B, E, F, G HEFI 375 – SLO A, D, E, F, G
HEFI 401 – SLO A, B, C, D, E, F, G, H HEFI 402 – SLO A, C, D, F
HEFI 404 – SLO A, F
SLO 7 – Applied Health Promotion
HEFI 375 – SLO B, C, D, E, F HEFI 401 – SLO A, B, C, D, E, F, G, H
HEFI 402 – SLO A, B, C, D, E, F HEFI 404 – SLO B, C, E, F, G
SLO 8 – Applied Health Promotion
HEFI 201 – SLO D, E, F HEFI 375 – SLO A, B, C, D, E, F, G
HEFI 401 – SLO A, C, H HEFI 402 – A, B, C, D, E, F
HEFI 404 – SLO B, C, D, E, F, G
SLO 9 – Applied Health Promotion
HEFI 201 – SLO A, E HEFI 375 – SLO A, B, C, D, E, F, G
HEFI 401 – SLO A, B, C, D, E, F, G, H HEFI 402 – SLO A, B, C, D, E, F
SLO 10 – Applied Health Promotion
HEFI 201 – SLO A, E HEFI 401 – SLO C, E, F, G, H
HEFI 402 – SLO C, D, E, F HEFI 406 – SLO B, C, D, E

6. How was the assessment accomplished?
Student work assessed:
Midterm and final exam multiple choice questions
Critical Thinking Essays
Discussion Board Posts
Short Answer Homework Questions
Short Answer Activity Labs
Reflective Papers
Applied Projects
Skills Check Offs
Practical Exams
Measurement strategy:
Rubrics used for skills check offs, practical exams, projects, papers/essays, discussion boards
% of questions answered correctly on midterm/final exams
Sample size:
Total Students enrolled in HEFI classes = 35 students

7. SLO 1 – Physical Fitness Assessment, Assessment Data
SLO 1 - Demonstrate the ability to effectively and accurately assess all components of physical fitness.
Measures
Not Met
Met
Exceeded N %
All Courses 17 3
18% 10
59% 4
24%
HEFI 401 13
23% 8
62% 2
15%
HEFI 402 0%
50%
Office of Institutional Effectiveness January 11, 2016

8. SLO 2 – Individualized and Group Exercise Programs Assessment Data
SLO 2 - Effectively implement individualized and group exercise programs that meet the health and fitness goals of the intended audience.
Measures
Not Met
Met
Exceeded N %
All Courses 17 2
12% 9
53% 6
35%
HEFI 401 11
18% 7
64%
HEFI 402 0%
33% 4
67%
Office of Institutional Effectiveness January 11, 2016

9. SLO 3 – Individualized and Group Exercise Programs Assessment Data
SLO 3 - Effectively develop health and fitness programs based on the outcomes of fitness assessment and interpretation of exercise testing.
Measures
Not Met
Met
Exceeded N %
All Courses 9 1
11% 5
56% 3
33%
HEFI 401 4
25%
75% 0%
HEFI 402 2
40%
60%
Office of Institutional Effectiveness January 11, 2016

10. SLO 4 – Effective Communication Assessment Data
SLO 4 - Capably communicate, orally and in writing, as a health and fitness professional within various health and fitness settings.
Measures
Not Met
Met
Exceeded N %
All Courses 41 7
17% 11
27% 23
56%
HEFI 201 17 5
29%
41%
HEFI 375 8 0%
100%
HEFI 401 2 1
50%
HEFI 402
HEFI 404
HEFI 406 6
83%
Office of Institutional Effectiveness January 11, 2016

11. SLO 5 – Effective Communication Assessment Data
SLO 5 - Identify and communicate health and fitness needs for individuals and groups to promote advancement of disease and injury prevention.
Measures
Not Met
Met
Exceeded N %
All Courses 50 9
18% 12
24% 29
58%
HEFI 201 17 5
29% 7
41%
HEFI 375 14 0%
100%
HEFI 401 10 3
30%
50% 2
20%
HEFI 402 1
33%
67%
HEFI 404 4
HEFI 406
Office of Institutional Effectiveness January 11, 2016

12. SLO 6– Applied Health Promotion Assessment Data
SLO 6 - Utilize strategies that effectively promote positive behavioral change related to health and fitness.
Measures
Not Met
Met
Exceeded N %
All Courses 37 5
14% 13
35% 19
51%
HEFI 201 10 2
20% 4
40%
HEFI 375 8 0%
100%
HEFI 401 3
23%
62%
15%
HEFI 402 1
25%
75%
HEFI 404
Office of Institutional Effectiveness January 11, 2016

13. SLO 7– Applied Health Promotion Assessment Data
SLO 7 - Effectively utilize research evidence to guide best practice in the area of health promotion and fitness programming.
Measures
Not Met
Met
Exceeded N %
All Courses 36 3 8% 10
28% 23
64%
HEFI 375 12 0%
100%
HEFI 401 13
23% 8
62% 2
15%
HEFI 402 6
33% 4
67%
HEFI 404 5

14. SLO 8 – Applied Health Promotion Assessment Data
SLO 8 - Utilize knowledge of foundational science and/or business principles to guide decision making in the health and fitness setting.
Measures
Not Met
Met
Exceeded N %
All Courses 39 3 8% 7
18% 29
74%
HEFI 201 5 1
20%
60%
HEFI 375 14 0%
100%
HEFI 401 8 2
25% 4
50%
HEFI 402 6
33%
67%
HEFI 404

15. SLO 9 – Applied Health Promotion Assessment Data
SLO 9 - Be prepared to seek specialized fitness certifications and/or advanced degrees in areas related to health and fitness.
Measures
Not Met
Met
Exceeded N %
All Courses 44 5
11% 11
25% 28
64%
HEFI 201 2
40% 1
20%
HEFI 375 14 0%
100%
HEFI 401 13 3
23% 8
62%
15%
HEFI 402 6
33% 4
67%
HEFI 404

16. SLO 10 – Applied Health Promotion Assessment Data
SLO 10 - Articulate the importance of lifelong learning and skill enhancement to reach their fullest potential as a health and fitness professional.
Measures
Not Met
Met
Exceeded N %
All Courses 24 6
25% 11
46% 7
29%
HEFI 201 5 2
40% 1
20%
HEFI 401 10 3
30%
50%
HEFI 402 4 0%
75%
HEFI 406
80%

17. Assessment results: What has the data told us?
The SLO’s with the greatest % not met were:
SLO 10: 25% not met (majority from HEFI 201 and HEFI 401)
SLO 1: 18% not met (majority from HEFI 401)
SLO 5: 18% not met (majority from HEFI 201 and HEFI 401)
SLO 4: 17% not met (majority from HEFI 201 and HEFI 401)
Upon reviewing the outcomes, it appears that students struggled the greatest with HEFI 201, an online course, and HEFI 401, a face-to-face course with significant lab components.
Regarding HEFI 201, students tend to find the information dry and have a difficult time following the text book. A new text book was used this semester to try to remedy the problem, as this has been an issue in the past. It doesn’t appear to have helped. Students still find the content to be dry and difficult to read, thus difficult to critical think and apply in an appropriate level of discussion for an online course.
Regarding HEFI 401, it has a significant lab component. The class is a 4 credit course, and has a designated lab time, although the course actually consists mostly of lab and very little of lecture. Students spend the entirety of most of the classes engaging in hands-on lab activities that require body mechanics, body awareness, and kinesthetic skill. It is difficult for one instructor to fully observe, assess, and correct each of the 22 students techniques at all times for all activities. This has hindered the outcomes for this course, as students were not able to get constant supervision and correction regarding their hands-on skills in class.

18. Plans to “close the loop” based on these results.
1. HEFI 201: Dry reading, poor following-along for an online course, thus leading to poor understanding and poor critical thinking with assignments
Changes in Teaching Methods:
Review another textbook
Add an instructor’s outline of each chapter to course content for students to follow along with while reading the chapter and taking notes to highlight the important aspects
Change wording on homework and activity lab assignments to be more specific in regards to required content to earn a good grade

19. Changes in Teaching Methods:
2. HEFI 401: Difficulty constantly observing all 22 students at all times regarding their hands-on skills, leading to poor student feedback and poor skill acquisition
Changes in Teaching Methods:
An Instructional Support Assistant for this class would be paramount, if at all possible. I cannot teach less skills to these students, as they would not be safe or knowledgeable enough to enter the work environment. The best way to remedy the situation would not be to teach less skills, but to be able to monitor their skills more effectively with another instructor/ISA.
Changes in Assessment Methods:
Prior to skills check offs students should have to do peer check offs on each other. The peer check offs will not be graded, but will be mandatory. Students pairs will have the grading rubric and will do the skills on each other. The student participating as the patient/client will give the practicing student feedback regarding their performance. The students will then switch roles. This requires the students to be knowledgeable about the skills, and also to practice beforehand.

20. What resources were used or have been requested to close the loop?
No resources requested