|
Human Performance Management (HPM) Major |
| Student
Learning Outcomes & Competencies |
How Assessed |
When & How
Assessed |
| 1. Core
Knowledge & Skills: The HPM major will be able to
incorporate essential competencies and skills related to the respective
content areas in developing, implementing, managing and evaluating
wellness programs. |
Direct:
1. Standardized cognitive exams and skill-oriented assignments will be
used (example: 1020 Foundations of Nutrition).
2. Skill based course assignments are required in professional preparation
classes.
Indirect:
1. See generic area for general methods of assessing core knowledge
and skills. |
Direct:
Measures for each core course will be developed. These
standardized measures may be used for each section of the course, they may
or may not be used for student grading. Complete 2001. |
| 2.
Communication- Resource Person; Use of Technology: The HPM major must be able to serve as a resource person, consultant,
and advocate in addressing wellness problems and related needs (issues,
problems, etc.). |
Direct:
1. Students routinely complete assignments related to reviews of
literature and finding community health related resources using the
library and internet.
Indirect:
1. Demonstrated ability to locate and utilize resources and act as an
advocate during INTERNSHIP. |
Direct:
1. Relevant assignments will be identified, such as those requiring
the use of the library and the internet to find resources. These
assignments will be included in the student portfolio. Complete 2001.
Indirect:
See generic area. |
| 3.
Management- Administration; Resource Management; Human Resources: The
HPM
major should be able to coordinate services, manage
people, and administer programs within a wellness environment for diverse
populations. |
Direct:
1. Analysis of student skills and competencies as judged by internship
supervisors using standardized instrument.
Indirect:
1. Demonstrated ability to communicate health and health education
needs, concerns resources during INTERNSHIP. |
Direct:
1. See generic area. This measure has been implemented.
Intern supervisors are using instruments developed by the University or
one developed by their agency to assess student competencies. Some
of these instruments do need to be refined. Complete 1999,
then ongoing.
Indirect:
1. Students are currently doing self-assessment during their
internships regarding this outcome. Complete 1999, then
ongoing. |
| 4.
Measurement, Assessment, Evaluation: The HPM major
must be able to evaluate individual, group, and program performance
needs. He/she must interpret results, make decisions regarding the
findings and make appropriate recommendations and changes. |
Direct:
1. Students complete 6 hours in statistics/evaluation courses include
PE 4600 (3) Measurement for Evaluation and Research. The course has
numerous computer and practical application assignments.
2. Students develop evaluation plan/instruments (4150) as part of program
plan, placed in PORTFOLIO.
Indirect:
1. Demonstrated ability to evaluate a program plan during INTERNSHIP. |
Direct:
1. PE 4600 requires students to perform measurement and evaluation skills
in a myriad of ways including interpretation of statistics, actually using
the computer to organize, graph and analyze data to perform statistical
test, and develop relevant reports. In addition, students are
required to complete an authentic report or artifact paper related to
their are or emphasis. Complete 1999, then ongoing. In
Health 4150 program evaluation entails completing a NEEDS
ASSESSMENT. Students use the needs assessment to develop a program
plan (similar to a grant proposal) which includes a program evaluation
chapter. These assignments are included in the capstone
PORTFOLIO. Complete 1999, then ongoing. |
| 5. Program
Planning & Program Design & Marketing: The HPM major will be able to develop, design and market effective
wellness programs. |
Direct:
1. Program Assessment Assignment (4150) placed in PORTFOLIO.
2. Program Plan Assignment (4159) placed in PORTFOLIO.
Indirect:
1. Demonstrated ability to participate in needs assessment during internship.
2. Demonstrated ability to participate in program planning during
INTERNSHIP. |
Direct:
1. Program Assessment Assignment (Health 4150) placed in PORTFOLIO.
Complete 1999.
2. Program Plan Assignment (Health 4150) placed in PORTFOLIO. Complete 1999.
Major focus of the course is to complete a needs assessment followed by
development of a comprehensive program plan.
Indirect:
1. Determination of program planning skills determined during
internship by supervisor evaluation; self-evaluation across all
learning outcomes; and projects completed. Complete 1999. |
| 6. Program
Implementation & Teaching Methodology & Facilitator: The HPM major will be able to implement wellness programs for
diverse populations utilizing proper teaching and facilitator
methodology. |
Direct:
1. Development of unit plans (3200) placed in PORTFOLIO.
2. Develop lesson plan and deliver presentation which is video taped
(3200).
3. Develop Public Service Announcements; newsletters brochures placed in
PORTFOLIO.
4. Students will complete diversity assignments oriented towards
understanding unique populations.
Indirect:
1. Demonstrated ability to implement a program plan during INTERNSHIP. |
Direct:
1. Our major methods course (3200) requires presentations, writing
curriculum and unity plans, videotape self-evaluation of
presentations. The major activities can and should be placed in
students' capstone PORTFOLIO. In addition students are involved in
developing and presenting in several health, nutrition, and leisure
services courses. In addition, students taking PE 3280
(Neuromuscular Conditioning) apply concepts to the following activities:
sample pre & post certification exam; mini-teaching and skill demo
video artifact; and two program design artifacts. Complete 1999.
Indirect:
1. Again, students are evaluated on this outcome by their supervisors
and by self-evaluation. Many students are visited by faculty to
observe a presentation. The first part of this procedure is in place
(1999) but faculty visitation is still a goal handicapped by faculty
load. Faculty observation of all interns to be complete by 2001. |
| 7.
Professional Development & Practical Experience: The HPM major will serve professional organizations and obtain
practical experiences within the community. |
Direct:
1. Completion of a 360-hour internship which may include a combination
of experiences in health/fitness/recreation agencies. The usual
sequence of internships in the major follows: a 60-hour internship on
campus (2890); a 60-hour observational internship off campus (4890);
and an extensive internship of 4-6 credit hours (240-360 hours) off
campus.
2. Successfully complete a 1-credit hour senior project. |
Direct:
1. All students in the HPM must complete a 360-hour internship in a
health/fitness/recreation agency that requires a major project and
report. In place since 1988.
2. As a major capstone experience, students must complete a quality senior
project which may be of their own creation but relate directly to their
academic interests. In place since 1993. |
| Eclectic
& Generic Measures Across All Outcomes |
Direct:
1. Capstone experience of an "individual Project" which
requires development of a project which is professionally presented to a
faculty committee.
2. Students complete senior seminar that includes finalizing PORTFOLIO.
3. Students complete a pre-test/ post-test self-analysis on the seven
competencies of an HPM major.
Indirect:
1. Analysis of student skills and competencies as judged by internship
supervisors using standardized instrument.
2. Use of Delphi surveys on a post graduation basis to ascertain relevance
of program to real-world experiences.
3. Interviews and sharing in Senior Seminar course. |
Direct:
1. The senior project, PORTFOLIO (senior seminar), and internships have
been previously mentioned as they relate to specific student learning
outcomes. They are noteworthy because they are academic experiences
which cross all areas of student outcomes. We conduct
self-evaluation in the senior seminar course. The instructors use a
sophisticated approach to student refinement of the PORTFOLIO where
students select important artifacts, organize their own documents, and
have assessment using well established criteria such as organization,
scope of representation of artifact from classes, content validity,
etc. Students conduct self-evaluations concerning their capabilities
in comparison to professional preparation documents. Complete 1999,
ongoing refinements. |
