Presented: April 27, 2009
Adopted: April 27, 2009
Seminole State CollegeExpanded Statement of Institutional Purpose
Evaluation of Associate in Science in Health, Physical Education and Recreation
2009
Seminole State College Mission Statement
Seminole State College is maintained as a two-year public college authorized by the Oklahoma State Regents for Higher Education to offer courses, provide programs, and confer associate degrees. Seminole State has the primary responsibility of providing post-secondary educational programs to residents of Hughes, Lincoln, Okfuskee, Seminole, and Pottawatomie counties in east central Oklahoma. The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. Seminole State College prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.
Transfer Degree Program Outcomes
NOTE: The first two outcomes are the same for all transfer programs. Each degree must list 2 or more additional outcomes.
1. Transfer degree programs at Seminole State College will successfully articulate to state baccalaureate institutions of higher learning in Oklahoma.
2. SSC transfer degree graduates will demonstrate successful academic achievement at primary receiving state baccalaureate institutions of higher learning in Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory academic progress toward degree completion as determined by the receiving institution.
3. Demonstrate knowledge of current issues and historical context in regard to the fields of heath and/or sports administration and /or physical education.
4. Demonstrate preparation for further study of sport and physical education in specific areas of expertise.
Requirements for Associate in Science in Health, Physical Education and Recreation
General Transfer Degree Requirements: 62 hours (see page 32 of the Seminole State College 2008-2010 Catalog)
Major Field Recommendations: 15 hours with 6 hours selected from HPER 1953, HPER 2053, and 8-9 hours from HPER 2111, HPER 2132, HPER 2222, HPER 2233, HPER 2262, HPER 2263, HPER 2300, HPER 2361, HPER 2332, HPER 2303 and 0-1 hours selected from HPER 1021, HPER 1111
Degree Overview for Associate in Science in Health, Physical Education and Recreation /
Age Categories
<20 / 20-24 / 25-29 / 30-34 / 35-39 / 40-44 / 45-49 / 50>
S 05 / 19 / 14 / 3 / 3 / 1 / 1 / 0 / 0
F 05 / 11 / 22 / 4 / 0 / 1 / 1 / 0 / 0
S 06 / 23 / 19 / 2 / 0 / 2 / 1 / 1 / 0
F 06 / 23 / 19 / 2 / 0 / 2 / 1 / 1 / 0
S 07 / 14 / 29 / 2 / 0 / 2 / 0 / 0 / 0
F 07 / 20 / 22 / 4 / 2 / 1 / 1 / 1 / 0
S 08 / 10 / 19 / 5 / 2 / 0 / 1 / 1 / 0
F 08 / 19 / 19 / 4 / 2 / 2 / 0 / 1 / 0
/ ACT Scores 19 and Under
Total
Records / <5 / 5-9 / 10-14 / 15-19 / Total
<19 / % Total
Records
S 05 / 58 / 0 / 0 / 5 / 16 / 21 / 36.2%
F 05 / 41 / 0 / 0 / 5 / 13 / 18 / 43.9%
S 06 / 39 / 0 / 0 / 2 / 18 / 20 / 51.3%
F 06 / 48 / 0 / 0 / 2 / 18 / 20 / 41.7%
S 07 / 47 / 0 / 0 / 1 / 16 / 17 / 36.2%
F 07 / 51 / 0 / 0 / 4 / 16 / 20 / 39.2%
S 08 / 38 / 0 / 0 / 4 / 12 / 16 / 42.1%
F 08 / 47 / 0 / 0 / 4 / 16 / 20 / 42.6%
(Note: Over 50% of SSC students do not have ACT scores) / Declared Majors
Total No. / No.
Male / No.
Female / No.
Fresh / No.
Soph
S 05 / 58 / 38 / 20 / 34 / 24
F 05 / 41 / 29 / 12 / 34 / 7
S 06 / 39 / 27 / 12 / 21 / 18
F 06 / 48 / 33 / 15 / 30 / 18
S 07 / 47 / 32 / 15 / 30 / 17
F 07 / 51 / 35 / 16 / 31 / 20
S 08 / 38 / 26 / 12 / 22 / 16
F 08 / 47 / 36 / 11 / 30 / 17
Graduates
04-05 / 12
05-06 / 8
06-07 / 6
07-08 / 12
08-09* / 4
*Does not include Spring
Analysis/Action for Age Categories
Provide brief, but thorough, analysis of data. If appropriate, list actions planned as well as timelines. / Analysis/Action for ACT Scores 19 and Under
Provide brief, but thorough, analysis of data. If appropriate, list actions planned as well as timelines. / Analysis/Action for Declared Majors/Graduates
Provide brief, but thorough, analysis of data. If appropriate, list actions planned as well as timelines.
ANALYSIS
Most HPER majors are below age 25. Over the period shown, there are slightly more students in the 20-24 category. The average age for students who are less than 20 is 17.4 and the average for students who are in the 20-24 category is 20.4.
The number of students varies from one year to another. However, the average is slightly less than 45 each year.
ACTION
The division will continue to monitor the number of HPER students in each age category. / ANALYSIS
The average number of HPER majors with ACT scores is about 46 each year. The largest group is in the 15-19 category each year. The average ACT score is 19. This is a little less than 42% of all HPER majors with ACT scores.
ACTION
The division will continue to monitor the number of HPER students in each ACT category. / ANALYSIS
The data indicates a solid number of students declare HPER as a major during the period shown. The number of graduates decreased from 2004-2005 to 2006-2007. However, the number doubled for 2007-2008. It appears that the number of graduates may be a little less for 2008-2009.
ACTION
The division will continue to monitor the number of declared majors. It will encourage students in HPER classes to consider declaring HPER as a major if they have not done so.
Form Created: April 2003
Revised: November 2008, February 2009 1
Presented: April 27, 2009
Adopted: April 27, 2009
Degree Assessment Methods and Criteria for Associate in Science in Health, Physical Education and Recreation /Assessment of this degree program derives from a culmination of direct and indirect evaluation indicators. The focus of this evaluation is to determine the degree program’s achievement of relevant points of the Degree Program Outcomes. A variety of indicators and instruments are used to make this evaluation. /
The primary direct indicators used are:
1. Course-Embedded Assessment;
2. ACT Collegiate Assessment of Academic Proficiency (CAAP) Test;
3. Transfer reports from four-year institutions. / Principal indirect indicators used are:
1. ACT Faces of the Future Survey (biennial survey);
2. SSC Graduate Opinion Survey;
3. SSC Graduate Exit Survey. /
Supplemental statistical data is provided by the SSC Institutional Statistics Report and electronic database as a framework for understanding the makeup of the student body. / Specific Assessment Methods and Criteria used in each of the measures are detailed in:
1. Evaluation of General Education Outcomes Report;
2. Degree Program Assessment Reports;
3. Course-Embedded Assessment Reports. /
Degree Assessment Results for Associate in Science in Health, Physical Education and Recreation /
Documents referred to for specific assessment results are:
1. Evaluation of General Education Outcomes Report;
2. Degree Program Assessment Reports;
3. Course-Embedded Assessment Reports;
4. Institutional Statistics;
5. Specific Program Data provided by SSC’s MIS Department;
6. Transfer Reports;
7. Oklahoma State Regents for Higher Education Assessment Reports. /
Course-Embedded Assessment
Assessment Methods and Criteria
The most critical component of the College’s assessment methods and criteria is the course-embedded assessment process. In this process, each course is defined by course outcomes measured by learning objectives. Also, each course measures one or more Degree Program Outcome and one or more General Education Outcome, all of which are tied to the College mission. The General Education Outcomes Matrix, which is updated annually, comprehensively demonstrates how each course is linked to one or more of the four General Education Outcomes.
In each course, instructors, in conjunction with the appropriate division chair, select one of nine assessment options to assess student learning. The reporting procedure requires all classes not taught in the fall semester to be assessed in subsequent semesters. In addition, it requires: (1) Collection of assessment data for one or more Degree Program Outcome; (2) Collection of assessment data for one or more General Education Outcome; and (3) Reporting of data in the annual fall report from all classes taught during the academic year.
Assessment Results
Identify source(s) of data; report summary of results;
if possible, use tables and/or graphs. / Analysis
Provide brief, but thorough, analysis of assessment results;
link to specific outcomes as appropriate.
The following is taken from the Course-Embedded Assessment Summary Report for Fall 2008.
------
Three divisions indicated 100% participation by their faculty while participation rates for the others were 80.00% and 90.48%. The percentage for all divisions was 95.51%. This is a 0.36% increase over the Fall 2007 participation rate. Participation rates for the last eight reports are: (1) Fall 2002—93.48%, (2) Spring 2003—86.84%, (3) Fall 2003—93.26%, (4) Spring 2004—88.89%, (5) Fall 2004—95.18%, (6) Fall 2005—90.12%, (7) Fall 2006—93.68%, and (8) Fall 2008— 95.15%. (Data from all other semesters—spring, summer, etc.—are included in the annual fall report.)
The following table compares the number of instructors in each division with the number submitting reports. In addition, it shows the number of students assessed in each division.
Comparison Data
Instructors and Students
Bus/
Info
Sys / HPER / LA/
HUM / MSE / Soc
Sci / Tota;
Number Instructors / 11 / 10 / 27 / 20 / 21 / 89
Number Submitting Reports / 11 / 8 / 27 / 20 / 19 / 85
Percent Submitting Reports / 100.0% / 80.0% / 100.0% / 100.0% / 90.5% / 95.5%
Number Students
Assessed / 456 / 373 / 1139 / 1121 / 1381 / 4470
The Assessment of Student Learning Committee adopted a revised list of assessment options on May 2, 2007 for implementation in Fall 2007. The new list follows.
A: Pre- and Post-Test D: Observations G: Classroom Response System
B: Pre- and Post-Writing E: Rubrics H: Creative Assessment
C: Pre- and Post-Performance F: Projects and Portfolios I: Any Combination of A-H
The table below shows the number of instructors using each option. It is noted that some instructors may use different options for different classes. Thus, the total number may not correspond to the number in a division.
Assessment Options / Bus/
Info
Sys / HPER / LA/
HUM / MSE / Soc
Sci
A / 11 / 5 / 14 / 20 / 18
B / 0 / 0 / 2 / 0 / 1
C / 0 / 7 / 0 / 0 / 0
D / 0 / 0 / 0 / 0 / 0
E / 0 / 5 / 0 / 0 / 0
F / 0 / 0 / 0 / 0 / 0
G / 0 / 0 / 0 / 0 / 0
H / 0 / 0 / 11 / 0 / 0
I / 0 / 0 / 20 / 0 / 0
Total / 11 / 17 / 47 / 20 / 19
For Fall 2008, all divisions showed an increase in successful completion from pre-assessment to post-assessment. The HPER division also showed improvement as described below.
In addition to use in general education assessment, the pre-test and post-test assessment method is applied in a number of courses specifically designed for the academic program of study. Performance tests were used in many of the activity courses and occasionally, instructors used both techniques. The Assessment mechanisms used are tailored toward the type of course and the specific learner outcomes.
Data collected in regard to classroom Degree Program Course also showed marked improvement in understanding and concepts. Written pre-post test were used in assessment of specific learner outcomes.
For General Education Outcome 4, the percentages for the written pre-post tests are shown in this table.
Pre-test / Post-test / Increase
59.3% / 89.8% / 30.5%
Instructors in the activity classes and sports participation classes have chosen to use rubrics in the skills and cardiovascular outcomes. For Degree Program Outcomes 3 and 4, the percentage increases for students who are proficient are shown in the following table.
Outcome / Pre-test / Post-test / Increase
3 / 34.0% / 58.8% / 24.8 %
4 / 46.7% / 68.0% / 21.3%
For Outcomes 3 and 4, the percentage decreases for students who are not proficient are shown in the following table.
Outcome / Pre-test / Post-test / Decrease
3 / 21.7% / 2.1% / 19.6 %
4 / 13.3% / 4.0% / 9.3%
/ Data for all divisions shows an increase from pre-test to post-tests. This is true for the HPER division since there was an increase of 30.5% on the written pre-post tests for Degree Program Course Outcomes. In addition, it is noted that the post-test average was significant. The average was 89.9%.
For Degree Program Outcomes 3 and 4, two areas are important to analyze. First, the average post-test percentages for students who were proficient on the tests were 58.8% for Outcome 3 and 68.0% for Outcome 4. The increases from pre-test to post-tests were 24.8% for Outcome 3 and 21.3% for Outcome 4.
The second area to analyze concerns the percentage of students who were not proficient on the tests. For Outcome 3, the post-test average was 2.1% which was a decrease of 19.6%. For Outcome 4, the post-test average was 4.0%, which was a decrease of 9.3%
When all results are considered, the data is a good indication that students are learning course objectives.