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First name |
Mikel
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Last name |
Schmidt
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Email |
schmidt@smccd.edu
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Program Name
Please select your program. For CTE programs, use the 2018-19 CTE Instructional Program Review form.
Kinesiology/Athletics/Dance
Division
Please select your division
Kinesiology/Althetics/Dance
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
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Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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| i. Ensuring all athletic programs are staffed with a full-time head coach. Since the submission of our last Program Review in 2016, we have lost a FT Water Polo/Swim coach. This program served two female sports (water polo and swim) and one male sport (swim) and is currently being evaluated as a potential full-time position in the future. Additionally, we have a part-time Cross County and Track coach serving two female sports (Cross Country and Track) and two male sports (Cross Country and Track). This position is also being evaluated for the potential to request a full-time faculty/coaching position in the future. The athletic department began three intercollegiate programs since the last Program Review - Indoor Volleyball and Sand Volleyball (both coached by the same person and staffed with a full-time position), and men’s basketball, also staffed with a full-time person. Additionally, with the retirement of our former Head Football Coach, we received the opportunity to replace his positon. As such, our division currently feels it is in a good position with regard to staffing pending further review and analysis of the water polo/swim position, and the cross country/track position in future Program Reviews. | |
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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| i. The division continues to closely monitor efficiency (load) and curricular offerings to ensure the needs meet student demand. As per the aforementioned narrative, the FTE shift from activity-based courses to lecture courses continues to take place to address the reduced enrollments in activity courses and drive the division towards offering courses applicable to Kinesiology degree transfer requirements. Through consultation with the Assessment Coordinator, the division continues to fulfill SLO requirements. Many years ago, the division began to engage in a practice of pre and post physiological testing to assess the physiological changes that took place by students engaging in an active lifestyle. These assessments remain valid so no modifications have taken place. | |
2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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Student Success and Equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| One plan that has recently come to the forefront of our discussions is the development of a Learning Community for our women student athletes. This goal addresses Equity from a gender perspective. We currently have a successful endeavor for their male counter parts, Writing in the End Zone. In looking at the data (Student athlete Scorecard extracted from Cal Pass Plus) our female student athletes outperform their male counterparts in grade point average, but are somewhat behind in percentage of successful course completion. Gender GPA Units Att. Units Comp % Success Female 2.93 32.58 26.33 80.8% Male 2.86 31.27 25.55 81.7% While the success rates far exceed the college average, there are many more reasons why the college should favor an opportunity to support a Learning Community for our female student athletes. First, in the spirit of equity and Title IX (Gender Equity in Athletics legislated in 1972) we should provide the same opportunity for our female student athletes as our male student athletes. Second, from a moral perspective, there are issues that women are confronted with that remain hidden from the public eye – issues surrounding empowerment, socialization, and vulnerability. These issues can remain somewhat veiled in a normal classroom setting and would serve this community well to have an environment where they feel comfortable. It is also important to note that while female student athletes outperform their male counterparts in average GPA, there still exists the bottom third tier of females not performing well, and a Learning Community designed to provide a safety net for these students should be considered. | |
3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
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Course and Program Assessment
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3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
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| i. As recently as a few months ago, the faculty engaged in a mapping exercise to ensure our course level and departmental SLO’s aligned with the ILO’s. Because each course in our curriculum aligned with at least one ILO, no adjustments to the SLO’s were made. Consultation with the SLO coordinator through the mapping exercise verified that our course level SLO’s were adequate and met the standard. Additionally, student success rates with obtaining prescribed course level SLO’s exceeds a rate of 80%, which the faculty feel comfortable with. As per a previous discussion, the division has engaged in creating course offerings in the discipline of Kinesiology to prepare students for transfer. Many of the courses put forth through Curriculum Committee were approved as fulfilling a General Education requirement outside of Area E5d. KINE 103, KINE 104, and KINE 107 fulfill Area E5b (Social Science) which enables students to complete more of their AA degree through our lecture courses. The division faculty also completed two AA degrees and a Certificate in Coaching. The AA degrees are in Kinesiology (the AA-T has been offered since the inception of the AA-T), and in Dance. | |
4a. Provide a brief description, including actions, measurable outcomes, and timelines
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| Recent discussions amongst the coaches of women’s athletic programs have taken place to create a Learning Community specific to our female student-athletes. With the phenomenal success of WEZ, a model similar to one provided to the male student-athletes would serve a great purpose in ensuring support services are provided to our female student athlete population. The discussion is currently in its infancy, but there is great interest in expanding the discussion of equity to include gender. While the Federal Department of Education requires the submission of an Equity in Athletics Disclosure Act (EADA) to ensure equity amongst the genders with regard to spending, facilities, transportation, access, etc., establishing a Learning Community specifically designed to support empowerment and address vulnerability issues amongst our women student athletes is morally appropriate. Action: • Coaches/Kinesiology faculty to discuss opportunity with faculty from other disciplines. • Deans from divisions discuss opportunity. • Formulated plan presented to IPC for funding. Measurable Outcomes: • Regular assessments monitoring student success Timelines: • Initial discussions – fall, 2018 • Formulated plan – end of fall, 2018 or early spring, 2019 • Learning Community established fall, 2019 We will be looking at reviving the Personal Trainer Certificate, and look to have that prepared for submission to Curriculum Committee by the end of this fall for adoption in fall, 2019. Based on the job market data, there is still a demand for this career – we just need to look at providing the opportunity in an online format. The faculty will also be looking at other online opportunities. One extremely popular course that is impacted in our division is Dance 100 (Dance Appreciation) which fulfills Area E5c. Because success rates in our division (and the college as a whole) in online courses is similar to the success rates in a traditional format, the impetus to make that leap is less risky. | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
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| As per the data, the division is extremely proud that equity is and has always been an important point of emphasis. Well before equity became a focal point at CSM, Writing in the End Zone was established to support two of the most underperforming groups on community college campuses in English; African American males, and Pacific Islander males. In partnership with the English faculty, we collectively worked together to put at the forefront of our educational mission, equity. As can be demonstrated by our plans, we are now looking to provide an equitable Learning Community for our female student-athletes. The table below shows that success rates disaggregated demographically are not consistent across the board, so it will be incumbent for instructors teaching within particular departments to collaborate and discuss.
Dept. Success Range Lowest Success Rate Number Total Avg. Success % ADAP 50% - 100% Pacific Islander (50%) N = 4 91.4% AQUA 44.4% - 90% Black (44.4%) N = 6 88.7% Dance 25% - 100% Pacific Islander (25%) N = 2 76.6% FITN 77.8% - 100% Pacific Islander (77.8%) N = 63 84.3% INDV 82.4% - 100% White (82.4%) N = 17 90.1% VARS 86.4% - 100% Asian (86.4%) N = 22 93.7% KINE 48.9% - 79.2% Hispanic (48.9%) N = 47 81.5% TEAM 82.6% - 95.7% Filipino (82.6%) N = 23 91.4% PE 92.9% - 100% Other (92.9%) N = 84 96.4% In looking at the data, it is clear that the percentage of success in all of our courses substantially exceeds that of the college average. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.
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| Faculty in the division continually seek Professional Development activities to ensure their instructional content and practices remain relevant. The faculty teaching CTE courses regularly attend conferences and workshops. The coaching staff often collaborate with and attend four-year university practices and camps. The Kinesiology faculty attend workshops focusing on modern concepts of the physiological effects of exercise on the human body. Our faculty are also collaborating with faculty from other divisions to ensure consistency and relevance in the existing Learning Communities and working to build additional Learning Communities to support our students. | |
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