Within the mission of the University and the College of Education and Professional Studies, the Department of Health, Human Performance and Recreation has a unique interdisciplinary focus that enhances the quality of life experiences that are highly valued in today’s diversified global society. The department provides learning experiences for resident and place bound students emphasizing: 1) healthy lifestyle choices; 2) structure, function, and care of the human body; 3) applied human movement; 4) community, natural resource, and tourism based leisure, and 5) care of the sick and injured.
Both the university’s and the department’s mission acknowledge a duty to contribute to the betterment of society by preparing its students for life within a diverse holistic world order. The department’s mission focuses on quality of life issues inherent in physical and psycho-physiological well-being. The scope of the department’s mission includes enlightening students to issues of resources, community, diversity, and informed choice.
i. Increase scholarly activities within the Department 1. Encourage and facilitate scholarship, research, and professional development of HHPR students and faculty. 2. Facilitate student scholarship in research and professional development. 3. Support faculty who involve undergraduates in research projects. 4. Hire faculty based on program centrality, essentiality, and productivity who are eligible for graduate faculty status. ii. Enhance student and faculty critical thinking and communication skills (e.g., writing and speaking). 1. Improve student verbal and nonverbal communication. 2. Develop forums for exploring current professional issues. 3. Support student involvement at professional meetings/presentations. iii. Increase student and faculty understanding, expertise and utilization of technology and services (e.g., computers, multimedia, specialized professional equipment). 1. Increase student use of available technology. 2. Encourage the faculty to use latest instructional technology. 3. Improve faculty and student accessibility to computer technology. iv. Increase student and faculty awareness and understanding of diversity and multiculturalism. 1. Develop and promote faculty and student understanding of cultural issues. 2. Incorporate themes related to diversity and multiculturalism into appropriate courses. 3. Increase the number of students from diverse backgrounds v. Develop and continually refine program evaluation. 1. Encourage faculty development and involvement in student learning outcomes. 2. Encourage faculty and student involvement in curriculum development 3. Develop an understanding of what constitutes “ethics” and “values” specific to their discipline. 4. Faculty will model ethical behavior and responsible values. vi. Continue to expand communication and public relations activities with internal and external constituencies. 1. Increase communication between HHPR and other university departments. vii. Continue to develop community service programs. 1. Encourage students to provide community service. 2. Pursue cooperative agreements with outside agencies. viii. Provide quality education opportunities to place bound students. Research and discuss strategies for reducing curriculum overlap, improved effectiveness, and improved programs. 1. Encourage faculty to discuss the objectives and outcomes of the courses they teach and the programs in which they are involved. 2. Encourage the faculty to develop interdisciplinary courses or experiences 3. Develop a Health and Fitness teaching endorsement
The faculty in each of the programs strives to incorporate theoretical and applied knowledge and principles of practice in their course instructions. Students are able to learn through hearing, seeing, and doing what is requisite to be a responsible citizen and steward. Through internships, practicum, service learning, pre-student teaching classroom experiences, and student teaching experiences, students become truly enlightened in the pragmatic applications of knowledge and serve as an intellectual resource to Central Washington, the state, and region in identifying, researching, and addressing human and environmental problems. Faculty in the department are encouraged to involve students in faculty led research projects which enables students to participate in identifying, researching, and solving human and environmental problems within the state, region, country, and the world.
Summary: There are common themes of accomplishments that programs have noted a. Curriculum Revisions and updates: As noted earlier, each of the programs have revised and updated their curriculum to reflect current research findings and professional standards. b. Placement of students: A high proportion of students who have graduated with a major from one of the programs have found employment related to their education. c. Community Involvement: (Practicum, Field Experience, Cooperative Education, and Service Learning): Virtually all students within the department participate in either a practicum, cooperative education experience, or service learning. d. Professional Involvement: All programs have students who attend and participate in professional meetings. e. Increased Enrollments Interest: All programs have experienced an increase in the number of students interested in becoming a major.
a. Enrollment meeting the demands of an expanding student population and diminished resources. b. Facilities. The current facilities do not accommodate the current level of pedagogical courses, activity courses, university athletics, club sports, and recreation and intramurals. c. Curriculum. The adoption of the State’s Health/Fitness teaching endorsement, much of the Health Education and Physical Education endorsement curriculums have had to be eliminated to meet certification requirements in both Health and Physical Education. There are courses within teacher education and the Health-Fitness Endorsement area with overlapping course content. d. Technology. The department, college, and university are fiscally unable to keep current software and hardware for faculty and students. e. Scholarship. As the University has evolved from a teacher preparation college to a comprehensive university over the past few decades, the demands to produce scholarly works has increased. f. Morale: Maintaining enthusiasm for exemplary performance and high morale in light of relatively poor salaries.
Within the mission of the University and the College of Education and Professional Studies, the Department of Health, Human Performance and Nutrition has a unique interdisciplinary focus that enhances the quality of life experiences that are highly valued in today’s diversified global society. The department provides learning experiences for resident and place bound students emphasizing: 1) healthy lifestyle choices; 2) structure, function, and care of the human body; 3) applied human movement; 4) care and rehabilitation of the sick and injured.
The department is divided in 5 primary programs that grant undergraduate major degrees: 1) Exercise Science, 2) Food Science and Nutrition, 3) Health Programs, 4) Paramedics and 5), Physical Education. The department offers graduate degrees in three programs and a student Physical Activity Program. The program coordinator assesses the content of student activity program annually with input from faculty and students. Two of the programs have a focus on teacher preparation (Health Education K-12, and Physical Education K-12). Students are able to graduate from these programs with non-teaching emphases. The other programs in the department either provide support for the teacher preparation programs or focus on non-teaching paraprofessional preparation. Curriculum revision in each program is an ongoing process focused on continuous improvement. Within each program, curriculum revisions reflect content required by state, federal, or professional organizations. Exercise Science Exercise Science bases its curricula content on the principles described by the American College of Sports Medicine (ACSM), the American Society of Exercise Physiologists (ASEP), the National Athletic Trainers Association (NATA), the National Strength and Conditioning Association (NSCA), other allied health organizations such as the American Physical Therapy Association (APTA), the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR), the North American Association for the Study of Obesity (NAASO), and the expressed needs of business and allied health care providers. Two distinctive curricula (Generalist and Clinical Physiologist) exist within Exercise Science. The Generalist curriculum prepares students to work in settings where healthy individuals predominate such as private health and fitness organizations, non-profit agencies such as YMCA’s, corporate fitness and wellness centers, and athlete development programs. In contrast, Clinical Physiologists are prepared to better serve the needs of the less healthy or injured populace in settings such as cardiac rehabilitation, physical or occupational therapy, sports medicine, and research. In most instances, the acquisition of employment in these areas requires additional education at the graduate level and the Clinical Physiology curriculum is designed to meet a majority of the pre-admission requirements for such graduate programs. The courses within each curriculum are linked sequentially such that material from initial courses facilitates the comprehension of additional, related, and increasingly more complex material in subsequent courses. The final student learning experience (capstone requirement) is the completion of a 480-hour internship. Despite a reasonably rigid sequencing for coursework, students are able to graduate in a timely manner due to the offering of many courses during several quarters of the academic year. The faculty and program director regularly attend national and regional meetings of relevant professional societies (ACSM, NATA, NSCA, NAASO, ADA) and consult with and seek guidance from a variety of professionals on developments in the field in order to keep abreast of current standards, research, and curricular aspects. The Exercise Science Program bases it curriculum on the standards of the American College of Sports Medicine (ACSM), the needs of business, and care providers. The faculty and program director attend annual national ACSM meetings to keep abreast of current standards and research. The Graduate Program is governed by ACSM standards, NASPE standards for graduate programs, the policy and procedures of the university’s graduate office, and the standards of the university’s human subjects review committee. In addition to complying with national reviews, curricula are reviewed by the department’s curriculum committee, the Dean, the university’s faculty senate curriculum committee, the full faculty senate, and the Provost. Food Science and Nutrition The BS in Food Science and Nutrition with a specialization in Nutrition and Dietetics is accredited as a Didactic Program in Dietetics (DPD) by the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association. The program is reviewed based on a self-study every 5 years and is re-accredited every 10 years based on a self-study and a site visit. The DPD at CWU will undergo the re-accreditation process in 2008-2009. In addition, CWU offers a CADE/ADA accredited Dietetic Internship. Like the DPD program, the DI is reviewed every 5 years and re-accredited every 10 years. The DI will also undergo the re-accreditation process in 2008-2009. The program in food science and nutrition also offers a masters degree. Currently, the program is a MS in Family and Consumer Sciences with a specialization in Nutrition, but a proposal to create an MS in Nutrition is completing the on-campus approval process and will be reviewed by the Higher Education Coordination Board this spring. The curriculum for the MS program is based around the 5 graduate courses offered in successive summers as part of the dietetic internship. In addition, graduate students take graduate level statistics and research design courses. Paramedics The Paramedic and EMT curriculum was revised and adopted in 2000 by the National Highway Safety Administration (NHTSA) and also reviewed by the State of Washington Medical Association Advisory Committee, the ad hoc committee of the faculty of all training programs in Washington State, and finally reviewed and approved by CWU’s Medical Program Director and the program’s Advisory Committee. The program is accredited by CoAEMSP. During the most recent accreditation review in 2006 CoAEMSP reported one citation relating to facilities, resources, and clerical support. In fall 2007, the program received $150,000 to upgrade its resources. Lab and instructional space has also been expanded and a new half-time clerical support position has been awarded (starting January 2008). The curriculum is reviewed each year by the faculty, medical program director, and the advisory committee to incorporate any new content, or skills based on any new changes in practice at the national or regional levels. The National Association of EMS Educators and NHTSA provide changes in practice based on research in the pre-hospital and emergency care areas. Graduate and employer surveys are also used to make adjustments in the program curriculum. Health Programs: The School Health Education Program went through a program review and change in September 2000 to accommodate the state’s requirements for the Health/Fitness endorsement and complies with the state mandated EALR’s in Health/Fitness. Additionally, the state is adopting Professional Education Endorsement Competencies for Health/Fitness. Changes are in harmony with the National Health Education Standards and health trends from the Centers for Disease Control and Prevention of Adolescent Risk Behaviors. This program is again going through revision as a more effective and efficient curriculum is being developed to merge Physical Education and School Health Education programs. It is inticipated that the inaugural class will be enrolled Fall 2008. The Public Health major has made several curriculum changes in accordance with Society of Public Health Educator/American Association of Health Education Baccalaureate Program Approval Committee (SABPAC) guidelines and the Committee on Education in Public Health (CEPH) guidelines. The curriculum is based on professionally accepted guidelines that promote the “Seven Areas of Responsibility for Entry-Level Health Educators.” Successful acquisition of these skills, as measured by the Comprehensive Health Education Specialist (CHES) exam results in individual certification. Successful completion of this exam is an expected outcome of the curriculum. Faculty within the Health Programs regularly attend National conferences in order to keep abreast of the most recent trends and applications within their fields. Faculty also are encouraged to become Certified Health Education Specialists (CHES). This certification requires faculty to stay current through earning continuing education units in order to re-certify. Physical Education Physical Education teacher preparation also went though a program review and change in September 2000. The curriculum that emerged was based on the national standards for NASPE (National Association for Sport and Physical Education) (NCATE Affiliate) and the Health/Fitness state teaching endorsements. The new curriculum involved the creation of a carefully sequenced progression of newly created classes. Inherent in this new program was the creation of a “block” sequencing of classes in which groups of students started the program in the fall and continued together taking the required classes over a 6-quarter timeline. The block program ensured that all students had the prerequisite knowledge and skills before progressing to new learning experiences. To enhance this program and the student’s technological literacy, over $13,000 of hardware (heart rate monitors and pda’s) and software (assessment programs) were given to the program by an external source. The technology has been integrated into two of the existing classes. This program was also revised to provide an experiential approach in that preservice teachers take 9 practicum credits. During these practica, students are provided a variety of experiences including school observation, fitness assessment and teaching of K-12 students, and an actual quarter long teaching assessment. In 2006, the Health Education and Physical Education Programs initiated discussion on possibilities to combine the teaching majors into one new major. This combination made sense due to the change in state certification that awarded identical teaching certificates to students graduating with either the Health Education or Physical Education teaching majors. A proposed new major is planned for the start of the fall 2008 academic year. As a part of the proposed major, several courses have been combined to provide a more integrated approach to preparing future teachers of Health and Physical Education. Technology will be far more extensively integrated into a variety of courses allowing for better congruence with instructional needs. Physical Activity Program The program coordinator assesses the content of student activity program annually with input from faculty and students. Also reassesses scheduling days and time; number of sections each quarter; reassigns instructors quarterly; assesses the balance of aquatics, leisure, fitness, racquet sports, team, dance, lifetime recreation courses as a whole program; student learning is assured with cognitive and physical performance criteria; content of courses in line with fitness guidelines of ACSM, ACE, American Red Cross (water) and Central Washington University Physical Education.
As noted above, several programs in the HHPN Department are assessed externally by governing agencies. Health Education and Physical Education teaching programs are designed to meet NCATE standards. The BS in Food Science and Nutrition with a specialization in Nutrition and Dietetics as well as the Dietetic Internship are accredited by the Commission on Accreditation of Dietetic Education of the American Dietetic Association, and the Paramedics program is assessed by CoAEMSP. In addition to accrediting processes, HHPN department faculty receive financial support and are encouraged to attend the national meetings of their governing or relevant professional organizations to update their knowledge of curriculum content and current practices.
Consistent with all CWU departments, the course syllabi of all HHPN department classes include teaching objectives, learner outcomes, and assessments consistent with programmatic goals and objectives. The department uses traditional methods of instructional assessment including SEOIs, as well as peer review in some programs. SEOIs evaluations are mandatory for each course within the College of Education and Professional Studies. Faculty utilize traditional instructional methods such as inquiry- base/open-ended learning, classic lectures, laboratory experiences and experimentation, clinical case studies, and a multitude of pedagogical techniques including field experiences, practicum, comprehensive internships, site visitations, service learning, and collaborative research. I. The Exercise Science degree requires students to complete one or more short (40-hour) practical experiences from a variety of setting selections (fitness, clinical, management, laboratory assessment) under the supervision of qualified professionals. Additionally, successful completion of the aforementioned 400-480-hour internship provides a penultimate and culminating experience to the student about to graduate. This capstone requirement for a Bachelors in Exercise Science is accomplished at a site germane to the specific career interest and demonstrated academic aptitude of the student. II. Graduate Programs program provides opportunities for service learning in their fitness lab and at off site facilities. III. Health Programs A. School Health Education provides health fairs for community elementary schools, classroom visitations, video teaching evaluations, peer teaching evaluations, portfolio development, and service learning. B. The Public Health program requires peer teaching evaluations, portfolio development, service learning, field work and experience, as well as a 400-hour cooperative education culminating experience for each of their students. IV. The Food Science & Nutrition program works with the student Nutrition Science Club to provide service learning experiences. Currently students work with the Health Center, the Student Union and Recreation Center in providing nutrition services. In addition, many students take advantage of summer cooperative field experiences in a wide variety of settings. V. Paramedics requires each student to complete a comprehensive internship at multiple sites focusing on competency standards and cores skills. VI. Physical Education K-12 provides numerous field experiences in their skills classes (rock climbing, ropes course, elementary school outdoor camp, dance instruction programs for elementary schools), classroom visitations, activity class supervised teaching at the university, and video teaching evaluations, and computerized teaching analysis. VII. The Activity program provides opportunities for community providers of fitness and lifetime activities to offer their services for university credit (fitness clubs, golf courses, and other community providers). A. Activity Program; Skiing – Mission Ridge; Karate – Central Washington School of Karate; Golf – Ellensburg Golf and Country Club; Bowling – Rodeo Bowl and Entertainment Center; Fly Fishing – Evening Hatch Guide Service; Martial Arts – In conjunction with Ellensburg Community Schools; Bicycling – Recycle Bicycle Store; Hiking/Orienteering/Cross Country Skiing – Mountain High Sports; Yoga – Lori Chandler/Jazzercise; Kris Harper/Yoga Self Center; Women’s Self-Defense – Central Washington University Police Department B. Provides opportunities according to the ADS. C. Provides functional fitness opportunities for the hypokentic to the well conditioned athlete. Program Directors observe, give feedback and provide mentoring to all new and non-tenure track faculty. During the course of the academic year, the HHPN Department Chair observes all faculty at least once. The HHPN Department holds regular monthly faculty meetings to provide an opportunity for the Chair to share informational updates and discuss important issues related to instructional effectiveness. Program Directors meet bimonthly with the Chair to discuss key issues and also schedule regular meetings with faculty in their respective programs. Directors meet regularly with their program faculty and staff to discuss programmatic changes. The Activity Program Coordinator currently holds quarterly meetings jointly; individual meetings on observations; workshop on new equipment, and; observations once per quarter.
Through a link to the department website, provide syllabi for all courses taught in the department or program in 2006-2007. Each syllabus should clearly state the learning objectives of the course and methods of assessment for each. (Syllabi for 2007-2008 will be requested for the final university self study)
Assessment of Students and Department Programs
i. Student assessment at entrance.
1. Each program assesses students for entry into the program uniquely.
a. The Exercise Science Generalist Program requires students to successfully complete (C or better) EMS 245, EXSC 250, and EXSC 254 (Foundations of Fitness) prior to admission. The Clinical Physiology Program requires a C+ or better in the following pre-admission courses: CHEM 111 + Lab; MATH 130, NUTR 245, BIOL 201, EMS 245, and EXSC 250. Regardless of program, all prospective students are required to meet with the Director of the EXSC program to review completion of pre-admission requirements and to discuss career aspirations. At this time, a two (2) year academic schedule is established for the student to follow.
b. The Food Science and Nutrition programs require that students successfully complete NUTR 140, 140L, 245, and CHEM 111 & 111L before they are admitted to the major.
In addition to general university requirements for admission, full admission to the graduate program requires an undergraduate degree with a major in a physical education, health, recreation, or a closely related to the student’s desired area of emphasis. Conditional or probationary admission may be granted to applicants not meeting all admissions criteria
c. The Paramedic program requires students to be 18 years of age, and have 1-year minimum (2 year preferred) EMS experience as an EMT-Basic. Additionally, all applicants must:
i. Complete a 20-minute oral interview with a panel composed of faculty, medical director, program graduates, advisory board member(s), and current students.
ii. Provides notarized letter(s) documenting their EMT-B experience from an EMS agencies.
iii. Be evaluated on knowledge and practical application of basic EMT skills.
iv. Complete the Health Occupation Basic Entrance Test Written Examination.
v. No Felony convictions.
vi. Be selected by the interviewing panel based on their performance and experience.
d. Health Programs: Public Health requires students to meet with a Public Health advisor prior to establishing their majors. Students are required to complete the admissions packet, including professional goals and timeline for graduation.
i. Health Programs: School Health Education requires students to complete a letter of intent detailing 1) reasons for choosing School Health Education (Health/Fitness Endorsement), 2) specific experiences or qualifications; complete the application form; have a minimum 3.0 GPA over the last 45 credits in order to student teach.
e. Physical Education and Health Education require graduating students to complete an electronic portfolio which includes a variety of artifacts that display the students achievements during the program. Students must also complete all major requirements with a C or higher
ii. Student assessment upon graduation
1. Each program assesses students upon completion uniquely.
a. Exercise Science students must complete all courses in the program with at least a “C” grade before being eligible for entrance to the internship. Any classes not receiving the appropriate grade must be repeated with a maximum of three attempts permissible for any single class. A satisfactory grade must be achieved from the internship for graduation.
b. Graduate students must complete on of three options: 1) Thesis, 2) Project, or 3) Examination; and an oral examination covering their thesis, project, and coursework.
c. Food Science and Nutrition students must successfully complete the food research component of NUTR 440 – Experimental Foods. This course, which has been identified as the capstone course of the program, requires students to utilize knowledge and skills from a wide variety of courses required in their major in order to complete the food research project. The project culminates with a research manuscript appropriate for publication in the Journal of American Dietetic Association and a poster presentation of a quality suitable for presentation at a professional meeting.
d. Paramedic students must receive a passing grade on all courses within the major/program. Students must demonstrate the cognitive information by passing a comprehensive exam at 74% or better. On all team leader calls, students must be evaluated as competent by the field preceptors. By the completion of 160 ambulance calls, students must be consistently evaluated as competent on the calls. All required clinical training hours and procedures have been satisfactorily completed. Each student must document on experience forms all clinical training
e. Public Health students must successfully complete a 400-hour cooperative education culminating experience, as well as develop an electronic portfolio of works completed.
f. Physical Education and Health Program require graduating students to complete a portfolio. Students must also complete all major courses with a C or higher.
iii. The alumni office gathers data from students regarding their post baccalaureate experiences or employment history and contact information. The paramedic program utilizes a common website and email provider to maintain contact with graduates. Graduates employed in the education are often followed through informal contacts.
iv. All program faculty are involved in both program and student assessments. Program faculty evaluate applications for admission into the major. Faculty review portfolios for content and quality of submission. As external and internal reviewers review programs, faculty have opportunity to express their views regarding the need for modifications, revisions, or program additions/eliminations.
v. Programs are assessed externally by governing agencies such as NCATE, NASPE, the National Recreation and Parks Association/American Alliance for Leisure and Recreation, National Highway Safety Administration (NHTSA) and CAAHEP. Programs are also assessed by various state agencies. Faculty regularly assess their curriculum juxtaposing organizational standards to program curriculum (See NCATE Report, CAAHEP Report, memorandum of state approval of endorsements). As deficiencies are detected in program curricula, faculty determine remedial activities or content to be incorporate into existing courses or the need for courses to be added or deleted from the program. Extensive revision or for course deletions/additions, the appropriate university forms are completed and processed through the department chair, dean, center for teaching and learning (teacher education courses only), the faculty senate curriculum committee, and the vice president of academic affairs (Provost). If additional resources are required, application or memoranda are submitted to the department chair, the Dean, the Provost, and the President of the university.
Describe the manner in which faculty and relevant administrators review and respond to assessment results:
Deans will summarize for their colleges. Departments add specific evidence
All program faculty are involved in both program and student assessments. Program faculty evaluate applications for admission into the major. Faculty review portfolios for content and quality of submission. As external and internal reviewers review programs, faculty have an opportunity to express their views regarding the need for modifications, revisions, or program additions/eliminations.Nutrition – NUTR 245 – Basic Nutrition Basic Nutrition can be used to meet the GE requirements in the Natural Sciences: Application of Natural Sciences. Students are assessed on their performance on four examinations, near-daily graded questions using classroom response systems and weekly written assignments given in their discussion laboratory sections. Health Education – HED 101 Health Essentials 1. Students will become thoughtful and responsible members of society and stewards of the earth. One of the keys goals of the field of health education is to cultivate productive and responsible citizens. The aforementioned, one of four criteria that make up a health literate individuals, is assessed through various self-appraisals that as assigned throughout the quarter. The appraisals, varying from assessing overall wellness to other topics like nutritional health, are collected in a portfolio and graded for completion. The specific appraisals that address this general education program goals are the ones that assess environmental awareness such as recycling and protecting the natural environment.
Students will respect diversity of background, experience and belief, and will value the different perspectives that this diversity beings. Students will achieve fluency in reading, writing, oral communication and information technology. Although the class size is too large to assign lengthy writing composition papers, students are asked to read pertinent material for end-of-unit examinations. Students are asked to write short reflection pieces on a 3-day food record assignment and a full fitness/body composition lab activity. The course is also set up to promote information technology through the use of blackboard and wireless response pad technology. Students are required to consistently maintain their blackboard accounts in which they can communicate with each other, hold discussion forums and complete three online quizzes. Students are also outfitted with individual wireless remote controls with which they can respond anonymously to questions asked by the instructor. The technology is an excellent formative assessment tool and attendance manager. Students are regularly assessed on previous day lecture notes and spot assessments midway and at the end of a lecture. Students “clicker” points are averaged into their attendance and participation points which make up 12.5% of their total grade. Students will master the principles of logical, mathematical and scientific reasoning. During the fitness and nutrition unit, students are assessed on their ability to problem solve. They are asked to mathematically compute Target Heart Rate given the necessary variables. Students are required to complete this exercise and submit the form in their portfolios. They are also tested on their ability to compute THR on an end-of-unit examination. With regard to nutrition, students are also assigned a 3-day food record assignment in which they are to log all food eaten in a three-day period. They are then required to assess total intake of calories and compute the percentages garnered from the three energy-supplying nutrients. This assessment is assessed in their portfolios as well as on the end-of-unit exam. Students will develop an appreciation of the breadth and depth of scientific and humanistic knowledge. The field of health education is comprised of may disciplines such as psychology, biology, nutrition, anatomy and physiology and sociology. The reading material from the text, as well as featured guest speakers adds to this depth. Students are assessed via wireless response pads and end-of-unit examination. Students will develop a sense of the interconnectedness of knowledge. Students will integrate knowledge from diverse fields of study in order to solve real-worlds problems. Students will become aware of the manifold ways that knowledge evolves. Students will develop a disposition to ask incisive and insightful questions. Throughout the course, students are constantly questioned for understanding. The format of the course is active learning based. The question and answer dialogue that takes place is conducive to such an environment. Informal formative feedback is constantly garnered through class whips, on the spot questioning and through whole-class discussion. Students also involved in think-pair-share, a method in which students think about a question instigated by the instructor. They then pair with a student to discuss and problem-solve. Finally, they share their response to the class. If the department incorporates general education student learning goals into assessment of students in the major, describe the assessment results.
Within the mission of the University, the HHPN Graduate program provides a post-baccalaureate education of the highest possible quality with the aim of preparing graduates whose career aspiration lie in the areas of human movement (science of coaching and human performance), health, and physical education. The HHPN is essential to the University because it strives to: 1. prepare professionals who will be productive members of their profession; 2. enhance a student’s ability to interpret research findings so that he/she can make informative and well thought out decisions, and ; 3. develop a student’s ability to think logically and critically, and communicate in a clear and effective manner. HHPN delivers a quality graduate program in the following areas: MS Exercise Science; MS Health and Physical Education; MS Health and Physical Education with a Specialization in Athletic Administration. HHPN graduate faculty are committed to delivering excellent instruction in the classroom and providing students with research opportunities. HHPN offers students: small class sizes; one-on-one attention (strong mentoring/advising; working closely with faculty); research experiences and opportunities to disseminate findings at local, regional and national peer-reviewed conferences; teaching opportunities during graduate studies, and; opportunity to take classes on-line thereby accommodating those individuals in the teaching work force. HHPN prepares graduate students in excel in a variety of work place settings, including: cardiac rehabilitation programs at hospitals and private medical clinics, teaching at high school, community colleges, directing wellness, health, fitness and athletic programs, or continuing on for doctoral studies. The Masters of Science degree in Health, Human Performance, and Nutrition prepares the student to function as a professional in the areas of human movement studies, wellness and health promotion, health and physical education teaching). In addition to general university requirements for admission to the Master’s program, full admission to the graduate program in Health, Human Performance, and Nutrition requires an undergraduate degree with a major in physical education, health, or exercise science; or a major closely related to the student’s desired area of emphasis. 1. Exercise Science The Master of Science degree in Exercise Science prepares students for careers in higher education, clinical settings, corporate and community fitness/wellness centers, and athletic development programs. In addition, the curriculum prepares individuals for further study at the doctoral level. Prospective students wishing to pursue a Master of Science in Exercise Science must fulfill the general University requirements for admission to graduate school and hold a degree in exercise science or a closely related area of study. Students majoring in the biological or chemical sciences are encouraged to apply. Minimum requirements include anatomy, physiology, exercise physiology and related course work such as fitness assessment and prescription, kinesiology, and sport nutrition. General chemistry and introduction to statistics is recommended. 2. Nutrition Currently we do not have a graduate program in nutrition. 3. Health/Fitness: the MS degree in Health/Fitness is a two year degree that is designed specifically for practicing teachers to expand their knowledge in the areas of Health/Fitness. This program is not designed for individuals seeking the Health/Fitness 4. Master of Science in Health and Physical Education – Athletic Administration Specialization The athletic administration specialization is designed to prepare students to work in the sporting environment as a manager and leader. Coursework is chosen to increase a student’s awareness of financial and managerial issues in the administration of athletics and to plan strategically using data from well designed operations research. Given that the sporting milieu is multicultural, students are encouraged to examine the realm of athletics from a psycho-socio perspective.
I communicated with Dawn at the Graduate office and she has indicated that thesis and project titles for our department were sent to Phil Backlund. She wants to know if this will work, if so, she would not need to repeat doing this task. I have made copies of thesis and project summaries.
Currently, one section of NUTR 448 is being taught as an on-line course. In addition, NUTR 342 is using DE technology linking the instructor at CWU-Lynnwood with the CWU-Ellensburg campus. In spring 2008, NUTR 340 will also be utilizing DE technology. Several of the professors have offered classes periodically at the centers via distance education (interactive video). The Public Health Major offers HED 317 International Health via distance education once per year. The course originates at the Wenatchee Center and is DE to the Ellensburg campus. The PE Program offers an online MS degree. Students attend two 2-week blocks of classes on campus that are taken during two consecutive summers. During the school year students enroll in classes that are delivered online via Blackboard. Faculty in this program are currently seeking funding to enhance online instruction with a video component. Funding is pending.
Nutrition Students in the Dietetic Internship meet weekly via DE technology (NUTR 492A, B, C). Students in Yakima, Wenatchee, Ellensburg, and the Tri-Cities share experience from their internship sites with each other and the DI director. Health Education HED 317 – International Health (check enrollments Winter 08)
HED 323 - Infectious Diseases, W08, SU07 (check enrollments) HED 380 - Epidemiology (Spring 08) HED 324 – Non-infectious Diseases (Sp08)
Exercise Science Used Blackboard Internet other than Blackboard Exercise Science Graduate Program HPE 560 Statistical Application in HHPN HPE 580 Physical Education Grant Writing and Fundraising HPE 557 Research Methods HPE 578 Physical Education Program Promoting PE 540 Socio-Psychological Dimensions of Sport PE 561 Curriculum Trends in Physical Education PE 579 Supervision of Teaching PE and Health Education HHPN 577 Physical Education Curriculum Design PEHL 599 Seminar in Physical Education Food Science & Nutrition Most of the NUTR classes are currently using Blackboard or will be incorporating Blackboard by the end of 2009. Several of these courses use course web pages available on the internet. Internet other than Blackboard Paramedics EMS 319 EMS 335 EMS 451 EMS 336 EMS 444 EMS 441 EMS 447 EMS 459 Health Education Used Blackboard HED 101 HED 230 HED 209 HED 210 HED 340 HED 330 HED 440 HED 446 HED 472 HED 472 HED 473 HED 450 HED 475 HED370 Internet other than Blackboard Paramedics Used Blackboard EMS 493 use FISDAP (www.fisdap.et) for clinical and field experience scheduling and skills tracking, verification and auditing. Health Education Used Blackboard HED 101 HED 230 HED 209 HED 210 HED 340 HED 330 HED 440 HED 446 HED 472 HED 472 HED 473 HED 450 HED 475 HED370 HED 442 HED 387 HED 460 HED 345 HED 490 HED 445 Physical Education Used Blackboard
Nutrition: Reaction by students (and the faculty) of NUTR 488 from fall 2007 has been mixed at best. Students attending CWU-Ellensburg are less tolerant of technical problems and are used to face-to-face courses. Changes have been implemented for this course this quarter (winter 2008) and the effectiveness will be evaluated at the end of the quarter, Health Education: The DE environment can be challenging due to the lack of assurance the technology will work when you need it to work. It is a challenge to get paperwork back and forth to the centers in a timely way with the Winter month during bad weather. It can also be a challenge to engage in very interactive teaching and active teaching strategies with only one person at one center. It would help to have a TA assigned to each DE class offered. In terms of student-learning. I believe that the willingness of the teacher to travel to each center more than just once or twice per quarter makes a huge difference. Students have reported no problems with this style of learning and have stated that they would take a course via DE again in the future if offered.
The department does not offer degree programs at the university centers; however, we do offer supporting courses for the teacher education program. The department remains supportive of place-bound students and considers offering programs as interests/needs are expressed. Physical Education: Curently the Physical Education program serves in a supporting role at the CWU centers for the Elementary Education program. We teach one PE 334 course at each of the 5 centers as needed. Students in Elementary Education are required to generate one artifact for the course which becomes part of their electronic portfolio. The NUTR program is implementing a new BAS in Food Service Management based at CWU-Lynnwood. The program’s director is currently working with area community college programs in culinary arts in developing articulation agreements. In addition, active recruitment of students is just beginning. Comment if your program offers any off campus or special programs. Activity Program Skiing – Mission Ridge Karate – Central Washington School of Karate Golf – Ellensburg Golf and Country Club Bowling – Rodeo Bowl and Entertainment Center Fly Fishing – Evening Hatch Guide Service Martial Arts – In conjunction with Ellensburg Community Schools Bicycling – Recycle Bicycle Store Hiking/Orienteering/Cross Country Skiing – Mountain High Sports Yoga – Lori Chandler/Jazzercise; Kris Harper/Yoga Self Center Women’s Self-Defense – Central Washington University Police Department
Faculty members mentor students through the academic process through advising, involvement in student-faculty research projects, review sessions, and through programmatic clubs and organizations. Health Programs: School Health Education Major -- The School Health faculty advises these students through personal contact. Please see the attached advising packet for additional samples of advising. Public Health Major -- The Public Health majors are advised directly by faculty who teach in Public Health. An introductory major handbook has been developed and is used by all Public Health advisors. In addition, an Internship Manual has been developed and is give to all Public Health majors at the beginning of their senior year. Copies of both of these documents are attached. Physical Education Food Science & Nutrition: Faculty meet regularly throughout the academic year to discuss advising issues. Students are generally assigned advisors based on their last names. Printed advising information is regularly reviewed by faculty, available to faculty on the shared network drive, and handed out to students as needed. The student Nutrition Science Club is a significant avenue for faculty to provide group advising. Para-medicine: Pre-paramedic students are assigned a faculty member as an advisor and check in with them as needed on their progression toward meeting requirements for applying to the program. Meetings are as needed. Students accepted into the program are required to declare as paramedic majors and since we have only two faculty members who teach the core courses, students have regular access to their advisor during the academic year. Exercise Science: Students initially meet with the program coordinator to discuss career aspirations and determine program suitability. Following satisfactory completion of program pre-admission courses, students are provided with a 2-year academic plan that is based on quarterly offerings of specific classes and the pre-requisite structures in place. Students are assigned a faculty advisor and are advised to meet with this advisor on a quarterly basis. All students are required to belong to the Exercise Science Student Club. Prior to embarking upon the culminating internship experience, students must first be cleared by the program director as having satisfactorily completed all course work required in the major. Graduate Programs: N/A
Health Program: School Health Program -- Direct transfer lists and equivalencies are consulted using our registrar services. If there is a course that is not in the data base, then the student is asked to supply a course syllabus for the course in question and the advisor makes the determination after review. Public Health Program -- Students who request credit for courses taken at another institution must prepare a written request that lists the course title, credits, and content. Each request must also include a written rationale provided by the student, along with a copy of the oucrse syllabus for the course taken. The instructor responsible for the course equivalent here at CWU is then forwarded the request, and asked to make a recommendation to the Director. Each course is examined individually by the instructor responsible for that course. Physical Education Food Science & Nutrition: Students who request a course substitution is required to provide the catalog course description, the course number and credits, and a syllabus that provides adequate information regarding learner outcomes, course content, required readings, and evaluation procedures. Based on this information, and where necessary, consultation with other faculty, a decision is made regarding the substitution request. Para-medicine: The core paramedic program courses must be taken at Central secondary to accreditation requirements. EMS 245 (First Aid) and 345 (EMT) may be taken elsewhere. EMS 245 is equivalent if taught to American Red Cross or American Heart Association Standards. EMS 345 is equivalent if taught to either Washington State Department of Health or National Registry of EMT standards. Exercise Science: Such courses are assessed on an individual basis by referring to the catalog description from the original institution and – if possible – a course syllabus. The description/syllabi, the credit value, and the grade must be appropriate to be determined equivalent to EXSC program courses. Graduate Programs: Graduate faculty advisor requests a course syllabus of the prospective course the student wishes to transfer. The student provides the syllabus. The faculty member reviews the syllabus and consults with the Graduate Director. If a sufficient amount of the course material overlaps with existing HHPN course, and the student received a strong grade in the class (B or above) than the course has a good chance for transfer.
Health Programs: School Health Program -- We attend all on-campus major fairs and open houses to provide information to prospective students. Our students in the teaching field do a great job recruiting through word-of-mouth. Public Health Program -- The Public Health Program recruits students through a variety of methods. Faculty attend all career firs, major fairs, freshmen orientations, and transfer student orientations provided at CWU. We also promote the major through the publication of a brochure, flyers, and conference meetings. The program has been promoted through our Departmental web page (http://www.cwu.edu/~pehls) and through various Washington State Department of Health pages. (http://www3.doh.wa.gov/here/connections/mentors2007.html#melodym). This is one area where I believe our program could be strengthened. Physical Education Food Science & Nutrition: The largest program within the BS in Food Science and Nutrition degree (Nutrition and Dietetics specialization) is accredited by the Commission on Accreditation for Dietetic Education of the American Dietetic Association. In addition, the post-baccalaureate dietetic internship is also accredited by CADE/ADA. Both of these programs are listed in official publications and web pages of the ADA. Also, our participation in ADA and the state organization WSDA also informs professionals of our programs and these individuals often are used as references by students interested in the dietetic profession. Para-medicine: The paramedic program is accredited by CoAMPSE, and recruitment is primarily through word of mouth and reputation of the program based on past graduates. We also use our department web site and some brochures to attract and inform prospective candidates. Exercise Science: Information is disseminated through UNIV 101, taken by all freshman students and through both HED 101 and NUTR 245 – very popular course offerings in the General Education program. Additionally, department website information, communication with community college personnel, and general “word-of-mouth” seems to bring a constant stream of prospective students into the program. Graduate Programs: External – Prospective graduate students visit the department web site for information about the various graduate programs. Interested students will contact the Graduate Director to find out more about the program of interest. Graduate faculty also recruit at conferences through one on one contact, or posting fliers and contact information about HHPN graduate programs. Colleagues at neighboring institutions will put their students interested in pursing graduate studies in contact with HHPN graduate faculty. Internal – Fliers are posted on bulletin boards and HHPN faculty will visit with students who have indicated an interest in graduate school.
Health Programs: School Health Program – In the initial advising session with new majors, they are asked if they have special needs that we need to be aware of. If so, we recommend that they contact Student Support Services. Students are instructed on the syllabus to let the professor know if they need accommodation for any learning disability. Public Health Program – Each course syllabus is required to contact the following paragraph: “ADA Statement: Students who have special needs or disabilities that may affect their ability to access information and or material presented in this course are encouraged to contact the instructor or ADA Compliance Office, Director, ADA Affairs and Students Assistance on campus at 963-2171 for additional disability related education accommodations.” Also, students who feel they may need remedial assistance are encouraged to see their instructor in private. Physical Education Food Science & Nutrition: If students are identified with specific deficiencies in their writing or mathematical proficiency, they are referred to the appropriate support service. Para-medicine: Part of the program requirements are quarterly student conferences with the faculty and medical director to track students progression towards completion of the program. Students who are struggling are given written guidance as to how to improve performance. Exercise Science: Depending on the areas of concern – students are advised to the writing or math services if needed, and/or are provided assistance through a graduate student tutor provided for specific classes to assist students desiring extra assistance. Graduate Programs: Student is guided based upon the evaluation of a student’s performance by the faculty member. For example, if a faculty member believes that a student is struggling in writing, the student may be referred to the writing center.
Health Programs: Both the School Health Program and the Public Health Program share several student services. Our Health Education Club has been a viable club for at least the past 10 years. The club engages in various community volunteer projects throughout the year such as Angel Christmas Tree, Adopt-a-Family for Thanksgiving, making contribution to our local food bank, and participating in Rent-a-Student chore days. The club also creates fundraising opportunities to support student travel to Health-related professional conferences throughout the Pacific Northwest. The Health Programs also are active in Eta Sigma Gamma, our national honorary fraternity. Students, who have a minimum GAP as well as a strong record of service and volunteerism, are invited by the health faculty to join this prestigious organization. Each Spring a formal induction ceremony allows new members to join. Physical Education Food Science & Nutrition: The faculty of NUTR support the activities of the student Nutrition Science Club. Currently, the club promote its activities on its bulletin board outside MI 129. In addition, the NSC supports a group site on facbook.com. In addition, the faculty in NUTR support the activities of the Peer Nutrition Education group that provides nutrition services through the Student Health Center and the Student Union and Recreation Center. Para-medicine: N/A Exercise Science: All students are required to belong to the CWU-ASCWU based Exercise Science Student Club. Additionally, they are encouraged to become student members of Regional chapters of professional associations such as the American College of Sports Medicine. Graduate Programs: Students are encouraged to become members of the American College of Sports Medicine (regional and national), and to become a member of HHPN’s Exercise Science Club.
Health Programs: School Health Program – In 2005, one School Health major was named AAHPERD’s National Student of the Year, and a different student was named WAHPERD Student of the Year. Public Health Program – One group of undergraduate students participated in the end-of-quarter poster presentations held at CWU. One undergraduate student has submitted a manuscript to a peer-reviewed journal. Four students received scholarships to attend the Joint Conference on Health in Washington. We have had two students complete international cooperative education placements; one in Peru and one in Costa Rica. Physical Education Food Science & Nutrition: NUTR faculty and students routinely present original research at SOURCE. In addition, both faculty mentored undergraduate and graduate research has been presented at the annual meeting of the American Dietetic Association. In 2006, NUTR sent a group of undergraduate students to compete in the Nutrition College Bowl at CSU-Northridge against 8 other university programs. The team from CWU won the event. Para-medicine: 95% first time pass rate on national registry exam, and 100% job placement of students who complete the program. Exercise Science: As a result of the internship-culminating component of the BS: EXSC, students network in the professional arenas in which they seek employment and are quite successful at securing professional positions. For example: Summer 2007 – of the total internship placements (~20), positions were secured by ~70%, and additional 10 – 15% proceeded to graduate school, and the remaining 15% took a different career path. Graduate Programs: HHPN collaborative research among faculty and students (students highlighted in red). International, National, Regional Peer Reviewed Venues Preliminary evaluation of a cancer survivorship educational program Jessica Wagner, Terasa Schlafer, T. Burnham, L. D’Acquisto, C. Papadopoulos, and K. Kemble. Research paper presented at North West American College of Sports Medicine Meeting, Seattle, 2008 Body composition and flexibility changes in exercising breast cancer survivors. Teresa Schlafer, J. Wagner, T. Burnham, and K. Kemble Research paper presented at North West American College of Sports Medicine Meeting, Seattle, 2008 Age related performance decrements in elite age-group endurance triathletes. David Derkacs, R. Pritchett, and V. Nethery Research paper presented at North West American College of Sports Medicine Meeting, Seattle, 2008 Ventilatory threshold and lactate threshold coincide using the Dmax method Andrew Del Pozzi, C. Papadopoulos and S. Stavrianeas Research paper presented at North West American College of Sports Medicine Meeting, Seattle, 2008 B. Twaddle and C. Papadopoulos. Influence of the built environment on physical activity of adults in a small rural community. Medicine and Science in Sports and Exercise, 38(5), S6, 2006. M. Garver, L. Nielsen, J. Dickinson, and C. Papadopoulos. Effect of storage on blood lactate concentration and determination of various lactate threshold definitions. Medicine and Science in Sports and Exercise, 38(5), S514, 2006. C. Papadopoulos, J.A. Tuttle, V.M. Nethery and J.S.Horsley. The use of different anticoagulants in the determination of the lactate threshold. Medicine and Science in Sports and Exercise, 37(5), S25, 2005. B.J. Twaddle, and C. Papadopoulos. Assessment of the Kb1-c portable metabolic measurement system during submaximal cycle and treadmill exercise. Medicine and Science in Sports and Exercise, 37(5), S25, 2005. V.M. Nethery, P. Mattern, C. Papadopoulos, and L. D’Acquisto. An oxygen uptake slow component exists during sustained running above the lactate threshold in trained runners. Medicine and Science in Sports and Exercise, 37(5), S82, 2005. Low intensity aerobic exercise improves quality of life and body composition in breast cancer survivors. C. Sims, T. Burnham, L. D’Acquisto, C. Papadopoulos, and K. Kemble. Medicine and Science in Sports and Exercise, 37(5), S201, 2005. Discovery of a three chambered human heart. Scheafer, T. SOURCE 2007. Mentor: D’Acquisto,L. Running Economy is Not a Key Performance Discriminator Among Trained Collegiate Male Runners. D’Acquisto, L.J., Dickinson, J.M., Nethery, V., Bergman, E., Hovey, G., Matanane, K., Schaefer, T. North West American College of Sports Medicine Meeting, Seattle Center, February, 2007. Also presented at SOURCE 2007. Auditory and Visual Mediators of RPE and Power Output During Exercise: a response-production protocol produces counterintuitive results. Nethery, V., Nielsen, L., Hovey, G. D’Acquisto, L. American College of Sports Medicine Meeting, New Orleans, 2007. Medicine and Science in Sports and Exercise, Supplement, 39 (5). Metabolic and Cardiovascular Responses to Running on Sloping Surfaces. Dickinson, J., Hovey, G., Matanane, K., Schaefer, T., Garver, M., Nielsen, L., Nethery, V., Bergman, E., D’Acquisto, L.J. 2006 (SOURCE (mentor: D’Acquisto)) Aerobic Exercise Improves Quality of Life in Breast Cancer Survivors. Burnham, T. R., Kemble K., Dickinson J., and M. Garver. Medicine and Science in Sports and Exercise, 38:5 S , 2006 Aerobic Exercise Decreases Depression and Anxiety in Breast Cancer Survivors. Medicine and Science in Sports and Exercise, 38:5 S , 2006 Dickinson, J., Burnham, T., Skordahl, A. and L.D’Acquisto. Metabolic Changes Associated with Exercise Training in Cancer Survivors. Medicine and Science in Sports and Exercise, 38:5 S 2006 Exercise Dose Required to Improve Quality of Life and Fatigue in Breast Cancer Survivors. Burnham, T. R., Kemble, K., Hineline, G., Wagner, J. and A. Zorn Medicine and Science in Sports and Exercise, 39:5 S , 2007. (to be published) Influence of the built environment on physical activity of adults in a small rural community. B. Twaddle and C. Papadopoulos. American College of Sports Medicine, 2006. Effect of storage on blood lactate concentration and determination of various lactate threshold definitions. M. Garver, L. Nielsen, J. Dickinson, and . C. Papadopoulos. American College of Sports Medicine, 2006. Physiological and metabolic responses during two self selected cycling time trials. L. Nielsen, M. Garver, J. Dickinson, and C. Papadopoulos. American College of Sports Medicine, 2006 Low-Moderate Intensity Aerobic Exercise Improves Quality of Life Indices and Emotional Distress in Cancer Survivors. Frank, J., Burnham, T.R., and K. Kemble. Medicine and Science in Sports and Exercise 37:5 S364, 2005. Intensity Aerobic Exercise Improves Quality of Life and Body Composition in Breast Cancer Survivors. Sims, C., Burnham, T.R., D’Aquisto, L, Papadopoulous, C., and K. Kemble. Low Medicine and Science in Sports and Exercise 37:5 S201, 2005. Relationship between fatigue and measures of emotional distress in exercising cancer survivors T. Burnham, V. Nethery, J. Frank, and K. Kemble American College of Sports Medicine June, 2005 Cardiopulmonary, metabolic, and blood lactate responses to shallow water exercises in young and older females L. D’Acquisto, G. Boggs, D. D’Acquisto, J. Faralan, and V. Nethery American College of Sports Medicine June, 2005 An oxygen uptake slow component exists during sustained running above the lactate threshold in trained runners V. Nethery, P. Matern, C. Papadopoulos, and L D’Acquisto American College of Sports Medicine June, 2005 The use of different test-tube anticoagulants in the determination of lactate threshold C. Papadopoulos, J.Tuttle, V. Nethery and J. Horsley American College of Sports Medicine June, 2005 Visual orientation does not affect physiologic, mechanical, or perceptual responses to high intensity treadmill running V. Nethery, C. Papadopoulos, L D’Acquisto, and K. Backen American College of Sports Medicine June, 2004 Exercise dose required to enhance quality of life in cancer survivors T. Burnham, V. Nethery, M Kollman, L D’Acquisto, C. Simms, and J. Tuttle American College of Sports Medicine June, 2004 Circumference measures reflect weight and adipose loss in obese patients following a 12-week behavior management program E. Dickson, V.M. Nethery, F. Gough and T. Giralomi American College of Sports Medicine June, 2004
Students are encouraged to utilize Career Development Services in securing placement opportunities. Students are encouraged and/or required to participate in practicum or cooperative education wherein students come in contact with prospective employers and colleagues and learn typical duties and responsibilities of the discipline. Health Education: School Health Program – We encourage and support students to attend various job days on campus. We establish a presence in the classroom early, and continue that throughout the major. We encourage students to attend the various workshops that are offered by Career Services, and use their information within our HED 445 Professionalism course that all students must take prior to student teaching. Public Health Program – All Public Health students must complete a 400-hour cooperative education experience as a capstone to their major. The Career Development Center is incredibly valuable in that process. They establish recordkeeping and storage for all of the required certificates and documentation required prior to placement. They work with faculty in assuring contractual requirements are met, and that students get a smooth transition into the workplace. Physical Education Food Science & Nutrition: FSN students are advised to do a cooperative field experience. This is particularly true for those students who seek to be admitted to post-baccalaureate dietetic internships. In addition, the FSN program director has worked with Career Development Services in the organization of their Health Careers Fair held for the last three fall quarters. Para-medicine: Students are actively recruited each year by fire and EMS agencies, many of which visit campus to educate students on their agencies. Students are also exposed to a number of potential employers through the 18 clinical and field sites where practicum experience is gained during the program. Exercise Science: Program requirements include completion of practical experiences in external settings and the culminating experience is a 400-480 hour internship. The internship requires registration with Career Services. Graduate Programs: N/A
Health Programs: School Health Program – The School Health major with a Health/Fitness endorsement contains the most teacher preparation content and process courses related to health than any other university in the northwest. Our majors are more than simply prepared to enter the school setting…they are empowered to assist young people navigate the tough decisions needed to grow into health, productive, responsible adults. Public Health Program – Students that major in Public Health can expect to find a faculty that is genuinely concerned about their development as young professionals. Our commitment to quality advising coupled with an open-door approach to meeting with our students genuinely make students feel valued, respected, and welcomed. Public Health faculty practice the public health philosophy of “meet them where they are, and gently invite them to grow.” Physical Education Food Science & Nutrition: The faculty in FSN play an active role in advising students both in their academic studies while at CWU and in careers and internships after they graduate. Para-medicine: N/A Exercise Science: In 2000, student numbers in the major were approximately 40. By 2004, student numbers had grown to about 80 while today, approximately 160 students are registered as Exercise Science majors with another 40 or so registered as Athletic Training minors – a program also under the Exercise Science umbrella. Graduate Programs: N/A
The department currently has 15 FTTT faculty members, 8 FTNTT lecturers, 18 to 20 part-time adjuncts (per quarter) supporting academic programs or the activity program, and 7 civil service employees.
Various faculty members have received university level grants. A few have received national grants for research and service activities. Most faculty are active in publishing their abstracts and papers in conference proceedings, journals, magazines, or online sources. Similarly, faculty are active in making presentations to a variety of audiences from national or international meetings to local service organizations.
The Faculty Code of Personnel Policy and Procedures serves as the governing document on issues of schedule, workload, credit hours, and all other matters of personnel management.
Data provided by Instructional Research and other appropriate offices.
Health Programs: Both School Health and Public Health utilize print and electronic holdings at the library on campus. Additionally, the SUMMIT holdings are taped regularly for video support. Physical Education Food Science & Nutrition: Graduate students and faculty in nutrition typically require access to journals in the biomedical fields. They have adequate access to these journals either within the library holdings, online access, or via inter-library loan. Para-medicine: The paramedic program does not utilize the library, nor do we maintain anything in the way of a formal library or reference materials for the program. Because students are in the program for a single year, and because EMS/paramedicine is constantly evolving, each year is taught based off the current years textbook list, which is reviewed and revised annually. Because of the intense amount of materials covered in the program at this time, there is no formal research component to the program, so library resources needs are limited. Exercise Science: Adequate number for undergraduate students. Graduate students would be better served by a more extensive access to online Physiology and Sports periodicals. Graduate Programs: HHPN houses some textbooks (mostly exercise physiology) and several journals (one in exercise science and one in nutrition). These items are provided by faculty. Graduate students are also encouraged to access articles on-line either via interlibrary loan or directly accessing journals and downloading PDF files.
Health Programs: The Health Programs use print and electronic sources at the library on campus regularly. In addition, the Community Health Library that is part of the Kittitas Valley Community Hospital provides additional print and electronic support to our students and faculty. Physical Education Food Science & Nutrition: Faculty in Food Science and Nutrition are satisfied with the adequacy and accessibility of library acquisitions. Para-medicine Exercise Science: Generally adequate and accessible. Graduate Programs: Typically, interlibrary loan (electronic request) has worked well for acquisition of articles. Turn around is typically reasonable (about 1 week). There is usually no cost associated with interlibrary loan. We are in need of more journals at CWU’s library that would service all HHPN graduate programs.
Health Programs: Both School Health Education and Public Health faculty regularly utilize video resources, electronic database searches, internet, blackboard, and “clicker” technologies in the classroom. Physical Education Food Science & Nutrition: Faculty and students utilize a number of electronic search engines available through the CWU library. Most used would be Medline, ProQuest Medical Library, and Web of Science. Graduate students and faculty have also utilized RefWorks. Para-medicine Exercise Science: Online resources both through library servers and “circumvential” to library access. Graduate Programs
The department library representative circulates the new book cards to the appropriate faculty for them to evaluate and prioritize their acquisition. In addition, any faculty requesting the purchase of a specific booth or other media item submits that request to the library through the library representative
Health Programs: Individual faculty members share their own private resources with students regularly. Materials are “checked out” individually, and faculty are responsible for their return. Physical Education Food Science & Nutrition: A faculty member in nutrition places his copies of the J. Am. Diet. Assoc., J. Am Coll. Nutr., and Med. Sci. Sports & Exer. in PE 102 which is accessible to graduate students and faculty. In addition the food trade journals Prepared Foods, Baking Management, and Food Product Design, are available for NUTR 440 – Experimental Foods in MI 129. Para-medicine Exercise Science: None provided outside of individual faculty holdings. Graduate Programs: HHPN houses some textbooks and journals for students. These journals are provided by faculty. Exercise Science and nutrition students will periodically utilize the books and journals to help with presentations or research papers.
The department is administered by a philosophy of shared governance and consensus. The department chair is elected every four years by the department faculty and approved by the Dean of the College. The faculty members of each program elect program directors. The program directors compose the executive or curriculum committee. The executive committee discusses issues of curriculum, budget, and scheduling. Each program director meets with the faculty members of their programs to discuss issues of advising, curriculum, scheduling, and program coordination. The executive or curriculum committee and the department as a whole are scheduled to meet at least monthly. Issues of policy, administration, budget, schedules and other issues are discussed and voted upon as needed.
1. The department utilizes committees to advise the department chair and the faculty as a whole on pertinent issues or concerns. 2. Department Committees a. Executive or Curriculum Committee b. Committee on Committees (committee membership) c. Personnel Committee d. Research Committee e. Technology Committee f. Policy and Procedures Committee g. Graduate Faculty Committee
Advocate for faculty salaries to be increased.
The current facilities do not accommodate the current level of pedagogical courses, activity courses, university athletics, club sports, and recreation and intramurals. There are insufficient storage facilities to house the equipment for the programs mentioned above. The remodeling of the Nicholson Pavilion to accommodate the Athletic Department will allow for appropriate office space for both departments. To accommodate pedagogical needs of the Health/Fitness program and the student activity program additional gymnasium space is required. The remodeling of the Nicholson Pavilion and the adjoining Field house should accommodate this need.