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Peralta Community College District

College of AlamedaPhysical Education Department

Instructional Program Review

Spring 2010

Table of Contents

I. The Accelerated Instructional Program Review Team 4

A. Fall Term Demographics/Ethnicity by Department 6

1. Ethnicity 2. Gender 3. Age 4. Matriculation

II. Narrative Description of the Department 7

B. Grade Distribution by Department 8 C. Fall 2007 Grade Distribution by Section 8 Fall 2008 Grade Distribution by Section 10

III. Curriculum 11

D. Courses Taken By Students during Time Slots 13

IV. Instruction 16

V. Student Success 18

H. Class Productivity 20

VI. Human and Physical Resources 22

VII. Community Outreach and Articulation 24

VIII. Appendices A – X

1

Purpose and Goals

The information gathered during the program review process provides the basis for informed decision making in the Peralta Community College District. Accelerated Instructional Program Review is a systematic process for the collection, analysis, and interpretation of data concerning a program or department and its curriculum. It provides program and/or departmental accountability by collecting, analyzing and disseminating information that will inform integrated planning, resource allocation, and decision-making processes.

The primary goals are to:

Ensure quality and excellence of academic programs.

Provide a standardized methodology for review of instructional areas.

Identify effective and exemplary practices.

Strengthen planning and decision-making based upon current data.

Identify resource needs.

Develop recommendations and strategies concerning future directions.

Inform integrated planning at all levels in the College.

Ensure that educational programs reflect student needs and encourage student success.

2

Components in the Process

The Accelerated Instructional Program Review process consists of answering a set of questions designed to aid in the examination of a discipline, department or program. These questions are consistent with the national movement toward learning assessment and the new 2002 WASC/ACCJC Accreditation Standards. They direct faculty to examine the curricular, pedagogical, and resource areas related to student success and to analyze findings in order to develop a plan that will improve the quality of teaching and learning.

The primary components in the Program Review process include:

The Accelerated Instructional Program Review Team

Core data elements

Completion of a Accelerated Instructional Program Review Narrative Report

Additionally four templates are provided to help link the Accelerated Instructional Program Review findings to annual strategic or integrated planning at each college. They can be found in the Appendix and are:

The Accelerated Instructional Program Review Resource Needs Reporting Template in which to summarize key resource needs.

The Integrated Planning Template in which to set goals, objectives and action plans

based upon the Accelerated Instructional Program Review findings.

The Student Learning Outcomes Reporting Template (Course Level Outcomes) for documenting learning assessment at the course level.

The Student Learning Outcomes Reporting Template (Program Level Outcomes) for documenting learning assessment at the departmental/program level.

Thus, the recommendations and priorities from the Accelerated Instructional Program Review process feed directly into the development of departmental and/or unit plans.

In turn, the departmental and/or unit plans serve as the driving mechanisms in formulation of updated educational, budget, technology and facilities plans.

3

The Accelerated Instructional Program Review Team

Each discipline, department or program at the college will assemble an Accelerated Instructional Program Review Team at the College that is comprised of the following members:

Department Chair or Program Coordinator, if applicable.

Division Dean

Two additional faculty members, if possible.

All faculty members within a department are encouraged to participate in the Accelerated Instructional Program Review process, although participation is not mandatory.

The Accelerated Instructional Program Review Team will review the core data elements and course outlines and complete the Accelerated Instructional Program Review Narrative Report.

The Accelerated Instructional Program Review Team Chair will share the recommendations and priorities with the other Colleges that have completed a comparable disciplinary program review. This will occur at District-wide disciplinary meetings.

Once the narrative report is completed, the Vice President of Instruction will summarize the recommendations and priorities of all instructional units and submit the summary to the College President, the College’s planning and/or budget committees (if applicable) and the Vice Chancellor of Educational Services.

4

Core Data Elements

1. The Vice Chancellor of Educational Services, with the assistance of the Associate Vice Chancellor of Institutional Research and Planning, will provide the following data to the college. The data is to be disaggregated.

Degrees and certificates for each program or department awarded by major, ethnicity, and sex for the last three years.

Transfer rates by discipline, if applicable, for the last three years.

Enrollment data for each department (unduplicated) for the last three years, including the current semester, by age, gender, ethnicity and special populations.

Enrollment data for courses by time of day for the last three years.

Retention rates by course and department for the last three years.

Persistence rates by course and department/program for the last three years.

FTES per FTEF by course and department/program for the last three years.

Grades by course and discipline for the last three years.

2. The Office of Instruction at the college will provide the following data to each department or program.

A list of active courses in the department or program.

Copies of course outlines and syllabi.

5

The Accelerated Instructional Program Review Narrative Report

1. College: Alameda Discipline, Department or Program: Physical Education Department Date: March 10, 2010 Members of the Accelerated Instructional Program Review Team: Myron Jordan, Linda Thompson, Sue Altenbach, Jim Silvan.

TABLE A __________________________________________________________________

COLLEGE OF ALAMEDA: FALL TERM DEMOGRAPHICS ETHNICITY BY DEPARTMENT (UNDUPLICATED COUNT)

DEPT ETHNICITY 2005-06 2006-07 2007-08 2008-09 # % # % # % # %P E ASIAN 231 33.8% 216 32.3% 227 35.7% 140 31.7% AFRICAN AMERICAN 180 26.4% 190 28.4% 187 29.4% 143 32.4% FILIPINO 28 4.1% 20 3.0% 22 3.5% 15 3.4% HISPANIC/LATINO 67 9.8% 70 10.5% 52 8.2% 40 9.1% NATIVE AMERICAN 6 0.9% 7 1.0% 3 0.5% 6 1.4% OTHER NON WHITE 7 1.0% 13 1.9% 17 2.7% 7 1.6% WHITE NON HISPANIC 124 18.2% 125 18.7% 104 16.4% 61 13.8% UNKNOWN 40 5.9% 28 4.2% 23 3.6% 29 6.6% Total 683 669 635 441 P E FEMALE 349 51.1% 371 55.5% 335 52.8% 204 46.3% MALE 323 47.3% 293 43.8% 297 46.8% 223 50.6% UNKNOWN 11 1.6% 5 0.7% 3 0.5% 14 3.2% Total 683 669 635 441 P E UNDER 16 59 8.6% 66 9.9% 75 11.8% 1 0.2% 16-18 56 8.2% 54 8.1% 89 14.0% 43 9.8% 19-24 199 29.1% 206 30.8% 174 27.4% 164 37.2% 25-29 92 13.5% 75 11.2% 56 8.8% 64 14.5% 30-34 50 7.3% 63 9.4% 35 5.5% 26 5.9% 35-54 140 20.5% 141 21.1% 144 22.7% 100 22.7% 55-64 53 7.8% 42 6.3% 44 6.9% 34 7.7% 65 AND OVER 34 5.0% 22 3.3% 18 2.8% 9 2.0% Total 683 669 635 441 P E EXEMPT 251 36.7% 252 37.7% 253 39.8% 93 21.1% MATRICULATING 430 63.0% 415 62.0% 382 60.2% 348 78.9% UNKNOWN 2 0.3% 2 0.3% 0 0.0% 0 0.0% Total 683 669 635 441

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2. Narrative Description of the Discipline, Department or Program:

The primary goal of the physical education department is to improve the curriculum to meet the changing needs of our students and community. To work with physical education faculty and staff to develop and evaluate new and current courses including adjusting class hours as applicable.

The five main components of physical education are the development and maintenance of: health related fitness recreational competency social efficiency intellectual competency culture

The objectives are achieved by working with physical education faculty and staff to develop and evaluate new and current courses including adjusting class hours as applicable.The reinstatement of one unit in physical education as a graduation requirement has already been passed on all levels of Peralta Colleges review boards. It now awaits final approval of board members and what state and local governments may want to change in regards to physical education courses and how it affects the student population.

The physical education department sees the passage of the physical education requirement as being important to achieving the other goals we have set.The Health, Fitness and Sports Industry are one of the largest industries in the world; the college needs to develop vocational and certificated programs that could contribute a variety of graduates in such fields.

Fee based courses in tennis; bowling, badminton and soccer need to be implemented during these tough budget times.

It is also recommended that the physical education and dance department merge with the athletic department. This will ensure greater continuity between the programs and create a similar model that is used at most of the community colleges in the state.

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TABLE B ____________________________________________________________________

COLLEGE OF ALAMEDA:

GRADE DISTRIBUTION

BY DEPARTMENT

DEPT GRADE 2005-06 2006-07 2007-08 2008-09

# % # % # % # %

P E A 1090 54.1% 995 55.3% 1175 59.9% 664 55.3% B 107 5.3% 125 6.9% 204 10.4% 136 11.3% C 78 3.9% 19 1.1% 74 3.8% 102 8.5% CR 336 16.7% 343 19.1% 218 11.1% 90 7.5% D 2 0.1% 4 0.2% 1 0.1% 6 0.5% F 7 0.3% 4 0.2% 0 0.0% 1 0.1% IN 6 0.3% 0 0.0% 0 0.0% 8 0.7% NC 172 8.5% 154 8.6% 144 7.3% 16 1.3% W 218 10.8% 156 8.7% 147 7.5% 177 14.8% Total 2016 1800 1963 1200

TABLE CCOLLEGE OF

ALAMEDA: FALL 2007:

GRADE DISTRIBUTION BY SECTION

DEPT CRS INSTRUCTOR A B C CR D F INC NC IP W TOTALP E 002 HAGGERTY JR SAMUEL 8 1 0 0 0 0 0 4 0 2 15P E 009 HAGGERTY JR SAMUEL 5 0 0 0 0 0 0 2 0 3 10P E 014 HAGGERTY JR SAMUEL 3 0 0 1 0 0 0 1 0 0 5P E 002 NOEL ROBERTA J 12 0 0 4 0 0 0 0 0 3 19P E 009 NOEL ROBERTA J 8 0 0 1 0 0 0 0 0 0 9P E 044 NOEL ROBERTA J 0 0 0 0 0 0 0 1 0 0 1P E 014 NOEL ROBERTA J 3 0 0 2 0 0 0 0 0 0 5P E 002 NOEL ROBERTA J 16 2 0 6 0 0 0 1 0 1 26P E 009 NOEL ROBERTA J 5 1 0 2 0 0 0 0 0 1 9P E 044 NOEL ROBERTA J 2 0 0 0 0 0 0 0 0 0 2P E 014 NOEL ROBERTA J 2 1 0 2 0 0 0 0 0 0 5P E 021 NOEL ROBERTA J 2 0 0 1 0 0 0 0 0 0 3P E 007 JORDAN MYRON 11 6 1 0 0 0 0 0 0 6 24P E 009 JORDAN MYRON 0 3 0 1 0 0 0 0 0 1 5P E 008 SILVAN JAMES 8 0 0 0 0 0 0 2 0 0 10P E 014 SILVAN JAMES 7 0 0 0 0 0 0 1 0 0 8P E 021 SILVAN JAMES 14 0 0 0 0 0 0 3 0 0 17P E 038 ALTENBACH SUSANNE 4 0 0 9 0 0 0 3 0 4 20P E 008 HAGGERTY JR SAMUEL 6 1 0 1 0 0 0 1 0 0 9P E 039 HAGGERTY JR SAMUEL 7 0 0 0 0 0 0 1 0 0 8P E 039 HAGGERTY JR SAMUEL 6 0 0 0 0 0 0 1 0 0 7P E 008 HAGGERTY JR SAMUEL 2 1 1 2 0 0 0 1 0 0 7P E 039 HAGGERTY JR SAMUEL 6 0 0 1 0 0 0 1 0 2 10P E 008 HAGGERTY JR SAMUEL 2 0 1 0 0 0 0 0 0 0 3P E 039 HAGGERTY JR SAMUEL 10 0 1 0 0 0 0 3 0 1 15P E 008 HAGGERTY JR SAMUEL 6 0 0 0 0 0 0 2 0 1 9

8

P E 039 HAGGERTY JR SAMUEL 7 0 1 0 0 0 0 5 0 0 13P E 008 HAGGERTY JR SAMUEL 6 1 0 0 0 0 0 3 0 0 10P E 005 ALTENBACH SUSANNE 10 0 0 7 0 0 0 8 0 9 34P E 010 ALTENBACH SUSANNE 29 1 2 2 0 0 0 4 0 3 41P E 101 THOMPSON LINDA 10 0 0 0 0 0 0 0 0 1 11P E 039 JORDAN MYRON 16 5 1 0 0 0 0 0 0 0 22P E 008 JORDAN MYRON 2 2 0 0 0 0 0 0 0 0 4P E 091 JORDAN MYRON 14 5 2 0 0 0 0 0 0 0 21P E 010 ALTENBACH SUSANNE 29 8 4 2 0 0 0 3 0 4 50P E 008 SILVAN JAMES 15 0 0 0 0 0 0 0 0 0 15P E 039 SILVAN JAMES 3 0 0 1 0 0 0 3 0 0 7P E 009 JORDAN MYRON 12 1 0 1 0 0 0 0 0 1 15P E 002 JORDAN MYRON 7 3 0 0 0 0 0 0 0 1 11P E 014 JORDAN MYRON 2 0 0 0 0 0 0 0 0 0 2P E 002 HAGGERTY JR SAMUEL 5 0 0 0 0 0 0 2 0 0 7P E 014 HAGGERTY JR SAMUEL 2 0 0 3 0 0 0 0 0 0 5P E 009 HAGGERTY JR SAMUEL 5 0 0 1 0 0 0 4 0 2 12P E 008 JORDAN MYRON 17 2 1 0 0 0 0 0 0 0 20P E 039 JORDAN MYRON 4 0 0 0 0 0 0 0 0 0 4P E 008 HAGGERTY JR SAMUEL 4 0 0 2 0 0 0 3 0 0 9P E 008 ALTENBACH SUSANNE 6 0 0 11 0 0 0 1 0 0 18P E 039 ALTENBACH SUSANNE 7 0 0 3 0 0 0 4 0 0 14P E 009 ALTENBACH SUSANNE 1 0 0 0 0 0 0 0 0 3 4P E 002 NOEL ROBERTA J 1 0 0 8 0 0 0 1 0 0 10P E 044 NOEL ROBERTA J 0 0 0 1 0 0 0 0 0 0 1P E 021 NOEL ROBERTA J 3 0 0 0 0 0 0 0 0 0 3P E 014 NOEL ROBERTA J 0 1 0 1 0 0 0 0 0 0 2P E 009 NOEL ROBERTA J 4 1 0 1 0 0 0 0 0 0 6P E 014 HAGGERTY JR SAMUEL 8 0 0 1 0 0 0 1 0 0 10P E 008 HAGGERTY JR SAMUEL 3 0 1 1 0 0 0 3 0 0 8P E 009 HAGGERTY JR SAMUEL 1 0 1 1 0 0 0 0 0 0 3P E 009 HAGGERTY JR SAMUEL 2 0 0 0 0 0 0 1 0 0 3P E 014 HAGGERTY JR SAMUEL 8 1 0 0 0 0 0 0 0 1 10P E 014 HAGGERTY JR SAMUEL 6 0 0 0 0 0 0 0 0 1 7P E 039 HAGGERTY JR SAMUEL 3 0 0 0 0 0 0 1 0 0 4P E 039 HAGGERTY JR SAMUEL 2 0 0 0 0 0 0 0 0 0 2P E 048AE NGUYEN DANNY Q 12 0 0 13 0 0 0 0 0 2 27P E 008 HAGGERTY JR SAMUEL 0 1 0 0 0 0 0 1 0 0 2P E 039 HAGGERTY JR SAMUEL 1 0 0 0 0 0 0 3 0 0 4P E 030 BISHOP, III ROBERT 7 0 5 0 0 0 0 0 0 3 15P E 021 DE GUZMAN JOSEPH A 7 2 0 0 0 0 0 6 0 2 17P E 009 DADD CHRISTOPHE 34 2 3 0 0 0 0 0 0 1 40P E 009 DADD CHRISTOPHE 22 1 2 0 0 0 0 0 0 2 27P E 021 DADD CHRISTOPHE 19 3 4 0 0 0 0 0 0 0 26P E 021 DADD CHRISTOPHE 19 3 4 0 0 0 0 0 0 0 26P E 044 DADD CHRISTOPHE 18 10 1 0 0 0 0 0 0 0 29P E 044 DADD CHRISTOPHE 32 11 2 0 0 0 0 0 0 0 45P E 009 JORDAN MYRON 10 5 1 0 0 0 0 0 0 1 17P E 014 JORDAN MYRON 0 1 0 0 0 0 0 0 0 0 1P E 048AB ALTENBACH SUSANNE 1 0 0 0 0 0 0 0 0 1 2P E 048AB ALTENBACH SUSANNE 3 0 0 0 0 0 0 0 0 1 4P E 007 BISHOP, III ROBERT 8 8 0 0 0 0 0 0 0 0 16

TABLE C (cont’d)COLLEGE OF

ALAMEDA: FALL 2008:

9

GRADE DISTRIBUTION BY SECTION

DEPT CRS INSTRUCTOR A B C CR D F INC NC IP W TOTAL

P E 002HAGGERTYJR SAMUE 3 0 1 0 0 0 0 0 0 5 9


P E 002 BISHOP ROBERT 9 0 1 0 0 0 0 1 0 1 12P E 002 NOEL ROBERTA 16 0 2 0 0 1 0 2 0 2 23P E 002 BISHOP ROBERT 3 0 0 0 0 0 0 0 0 0 3

P E 005ALTENBACH SUSANN 15 8 14 0 0 0 0 5 0 1 43

P E 007 JORDAN MYRON 18 3 0 0 0 0 1 0 0 5 27P E 007 BISHOP ROBERT 12 3 1 0 0 0 0 0 0 0 16P E 007 JORDAN MYRON 0 0 0 0 0 0 0 0 0 1 1





P E 008 JORDAN MYRON 1 0 1 0 0 0 0 0 0 0 2P E 008 JORDAN MYRON 14 2 3 0 0 0 1 0 0 1 21


P E 008 SILVAN JAMES 6 0 1 0 0 0 0 0 0 0 7






P E 009 NOEL ROBERTA 4 1 3 0 0 0 0 0 0 1 9P E 009 BISHOP ROBERT 2 0 2 0 0 0 0 0 0 1 5P E 009 JORDAN MYRON 14 6 4 0 0 0 0 0 0 0 24








P E 014 BISHOP ROBERT 1 0 0 0 0 0 0 0 0 0 1P E 014 NOEL ROBERTA 4 0 1 0 0 0 0 0 0 0 5P E 014 BISHOP ROBERT 1 0 0 0 0 0 0 0 0 0 1P E 021 BISHOP ROBERT 0 0 1 0 0 0 0 0 0 0 1P E 021 BISHOP ROBERT 1 0 1 0 0 0 0 0 0 0 2


P E 039 HAGGERTYJR 3 1 0 0 0 0 0 0 0 0 4

10

SAMUE





P E 039 JORDAN MYRON 15 3 4 0 0 0 0 0 0 2 24P E 039 JORDAN MYRON 1 0 0 0 0 0 0 0 0 2 3


P E 039 SILVAN JAMES 7 0 0 0 0 0 0 1 0 0 8P E 044 BISHOP ROBERT 2 0 0 0 0 0 0 0 0 1 3P E 044 NOEL ROBERTA 6 0 0 0 0 0 0 0 0 0 6P E 044 BISHOP ROBERT 2 0 1 0 0 0 0 0 0 1 4P E 091 JORDAN MYRON 15 3 4 0 0 0 0 0 0 5 27P E 101 THOMPSON LINDA 7 1 0 0 0 0 1 0 0 1 10

3. Curriculum:

Is the curriculum current and effective? Have course outlines been updated within the last three years? If not, what plans are in place to remedy this? Yes, the physical education department has conducted a curriculum review and all course outlines are current and were updated in 2008-2009.

Has your department conducted a curriculum review of course outlines? If not, what are the plans to remedy this?

Yes, instructors maintain an active involvement with the fitness industries through conferences, classes, personal and professional contacts in the industry (i.e. instructors on two and four-year campuses, and managers. Based on these direct contacts with the industry, instructors in the department are continually improving, revising, reviewing and updating curriculum in order to make it more applicable to current industry trends.

What are the department’s plans for curriculum improvement (i.e., courses to be developed, updated, enhanced, or deactivated)? Have prerequisites, co-requisites, and advisories been validated? Is the date of validation on the course outline?

When an instructor feels an outline itself needs to be revised, they gather reasoning and data, present it to other faculty teaching the same course and decide together on its outcome. Besides, specific course relevance, general assessment of curriculum includes:

* Goals and objectives are based on educational objectives

* Goals and objectives are primarily concerned with the welfare of the student

* Present and future needs of the student are considered as well as outcomes for the discipline

* Progression in learning skills is included in the outline

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* All courses allow for mainstreaming the special needs students

* All courses provide a wide variety of information and activities for student retention

What steps has the department taken to incorporate student learning outcomes in the curriculum? Are outcomes set for each course? If not, which courses do not have outcomes?

Describe the efforts to develop outcomes at the program level. In which ways do these outcomes align with the institutional outcomes?

The physical education department has developed student learning outcomes for each course. The instructors studied SLO’s at other colleges and organizations as it pertained to the discipline. In addition, the department worked closely with the SLO coordinator at the college to develop student learning outcomes that would align closely with institutional outcomes.

Recommendations and priorities. Student Learning Outcomes in the department be integrated into all physical education Instructor’s syllabus by fall 2010.

TABLE D __________________________________________________________

Term

Subject

Catalog

Section Descr

CDENR

PERIOD

108 PE 9 A1L BODY CONDITIONING 2 MORN

12

41084 PE 8 A2L BODY BUILDING 3 MORN1084 PE 39 A1L WEIGHT TRAINING 4 MORN1084 PE 14 A2L GENERAL EXERCISE 6 MORN1084 PE 39 A2L WEIGHT TRAINING 6 MORN1084 PE 9 A2L BODY CONDITIONING 7 MORN1084 PE 8 A1L BODY BUILDING 9 MORN1084 PE 14 A1L GENERAL EXERCISE 10 MORN1084 PE 8 A6L BODY BUILDING 7 MORN1084 PE 8 A5L BODY BUILDING 9 MORN1084 PE 39 A6L WEIGHT TRAINING 13 MORN1084 PE 39 A5L WEIGHT TRAINING 15 MORN1084 PE 10 A1L BOWLING 24 MORN1084 PE 14 A3L GENERAL EXERCISE 4 MORN1084 PE 14 A4L GENERAL EXERCISE 4 MORN1084 PE 9 A3L BODY CONDITIONING 9 MORN1084 PE 2 A1L AEROBICS 11 MORN1084 PE 2 A2L AEROBICS 14 MORN1084 PE 9 A4L BODY CONDITIONING 15 MORN1084 PE 14 A6L GENERAL EXERCISE 5 AFTERN1084 PE 8 A8L BODY BUILDING 9 AFTERN1084 PE 39 A8L WEIGHT TRAINING 11 AFTERN1084 PE 10 A2L BOWLING 42 AFTERN1084 PE 101 A1L VOLLEYBALL - WOMEN 11 AFTERN1084 PE 8 A9L BODY BUILDING 2 AFTERN1084 PE 39 A10L WEIGHT TRAINING 3 AFTERN1084 PE 8 A10L BODY BUILDING 21 AFTERN

13

1084 PE 39 A9L WEIGHT TRAINING 24 AFTERN1084 PE 9 A6L BODY CONDITIONING 1 AFTERN1084 PE 7 A1L BASKETBALL 27 AFTERN1084 PE 91 A1L BASKETBALL - MEN 27 AFTERN1084 PE 91 A1L BASKETBALL - MEN 27 AFTERN1084 PE 7 A3L BASKETBALL 1 AFTERN1084 PE 9 A13L BODY CONDITIONING 25 AFTERN1084 PE 30 A1L SOCCER 22 EVEN1084 PE 14 A8L GENERAL EXERCISE 1 EVEN1084 PE 21 A2L LIVE LONGER FITNESS 1 EVEN1084 PE 44 A1L AEROBIC WEIGHT LIFTG 4 EVEN1084 PE 9 A9L BODY CONDITIONING 4 EVEN1084 PE 14 A9L GENERAL EXERCISE 5 EVEN1084 PE 44 A2L AEROBIC WEIGHT LIFTG 6 EVEN1084 PE 8 A12L BODY BUILDING 7 EVEN1084 PE 39 A12L WEIGHT TRAINING 8 EVEN1084 PE 9 A10L BODY CONDITIONING 9 EVEN1084 PE 8 A11L BODY BUILDING 11 EVEN1084 PE 39 A11L WEIGHT TRAINING 13 EVEN1084 PE 2 A4L AEROBICS 14 EVEN1084 PE 2 A5L AEROBICS 24 EVEN1084 PE 14 A11L GENERAL EXERCISE 1 EVEN1084 PE 21 A3L LIVE LONGER FITNESS 2 EVEN1084 PE 2 A6L AEROBICS 3 EVEN1084 PE 44 A3L AEROBIC WEIGHT LIFTG 4 EVEN1084 PE 9 A11L BODY CONDITIONING 5 EVEN

14

1084 PE 38 A1L VOLLEYBALL 32 EVEN1084 PE 5 A1L BADMINTON 45 EVEN1084 PE 7 A2L BASKETBALL 17 EVEN

TermSubject

Catalog

Section Descr

ENR PERIOD

1094 PE 8 A2L BODY BUILDING 2 MORN1094 PE 14 A2L GENERAL EXERCISE 5 MORN1094 PE 8 A1L BODY BUILDING 6 MORN1094 PE 14 A1L GENERAL EXERCISE 7 MORN1094 PE 39 A2L WEIGHT TRAINING 8 MORN1094 PE 39 A1L WEIGHT TRAINING 10 MORN1094 PE 9 A1L BODY CONDITIONING 10 MORN1094 PE 9 A2L BODY CONDITIONING 11 MORN1094 PE 8 A6L BODY BUILDING 5 MORN1094 PE 39 A6L WEIGHT TRAINING 11 MORN1094 PE 39 A5L WEIGHT TRAINING 15 MORN1094 PE 8 A5L BODY BUILDING 18 MORN1094 PE 10 A1L BOWLING 41 MORN1094 PE 14 A3L GENERAL EXERCISE 4 MORN1094 PE 9 A3L BODY CONDITIONING 8 MORN1094 PE 2 A1L AEROBICS 23 MORN1094 PE 8 A8L BODY BUILDING 9 AFTERN1094 PE 14 A6L GENERAL EXERCISE 10 AFTERN1094 PE 39 A8L WEIGHT TRAINING 10 AFTERN1094 PE 10 A2L BOWLING 41 AFTERN1094 PE 101 A1L VOLLEYBALL - WOMEN 20 AFTERN1094 PE 39 A9L WEIGHT TRAINING 4 AFTERN1094 PE 8 A10L BODY BUILDING 9 AFTERN1094 PE 8 A9L BODY BUILDING 25 AFTERN1094 PE 39 A10L WEIGHT TRAINING 26 AFTERN1094 PE 9 A6L BODY CONDITIONING 10 AFTERN1094 PE 7 A1L BASKETBALL 29 AFTERN1094 PE 91 A1L BASKETBALL - MEN 38 AFTERN1094 PE 91 A1L BASKETBALL - MEN 38 AFTERN1094 PE 7 A3L BASKETBALL 5 AFTERN1094 PE 9 A13L BODY CONDITIONING 28 AFTERN1094 PE 30 A1L SOCCER 30 EVEN1094 PE 44 A2L AEROBIC WEIGHT LIFTG 2 EVEN

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1094 PE 14 A9L GENERAL EXERCISE 3 EVEN1094 PE 9 A9L BODY CONDITIONING 4 EVEN1094 PE 9 A10L BODY CONDITIONING 9 EVEN1094 PE 8 A11L BODY BUILDING 13 EVEN1094 PE 39 A11L WEIGHT TRAINING 15 EVEN1094 PE 39 A12L WEIGHT TRAINING 15 EVEN1094 PE 8 A12L BODY BUILDING 15 EVEN1094 PE 2 A5L AEROBICS 18 EVEN1094 PE 38 A1L VOLLEYBALL 31 EVEN1094 PE 5 A1L BADMINTON 54 EVEN

4. Instruction:

Describe effective and innovative strategies used by faculty to involve students in the learning process. How has new technology been used by the department to improve student learning?

All physical education courses are offered as (or with) activity labs concentrating on group and/or individual instruction. Innovative strategies like circuit training methods help introduce the student to skill performance followed by evaluation activities. Individual instruction is provided via one on one teaching sessions with supervision of activities for correct technique in performance and safety. Demonstration of the various activity skills may be accompanied by audiovisual aids such as dvd’s, music and printed materials. Some instruction may include qualified guest instructors or related field trips. Cultural and age diversity, physically ability level, sociological/psychological characteristics and basic skill comprehension are student related factors.The department through Measure A bond funding has purchased new weight and exercise equipment and sports machines that have technological advancements used by the four year colleges and universities. This new equipment will enhance student learning capabilities.

How does the department maintain the integrity and consistency of academic standards within the discipline?

Instructors establish a network of communication before and during the course to ensure that multiple section courses have cohesion of instruction including strict attendance policies. Although, instructors vary their teaching methodologies to tailor the instruction to individual needs and the varying student body of their particular class. In addition, each instructor periodically has required evaluations done through the department.

Discuss the enrollment trends of your department. What is the student demand for specific courses? How do you know? What do you think are the salient trends affecting enrollments?

Male enrollment in physical education courses has steadily increased since 2006-07; female enrollment has declined during the same time period (Table A). The department’s goal is to develop physical education courses that meet the needs and goals of the female student.

Since fall 2007 bowling and badminton were the courses that students preferred to take. However, in fall 2009 the courses varied with general exercise, soccer, weight training,

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volleyball and basketball were the courses in much demand (Table D). The above courses including bowling and badminton generated the most FTES, based on a productivity scale of 17.5 (Table E).The major problem affecting enrollment is courses are cut too early due to budget constraints and students who enrolled in a specific course often leave frustrated and refuse to re-enroll in a physical education course.

Are courses scheduled in a manner that meets student needs and demand? How do you know?

The physical education department compared courses taken by students during the three time frames: morning, afternoon and evening (Table D).

The data showed that morning and afternoon class enrollment numbers were higher than in the evening when comparing similar courses (i.e. aerobics, body conditioning, general exercise, body building and weight training). However, aerobic classes significantly had larger enrollment numbers in the evening than in the morning or afternoon. This could be attributed to the dance classes that are offered in late morning and afternoon. It has also been a trend at the college that evening courses meet the needs of the working class student who generally is a part-time student, instead of being full-time.

Recommendations and priorities.To better assist the students and improve the instruction quality of existing physical education courses, the following items will be necessary:

* A computer for instructor use with programs for student assessment (including biomechanical), nutritional rundown, and fitness program review and development.

* To provide future physical education certification and vocational education programs that will need specifically applied computer programs (i.e. exercise physiology, kinesiology), as well as specialized equipment.

* Purchase updated dumbbell equipment for the weight room to make the facility a more complete fitness center and to provide students with equipment to improve their learning skills.

* To provide courses in the field of recreation that will create more transfer opportunities for the student. Many California State Universities provide a degree in the field of recreation.

* Develop courses that target the at-risk student population.

If funding is not available for the department to own its own equipment, it is suggested that funding for expansion outside of the formal classroom is made available. For example, a fieldtrip to an exercise physiology lab for a detailed look at, and participation in, individual fitness assessment.

The department also recommends the concept of having a less structured, open gym type of

17

course where the gym, track and weight rooms would be available to students during specific times (i.e. early morning or lunch time), on a drop-in, rotating basis. Two on-site instructors would monitor and instruct the students. The cost of having a less structured activities would need to be evaluated due to current budget constraints.

Again, create a physical education requirement for completion of the AA degree, certificate or/and vocational programs. This will immediately increase the FTES of the department and the college especially after this wave of CSU students start to decline in the future.

5. Student Success:

Describe student retention and program completion (degrees, certificates, persistence rates) trends in the department. What initiatives can the department take to improve? retention and completion rates? Based on the following success indicators (course completion rate, fall to spring persistence rate, grade distribution rate, retention rate), discuss the department’s trend (Table E, F, G).

Overall the various indicators of successful course completion have increased slightly from 2005-06 to 2008-09. As defined, completion is those students receiving a grade A, B, C, or credit. The physical education department compare favorably with the college as a whole. The completion rates for the college 05-06 (63%), 06-07 (63%), 07-08 (63%), 08-09 (65%) compared to the department rates 05-06 (76%), 06-07 (79%), 07-08 (82%), 08-09 (83%). The retention rate for the college 05-06 (62%), 06-07 (64%), 07-08 (65%), 08-09 (73%) Compared to the department rates 05-06 (84%), 06-07 (87%), 07-08 (89%), 08-09 (78%). The completion and retention rates of the physical education department were significantly higher than those rates of the college. The fall to spring persistence rates for the college 05-06 (65%), 06-07 (64%), 07-08 (65%), 08-09 (62%), while the department’s persistence rates 05-06 (73%), 06-07 (67%), 07-08 (72%), 08-09 (62%). The persistence rates of the department were slightly better than those rates of the college. Almost all students successfully completed courses with a passing grade in the physical education department. The distribution of grades is somewhat skewed towards the letter A (55%). This is largely due to the requirements for what are primarily activity courses, the emphasis is on participation, and students are graded accordingly. Credit (CR) grades account for (7%) of the total. Over (14%) of those students initially enrolled withdraw before receiving a grade and are assigned a W, this is the withdraw rate. However, fall to spring persistence rates by department declined by over (9%) from 2007-2008 to 2008-2009. This could be attributed to measure A construction with some facilities being closed. The College of Alameda’s physical education department retains a high proportion of students, and of those a high percentage receive a grade of A, B, C or CR, indicating

18

successful completion of courses. This is noteworthy because physical education courses are offered, as a purely elective discipline. What are the key needs of students that affect their learning? What services are needed for these students to improve their learning? Describe the department’s efforts to access these services. What are your department’s instructional support needs?

Currently the physical education department provides many initiatives that foster student retention and learning. They include:

* use of community contacts to coordinate flexible job placements for students as well as referrals for graduates. * Having a large percentage of community students in our classes allows for much student networking which serves to encourage experience support, job placement and information interviews for matriculating students.

* Scheduling flexibility with repeat courses, offered days, evenings as well as help fulfill requirements and aid in make-up hours.

* The physical education department has established relationships with the fitness and recreation industry which keeps our program updated with the latest industry trends and employment opportunities.

* Office hours are available upon request as well as posted. They are listed on course outlines and syllabi. Students are encouraged to stay after class to discuss any pertinent or urgent needs. While our department finds that most students have already been referred to services that assist their qualifying needs we work to refer students in the way of academic, career and personal counseling, assessment and testing, financial aid, tutoring, child care (available days only), work-study and job placement. This is especially done for students in classes that are prerequisites to athletic enrollment. However, the department needs to develop specific courses geared to at-risk students.

Describe the department’s effort to assess student learning at the course level. Describe the efforts to assess student learning at the program level. In which ways has the department used student learning assessment results for improvement?

In order to help matriculating students, physical education instructors refer all students to services on campus that apply to their specific needs which helps greatly with student retention. In addition, instructors are current in changing industry trends, so student interest is maintained; goals are met, not just through the term but from semester to semester.

Evaluations are requested of students in relation to the physical education program, curriculum individual courses, instructors and facilities. Students are also asked to keep personal journals, improvement charts and performance evaluations, all of which motivate the student, especially when success is recorded.

19

Recommendations and priorities. To help with student success in the present physical education curriculum, the department needs to address the following items:

* Computer system for department use with a connection to the library for student use

* Upon adaptation of a certification and vocational physical education programs, we will need to establish a rotating schedule that would allow students to compete and graduate within a two year period.

* As a corollary to reduced class size, eliminating sections and or courses, hiring an instructor or retaining existing hourly faculty, to specialize in adaptive physical education needs to be explored as a possibility.

* Develop more innovated physical education courses such as kickboxing, boxing, indoor/outdoor hockey, team walking, archery and re-offer courses such as softball, officiating and recreation. * The department needs to also develop mentoring classes and programs to target at-risk students within our community.

* It is important to note that when facilities in the G building are closed due to renovation and classes are relocated to another facility student drop off increases and thereby makes it difficult to achieve retention.

TABLE H __________________________________________________________________

FA07 DESCRIPTION SECT CENSUS ENRLFTES TOTL

FTEF TOTL PROD

PE:10 BOWLING 2 97 88 6.47 0.21 30.33

PE:101VOLLEYBALL -

WOMEN 1 10 10 3.33 0.53 6.25

PE:14GENERAL EXERCISE 1 16 16 1.07 0.11 10.01

PE:2 AEROBICS 5 160 144 10.67 0.53 20.01

PE:21LIVE LONGER

FITNESS 2 32 32 2.19 0.41 5.34

PE:30 SOCCER 1 12 12 0.8 0.11 7.5

PE:38 VOLLEYBALL 1 21 16 1.4 0.11 13.13

PE:39 WEIGHT TRAINING 5 100 96 6.67 0.53

20

12.51

PE:48AE INTRO TO YOGA 1 30 25 2 0.11 18.87

PE:5 BADMINTON 1 34 25 2.27 0.11 21.27

PE:7 BASKETBALL 2 42 38 3.03 0.22 14.05

PE:8 BODY BUILDING 7 166 158 11.07 0.75 14.83

PE:9BODY

CONDITIONING 2 45 43 3 0.21 14.07

PE:91 BASKETBALL - MEN 1 28 21 4.69 0.27 17.51Grand Total 32 793 724 58.65 4.2 13.97


FTEF TOTL PROD

PE:10 BOWLING 2 66 66 4.4 0.21 20.62

PE:101VOLLEYBALL -

WOMEN 1 11 10 3.67 0.53 6.88


PE:30 SOCCER 1 22 21 1.47 0.11 13.78

PE:38 VOLLEYBALL 1 32 32 2.13 0.11 19.96

PE:39 WEIGHT TRAINING 6 137 135 9.14 0.64 14.28

PE:5 BADMINTON 1 45 43 3 0.11 28.12

PE:7 BASKETBALL 3 71 68 4.64 0.34 13.59



FTEF TOTL PROD

PE:10 BOWLING 2 82 78 5.47 0.21 25.63

PE:101VOLLEYBALL -

WOMEN 1 20 18 6.66 0.53

21

12.49


PE:30 SOCCER 1 30 29 2.01 0.11 18.84

PE:38 VOLLEYBALL 1 31 30 2.07 0.11 19.4

PE:39 WEIGHT TRAINING 6 175 168 11.68 0.64 18.24

PE:5 BADMINTON 1 54 52 3.6 0.11 33.74

PE:7 BASKETBALL 2 72 66 4.87 0.21 22.82


6. Human and Physical Resources (including equipment and facilities)

Describe your current level of staff, including full-time and part-time faculty, classified staff, and other categories of employment. Current faculty for the physical education discipline consist of one full-time instructor and four hourly instructors. The only full-time instructor is contracted as (.25) athletic director and (.75) physical education instructor and department chairperson. This decline in full-time instructors has been since 1981 when the physical education department alone, contracted seven full-time instructors, supplemented by three hourly instructors. The other full-time instructor for the department retired in 2009. The physical education discipline hasn’t enough teachers to cover classes that will accommodate/need students. Part-time instructors are limited by contract and the full-time instructor is at load. The department seeks to accommodate as many students as possible, although some classes are so full that it makes personalized instruction and student retention difficult, not to mention safety issues, which are more of a concern than in traditional academic courses. If we were to develop programs we feel would increase student learning and retention, we wouldn’t have the instructors to do so. Due to the budget crisis mentoring classes and program development have been put on hold thereby affecting the at-risk students in our community.

Describe your current utilization of facilities and equipment.The physical education department is designated to the G-building but shares its location with the music and dance departments. Currently, we use G-105 (gym), G-111 (yoga), G-214 (weight room), and a renovated outdoor tennis and track from measure A bond funds.On occasion, G-236 is used for lecture or when weather doesn’t permit outdoor classes for

22

meetings. However, since the contractors have been working at the college, they have utilized the whole space in room G-236, including two office spaces that the physical education department used.

The gym (G-105) receives the majority of usage for activities and athletic classes. Measure A funding has provided upgrades for the gymnasium that include: upgraded cable system, renovated floor, new lighting and bathrooms. The badminton system is in need of replacement, and a new sound system is needed for the instructors to teach courses especially, aerobics where music tends to drown out the instructors voice which makes it difficult for students to follow instructions.Presently, our weight room has been expanded and new weight equipment is scheduled to be ordered by spring 2010. Through measure A funds the weight room has expanded windows, new floor and lighting.

The dance room (G111) serves as a multi-purpose, functioning as an area for yoga and fitness activities such as aerobics. Because we only have one gym which must function as a multi purpose room hosting athletic events, graduation and community activities such as Citywide College night, regularly scheduled classes are often bumped to host such affairs. This room is often too small for the activity classes that must enroll as many students as possible (due to limited faculty). The floor and lighting has been renovated with measure A funds.

Are the human and physical resources, including equipment and location, adequate for all the courses offered by your department (or program)? What are your key staffing and facilities needs for the next three years? Why? The department needs to have lighting for the soccer field, class times have to be adjusted due to daylight savings time when it gets dark early in the fall and spring.

The baseball fields contract with the City of Alameda is scheduled to end soon and the department needs to utilize that field for future classes and programs.

The physical education department needs to hire one full-time faculty to replace the full-time position lost through retirement.

Recommendations and priorities. * New badminton standards * Updated and additional instruction supplies and equipment (i.e. exercise mats, sound system with microphone)

* More storage facilities, more accurately restoring the equipment rooms back to the physical education departments

* Additional mirrors and television monitors (3) in the weight room

* Safety strips in stairwells

23

* Facilities need to be cleaned on a consistent basis. The faculty should have a regular schedule when different areas in the (G) buildings will be cleaned. In addition, the department would like to see some type of follow up by the business office to check and see if job has been completed.

* The development of mentoring classes and programs that target the At-Risk student population, this will help increase retention. In regards to staffing, in order to add certification and vocational physical education programs additional full-time instructors must be hired. Programs pending, this should include one more full-time staff (1.0) and two hourly instructors. Over the next three years, if physical education programs develop Vocational Education and Certification Programs, we will not only need to develop and support our instructional methodologies with computer programs, but aerobic equipment that monitors oxygen intake, heart rate, etc for individual accommodation as well as a charting progress will be mandatory. Assessment instruments to determine body composition, dietary analysis etc... will also need to be computerized for faster, easier readings. This will mean that support for staff services will also need to consider:

* Budgeting for student and instructional aides should be funded in order to provide direct services to students (i.e. equipment set-up) * In anticipation of the acquisition of electronic instructional equipment and accompanying changes in delivery of instruction in the coming years, technology staff responsible for maintenance and repair must be in sufficient numbers to ensure continuity of instruction. _____________________________________________________________________________

7. Community Outreach and Articulation

For vocational programs:

Describe the department’s connection with industry. Is there an Advisory Board or Advisory Committee for the program? If so, how often does it meet? Is the program adequately preparing students for careers in the field? How do you know?

Not Applicable

Have students completing the program attained a foundation of technical and career skills? How do you know? What are the completion rates in your program?

Not Applicable

What are the employment placement rates? Include a description of job titles and salaries. What is the relationship between completion rates and employment rates?

Not Applicable

What industry trends are most critical for the future viability of the program? How do you know? What are the implications of these trends for curriculum development and improvement?

Not Applicable

24

For transfer programs:

Describe the department’s efforts in meeting with and collaborating with local 4-year institutions. Is the program adequately preparing students for upper division course work? How do you know?

Not Applicable

For all instructional programs:

Describe the department’s effort to ensure that the curriculum responds to the needs of the constituencies that it serves.The physical education instructors continually meet with teachers and students of local high schools to promote and recruit students.The department works with the athletic department and business office to schedule facility use for local service clubs, junior high students and community related events.The program has offered off site courses, to accommodate specific community needs.The program has used local newspapers to promote new courses and program events, especially those that are directed towards non-traditional students (i.e. seniors).

In addition, information has been sent to four year institutions (California State University Hayward, San Jose State University, University of San Francisco, University of California Davis, University of Pacific, Portland State University, etc…) regarding our programs.

Recommendations and priorities.The program should continue work with various college programs including outreach.The program should continue to establish and keep community and secondary school linkages.

Past attempts for using referred campus resources as venues for aiding in such ties have failed (i.e. first time, off-site courses cancelled due to under enrollment before first class meeting).

25

Checklist of Tasks

1. The Office of Instruction at each College will establish the schedule for completion of the Accelerated Instructional Program Review at the beginning of the academic year or the semester in which the Accelerated Instructional Program Review will occur. The schedule will include a timeline and deadlines for completion.

2. The Division Dean, in conjunction with the Department Chair (or lead faculty in the discipline) will assemble the Accelerated Instructional Program Review Team.

3. The Accelerated Instructional Program Review Team will review and analyze the Core Data Elements.

4. The Accelerated Instructional Program Review Team will assemble and review the course outlines.

5. The Accelerated Instructional Program Review Team will complete the Accelerated Instructional Program Review Narrative Report.

6. The Accelerated Instructional Program Review Chair will submit the narrative report, electronically, to the Division Dean. The Dean will review the report and forward it the Vice President of Instruction at the College.

7. The Accelerated Instructional Program Review Chair will share the recommendations and priorities with the other Colleges that have completed a comparable disciplinary program review at District-wide disciplinary meetings.

8. The Accelerated Instructional Program Review Team will develop an action plan based upon the recommendations and priorities from the Accelerated Instructional Program Review that feeds directly into the College’s integrated planning process.

9. The Vice President of Instruction will compile a summary of recommendations and priorities from all the Accelerated Instructional Program Review Narrative Reports and

26

submit the summary to the College President, the College’s planning and/or budget committees (if applicable), and the Vice Chancellor of Educational Services.

Definitions

Department/Program: For the purpose of the Accelerated Instructional Program Review, a department/program is defined as a course or series of courses which share a common Taxonomy of Programs (TOP) number at the four digit level of specificity. TOP is a classification system for academic programs in the California Community Colleges.

FTEF (Full Time Equivalent Faculty): Also known as load equivalency. A full-time instructor teaching 15 lecture hours per week = 1.0 FTEF. One lecture hour = 50 minute instructional period. One lab hour = .8 of one lecture hour equivalent.

FTES (Full Time Equivalent Student): This unit is used as the basis for computation of state support for California Community Colleges. One student attending 15 hours a week for 35 weeks (one academic year) generates 1 FTES.

To approximate the FTES generated by a 17.5 week semester class use the formula:

WSCH (Weekly Student Contact Hours from the census) / 525 x 17.5 = FTES

The WSCH of “contact hour” is the basic unit of attendance for computing FTES. It is a period of not less than 50 minutes of scheduled instruction.

For example, a class of 40 students meeting 3 hours per week generates 120 WSCH. To figure the FTES for the class, the formula yields:

120 / 525 x 17.5 = 4.0 FTES

FTES/FTEF: The ratio of full-time equivalent students to full-time equivalent instructors.

Persistence: The percent of students who attend one semester and then attend the subsequent semester (fall and spring semesters).

27

Retention: After the first census, the percent of students earning any grade but a “W” in a course or series of courses. To figure retention for a class, subtract the “W”s from the total enrollment and divide the number by the total enrollment.

Student Learning Outcomes: The desired knowledge, skills, abilities, and attitude that a student attains as a result of engagement in a particular set of collegiate/academic experiences.

Appendices

28

Accelerated Instructional Program Review Resource Needs Reporting Template

Division: II

Department/Program: Physical Education

Contact: Myron Jordan

Item Identified in Program Review (justification)

Human Resources (Staffing)

Physical Resources(Facilities)

Technology and/or Equipment

INSTRUCTION

Supplies Budget

Curriculum

INSTRUCTION(#4)

Computer with program assessment

capabilitiesYes

HUMAN RESOURCES

(#6)

(1) one full-timeinstructor

(3) three hourlyinstructors

(3) threeinstructional aids

Dumbbells for weight room Funds to repair

PHYSICAL RESOURCES

(#6)

Lighting on soccer field

Sound system with microphone

Broken equipment in weight room

After City of Alameda contract is

up

Exercise mats

A

The PE department/utilizethe baseball field for classes and activities

Television monitors and mirrors for weight room

Integrated Planning TemplateDivision:

IIDepartment/Program:

Physical EducationContact:

Myron JordanStrategic Direction __: To improve the Physical Education curriculum to meet the changing needs of our students and community.Institutional Goal ___: To provide exemplary teaching and learning environments torelevant curriculum, innovation, partnerships, accessibility, technology and going

meet students needs through evaluations.

Objective: To work with physical education faculty and staff to develop and evaluate new and current courses including adjusting class hours as applicable.

Priority: 1

Activities/Tasks ResponsibilityLead person(s)

Resources

Timeline

Comments College Planning Link(s) *

1. Work with the President,

DepartmentChair ongoin

g

with a target date for Fall 2012

2. Academic Senate, curriculum committee,

counselors

and other faculty

3. other PCCD colleges to re-instate

4. Physical Education as a degree requirement

B

5.

CC

*College Planning Links:Budget CommitteeFacilities CommitteeTechnology CommitteeCurriculum CommitteeLearning Assessment (SLO) Committee

Student Learning Outcomes Reporting Template(Course Level Outcomes)

Division: II


Course: Myron Jordan

Contact:

Student Learning Outcome

Outcome Measure

Definition of Data (Sample/Population)

Method of Data Collection & Source

Expected Level of Performance

Actual Level of Performance

Plan of Action

1. Compare and contrast, identify activities that can be used to maintain physical fitness and wellness. Include education on health and safety.

Performance in a daily classroom setting student will achieve success

Students in class Observation and student behavior and performance

90% success Semester

2. Critically analyze those cardio-respiratory factors that contribute to healthy heart and lungs and participate in total body movement to challenge the heart and lungs to work to their full capacity.




C

3. Identify the present status of the student’s physical condition and fitness to solve problems and make decisions in terms of improving the student’s physical needs.




4. Analyze body responses for the development of the circulatory and respiratory systems and to promote endurance and improvement of the cardiovascular condition.




PE 2 (AEROBICS)


Division: II



Contact:


Outcome Measure





Plan of Action

1. Analyze the basic components of the primary skills to be developed in badminton. Include education on health and safety.

Performance in a daily classroom setting



D

2. Identify and demonstrate those factors that are essential to executing good ground stroke production in the serve, overhead clear, drop shot, smash, forearm drive and backhand drive.




3. Identify, and apply basic principles related to the laws of physics as they relate to motion, projectiles, and other related factors such as angles, force and resistance.




PE 5 (BADMINTON)Student Learning Outcomes Reporting Template

(Course Level Outcomes)Division:


Physical EducationCourse:

Myron JordanContact:


Outcome Measure





Plan of Action

E

1. Identify effects of a conditioning program to improve endurance and strengthen muscles to reduce potential injuries.




2. Analyze the history and rules of the game. Include education on health and safety.




3. Compare and contrast the kinesiological principles that contribute to effective techniques in perfecting fundamental skills in basketball (ball handling, footwork and shooting).




4. Experience sportsmanship and team work and enjoyment of the game.

PE 7 (BASKETBALL)Student Learning Outcomes Reporting Template





F


Outcome Measure





Plan of Action

1. Identify and demonstrate safety procedures to be used in power lifting to prevent injury as well as practical. Knowledge of care and prevention of athletic injuries.




2. Compare and contrast the different kinesiological movements necessary to successfully build and maintain muscular strength and physical health.




3. Analyze specific muscle groups and demonstrate correct power lift procedures and techniques in complying with the demands of an individualized training program.




PE 8 (BODY BUILDING)Student Learning Outcomes Reporting Template

(Course Level Outcomes)

G

Division: II



Contact:


Outcome Measure





Plan of Action

1. Compare and contrast types of exercises to assist in overall body conditioning to facilitate, improved levels of fitness; isometric; isotonic; resistance; aerobic and anaerobic.




2. Identify and demonstrate knowledge of physical fitness components (body composition, cardiovascular endurance; muscular strength and endurance, flexibility in order to physical fitness and wellness. Include education on health and safety.




3. Analyze body responses for the development of the circulatory and respiratory systems.




PE 9 (BODY CONDITIONING)


H

Division: II



Contact:


Outcome Measure





Plan of Action

1. Critically analyze components of balance, timing, coordination and force in executing a good approach and delivery.




2. Compare and contrast the differences in types of ball roll and to adopt a delivery that will insure a consistent ball roll.




3. Identify good bowling etiquette based on knowledge of the history of the game. Include education on health and safety.




PE 10 (BOWLING)

Student Learning Outcomes Reporting Template

I






Outcome Measure





Plan of Action

1. Identify movement factors which constitute good technique and mechanical and anatomical principles which apply to the human body.




2. Analyze and execute various basic skills in ball handling and control.




3. Identify the proper judgment in applying those mechanical and kinesiological principles which characterize punting, passing, receiving and running.




4. Compare and contrast offensive and defensive strategies and tactics based on the rules of the game. Include education on health and safety.




PE 12 (FLAG FOOTBALL)

J


Division: II



Contact:


Outcome Measure





Plan of Action

1. Identify and demonstrate awareness of basic techniques of building stamina and strength through exercise and application of overload principle.




2. Analyze and perform activities designed to improve cardiovascular endurance and aerobic capacity.




3. Compare, contrast and identify body movement and exercises which will produce an improved level of fitness and a reduction in personal stress. Include education on health and safety.




PE 14 (GENERAL EXERCISE)

K


Division: II



Contact:


Outcome Measure





Plan of Action

1. Identify and develop a “photographic” eye to analyze the basic components of the various strokes of golf. Include education on health and safety.




2. Critically analyze basic concepts of the laws of physics as they relate to motion, projectiles and angles of approach.




3. Identify mechanical and kinesiological principles which characterize stroke production in driving, chipping and putting.




4. Compare and contrast factors that determine course strategy, club selection, force of swing, weather and course conditions that affect stroke production.

PE 15 (GOLF)

L


Division: II



Contact:


Outcome Measure





Plan of Action

1. Analyze and demonstrate awareness of basic training principles (i.e. progressive overload) in order to relate them to a personally designed fitness program.




2. Identify how health related components of physical fitness contribute to general health and wellness. Include education on safety.




3. Compare and contrast a variety of activities such as aerobics, weight training, jogging, tennis, volleyball and basketball designed to improve the various components of physical fitness.




M

PE 21 (LIVE LONGER FITNESS)


Division: II



Contact:


Outcome Measure





Plan of Action

1. Identify and demonstrate the fundamentals of soccer pertaining to: footwork, strategies, overhead kick and passing.




2. Compare and contrast those movement factors described in physical laws of motion mechanical principles, and kinesiology which constitute good technique in performing soccer skills of passing.




N

3. Identify good field etiquette based on an examination of the history and traditions of the sport as well as the playing rule. Include education on health and safety.




PE 30 (SOCCER)Student Learning Outcomes Reporting Template






Outcome Measure





Plan of Action

1. Compare, contrast, identify those movement factors which constitute good technique in form and stroke production.




2. Identify the mechanical principles which apply to the human body and contribute to good skill and execution of ground strokes, volley and groves.




3. Identify effective etiquette based on the knowledge of the history and the playing rules of the sport. Include education on health and safety.




O

4. Critically analyze a professional tennis tournament to determine specific style of individual and team play along with the strategies employed in the sport.




PE 35 (TENNIS)


Division: II



Contact:


Outcome Measure





Plan of Action

1. Compare and contrast those movement factors described in physical laws of motion, mechanical principles, and kinesiology which constitute good technique in performing primary volleyball skills of passing, blocking and serving.




P

2. Critically evaluate aspects of court positioning in order to form offensive and defensive strategies.




3. Identify effective etiquette based on the knowledge of the history and the playing rules of the game. Include education on health and safety.




PE 38 (VOLLEYBALL)


Division: II



Contact:


Outcome Measure





Plan of Action

1. Identify and isolate particular muscles upon which to concentrate safe and progressive training for strength and endurance. Include education on safety as regards to lifting weights.




Q

2. Compare, contrast and identify individual exercises for muscles utilizing a variety of weights and resistance (universal, barbell, dumbbell).




3. Analyze the basic human anatomy by identifying the major bones and skeletal muscles connected with movement in order to exhibit safe range of joint movement.




4. Identify and develop a weight management (nutrition and diet) program.




PE 39 (WEIGHT TRAINING)Student Learning Outcomes Reporting Template






Outcome Measure





Plan of Action

1. Analyze components of physical fitness (i.e. body composition, cardiovascular/respiratory endurance, muscular strength and endurance).




R

2. Identify and apply basic exercise principles to a programmed sequence of activities utilizing free weights in order to develop optimum levels of cardiovascular/respiratory endurance.




3. Compare and contrast the effects of diet and nutrition in combination with exercise to achieve or maintain optimum fitness and wellness. Include education on health and safety.




PE 44 (AEROBIC WEIGHT TRAINING)Student Learning Outcomes Reporting Template






Outcome Measure





Plan of Action

S

1. Compare and contrast the mechanical, anatomical, and kinesiology principles that contribute to good technique in perfect fundamental skills (ball handling, footwork and shooting).




2. Identify effects of a conditioning program to improve endurance and strength thereby reducing the potential for injuries. Include education on health and safety.




3. Analyze various defensive and offensive patterns of game play as well as individual and team strategy and tactics of the game of basketball.




PE 58 (THEORY PRACTICE BASKETBALL)Student Learning Outcomes Reporting Template





T


Outcome Measure





Plan of Action

1. Identify movement factors such as body rotation, transfer of weight, flexion and extension to produce force and speed in order to execute the basic strokes in tennis.




2. Critically analyze hitting skills for a variety of basic to advanced shots in good form.




3. Analyze the strengths and weaknesses of an opponent’s game in order to develop mental toughness in competing as well as a refinement of individual skills.




4. Compare, contrast, assess and critique using critical thinking skills a professional tennis match to one’s own game to others and to show how their game can be improved. Include education on health and safety.

PE 71 (TENNIS THEORY AND PRACTICE)Student Learning Outcomes Reporting Template

(Course Level Outcomes)

U

Division: II



Contact:


Outcome Measure





Plan of Action

1. Compare, contrast, identify the kinesiology principles that contribute to effective techniques in perfecting fundamental skills in basketball (ball handling, footwork, rebounding and shooting).




2. Analyze a game situation and devise solutions as to individual and team strategy and tactics and their application to basic offensive and defensive systems of play: observation and student behavior and performance.



75success Semester

3. Identify intricacies of the sport by demonstrating knowledge and adherence to the rules of the game.




4. Identify effects of a conditioning program to improve endurance and strengthen muscles to reduce potential injuries. Include education on health and diet.




PE 91 (INTERCOLLEGIATE BASKETBALL/MEN)


V

Division: II



Contact:


Outcome Measure





Plan of Action

1. Compare and contrast those movement factors described in physical laws of motion, mechanical principles, and kinesiology which constitute good technique in performing primary soccer skills of passing, trapping heading, shooting.



75% success 1 year

2. Identify the strengths and weaknesses of others in order to reasonably develop an individualized approach, which utilizes team concepts.



75% success 1 year

3. Critically analyze aspects of positioning in order to form offensive and defensive strategies.



75% success 1 year

4. Identify good field etiquette based on an examination of the history and traditions of the sport as well as the playing rules. Include education on health and safety.



75% success 1 year

PE 96 (SOCCER MEN INTERCOLLEGIATE)Student Learning Outcomes Reporting Template

W






Outcome Measure





Plan of Action

1. Compare, contrast, identify those movement factors which constitute good technique in form and stroke production.



75% success 1 year

2. Identify the mechanical principles which apply to the human body and contribute to good skill and execution of ground strokes, volley, groves and serves.



75% success 1 year

3. Analyze and execute hitting skills for a variety of basic to advance with shots with a high degree of consistency.



75% success 1 year

4. Identify good court etiquette based on a knowledge of the history and playing rules of the sport. Include education on health and safety.



75% success 1 year

X

PE 99 (MEN/WOMEN TENNIS INTERCOLLEGIATE)Student Learning Outcomes Reporting Template






Outcome Measure





Plan of Action

1. Identify advanced level skills in volleyball utilizing correct technique to perform competently and safely, passing, blocking and serving.



75% success 1 year

2. Analyze various offensive and defensive patterns of game play; as well as individual and team strategy.



75% success 1 year

3. Identify good court etiquette based on knowledge of the history and playing rules of the sport. Include education on health and safety.



75% success 1 year

4. Compare and contrast the kinesiology principles that contribute to effective techniques in perfecting fundamental skills in volleyball.



75% success 1 year

PE 101 (VOLLEYBALL INTERCOLLEGIATE WOMEN)

Y

Student Learning Outcomes Reporting Template(Program Level Outcomes)

Division: II


Contact: Myron Jordan


Outcome Measure





Plan of Action

Health and SafetyEnsure that all facilities are safe andclean on a daily basis

Facilities utilized by the students andinstructor

To inspect facilities and use questionnaire’s to

To have facilities safe and clean for the student

100% with follow-up by the business office and janitorial

Ongoing

identify health and safety issues. Report hazardous and

population services division.

unclean facilities to the business office by the next business day

Z

Draft - College of Alamedaalameda.peralta.edu/planning-documents/files/2012/05/10... · Web...

Documents

Transcript of Draft - College of Alamedaalameda.peralta.edu/planning-documents/files/2012/05/10... · Web...