Expected Results: Based on a detailed analysis of current recruitment strategies, it is expected that the Department provide (and begin to implement) specific strategies to improve overall recruitment, and retention, of Physical Education majors.

Details/Description: Examine, and begin to implement, strategies that can be used to help facilitate the recruitment of Physical Education Teacher Preparation majors. Proposed actions include a focus on: a) expanding communication and collaboration with the Admissions Office and other School of Education & Health recruitment efforts starting with planning meeting to determine current efforts, new proposals (i.e., potential for articulation agreements with community colleges) and the need to intentionally focus on the recruitment of majors with low enrollment numbers in the School of Education & Health; b) collaborating with in-service physical educators as recruiters (including Alumni) with a focus on planning and implementing both informal and formal recruitment ideas; c) utilizing our own physical education teacher educators as recruiters with a focus on recruiting high school students as well as underclass and undeclared students; d) nurturing currently enrolled students to ensure students' choice to remain in their program; e) collaborating with community colleges including reaching out to the students, reaching out to community college faculty, and reaching out to community college advisors (exploring articulation agreements); and f) pursuing possible international/global recruitment efforts (i.e., collaborating with Admissions, Athletics, exposure at international fairs).

Supporting Attachments:

Expected Results: The curriculum will continue to be systematically evaluated based on alignment to national standards (CAEP), New York State Certification requirements (ALST, EAS, CSE, and edTPA), and professional associations recommendations and guidelines (APTA, NSCA, ACSM, AKA). Based on this continued analysis, propose and implement appropriate changes to support continuous program improvement. With this, Outcome Assessment Reports for the department program learning goals will continue to be updated and introduced.

Details/Description: This past academic year 2015-2016, we introduced two new OAR's for Program Learning Goals 7 & 8. This current year 2016-2017, we are working on two new OAR's for Program Learning Goals 5 & 6. The plan / proposed actions for next year 2017-2018 include the development of OAR's for Program Learning Goals 1 & 2. With this, our continued curriculum mapping has helped to identify and match our curriculum with CAEP standards and the College's CWCC's as well as establish where and how each department learning goal may be assessed. Faculty continue to work on planning and implementing long-term approaches to assessment (i.e., use of Taskstream assessment tools) as well as to make links visible within classes in terms of both sequencing and connections via assignments/activities (i.e., building upon work in previous courses). Further analysis within the Physical Education Teacher Preparation program is also needed to continue sequencing/connecting courses to ALST, EAS, edTPA and PE-CST certification exams/scores. Furthermore, the sequencing of courses and how they 'fit' relating to content knowledge progress, graduate school requirements, practicum, student teaching, and/or certification exam qualifications is an ongoing process that continues to be addressed.

Expected Results: On-going and new co-curricular programming will continue. Based on review and analysis, starting to utilize data collected via Taskstream and the new Co-Curricular DRF's, develop additional high-quality co-curricular programming (where needed) to support continuous overall program development.

Details/Description: As the department continues to expand and analyze our curriculum mapping process, we are placing additional focus (and priority) on more formally identifying and creating additional co-curricular opportunities. Within this process, we will need to provide valid and reliable 'student learning outcome assessments'. Through the utilization of Taskstream and the School's new Co-Curricular DRF's, along with connected rubrics, we plan on being able to provide specific data connected to both CAEP standards and Department Program Learning Goals (and potentially College-wide CWCC's). The following measures have been used, and will be continued to be used, to provide additional evidence/support in analyzing co-curricular activities: (a) number/percentage of students in the department participating in co-curricular activities; (b) feedback from students on their experiences through participating in co-curricular activities; (c) full time faculty in the department participating in co-curricular activities; and (d) courses emphasizing and/or encouraging a service-learning / community-based learning component.