How COVID-19 clarified my role as chair

Presenter and participants will reflect on and share their academic chair experiences and subsequent yet significant leadership alterations due directly to COVID-19. These transformations may be long- or short-term but are exclusive to being a department chair

Advocating for your department during a school merger: The chair perspective

This presentation will foster discussion and reflection on best practices in advocating for your department during an academic restructuring; to ensure growth and continued success

Creating a Culture of Faculty Advancement - PETM

Short talk presentation slide

Assessing academic performance between traditional and distance education course formats

The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed

Re-casting the Annual Faculty Review

This session will highlight how one department chair flipped the annual faculty review from a top-down administrative process focused on merit pay to a faculty-centered process focused on professional development and advancement. Following will be discussion on the results of the anonymous survey distributed to faculty from this new process

Internships in Kinesiology: Reconsidering Best Practices

The purpose of this paper is to summarize the 2018 American Kinesiology Association (AKA) pre-workshop on best practices in internships. This pre-workshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as: curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons

K-12 Physical Education: The Principal perspective

The purpose of this research was to examine how K-12 Principals view physical education. Additionally, this survey-based project examined the extent to which location and level of a building impacted the Principals attitude or actions. Basic demographic information was captured from each respondent (N = 130) and then factorial ANOVA was used to determine significant interactions; again, based on location and/or level. Preliminary results indicate that Indiana K-12 building Principals, irrespective of location or level held favorable attitudes toward physical education and that their actions supported those attitudes. In select instances there were significant interactions in regard to location and level toward physical education. Namely as they related to (a) dodgeball (b) coaching expertise (c) recognition and (d) professional development

A Case Study in ePortfolio Implementation: A Department-Wide Perspective

This case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment