3: Faculty Qualifications full-time faculty year of HIRE highest degree EARNED/AREA OF STUDY PROGRAM LEVEL level of qualificatIon ASSIGNED AREAS OF TEACHING Brown, K. 2000 MA, Sport Management Undergrad Masters Prof Prof Intro to SM Ethics Kisk, B 2003 PhD, Sport Leadership Undergrad Masters Doctoral Doct Doct Doct Sport Governance Link, Y. 2005 PhD, Sport Business Undergrad Undergrad Masters Masters Doctoral Doct Doct Doct Doct Doct International Sport True, D. 2010 EdD, Education Undergrad Undergrad Doct Doct Ethics Venue Management Worhall, E. 2007 MBA Undergrad Prof Economics Finance Marketing Zilche, K. 2012 JD Undergrad Undergrad Undergrad Doct Doct Prof Sport Law FACULTY Baker, C. 2015 PhD, Sport Marketing Undergrad Masters Doctoral Doct Doct Doct Ethics Marketing Thomas, T. 2016 PhD, Communications Undergrad Masters Doct Doct Operations Commun. TIME
Table 5: Faculty Coverage Summary during the self-study year UNDERGRAD CREDIT HOURS MASTERS CREDIT HOURS DOCTORAL CREDIT HOURS TOTAL Total student credit hours in Sport Management Programs taught by faculty 3,937 492 119 4,548 Total student credit hours taught by doctorally and professionally faculty members 3,301 492 119 3,912 Percent of total student credit hours taught by doctorally and professionally qualified faculty members 83.8% 100% 100% 86% Total student credit hours taught only by doctorally qualified faculty members 1,620 336 119 2,075 Percent of total student credit hours taught only by doctorally qualified faculty members 41.1% 68.3% 100% 45.6%
APPENDIX A Outcomes Assessment Plan Template Commission on Sport Management Accreditation Program Mission (Foundational statement that describes your purpose – what you do and why you do it) Program Based Goals (Support your mission by outlining goals that help you achieve your mission.) Provide separate goals for a Master’s or doctoral-level program. Program-Level Student Learning Outcomes (Program-level learning outcomes identify what students should know, value or be able to accomplish after successfully completing their program. These outcomes are often achieved through specific learning activities, which are integrated at the course-level and build toward overall program-level learning. Clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire in this program.) Provide separate SLOs for a Master’s or doctoral-level program. Transparent student learning outcomes statements are: • Specific to the program level • Clearly expressed and understandable by multiple audiences • Prominently known and accessible to all involved • Updated regularly to reflect current outcomes • Receptive to feedback or comments on the quality and utility of the information provided The ABCDs of Learning Outcomes: Audience: Who are the learners? Behavior: What will they be able to know, value or do? Condition: Under what circumstances/ context will the learning occur? Degree: How much will be accomplished and to what level? Student Learning Outcomes Measures (of Program-Level Student Learning Outcomes) These are the tools and rubrics you will use to measure your program-level student learning outcomes. You are required to identify at least two direct and two indirect measures of student learning, though you may identify more and you may use more than one measure for an SLO. Provide separate measurement tools/rubrics for your Master’s or doctoral-level program. Operational Effectiveness (These pertain to the operations of your sport management program and may include goals relating back to the parent institution, enrollment and retention, program completion, job placement, graduate school placement, community affiliations, and faculty professional growth, among others.) Operational Effectiveness Measures (Direct and indirect measurements of your program’s OEGs)