HHP 428 Administration of Physical Education

1. Demonstrate coaches as a role model to athletes of all ages and diversities through study and practice of Sport Philosophy, law, ethics, teaching and proper writing and accurate oral communication skills

2. Demonstrate knowledge of human growth and development from birth - death, kinesthetic learning theories and tactics and current coaching and training trends by planning physiologically and biomechanically correct practice and conditioning sessions that allow for proper progression of skill and that are safe and minimize the risk of injury.

3. Demonstrate knowledge and skill for understanding diverse athletic population and accommodating different learning styles and physical skill by planning, coaching and evaluating athletic performance and progression that include modifications that address these issues.

4. Exhibit knowledge of and abilities to create responsible and effective communities of sport learning and understanding by developing leadership and management frameworks that include criteria with specific attention to respect for other athletes, respect for the sport game, appreciation of diverse cultures, rules, abilities and talents, and awareness of the need for communication.

5. Demonstrate knowledge of and the psychomotor skill needed to perform proper fitness testing and assessment data analysis to afford the fitness community the optimal results based on their desired fitness goals.

6. Demonstrate the appropriate use of technology required in the discipline of exercise science and athletic coaching.

7. Exhibit knowledge of what it means to be a member of the coaching/Athletic profession by demonstrating ethical practice within the profession, demonstrating proper oral and written communication skills, engaging in research within the profession, following professional performance regulations and participating in continual education to uphold the commitment to life-long learning.

Objectives

Students who successfully complete this course will be able to

Week 1: Chapters 1 & 2

· Students will understand the Historical Foundations on Athletics/ Teacher Education/ Recreations in perspective to today’s societal issues

· Students will be able to define to Key Terms from the chapter

· Students will be able to discuss Contemporary trends in Athletics/Teacher Education/

Recreation

· Students will be able to discuss the concept of Health Promotion and overall individual health through the use of public education and programs to improve the quality of life

· Student will be able to define key terms from the chapter

Week 2: Chapters 3 & 4

· Students will be able to explain the term organization and identify the seven principles of the organization process

· Students will be able to define various organizational topics

· Students will be able to define key terms from the chapter

· Students will be able to understand the difference of various organizational plans

· Students will be able to discuss the process of developing an effective organizational plan

· Students will be able to define key terms from the chapter

Week 3: Chapters 5 & 6

· Students will be able to identify and discuss the six principles of effective administration

· Students will identify the five components of an effective performance based objectives

· Students will be able to define key terms from the chapter

· Students will be able to identify and discuss the characteristics of an effective leader

· Students will identify the 6 – C’s of conflict resolution

· Students will be able to define key terms from the chapter

Week 4: Chapters 7 & 8

· Students will be able to differentiate between the three types of decision making strategies

· Students will be able to define key terms from the chapter

· Students will identify and contrast the three types of listening skills that are critical for effective organizational communication

· Students will be able to define key terms from the chapter

Week 5: Chapters 9 & 10

· Students will explain the value of personal evaluation process to the success of an organization

· Students will understand the causes of poor employee performance

· Students will be able to define key terms from the chapter

· Students will discuss the link between sound budget procedures and proper facility planning and management

· Students will be able to define key terms from the chapter

Week 6: Chapters 11 & 12

· Students will be able to describe the relationship between evaluations and planning

· Students will be able to discuss and explain each step in the evaluation cycle.

· Students will be able to differentiate between formative and summative evaluation

· Students will be able to discuss at least three sources of goals.

· Students will be able to identify situations in which qualitative and qualitative evaluation would be used

· Students will be able to define key terms from the chapter

· Students will be able to define common laws and discuss the role of case precedent

· Students will be able to list and discuss the subsystems that make up our law system

· Students will be able to differentiate between civil and common law

· Students will be able to define key terms from the chapter

Week 7: Chapter 13 & 14

· Students will be able to give example of Tort Law

· Students will be able to describe the concept of Fault and relate it to liability

· Students will be able to distinguish between unintentional and intentional torts

· Students will be able to list the four elements of negligence

· Students will give four methods used to counter the claims of negligence

· Students will be able to define key terms from the chapter

· Students will be able to identify individual rights guaranteed by the US Constitution and give examples of how each one might be violation in their relative profession

· Students will be able to discuss the importance of the fourth amendment

· Students will be able to define state actors and give examples

· Students will identify at least five federal laws that extend constitutional protections

· Students will be able to define terms from the chapter

Week 8: Chapters 15 & 16

· Students will be able to list and discuss the six elements of an enforceable contract

· Students will describe the difference between a void contract and voidable contract

· Students will be able to give examples of breach of contract

· Students will be able to define caveat emptor and caveat vendor and discuss the difference between the two

· Students will be able to define terms from the chapter

· Students will be able to define Risk Management

· Students will discuss how Risk Management is an ongoing process

· Students will be able to discuss the difference between qualitative and quantitative supervision and specific and general supervision

· Students will be able to list at least five ways to ensure safe environmental conditions

· Students will be able to define terms from the chapter

Week 9: 8 Quizzes due / Technology 10 points due

Week 10: Final Exam 50 Questions

Week 11: Assignment Due Performance Based objectives (5)

Week 12: Assignment Due Title IX (3) / Presentations

Week 13: Assignment Due Budget (2) / Presentations

Week 14: Assignment Due Planning (1) / Presentations

Week 15: Assignment Due Case Analysis (5) / Presentations

Week 16: Assignment Due Case Analysis (5) / Presentations

Outcomes

By the end of the course, successful students will be able to

1. Demonstrate the ability to identify and communicate within their professional realm

using proper administrative terms.

2. Demonstrate the ability to utilize basic administrative concepts and ethical decision

making within the realm of physical education and sport.

3. Apply knowledge of finance and budget concepts to the profession of physical; education

and or sport.

West Virginia Physical Education Content Standards Addressed in this course are:

Responsible Personal and Social Behaviors (PE.S.5) students will be able to demonstrate

an understanding of responsible personal and social behaviors in physical activity settings

West Virginia Technology Standards addressed in this course are:

1.0 Pre-professional Skills

1.5 Demonstrate knowledge of uses of computers and technology in business,

industry, and society.

1.6 Use productivity tools for word processing, database management,

and spreadsheet applications.

1.8 Use computer-based technologies, including telecommunications, to

access information and enhance personal and professional productivity.

2.0 Content Specialization

2.4 Use advanced features of productivity tools to improve the teaching and learning

in the content area.

2.12 Identify professional technology organizations and support groups to

continue growth of technology utilization and enhance content delivery.

3.0 Professional Education

3.7 Practice responsible ethical and legal use of technology, information, and

software resources.

National Association for Sport and Physical Education (NASPE) Teacher

Education Standards addressed in this course are:

Standard 4: Management and Motivation

Physical Education Teachers use an understanding of individual and group motivation

and behavior to create a safe learning environment that encourages positive social

interaction, active engagement and self-motivation.

Standard 5: Communication

Physical education teachers use knowledge of effective verbal, nonverbal, and medial

communication techniques to enhance learning and engagement in physical activity

settings.

Standard 8: Reflection

Physical education teachers are reflective practitioners who evaluate the effects of their

actions on others and seek opportunity to grow professionally.

Standard 9: Technology

Physical education teachers use information technology to enhance learning and to

enhance personal and professional productivity.

Standard 10: Collaboration

Physical education teachers foster relationships with colleagues, parents/guardians, and

community agencies to support students’ growth and well-being.

Textbook

Administration for Exercise Related Professions; Langley and Hawkins; Second Edition

Grade Distribution and Assignment Descriptions

Graded Assignments and Point Values

Assignment	Point Values
Technology	10
Final Exam	50
Performance Objective	100
Budgets	100
Planning	100
Title IX Analysis	100
Case Analysis	200
Quizzes	400
Total Points Possible	1060

Grading Scale

Letter Grade	Range of Points
A	900 - 1060
B	800 - 899
C	700 - 799
D	600 - 699
F	000 - 599

Assignment Descriptions

Weekly Discussions – Question must be answered before Class

Active participation is a must in this course. Each week one or more key discussion questions, activities, debates, etc. will be posted. Generally, you will be required to respond to the main discussion and then also make comments (a minimum of 2 or 3) on the responses of others in the course. Please note that the quantity of responses is not as important as the quality of the responses.

A running dialogue about course topics will be maintained via the website discussion forums. It is expected that you will fully participate in the online discussions. This means posting your own thoughts about the weekly topics, commenting on others’ ideas, and responding to questions about your own postings. Class participation points will be based more on quality than quantity. While it is relatively easy to post numerous, non-substantive comments, it takes more thought and effort to post intelligent, meaningful comments that move the discussion forward. For example, meaningful posts tend to:

· Provide concrete examples, perhaps from your own experience

· Identify consequences or implications

· Challenge something that has been posted, perhaps by playing devil’s advocate

· Pose a related question or issue

· Suggest a different perspective or interpretation

· Pull in related information from other sources – books, articles, websites, courses, etc.

Consider your time commitment to our online discussions to be critical to your success as a learner, as well as to the success of the course. Because ongoing participation is expected, a portion of your final grade will be based on participation. Participation scores will be based on three primary criteria:

1. Frequency and timeliness of postings

2. Content of your postings (the thoughtfulness/reflection that goes into your responses and the extent to which they address the topic for the week, including the assigned readings)

3. Adherence to online protocol

An online discussion forum is a “technological cognitive tool” that stimulates cognitive learning and critical thinking. Students engaged with course content in forums engage with other students in a generative processing of information. “Students draw upon their own experiences and interpretations and share these in the group discussion. They read other student responses and interpretations and compare these with their own thoughts. This involves the processes of reflection and the construction and reconstruction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge with student ownership. The learning is deeper and more long lasting and students refine their thinking and their voice” (Markel, 2009).

Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, and you broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of your discussion contributions.

Examples of posts that demonstrate higher levels of thinking:

· “Some common themes I see between your experiences and our textbook are….” (analysis)

· “These newer trends are significant if we consider the relationship between ….” (synthesis)

· “The body of literature should be assessed by these standards ….” (evaluation)

[include a list of discussion topics per module]

Quizzes and Tests

Eight (8) 50-point quizzes are available online as of the first day of class. Quizzes will consist of matching, listing, essay, and fill-in the blank completion. You have multiple opportunities to take each quiz and I take the average grade. All quizzes are available as of the first day of class. (400 points) These assessments will assess NASPE standards 4, 5, 8, 9, 10

Final

1 50-point Exam that is available online as of the first day of class. Quizzes will consist of matching, listing, essay, and fill-in the blank completion. You have multiple opportunities to take and I take the average grade. The Final is available as of the first day of class. (50 points) These assessments will assess NASPE standards 4, 5, 8, 9, 10

Education – Sport Technology/Social Media/ Question of The Week

Students will choose from a variety of media to add to their vitae and life experiences. The objective is for the student to get practical experience in the area of work they are going into. Do one YouTube video; join LinkedIn; create a blog; Twitter, etc. (10 points)

Chapter Assignments

We will cover a chapter and then you will have an assignment due per the syllabus Some Assignments will be presented in class (600 points) this assessment will assess NASPE Standards 4, 5, and 9.

Assignment 1 Writing Performance Based Objectives – You will write 5 Performance Based Objectives depending on your area of emphasis (100 points)

Assignment 2 Planning Projects – This will be over 6 months to a Year depending on your area of Teaching, Coaching, Athletic Administration, Recreation, and/or Strength/Conditioning/Rehabilitation. It will include daily and monthly organization. (100 points)

Assignment 3 Budgets you will two budgets based on your area of Teaching, Coaching, Athletic Administration, Recreation, and/or Strength/Conditioning. (100 points)

Assignment 4 Case Analysis- You will produce ten summaries/ conclusions, each worth 20 points each. There are samples in the book (chapters 17-21). The ten will come from posts on http://macdaddyncaasidhhp01.blogspot.com/. Students will sign on to the blog and put their name. Repeating a topic will result in zero points. The form is on the assignment tab online. The students will present 3 in front of the class for total points. (200 total points) These assessments will assess NASPE standards 4, 5, 8,9,10.

Assignment 5 Title IX Analysis Students will be given the EADA report for three NCAA D1, D2, D3, or NAIA colleges. The Student will review the data of 3 Institutions and determine if the school is in compliance using one of the three prongs per Law. Students will present their finding to the class and turn in a review form for each institution. (100 points).

School and Course Policies

School Closings

Due to inclement weather or other such emergencies, there may be circumstances when the University campus and in-seat classes are delayed or cancelled. In such instances, online courses shall continue as normal unless otherwise indicated.

Netiquette Policy

“Netiquette” or “network etiquette” is a set of guidelines and standards that encourage appropriate behavior while on the Internet. This includes all points of internet access such as emails, discussions, wikis, virtual meetings, text messages, social media, etc. As a student in an online course here at West Virginia State University, you are expected to comply with the following code of conduct or “netiquette” while engaging in the course.

Please review the syllabus to understand how faculty prefer to be contacted for class related questions (e.g., WVSU Online email, campus email, discussion boards, etc.).

1. When corresponding with faculty and staff outside of the WVSU Online email system, use your WVSU campus email account (e.g., imastudent@wvstateu.edu).

2. Maintain a level of professionalism in your correspondence. Your course work is part of your own career preparation, so interact with your instructor and peers as you would in a business setting. This means checking grammar, style, and spelling in all course communications.

3. Respect all participants and constituents in your online classroom including your teachers, fellow participants, and technical staff supporting online courses. This includes

· honoring their right to their opinions;

· respecting the right of each person to disagree with others;

· responding honestly but thoughtfully and respectfully using language which others will not consider foul or abusive;

· always signing your name to any contribution you choose to make;

· respecting your own privacy and the privacy of others by not revealing information which you deem private and which you feel might embarrass you or others;

· being constructive in your responses to others in the class; and

· being prepared to clarify statements which might be misunderstood or misinterpreted by others.

4. Maintain an adequate level of activity in your online course by signing in and reviewing course content at least 3 days a week.

5. Review assignments descriptions and available rubrics and guidelines BEFORE participating in these activities. This includes discussions, written assignments, exams, wiki assignments, etc.

6. If you are experiencing difficulties in the course, contact your instructor in a timely fashion (i.e., early enough for the issues to be rectified).

7. If you feel that another member of the class is violating netiquette guidelines, contact your professor for additional guidance.

What to Expect from an Online Course

A self-disciplined student will find online college courses to be rigorous, challenging, and engaging. A typical online college course will require as much or more work as a traditional college course. Most online courses require substantial reading and writing skills to master the subject. You should expect to spend 10-15 hours per week working in the course in order to complete the learning activities and assignments, take quizzes or exams, and participate in the classroom discussions.

Being a successful online student requires knowing where to go for the information you need and activities you are to complete.

Become familiar with the Moodle environment and the technology necessary to be successful in an online classroom. You will want to learn how to access course materials, communicate with classmates and your instructor, submit homework, take tests, and check your grades.

Students enrolled in online courses need good time management and communication skills to be successful. Below are guidelines to help you be a successful online student:

· Pace yourself. You will need to pace yourself and stay on top of the course schedule at all times. You also will need to set aside blocks of time to do your coursework when you will not have distractions. Be diligent and protective of your study time.

· Do not fall behind. If you must be away from the course for a legitimate reason such as illness, contact your instructor immediately and arrange for when you will be able to get caught up with your coursework.

· Follow up with your instructor(s) if you think something is wrong within the course. It may be that you missed something and need clarification, or that the instructor has not had a chance to respond to something in a timely manner.

· Engage yourself. You will need to communicate regularly with your instructor(s). You also will engage with your classmates in discussion forums or other types of learning activities. The more you communicate within the course, the more comfortable you will become with your instructor and classmates.

· Log into the course often and check for new announcements, assignments, and messages.

· Review the course schedule and keep track of due dates for projects, assignments, exams, etc.

· Ask questions when you don’t understand something, and don’t wait until the day before an assignment is due or you may not be able to get the help you need.

· Save all your work in the appropriate file format, such as MS Word or Excel, PDF, or other file format that the instructor can download and open. Save all of your work in a safe and recoverable storage location, such as an external hard drive.

· Contact the helpdesk if you have a technical problem accessing the course.

o For technical assistance with WVSU Online, please submit a help desk request at the Center for Online Learning (COL) help desk website.

o You may also contact the WVSU COL Monday through Friday between 8:30 a.m. and 5:00 p.m. After hours and on weekends, you may call Learning House technical support directly at 1-800-985-9781 or by contacting support@learninghouse.com.

Class Participation, Attendance, Deadlines, and Makeup

All Quizzes/Exams have the 3 or 4 opportunities and take the average of your test scores submitted.

Materials are due per the syllabus date. Materials turned in late will result in ZERO points. Materials can always be submitted early, 14 days or greater from the due date. Turn it in early and you will have a second chance for complete points.

You are penalized for not following directions. You are penalized for not coming to class prepared (I cover the chapter and ask questions from the chapter being covered. I sometimes give an old school quiz). You will be assigned items every class. There are 11 class sessions. You will be assigned materials to discuss in class. Failure to be prepared will count the same as a miss. You are allowed three missed classes without penalty. Upon your fourth miss, your grade will drop by 25 points for every miss after the fourth missed class; you will start the class with an “F” and your grade will improve as your points total increases.

Proctored Testing

This course will have 0 proctored exams

Technical Requirements

This is an online course, which means you are expected to be familiar with the university’s learning management system (LMS), WVSU Online. If you are unfamiliar or uncomfortable with the WVSU Online, please contact the Center for Online Learning at 304-766-3300 to schedule training. Additionally, it means that you are expected and/or required to meet the minimum technical requirements for the course. You can access the WVSU Online log on from the WVSU Homepage or directly at https://myonline.wvstateu.edu.

Login ID

Your username and password for WVSU Online is the same as your WVSU email log in information (i.e., everything before the @ sign in your email is your username). Example: If your email is janedoe2@wvstateu.edu, your username is janedoe2.

Password

Your password is the same as the password for your WVSU email and myState.

If you cannot log in, try resetting your password at the WVSU Change Password page.

Be sure to login to your WVSU Online course during the first day of class and resolve any technical issues immediately during the first day of class. There may be reading assignments, online assignments, quizzes, or discussion forums that will begin during the first couple of days of the semester. Unresolved technical issues after the first few days of class are not valid excuses for not completing assignments. All assignments and course interactions will utilize Internet technologies.

Computer Requirements

This course requires that you have access to a computer that can access the Internet. It is important that you have access to a reliable high-speed Internet connection to be able to perform the required online activities of this course. It is also important that you have a backup plan for securing an Internet connection if your personal connection fails. Loss of Internet services is not an excuse for late assignment submission or for missing an exam. In addition, you need to make sure your computer is up-to-date with Java, Flash, Shockwave, Adobe Reader, and a current Web browser. These are free updates and should be done prior to the first week of class.

· You will need to have access to, and be able to use, the following software packages:

· A web browser (Internet Explorer, Mozilla Firefox, Google Chrome, Safari)

· Adobe Acrobat Reader (free)

· Adobe Flash Player (free)

· Microsoft Word

· Microsoft PowerPoint

If you do not own a copy of Microsoft Office and plan to use Open Office or another other word processing program instead, please be sure to save and upload all assignments in Microsoft WORD format or Rich Text Format (.rtf).

You are responsible for having a reliable computer and Internet connection throughout the course.

Technical Assistance

Location of your course: https://myonline.wvstateu.edu

For technical assistance with WVSU Online, please submit a help request to the COL Help Desk.

You may also contact the WVSU Center for Online Learning Monday through Friday between 8:30 a.m. and 5:00 pm. After hours and on weekends, you may call The Learning House technical support directly at 1-800-985-9781 or by contacting support@learninghouse.com.

Counseling and Accessibility Services (CAS)

The Counseling and Accessibility Services office provides students with mental health counseling, and accessibility services for students with a disability. All students, including online students, are eligible for in person free counseling services. Counselors are available by appointment by calling (304) 766-3262, by email at toledoke@wvstateu.edu, or in person in 125 Sullivan Hall, East. CAS is open Monday-Friday from 8:30 am-5:00 pm.

Students with Disabilities – Access/Accommodations

The University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on a temporary health condition or permanent disability (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), please let me know immediately so that we can privately discuss options.

NEED ACCOMMODATIONS?

To establish reasonable accommodations, you are required to register with Student Accessibility Resources (SAR) and completed an intake process. Reasonable accommodations are established through an interactive process between you, your faculty and the accessibility specialist. It is important to start this process in a timely manner in order to receive accommodations as soon as practically possible. You are welcome to contact the accessibility specialist to inquire about or initiate the process through any of the following:

· phone – 304-766-3083

· text – 681-533-0850

· email – sar@wvstateu.edu

· in person – 123 Sullivan Hall East

· or view information online – http://bit.ly/WVSU-SAR.

After registering with SAR and if approved for accommodations, make arrangements with me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion.

ALREADY APPROVED FOR ACCOMMODATIONS?

If you have registered with Student Accessibility Resources (SAR) for the current semester, please communicate your approved accommodations to me in a timely fashion. We can arrange a private meeting to discuss your Accommodations Implementation Plan and how we will be implementing your accommodations in this course.

Retention and Student Success

The Retention and Student Success office provides all students, including online students, with free academic support through walk-in tutoring centers, one-on-one tutoring, supplemental instruction for historically difficult courses, academic coaching, and our online live tutoring services through Smarthinking.

Learning Enrichment Center for Writing

The Learning Enrichment Center for Writing is located in Wallace Hall, Room 216. Tutors are available to help you with your writing assignments for any of your courses.

Walk-in Hours: Monday, Tuesday, Thursday: 10:00am – 6:00pm

Wednesday: 10:00am – 12:30pm, 2:15pm – 6:00pm

Learning Enrichment Center for Science, Business, and Mathematics

The Learning Enrichment Center for Science, Business, and Mathematics is located in 117 Wallace Hall. Tutors are available to help in math, science and many math based business course.

Walk-in Hours: Mon – Thurs from 10:30 a.m. until 6:00 p.m.

For one-on-one tutoring or academic coaching, please contact Alana Weyant, Academic Support Specialist, at 304-766-3041 or alana.weyant@wvstateu.edu

Smarthinking.com offers live, online tutoring in a variety of subjects to help you succeed. The service is available 24 hours a day and is also available for offline tutoring such as submitting writing assignments for review.

To use Smarthinking.com:

Log on at www.services.smarthinking.com

• Username: your complete WVSU e-mail address

• Password: wvstate

Library Support

The WVSU Drain-Jordan Library works to adhere to the Association of College and Research Libraries (ACRL) distance learning guidelines in providing library services to students and faculty participating in WVSU distance learning programs. These services are designed to assist those affiliates who receive all their courses off campus. Visit the library access for distance learning Web page for detailed information about the services and resources available to distance learning participants through the WVSU library.

Course Registration Issues

Students are responsible to make sure that they are registered for this course and classes are not dropped for any reason (e.g., nonpayment). Students receive neither credit nor a grade for this course if they are not officially registered. Students can access their records via web using MyState. Also, students are advised to properly and officially withdraw from, or drop, a class that they no longer wish to complete in order to avoid receiving the default F. Consult the university catalog for details or see someone in the office of the registration and records in:

Ferrell Hall 128

Registration and Records

(304) 766-4146

WVSU Policy on Plagiarism

Plagiarism is a form of cheating; it is using someone else’s words or ideas as if they were your own. If you are borrowing words or ideas from a published source, you must indicate the source in some way, usually a brief reference to the author or title. If you use the exact words of the source, you must put these words in quotation marks and also mention the source. Copying an article from an encyclopedia or a page from a book and submitting it as your own work is obviously plagiarism, but so is using a sentence or paragraph from a published source, even if you have changed it slightly or rewritten it—unless you identify the source. The special techniques for referring to published sources, called documentation, are taught in English 102, among other courses.

However, the source does not have to be published or written for the offense to be labeled plagiarism. It is also possible to plagiarize in an oral presentation as well as written work. Copying another student’s work is sometimes called plagiarism. This form of cheating is subject to the same penalties as copying from published sources.

Penalties Associated with Plagiarism

If a student is discovered to have plagiarized the material for an essay or research paper, the student is subject to penalties similar to those for any form of cheating. These penalties will be imposed at the discretion of the instructor, who will take care to produce the evidence of plagiarism and see that the penalty is in proportion to the offense.

· Any instance of plagiarism discovered in the student’s work may result in a lower grade on the assignment.

· If substantial portions of a document are plagiarized, that is, copied from one or more published sources, then a grade of F for that assignment would be appropriate.

· If substantial portions of a research paper are plagiarized, then a grade of F would be appropriate. Since the research paper is often the most important assignment in a course, a failing grade caused by plagiarism may also result in failure of the course.

Appealing a Failing Grade

If a student wishes to appeal the failing grade given on the basis of plagiarism, both the student and the instructor should present, as soon as possible, all relevant evidence to the department chairperson, who may then rule on the merits of the case, or select a committee of three department members to review the evidence.

Academic Honesty Statement

From Policy Bulletin #57, the West Virginia Board of Directors of the State College System, Policies, Rules, and Regulations Regarding Student Rights, Responsibilities, and Conduct in West Virginia State Universities and Colleges 7.05

c. Procedures related to academic dishonesty (e.g., plagiarism, cheating, falsifying records, etc.). Charges of academic dishonesty on the part of a student may be filed by any member of the academic community. Such charges shall be reviewed first at the department level by the chairperson, faculty member, and student involved. A written admission of guilt at this level may be resolved with a maximum penalty of F in the course.

If the student denies guilt, or the department chairperson feels the penalties at this step are insufficient for a specific act, the case shall be forwarded in writing to a presidentially designed academic officer with the rank of dean or equivalent. The case may be resolved at this level, or if thought warranted by the designated academic officer or requested by the student, the case shall be forwarded to be heard by an academic appeals committee.

The academic appeals committee shall present to the accused student and the person making the accusation written notification of the charges, which shall include at least:

I. A statement that a hearing will be held before an academic appeals committee, together with the notice of the date, time, and place of the hearing. A recommendation by an academic appeals committee for imposition of sanctions in a case of academic dishonesty is final.

II. A clear statement of the facts and evidence to be presented in support of the charges made.

The academic appeals committee may also recommend that the imposition of sanctions be held in abeyance where appropriate.

WVSU Sexual Harassment Policy (Title IX)

West Virginia State University is committed to combatting sexual misconduct. As a result, you should know that University faculty and staff members are required to report any instances of sexual misconduct, including harassment and sexual violence, to the University’s Title IX office so that the involved parties may be provided appropriate resources and support options. What this means is that as your professor, I am required to report any incidents of sexual misconduct that are directly reported to me, or of which I am somehow made aware.

There are two important exceptions to this requirement about which you should be aware:

1. As a student of West Virginia State University, you may also talk to on-campus counselors that are here to assist you free of charge. Counselors do not have this mandatory reporting responsibility and can maintain confidentiality. More information regarding the office of Counseling and Accessibility Services (CAS) can be found here: http://www.wvstateu.edu/Current-Students/Counseling-and-Accessibility-Services.aspx

2. An important exception to the reporting requirement exists for academic work. Disclosures about sexual misconduct that are shared as part of an academic project, classroom discussion, or course assignment, are not required to be disclosed to the University’s Title IX office.

If you are the victim of sexual misconduct, WVSU encourages you to reach out to these resources:

· Title IX Office: 304-533-5392 (24-hour number)

· Counseling and Accessibility Services (CAS): 304-766-3168

If you have a safety concern, please contact Public Safety, 304-766-3353 or dial 911.

Other reporting information is available here: http://www.wvstateu.edu/titleix

Course Schedule

Week	Readings	Assignments Due	QUESTION OF WEEK
WEEK 1 1/17/20	Intro Chapter 1 – Chapter 2	Quiz Due Mar 13 Can take multiple times Before March 1	Is the Olympics Still Relevant? Does Amateurism Matter
WEEK 2 1/24/20	Chapter 3 – Chapter 4	Quiz Due Mar 13 Can take multiple Times before March 1	Find an example off the blog of a lawsuit in a gymnasium/workout situation?
WEEK 3 1/31/20	Chapter 5 – Chapter 6	Quiz Due Mar 13 Can take multiple times before March 1	Find an example of a coach being sued?
WEEK 4 2/7/20	Chapter 7 – Chapter 8	Quiz Due Mar 13 Can take multiple times before March 1	How would you increase attendance at a WVSU Football or Basketball Game?
WEEK 5 2/14/20	Chapter 9 – Chapter 10	Quiz Due Mar 13 Can take multiple times before March 1	Find an example from the blog dealing with Fraud, Embezzlement, or Worker Termination/Firing?
WEEK 6 2/21/20	Chapter 11 – Chapter 12	Quiz Due Mar 13 Can take multiple times before March 1	Find an example of a constitutional lawsuit in the area of Sports?
WEEK 7 2/28/20	Chapter 13 – Chapter 14	Quiz Due Mar 13 Can take multiple times before March 1	Find a Title IX Lawsuit off the blog
WEEK 8 3/6/20	Chapter 15 – Chapter 16	Quiz Due Mar 13 Can take multiple times before March 1	Find something interesting off the blog or internet that deals with your current situation or your career path
WEEK 9 3/13/20	All Quizzes Due	March 13
3/20/20	Final Can Take Multiple Times	Final Due March 22 – Sunday of Spring Break
WEEK 10 3/23/20	Class Evaluation
WEEK 11 3/30/20	Title IX Presentation	Performance Based Objectives Due
WEEK 12 4/6/20	Title IX Presentation	Title IX Assignment Due
WEEK 13 4/13/20	Title IX Presentation	Budget Assignment due
WEEK 14 4/20/20	Title IX Presentation	Planning Assignment Due
WEEK 15 4/27/20	Title IX Presentation	Case Analysis Due
WEEK 16 5/4/20	Title IX Presentation	Case Analysis Due

Tuesday, January 14, 2020

Spring 2020 HHP 428 Syllabus

HHP 428 Administration of Physical Education

Sean McAndrews, MA

Course Description (3 credit hours) This course is a series of discussions, lectures and case studies that assist students in application of the administrative theories, concepts, principles and decision-making skills necessary for a successful career in exercise-related professions.

Objectives

Weekly Discussions – Question must be answered before Class

Quizzes and Tests

School and Course Policies

Materials are due per the syllabus date. Materials turned in late will result in ZERO points. Materials can always be submitted early, 14 days or greater from the due date. Turn it in early and you will have a second chance for complete points.

Proctored Testing

Login ID

Password

Computer Requirements

Technical Assistance

Learning Enrichment Center for Writing

Learning Enrichment Center for Science, Business, and Mathematics

Penalties Associated with Plagiarism

Appealing a Failing Grade

Academic Honesty Statement

Course Schedule

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