2014 2015 Annual Self-Evaluation Brief Report

Jeffrey M. Hartman, PhD

Associate Professor of Exercise Science
Gardner-Webb University
Respectfully submitted to:
Dr. Heather Hudson, Dean Preventive and Rehabilitative Health Sciences
Dr. Franki Burch, Associate Provost for Professional and Graduate Studies

PART ONE: TEACHING

Summer Semester: 2014

Course
Number
EXSI 451

Title of Course
Internship in Exercise Science

Course Workload Number of

Credits Credits
Students
6
NA
17

Fall Semester: 2014

1
2
3
4
5

Course
Number
EXSI 200E
EXSI 200L
EXSI 310
EXSI 351
EXSI 420

EXSI 496

Title of Course
Introduction to Exercise Science
Introduction to Exercise Science
Exercise Testing and Prescription
Resistance Training Instruction
Strength and Conditioning Theory
and Practice
Independent Study in Exercise
Science

Course Workload Number of

Credits Credits
Students
3
3
10
3
3
8
3
3
11
1
1
7
3
3
9
3

Spring Semester: 2015

1
2
3
4
5

Course
Number
EXSI 200E
EXSI 200L
EXSI 200M
EXSI 315
EXSI 410

6
7

EXSI 432
EXSI 496

Title of Course
Introduction to Exercise Science
Introduction to Exercise Science
Introduction to Exercise Science
Motor Behavior
Exercise Programming for Special
Populations
Seminar in Exercise Science
Independent Study in Exercise
Science

Course Workload Number of

Credits Credits
Students
3
3
14
3
3
15
3
3
4
3
3
12
3
3
9
3
1

Hartman Self-Evaluation: 2014 2015

3
0

12
1

I have highlighted the following accomplishments, challenges, and responses to SOI data during
the 2014 2015 academic year:

Accomplishments: Noteworthy highlights from the 2015-2015 academic year would

be the successful creation, proposal and university approval for two new Exercise
Science course revisions (EXSI 310: Exercise Testing and Prescription and EXSI
410: Exercise Programming for Special Populations) and two new course proposals
(EXSI 497: Exercise Science Research and EXSI 498: Exercise Science Thesis). This
year was also the first offering of EXSI 200: Introduction to Exercise Science as a 3credit hour course (formerly 2-credit hour course), which was deemed a success
based on student feedback (see SOI comments below). Lastly, EXSI 420: Strength
and Conditioning Theory and Practice and EXSI 315: Motor Behavior were new
course preps this academic year, which is always a challenge and accomplishment to
be proud of.

Challenges: The most difficult challenge I faced this academic year was the heavy
course load in both the fall and spring semesters, especially when considering the
above mentioned information regarding new course preps and new course offerings.

Responses to SOI Data:

o EXSI 200: Introduction to Exercise Science
Dr. Hartman always treated all of his students with respect and had a
willingness to help us go to the next level of excellence.
I loved how Dr. Hartman provided practical situations and allowed us to
experience meaningful activities that would move us forward in the field.
I really enjoyed all of the assignments because it really made each concept come
alive. I understood the relevance of why we did each assignment; especially
enjoyed and learned so much from my site visits and reflections. I appreciated
how we had to do a resume and cover letter assignments and attending those
workshops were extremely valuable experiences. I had a lot of fun and learned so
much from researching my choice career aspiration. Thank you Dr. Hartman, you
are the best!
While the text was valuable resource, I really appreciate how he integrated
other materials and experiences to make the class meaningful.
These comments are evidences for having successfully transitioned this course
from a 2- to a 3-credit hour experience.
o Teaching for transfer
I appreciated the service learning and professional profile projects.

Hartman Self-Evaluation: 2014 2015

I thought this course went great. It was taught extremely well, organized, and practical.
I think the articles were a great addition to working with ou[r] clients.
The client aspect of this course was a lot of fun.

The more I speak individually with our students, both inside and outside the
classroom, the more I realize how limited the transfer of learning is from course
material to real-world application. I have shifted more of my focus from teaching
theories and concepts to teaching for transfer and real-world application. This
focus, as evidenced by the comments above, has been well received by our
students.

Hartman Self-Evaluation: 2014 2015

PART TWO: MENTORING/ADVISING

This academic year was the first year I had assistance with the Exercise Science advising load.
While the assistance was minimal, it was a start in the right direction for me personally and
professionally, as well as for our program. Having over 40 primary and secondary advisees, in
addition to the increasing workload of tracking greater and greater numbers of Exercise Science
majors, presented a great strain and challenge on my primary teaching responsibilities.
This fall I had the pleasure of mentoring a student with an undergraduate research project in the
fall semester, with the end result of taking her (and three of her peers) to the Southeastern
American College of Sports Medicine Regional Convention in Jacksonville, FL to present our
findings in a poster session. In the fall/spring, I had the honor of mentoring a student through a
different undergraduate research project, with the end result being an article submitted for
publication, as well as a formal presentation and defense of findings at the National Alpha Chi
Conference in Chicago, IL. In addition to mentoring this student, I had the honor of being asked
to serve as Alpha Chi Faculty Sponsor for two inductees in the fall.
Within the Exercise Science major, I served in the mentoring/advising role as Exercise Science
Majors Club and Student Advisory Council faculty advisor. Outside GWU, I continued my
service as an advisor to Gaston College by actively participating in their Health and Fitness
Advisory Council
Lastly, I would be remiss not to mention the student and faculty/staff mentoring that I do by
modeling appropriate health and fitness behaviors. As an exercise science professional, I make
extra efforts to practice what I preach by modeling appropriate nutritional and exercise habits
publicly and privately. I have had a number of students and faculty/staff approach me during the
course of the year asking for advice and/or motivation on eating and exercising appropriately, as
well as sharing their personal success stories with me. I also take my spiritual, mental, and
environment health seriously, and put in to practice what I discuss in the classroom, as evidenced
by the continued success of the Purposeful Running Group, a faculty/staff 5K and half-marathon
training group that continues to grow in participants and participation.

Hartman Self-Evaluation: 2014 2015

PART THREE: PROFESSIONAL ENRICHMENT

My current academic credentials include the Doctor of Philosophy degree, the terminal degree in
my field of study, in addition to professional organization certifications through the American
College of Sports Medicine (Exercise Physiologist-Certified) and the National Strength and
Condition Association (Certified Strength and Conditioning Specialist and Certified Personal
Trainer). All three national certifications were renewed this academic year through the successful
completion of multiple CEC and CEU courses and experiences. I also received CPR/AED
recertification through the American Red Cross. I pride myself on the level of professionalism I
exhibit in and out of the classroom, which I believe students responded to in a positive manner.
Lastly, I attended both regional (Jacksonville, FL) and national conventions (San Diego, CA) for
the American College of Sports Medicine, where I gained both theoretical and practical
knowledge for my profession and classroom.
Invited Lectures:
Hartman, J.M. (2015, 2014). Nutrition and physical activity for health and wellness. Presented at
Gardner-Webb University (UNIV 111: Dr.s Ciesielski, Tubbs, Ms. Pettis, Rochester).
Boiling Springs, NC.
Hartman. J.M. (2015, March). Pastoral self-care: Diet and exercise. Presented at Gardner-Webb
University (Divinity School). Boiling Springs, NC.
Conferences Attended:
Southeast Chapter of American College of Sports Medicine Annual Meeting. (February, 2015).
Jacksonville, FL.
Pathways to Achieving Civic Engagement (PACE) Conference. (February, 2015). Elon
University. Elon, NC.
American College of Sports Medicine Annual Convention and World Congress on Exercise is
Medicine. (May, 2015). San Diego, CA.
Publications:
Byrum, C.A. & Hartman, J.M. (In Review). The Influence of Pencil Grasp on Handwriting
Speed, Legibility, Fatigue, and Data Entry Preference in College Students. Journal of
Motor Learning and Development.

Hartman Self-Evaluation: 2014 2015

PART FOUR: SERVICE

Category A Service to School:
Served as department representative at DAWG Days and accepted student days
Punctually attended all school meetings, and responded to special requests put forth by
my colleagues and dean (e.g., PIR, Strength and Conditioning PAD)
Served as faculty sponsor of the EXSI Majors Club and EXSI Student Advisory Council
Category B Service to University:
AAUP GWU Chapter President (2014-2015)
WGWG.org exercise and science weekly on air contributor (2014-2015)
Professional Readiness Pledge Integration Work Group member (2014-2015)
Bulldog mover (August 2014)
Organized DPT and MSOT informational session for Methodist University Director of
Admissions (Fall 2014)
Relay for Life participant via EXSI Majors Club (Fall 2014)
Administrative Advisory Committee member (2015-2015)
Health Careers Education Awareness Conference organizer for College of Health
Sciences (Fall 2014)
Breast Cancer Awareness/Education event co-organizer (Fall 2014)
Prospective student-athlete (football) Saturday event host (Spring 2015)
Organized a faculty/staff half marathon training program and served as university
volunteer coordinator for the Corporate Cup Half Marathon in Charlotte, NC (Spring
2015)
Organized and administered faculty/staff wellness initiative (Spring 2015)
Attended monthly faculty meetings and other called meetings of the general faculty (e.g.,
faculty forums and special called meetings of University (Fall/Spring 2014-2015)
Presented and discussed nutrition and exercise concepts to four UNIV 111 classes (20142015)
Attended Summer/Fall/Spring graduation ceremonies

Hartman Self-Evaluation: 2014 2015

PART FIVE: GOALS

1. Teaching
Review of Goals from the Previous Year

Develop collaborative and formal relationships with GWUs Strength and

Conditioning staff: I will look to improve my teaching and increase my
students exposure to hands-on learning activities by reaching out and across
disciplines to existing professionals on campus who can compliment our EXSI
curriculum. The current strength and condition staff and facility present
excellent opportunities for student engagement and learning.
o Goal accomplished: I was able to meet jointly with the VP for
Athletics and the Head Strength and Conditioning Coach at GWU to
discuss a more formalized relationship between EXSI and Strength
and Conditioning on campus. A direct outcome of this meeting was a
20-hour per student mentoring/service commitment between the
Strength staff and EXSI majors enrolled in EXSI 420: Strength and
Conditioning Theory and Practice.

Goals for the Coming Year

Assessment: Improve my means of student assessment by more clearly

identifying and connecting assessment methodologies and student
expectations/understanding. Students seem frustrated with the difficulty of my
exams/quizzes, so I must do a better job of informing students of my and
their assessment expectations.

2. Professional
Review of Goals from the Previous Year

Conduct Original Research: Work with an undergraduate EXSI student to

design and complete an original research project studying prehension (i.e.,
pencil grasp differences and writing).
o Goal accomplished: This research project was successfully completed
and presented at the Alpha Chi National Convention in the Spring of
2015. This study is also currently under review for publication in a
major peer reviewed research journal.

Goal for the Coming Year

Research: Work with an undergraduate EXSI student to design and complete

an original research project validating digital activity monitors.

Hartman Self-Evaluation: 2014 2015

3. Service
Review of Goals from the Previous Year

School and University Service: Work with regional community colleges that
offer accredited Physical (PTA) and/or Occupational Therapy Assistant
(OTA) programs of study in attempts to establish articulation agreements for
EXSI graduates interested in pursing careers in PTA or OTA.
o Goal not accomplished: Community Colleges with PA and OTA
program were identified but contact was not with these institutions
following Presidents announcement of desire for a Doctorate of
Physical Therapy program at GWU.

Goals for the Coming Year

School Service
o Assessment: Remain actively engaged in the development, tracking,
and archiving of the School and EXSI PIR.

University Service
o Wellness Initiative: Continue to expand an Exercise Science led
comprehensive wellness initiative to faculty/staff by offering objective
physical activity monitoring and assessment to interested faculty/staff.

Hartman Self-Evaluation: 2014 2015

Last Modified: 2015-08-13

EXSI 310: Exercise Testing and Prescription

Exercise Science Program
School of Preventive and Rehabilitative Health Sciences
Gardner-Webb University
Instructor: Jeffrey M. Hartman, PhD
Telephone: 704-406-3202
Email: jhartman@gardner-webb.edu
Office: Bost 009
Office Hours: MWF 9-10AM; M 11AM-12PM; TR 10:25-11:50AM; WF 1-2PM; W 2-3PM
Prerequisites: EXSI 200, PHED 145 or permission of instructor
Credits: 3
Required Textbooks:
Heyward, V. H. and Gibson, A.L. 2014. Advanced Fitness Assessment and Exercise
Prescription, 7th ed. Champaign, IL: Human Kinetics.
Course Description: Study of the field of Exercise Science and the many sub-disciplines that
are associated with this term. Opportunities are provided to identify characteristics of exercise
science professionals, diverse perspectives and current trends in the field, in addition to
developing laboratory and clinical skills. Emphasis is placed on career planning, employment
opportunities, and learning fundamental laboratory and clinical procedures and skills.
Course Objectives: Students successfully completing the course will:
1. Develop an understanding of the origins and basis for the currently accepted guidelines
for exercise testing and prescription.
2. Develop the capability to describe and demonstrate the use of health history, informed
consent, medical clearance, and other legal documents required for exercise participation.
3. Develop the capability to assess muscular strength and endurance, cardiorespiratory
endurance, flexibility, balance, and body composition.
4. Develop the capability to conduct fitness assessments, interpret results, and design
exercise prescription for apparently healthy individuals, as well as for certain special
populations.
5. Develop the communication skills needed in personal fitness programming for
participants with diverse fitness backgrounds and skills.
6. Develop an understanding of the research process and how to read and analyze current
research in Exercise Science.
7. Develop the knowledge, skills, and abilities for completion of the ACSM Certified
Personal Trainer (CPT) and/or Certified Health Fitness Specialist (HFS) certification
exams.
Assessment Scale:
Points
Grade
94-100
A
90-93
A87-89
B+
83-86
B

Points
80-82
77-79
73-76
70-72

Grade
BC+
C
CEXSI 310

Points
67-69
63-66
60-62
Below 60

Grade
D+
D
DF
1

Last Modified: 2015-08-13

Attendance Policy: According to university policy, absences in excess of 25% of the total class meetings
(8) will result in the student receiving a failing grade for the course. Class will begin promptly at the
scheduled hour. Arriving late or leaving class early counts as one (1) tarry. Two (2) tarries will count as
one (1) absence on the students attendance record (it is a tardy students responsibility to inform the
instructor, following each class, of the students tardiness; otherwise, the student may be recorded as
absent).
Participation:
Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly
dividing the Word of truth. 2 Timothy 2:15
Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to
get the prize. 1 Corinthians 9:24
Do everything without grumbling or arguing, so that you may become blameless and pure, children of
God without fault in a warped and crooked generation. Then you will shine among them like stars in the
sky as you hold firmly to the word of life. And then I will be able to boast on the day of Christ that I did
not run or labor in vain. Philippians 2:14-16
Assignment Submission Policy: Students will incur a 10% reduction off the total possible points for
each day an assignment is turned in after the due date. Email submissions (Pages or Word attachments
only) are encouraged. All submissions, unless otherwise noted, MUST be typed using the following
formatting template:
Times New Roman 12 pt font; 1 margins all the way around; double-spaced; left text alignment. The
following must appear in this exact order, single spaced, at the top left of the first page of each
submission: your name, EXSI 310, submission date, assignment title as indicated on course syllabus
(see below). All assignments must include the honor pledge (with your signature hand written or typed)
on final page.
Jeff Hartman
EXSI 310
09/22/14
Service Learning Reflection
Assignments that do not follow the above written policy will not be accepted. Multiple page assignments
not stapled will not be accepted. It is not the instructors responsibility to carry a stapler to class. Failure
to complete one assignment will result in the automatic lowering of final grade one chromatic grading
level. Failure to complete two or more assignments will result in automatic failure.
Make Up Exam Policy: Students will be permitted to take make up examinations if arrangements are
made IN ADVANCE with the instructor, and the reason for missing the exam is deemed appropriate (e.g.,
illness, travel with sports team, etc.). Students who fail to make prior arrangements with the instructor
WILL NOT be permitted to take the exam and will receive a score of zero (0). Absence on the day of an
assigned laboratory experience will result in the grade of zero (0) unless the absence was unexpected,
unavoidable, AND reasonable attempts were made to contact the facilitator prior to the class.
Technology Policy: Students are permitted to use devices during class for note-taking and other classrelated work only. Those using devices during class for work not related to that class will be penalized.
The students first offense of this policy will result in an email warning/reminder from the instructor. All
future offenses will result in the student being marked absent on the day of the offense(s).

EXSI 310

Last Modified: 2015-08-13

Email Policy: All course related emails sent to the professor MUST include the course mnemonic and
number (i.e., EXSI 310) in the Subject field (at a minimum), and must be written in accordance with the
email professionalism guidelines discussed in class (i.e., appropriate greeting and tone, at a minimum).
Emails that fail to be in accordance with these minimum guidelines will be returned, unanswered, and
must be resubmitted for a response.
Emergency Evacuation Policy: In case of an emergency, students should be aware of the nearest
exit. Instructions for orderly evacuation will be given in class. In the event of an evacuation, the class
will re-convene in the Tucker Student Center lobby.
Tentative Course Outline*:
Day
Topic/Reading(s) to be Covered
08/21
Introductions and syllabus
08/26
Physical activity & disease
08/28
Health & lifestyle evaluation
09/02
Assessing HR/BP/ECG; Lab 1
09/04
Principles of fitness testing & exercise prescription
09/09
Graded exercise testing (GXT)
09/11
Treadmill maximal GXT; Lab 2
09/16
Submaximal GXT
09/18
Cycle submaximal GXT; Lab 3
09/23
Exam I; Cardiorespiratory (CR) field tests
09/25
CR field tests
09/30
Designing aerobic exercise programs
10/02
Designing aerobic exercise programs; Case study-1
10/07
Exam II; Article critique
10/09
Body composition
10/14
Air displacement plethysmography - BodPod
10/16
Anthropometric Skinfolds & Circumferences
10/21
NO CLASS FALL BREAK
10/23
Bioelectrical impedance (BIA)
10/28
Labs 4, 5, 6
10/30
Weight management principles
11/04
Weight management programs
11/06
Exam III; Article critique
11/11
Assessing muscular fitness
11/13
Designing resistance training programs
11/18
Lab 7
11/20
Flexibility assessment and programming
11/25
Assessing balance
11/27
NO CLASS THANKSGIVING BREAK
12/02
Practical exam
12/04
Practical exam
12/09
Exam IV 8AM 10AM

Assignment(s) Due
Chapter 1
Chapter 2
Chapter 2; Lab 1
Chapter 3; Lab 1 report
Chapter 4
Lab 2
Chapter 4; Lab 2 report
Lab 3; Part I project
Chapter 4; Lab 3 report
Chapter 5
Chapter 5; Case study
Article critique #1
Chapter 8
Chapter 8
Chapter 8; Part II project
Chapter 8
Chapter 9; Lab 4 report
Chapter 9; Lab 5 & 6 report
Article critique #2
Chapter 6
Chapter 7
Part III project
Chapters 10 & 11; Lab 7 report
Chapter 12

Part IV project

*NOTE: The instructor reserves the right to alter the syllabus at any time, if needed.
Special Needs Policy: All students needing accommodations to participate fully in all class activities and
to fulfill requirements of the class should notify me of the need as soon as possible. Persons must be
certified as disabled by the Noel Program for Students with Disabilities in order to receive
accommodations.

EXSI 310

Last Modified: 2015-08-13

Assignments:
Exercise testing and prescription knowledge, skills and abilities
a. Written examinations @ 40%. Course objective #s 1, 2, 3, 4 & 7.
i. Exam 1 (09/23) Health fitness screening and sub/maximal GXT
ii. Exam 2 (10/07) CR field test and designing aerobic exercise programs
iii. Exam 3 (11/06) Body composition and weight management
iv. Exam 4 (12/09) Assessing and programming muscular fitness, flexibility and
balance
b. Practical examination @ 20% (12/01 12/05). Course objective #s 2, 3, 4, 5 & 7.
Designed to assess practical laboratory skills for preliminary health screening,
preparation for a graded exercise test, muscular fitness testing, anthropometry, flexibility
testing, and graded exercise testing. Based on the competencies required for the ACSMs
Health/Fitness Specialist Certification Examination.
c. Course service project @ 20% (09/18; 10/16; 11/18; 12/04). Course objective #s 2, 3, 4,
5 & 7. See project guidelines and templates.
d. Exercise science lab skills and procedures @ 15% see lab reports. Course objectives
#s 2, 3, 4, 5 & 7.
2. Understanding research process. Course objective #s 5, 6 & 7.
a. Article critiques @ 5% - There will be a total of two (2) required article critiques
(10/07; 11/06). Students are to critique articles following the directions and using the
template provided.
1.

EXSI 310

Last Modified: 2015-08-13

Honor Policy: In accordance with Gardner-Webb Universitys Honor Code, it is assumed that you will
be truthful in your dealings with the instructor, including being prepared for each class and not using
assistance on any of the exams throughout the course. Collaboration on class assignments is encouraged;
however, the final project should be your own work, and when outside help has been obtained on
assignments, you are required to specify that assistance (including from whom it was gained) in your
honor pledge before signing it.
I have neither given nor received aid on this assignment/exam.
The following types of behaviors are examples of academic dishonesty. This list is not, and cannot be, exhaustive.
Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in
the act.
1.

2.
3.

4.
5.
6.

7.
8.
9.

Cheating: (a) Using notes, study aids, or information on an examination which are not approved by faculty;
(b) Altering graded work after it has been returned and submitting the work for regrading; (c) Allowing
another person to do one's work and submitting that work under one's own name; (d) Submitting identical
or similar papers for credit in more than one course without prior permission from the course instructors.
Plagiarism: Submitting material that in part or whole is not one's own work without attributing those same
portions to their correct source.
Fabrication: (a) Falsifying or inventing any information, data, or citation; (b) Presenting data that were not
gathered in accordance with standard guidelines that defined the appropriate methods for collecting or
generating data and failing to include an accurate account of the method by which the data were gathered or
collected.
Misrepresenting Circumstances: (a) Lying; (b) Presenting a professor (verbally or in writing) with false or
incomplete information.
Impersonation: (a) Representing oneself as another student in an examination; (b) Signing another's name
on an attendance roster; (c) In general doing the work required of another student and/or allowing another
to do your work.
Obtaining an Unfair Advantage: (a) Stealing, reproducing, circulating or otherwise gaining access to
examination material prior to the time authorized by the instructor; (b) Stealing, destroying, defacing or
concealing library materials with the purpose of depriving others of their use; (c) Unauthorized
collaborating on an academic assignment; (d) Retaining, processing, using or circulating previously given
examination materials, where those materials are to be returned to the instructor at the conclusion of the
examination; (e) Intentionally obstructing or interfering with another student's academic work; or (f)
Otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over
other students' academic work.
Aiding and Abetting Academic Dishonesty: (a) Providing material, information, or other assistance to
another person with knowledge that such aid could be used in any of the violations stated above; or (b)
Providing false information in connection with any inquiry regarding academic integrity.
Falsification of Records and Official Documents: (a) Altering documents affecting academic records; (b)
Forging signatures of authorization or falsifying information on an official academic document, grade
report, letter of permission, petition, drop/add form, ID card, or any other official University document.
Unauthorized Access to Computerized Academic or Administrative Records or Systems: (a) Altering
computer records; (b) Modifying computer programs or systems; (c) Releasing or dispensing information
gained via unauthorized access; or (d) Interfering with the use or availability of computer systems of
information.

EXSI 310

Last Modified: 2015-08-13

EXSI 432K: Seminar in Exercise Science

Exercise Science Program
School of Preventive and Rehabilitative Health Sciences
Gardner-Webb University
Instructor: Jeffrey M. Hartman, PhD
Telephone: 704-406-3202
Email: jhartman@gardner-webb.edu
Office: Bost 009
Office Hours: MWF 9-11AM; MW 2-3PM; TR 2:30-3:30PM
Prerequisites: EXSI 306 or EXSI 335 or permission of instructor
Credits: 3
Required Textbooks:
Thomas, J.R., Nelson, J.K., & Silverman, S.J. (2011). Research methods in physical activity (6th
ed.). Champaign, IL: Human Kinetics.
On Reserve in Dover Library
Barry, N. (2007). When reality hits: What employers want recent college graduates to know.
Dallas, TX: Brown Book Publishing Group.
Holton, E.F. & Naquin, S.S. (2001). How to succeed in your first job: Tips for new college
graduates. San Francisco: Berrett-Koehler Publishers, Inc.
Recommended Resources:
Concise rules of APA style (6th ed.). (2010). Washington, DC: American Psychological
Association.
The Writing Lab & The OWL at Purdue & Purdue University. (2011). Purdue Online Writing
Lab. Retrieved from http://owl.english.purdue.edu/owl/section/2/
Course Description: Study of current issues and research in Exercise Science with the
opportunity to synthesize knowledge, skills and abilities in both classroom and practical settings;
a written and oral presentation of a research proposal is required. Opportunities to enhance
professional and personal development are provided. Prerequisite: EXSI 306 or EXSI 335, or
permission of instructor. Co-requisite: Valid Adult CPR/AED certification.
Course Objectives: Students successfully completing the course will:
1. Develop an understanding of the research process and how to read and analyze current
peer reviewed research in the exercise sciences;
2. Develop an understanding of the practical application of research in the exercise sciences
to applied professional settings;
3. Complete a comprehensive literature review, research proposal and oral defense in
accordance with the most recent APA guidelines; and,
4. Further develop the knowledge, skills, and abilities to maximize the internship experience
and transition into the workforce.

EXSI 432

Last Modified: 2015-08-13

Student Learning Outcomes Informational Literacy Component: At the conclusion of this

course, students will have:

accessed, located, and retrieved materials in various formats from the Library Online
Catalog, Library Supported Databases, Websites and/or Interlibrary Loan using available
search options, limiters, and subject headings to find appropriate information in their
major field of study;
demonstrated the ability to use appropriate subject headings and advanced search features
within the Library Online Catalog;
identified databases best matched for the research needs in their major field of study by
evaluating the unique attributes, construction, organization, special features, content, and
user interface of each suitable database and find scholarly, peer-reviewed research
within these databases;
evaluated and selected appropriate websites on the Internet which are accepted by the
leaders within their major field of study and acknowledged to be scholarly, reliable
resources for research purposes;
synthesized, analyzed, organized, and communicated knowledge appropriately to a target
audience; and,
demonstrated knowledge of the ethical, legal and social issues surrounding the use of
information.

Assessment Scale:
Points
Grade
94-100
A
90-93
A87-89
B+
83-86
B

Points
80-82
77-79
73-76
70-72

Grade
BC+
C
C-

Points
67-69
63-66
60-62
Below 60

Grade
D+
D
DF

Attendance Policy: According to university policy, absences in excess of 25% of the total class
meetings (8) will result in the student receiving a failing grade for the course. Class will begin
promptly at the scheduled hour. Arriving late or leaving class early counts as one (1) tarry. Two
(2) tarries will count as one (1) absence on the students attendance record (it is a tardy students
responsibility to inform the instructor, following each class, of the students tardiness; otherwise,
the student may be recorded as absent).
Participation:
Be diligent to present yourself approved to God, a worker who does not need to be ashamed,
rightly dividing the Word of truth. 2 Timothy 2:15
Do you not know that in a race all the runners run, but only one gets the prize? Run in such a
way as to get the prize. 1 Corinthians 9:24
Do everything without grumbling or arguing, so that you may become blameless and pure,
children of God without fault in a warped and crooked generation. Then you will shine among
them like stars in the sky as you hold firmly to the word of life. And then I will be able to boast
on the day of Christ that I did not run or labor in vain. Philippians 2:14-16
EXSI 432

Last Modified: 2015-08-13

Assignment Submission Policy: LATE SUBMISSIONS WILL NOT BE ACCEPTED

WITHOUT PRIOR NOTICE AND APPROVAL. Email submissions (Pages or Word
attachments only) are encouraged. All submissions, unless otherwise noted, MUST be typed
using the following formatting template:
Times New Roman 12 pt font; 1 margins all the way around; double-spaced; left text alignment.
The following must appear in this exact order, single spaced, at the top left of the first page of
each submission: your name, EXSI 432, submission date, assignment title as indicated on
course syllabus (see below). All assignments must include the honor pledge (with your signature
hand written or typed) on final page.
Jeff Hartman
EXSI 432
01/22/15
Service Learning Reflection
Assignments that do not follow the above written policy (except where noted) will not be
accepted. Multiple page assignments not stapled will not be accepted. It is not the instructors
responsibility to carry a stapler to class. Failure to complete one assignment will result in the
automatic lowering of final grade one chromatic grading level. Failure to complete two or more
assignments will result in automatic failure.
Make Up Exam Policy: Students will be permitted to take make up examinations if
arrangements are made IN ADVANCE with the instructor, and the reason for missing the exam
is deemed appropriate (e.g., illness, travel with sports team, etc.). Students who fail to make
prior arrangements with the instructor WILL NOT be permitted to take the exam and will
receive a score of zero (0). Absence on the day of an assigned laboratory experience will result
in the grade of zero (0) unless the absence was unexpected, unavoidable, AND reasonable
attempts were made to contact the facilitator prior to the class.
Technology Policy: Students are permitted to use devices during class for note-taking and other
class-related work only. Those using devices during class for work not related to that class will
be penalized. The students first offense of this policy will result in an email warning/reminder
from the instructor. All future offenses will result in the student being marked absent on the day
of the offense(s).
Email Policy: All course related emails sent to the professor MUST include the course
mnemonic and number (i.e., EXSI 432) in the Subject field (at a minimum), and must be written
in accordance with the email professionalism guidelines discussed in class (i.e., appropriate
greeting and tone, at a minimum). Emails that fail to be in accordance with these minimum
guidelines will be returned, unanswered, and must be resubmitted for a response.
Emergency Evacuation Policy: In case of an emergency, students should be aware of the
nearest exit. Instructions for orderly evacuation will be given in class. In the event of an
evacuation, the class will re-convene in the Tucker Student Center lobby.

EXSI 432

Last Modified: 2015-08-13

Tentative Course Outline*:

Day
01/08
01/13
01/15
01/20

Topic/Reading(s) to be Covered

01/22

Introductions and syllabus

Research in physical activity
Completing the research process
Developing the problem and using the literature;
Research article
Library instruction (Belk-Ellis)

01/27

When Reality Hits

01/29
02/03
02/05
02/10
02/12
02/17
02/19
02/24
02/26
03/03
03/05
3/9-13
03/17

Presenting the problem

Formulating the method
Pilot presentations
Pilot presentations
Ethical issues in research and scholarship
Exam I (Ch.s 1-5; 21)
Types of research
Types of research
Elevator speech; Proposal workgroup
Exam II (Part III)
How to Succeed in Your First Job
NO CLASS SPRING BREAK
EXSI internship experience

03/19
03/24
03/26
03/31
04/02
04/07
04/09
04/14
04/16
04/21
04/23
04/28
04/30
05/06

NO CLASS MOCK INTERVIEWS

Statistical concepts
Statistical issues in research
Relationships among variables
NO CLASS EASTER BREAK
Differences among groups
Nonparametric techniques
EXAM III
Ways of reporting research
NO CLASS Etiquette Dinner TSC @ 5:45PM
Research proposal formal defense (1-4)
Research proposal formal defense (5-8)
Research proposal formal defense (9-12)
FINAL EXAM 2PM 4PM

Assignment(s) Due
Ch. 1
Ch. 21
Ch. 2; Article critique
Research question (emailed); Peer
assessment
Reading clarifier; Digital dissertation
(emailed)
Ch. 3
Ch. 4
Pilot presentation; Library session form
Pilot presentations
Ch. 5; CITI and HIPAA training
Pilot presentation peer- & self-assessment
Part III; Introduction
Part III
Elevator speech
Review of literature
Reading clarifier
Resume; Job description; Appendices A &
B
Methods
Ch. 6
Ch. 7
Ch. 8; References & appendices
Ch. 9
Ch. 10; Title page & abstract
Service learning journals
Ch. 22
Final research proposal
Formal defense
Formal defense
Formal defense
Service learning oral presentation

*NOTE: The instructor reserves the right to alter the syllabus at any time, if needed.
Special Needs Policy: All students needing accommodations to participate fully in all class activities and
to fulfill requirements of the class should notify me of the need as soon as possible. Persons must be
certified as disabled by the Noel Program for Students with Disabilities in order to receive
accommodations.

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Last Modified: 2015-08-13

Assignments:
1. Information literacy session & Digital dissertation submission @ 10 points each Students
will locate and email the instructor a recent digital dissertation related to their research
proposal question. Students will also complete a one-on-one follow up meeting with a
librarian and submit a signed information literacy session form. Must complete both
information literacy sessions for credit. Time permitting, students are to locate and retrieve
additional required sources for research proposal: 10 peer reviewed journal articles, 1
textbook, 2 approved websites. Course objectives #s 1,2 & 4.
2. Research proposal students will research an exercise science topic related to their future
profession/studies and prepare a detailed, comprehensive research proposal on an original
research question. Course objectives #s 1,2,3 & 4.
a. Pilot presentation
i. Present @ 10 points introductory five (5) minute informal outline of your
given topic and research question.
ii. Feedback @ 10 points each peer assessment and self-assessment of pilot
presentations.
b. Draft submissions at various points throughout the semester, deadlines need be
met and draft submissions will be collected, shared and peer reviewed
i. Research question @ 10 points emailed to instructor.
ii. Title page & Abstract @ 15 points hard copy to instructor; digital copy to
peer reviewer.
iii. Introduction @ 20 points - hard copy to instructor; digital copy to peer
reviewer.
iv. Review of literature @ 25 points - hard copy to instructor; digital copy to
peer reviewer.
v. Method @ 25 points - hard copy to instructor; digital copy to peer reviewer.
vi. References and Appendices @ 20 points - hard copy to instructor; digital
copy to peer reviewer.
vii. Peer review and feedback
1. Introduction@ 10 pts
2. Review of Literature@ 10 pts
3. Methods@ 10 pts
4. References and Appendices @ 10 pts
c. Final paper @ 100 points see assignment guidelines and assessment rubric.
d. Final presentation @ 100 points 15 minute formal defense of research proposal,
focusing briefly on introduction and review of literature, with greater emphasis on
research question and methodology. See assessment rubric.
3. Professional development Course objectives #s 2,4.
a. CITI certification @ 50 points - The Collaborative Institutional Training Initiative
(CITI) is a subscription service providing research ethics education to all members of
the research community. Students must successfully complete CITI certification at
the exempt level (i.e., Students Conducting No More Than Minimal Risk Research
Learner Group). www.citiprogram.org
b. HIPAA certification @ 50 points - The Health Insurance Portability and
Accountability Act provides federal protections for personal health information held
by covered entities and gives patients an array of rights with respect to that
information. Students must successfully complete PRIM&R certification on the CITI
website (i.e., HIPAA COURSE, Basic Course).

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c. Book reading clarifiers and discussion @ 25 points each - students are to complete
a reading clarifier for each assigned book. Students will then be asked to lead in class
discussion of the book, focusing on a section self-identified as of significant
importance by sharing the page number, summary, interpretation of the concept, fact,
quote, and/or figure, and application of the topic to their current studies and/or future
profession.
i. How to Succeed in Your First Job on hold in Library
ii. When Reality Hits on hold in Library
d. Career development office: pass/fail see EXSI 432 career development schedule
and guidelines.
e. Etiquette dinner: pass/fail students will learn and practice formal dinner etiquette.
Proper attire is mandatory. Diner will be held in the Presidents Dining Room in TSC.
4. Internship experience: pass/fail Course objectives # 4.
a. CPR/AED certification provide evidence of valid Adult CPR/AED certification
(American Red Cross or American Heart Association).
b. Resume - students are to submit an up-to-date clean copy of their final resume.
c. Job description working with agency supervisor, should list the duties and
experiences the intern will encounter, as well as basic student-intern learning
objectives.
d. Appendices A & B completed internship handbook appendices A (Affiliation
Agreement) and B (Application for EXSI internship)
5. Research methods materials - Course objectives #s 1,2,3.
a. Examinations @ variable pts
b. Article Critique @ 20 pts see project guidelines. Use template provided.
6. Service Learning Opportunity @ 50 pts (10 pts written & 40 pts oral) - students will
serve a minimum of 10 hours as a peer leader with three EXSI 200: Introduction to Exercise
Science students. Peer leaders must complete journal entries for each date they serve (see
Service Learning Journal template) linking their service learning experience to specific EXSI
curricular concepts, theories, materials, and/or discussions. Peer leaders must clearly identify
the connections from their service to the curriculum, both in their reflective journals, as well
as in a final oral presentation. This assignment IS NOT a summary of your service experience,
and IS NOT simply a volunteer experience. Course objectives # 4.

EXSI 432

Last Modified: 2015-08-13

Honor Policy: In accordance with Gardner-Webb Universitys Honor Code, it is assumed that you will
be truthful in your dealings with the instructor, including being prepared for each class and not using
assistance on any of the exams throughout the course. Collaboration on class assignments is encouraged;
however, the final project should be your own work, and when outside help has been obtained on
assignments, you are required to specify that assistance (including from whom it was gained) in your
honor pledge before signing it.
I have neither given nor received aid on this assignment/exam.
The following types of behaviors are examples of academic dishonesty. This list is not, and cannot be, exhaustive.
Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in
the act.
1.

2.
3.

4.
5.
6.

7.
8.
9.

Cheating: (a) Using notes, study aids, or information on an examination which are not approved by faculty;
(b) Altering graded work after it has been returned and submitting the work for regrading; (c) Allowing
another person to do one's work and submitting that work under one's own name; (d) Submitting identical
or similar papers for credit in more than one course without prior permission from the course instructors.
Plagiarism: Submitting material that in part or whole is not one's own work without attributing those same
portions to their correct source.
Fabrication: (a) Falsifying or inventing any information, data, or citation; (b) Presenting data that were not
gathered in accordance with standard guidelines that defined the appropriate methods for collecting or
generating data and failing to include an accurate account of the method by which the data were gathered or
collected.
Misrepresenting Circumstances: (a) Lying; (b) Presenting a professor (verbally or in writing) with false or
incomplete information.
Impersonation: (a) Representing oneself as another student in an examination; (b) Signing another's name
on an attendance roster; (c) In general doing the work required of another student and/or allowing another
to do your work.
Obtaining an Unfair Advantage: (a) Stealing, reproducing, circulating or otherwise gaining access to
examination material prior to the time authorized by the instructor; (b) Stealing, destroying, defacing or
concealing library materials with the purpose of depriving others of their use; (c) Unauthorized
collaborating on an academic assignment; (d) Retaining, processing, using or circulating previously given
examination materials, where those materials are to be returned to the instructor at the conclusion of the
examination; (e) Intentionally obstructing or interfering with another student's academic work; or (f)
Otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over
other students' academic work.
Aiding and Abetting Academic Dishonesty: (a) Providing material, information, or other assistance to
another person with knowledge that such aid could be used in any of the violations stated above; or (b)
Providing false information in connection with any inquiry regarding academic integrity.
Falsification of Records and Official Documents: (a) Altering documents affecting academic records; (b)
Forging signatures of authorization or falsifying information on an official academic document, grade
report, letter of permission, petition, drop/add form, ID card, or any other official University document.
Unauthorized Access to Computerized Academic or Administrative Records or Systems: (a) Altering
computer records; (b) Modifying computer programs or systems; (c) Releasing or dispensing information
gained via unauthorized access; or (d) Interfering with the use or availability of computer systems of
information.

EXSI 432

Updated: 2015-08-13

Journal Article Critique Directions

1. Download and print the article you will be critiquing from Blackboard.
2. Highlight important information you find throughout the article and make notes in the margins as you read.
Important information from the introduction, methods, results and discussion should be highlighted.
3. Turn in the hard copy of your article that you highlighted and made notes on.
4. Go to Blackboard and open the blank article critique template. Complete your article critique on this template file
by providing the following information under the correct headings.
1) Purpose Statement
This should be found in the introduction and if often followed by a hypothesis statement (e.g., The
purpose of this study was to determine)
You need to find and type word-for-word the authors purpose statement. (This is the only time you
will not use your own words!!!) Immediately following, describe the purpose of the study in your
own words.
2) Methodology IN YOUR OWN WORDS (be succinct and comprehensive)
Description of participants
Description of testing environment and protocol
Description of the most important variables and how they were measured [include independent &
dependent variable(s)]
3) Results IN YOUR OWN WORDS
Do not get caught up with the statistical procedures or jargon. If you do not understand something, ask me
well before the assignment is due.
Look at mean and standard deviations and correlations.
Key numbers should be included in your results
Only report the most relevant findings
You must discuss and reference the findings from at least 1 figure or table.
4) Discussion and application of findings identified by authors IN YOUR OWN WORDS
What new understandings did the authors gain from their findings?
How did the authors suggest findings could be applied?
What did the authors identify as the limitations of the study?
5) Critique of the article IN YOUR OWN WORDS
You have a lot of room in this section to move the discussion in different directions, but any views
expressed should be backed up with rational explanations.
Examples include but are certainly not limited to: 1) agreement with or opposing viewpoints to the
authors conclusions based on anecdotal or empirical evidence including your own experiences; 2)
limitations not mentioned in the article that you feel weaken the authors conclusion; 3) how you feel you
could use these findings in your future profession; 4) relate the findings to content we have been
discussing in class.
Responses in this section should be evidence-based, tied to the curriculum, and display critical
thinking skills.
Formatting

To receive credit, critiques must be turned in at the beginning of the class in which they are due. I will not accept
handwritten critiques.
Your paper should be approximately 2-pages long. Points will be deducted for papers much shorter or longer.
Do not adjust any settings on the Word template file. It is already formatted.
DO NOT TYPE YOUR NAME, THE NAME OF THE CLASS, THE DATE, OR ANY OTHER
INFORMATION HEADINGS ETC ON YOUR PAPER. WRITE YOUR NAME ON THE BACK OF THE
LAST PAGE OF YOUR CRITIQUE and include the honor pledge.
Write in complete sentences. Use proper grammar. Proofread each sentence to make sure it makes sense.
DO NOT PLAGARIZE. PUT EVERYTHING INTO YOUR OWN WORDS. AN INITIAL PLAGARISM
OFFENSE WILL RESULT IN A ZERO FOR THE ASSIGNMENT. A SECOND OFFENSE WILL RESULT IN
AN F FOR THE COURSE.

EXSI

Updated: 2015-08-13

Journal Article Critique Template

Authors purpose statement (word-for-word from the text):

Purpose of the study in your own words:

Methodology:

Results (Dont forget to reference at least 1 Table or Figure):

Discussion and applications of findings:

Critique:

EXSI

Updated: 2015-08-13

Journal Article Critique Rubric

Student: ________________________________
1. Purpose statement
Authors purpose statement (word-for-word from the text not abstract): ____/1
Purpose of the study in your own words: _____/1
2. Methodology
Described participants: _____/1
Described testing environment and protocol: _____/1
Described most important variables and how they were measured: _____/3
Identified independent variable(s): _____
Identified dependent variable(s): _____
3. Results
Reports most relevant findings: _____/2
Mentions mean(s), standard deviation(s), and/or correlation(s): _____
Referenced and discussed findings from one figure or table: _____/2
4. Discussion and applications of findings
Discussed new understandings from author(s)/study: _____/1
Discussed application of findings: _____/1
Identified limitations of study: _____/1
5. Critique
Responses displayed critical thinking skills: _____/4
Agreement with or opposing viewpoints to authors conclusions: _____
Limitations not mentioned in article that may weaken authors conclusions: _____
Application of findings to future profession: _____
Related findings to course content/experiences: _____
Views supported with rational evidence-based explanations: _____/2
Tied to curriculum (readings, lectures, etc.): _____
Demonstrates critical analysis: _____

EXSI


EXSI 200L: Introduction to Exercise Science
Quiz 1
Name ____________________________
1. What is the focus of this major? What concentration will you study? 1 point

2. Are there requirements to be accepted into this major such as GPA? 1 point

3. What are the specific general education requirements for this major? 1 point

4. Can this major be completed in four years? Yes _____ No _____ 1 point
5. Which skills does this major require? Which skills does it develop? 2 points

6. What kinds of jobs do students with this major obtain? 1 point

7. What opportunities for internships or other experiential learning are there? 1 point

EXSI 200


8. Are there any student organizations associated with this major? What are they? 1 point

9. What are the graduation requirements for this major? 1 point

10. What topic(s) is/are being discussed on 10/02? What assignment(s) are due that day (10/01)?
2 points

11. How many quizzes will there be in this course? __________ .5 points
12. How many lab reports will there be in this course? __________ .5 points
13. Explain the service learning project, including deadlines and submission requirements in 5
sentences or less. 2 points

EXSI 200


14. Scenario: You need to register for EXSI 355: Fake Course in EXSI, but by the time you tried
to register, this course was already filled up. You need an override. Complete the following
mock email, requesting an override into EXSI 355: Fake Course in EXSI, taught by me (Dr.
Hartman) in the Spring of 2015. 5 points
To: ____________________________________________
Cc: ____________________________________________
Bcc: ____________________________________________
Subject: ____________________________________________________________________

Honor pledge:

EXSI 200