RPED 250

1. RPED 250 Dr. Phillip Bogle, Ph.D. Program Coordinator

2. RPED 250 • Welcome to RPED 250 ! • Introduction - Coordinator Background • Worked in Adult Fitness Programming at Ball State University (Masters) and Indiana University (Doctorate) from 1986-1996. • Instructed in Wellness and Fitness Courses at Ball State and I.U. from 1986-1996. • Coordinated Lifetime Wellness and Fitness Program Courses at Eastern Michigan University (approx. 2000 students and 15-20 instructors/semester) from 1997 – 2004. • Instructed in Lifetime Wellness and Fitness courses at EMU from 1997-2004. • Instructed health based courses at The Citadel on both undergraduate and graduate level from 2008 to present. • Began Coordinator Position of RPED 250 on August 2013.

3. RPED 250 *Slide series to compliment information in RPED 250 Instructor Guidelines (link) Purpose of the Course The purpose of this course is to provide basic information in personal health, drug and substance use and abuse, nutrition, stress management and human sexuality. The course is designed to provide a knowledge base for health maintenance and development of proper health values. Objectives of the Course The course objectives are designed to provide each instructor with both teaching and evaluationguidance. This guidance will promote student comprehension of the personal health information as stated in the purpose of the course.

4. RPED 250 Objectives of the Course Teaching objectives ( Student Learning Objectives) define information that will be taught /learned during the course. Evaluation objectives define how both you and the student will measure the quantity and quality of information that is taught /learned during the course Teaching and Evaluation Delivery Methods • Teaching methods include, but are not limited to, lecture, large and small group discussion, guided discovery, and problem solving. Instructors are encouraged to utilize multiple teaching methods. • Evaluation methods include, but are not limited to, examinations, quizzes, written papers, projects, and debates. Instructors are encouraged to utilize multiple evaluation methods.

5. RPED 250 Teaching methods should promote, and evaluation methods should assess the following: (Southern Association for Colleges and Schools [SACS] Criterion for General Education Courses): Written Communication - Student can effectively communicate ideas in a logical sequence, demonstrating control of syntax and mechanics and the ability to integrate credible and relevant sources. Quantitative Reasoning - Student can use quantitative-reasoning skills to successfully make calculations, interpret data, communicate results, and evaluate an issue or solve a problem. Critical Thinking - Student can analyze complex issues that have varying positions and assumptions using information from credible sources. Student has the ability to state positions, create new positions, and acknowledge other positions including implications and consequences. Ethical Reasoning - Student can recognize ethical issues when presented in a complex, multilayered (gray) context, analyze cross-relationships among the issues, and evaluate ethical perspectives and concepts, including his or her own.

6. RPED 250 • Course Policy ( purpose = positive experience for both instructor and student) • Each instructor should follow the guidelines set forth in the Adjunct Faculty Manual (web link) • Course information / presentation should be based on teaching / learning objectives • Evaluation objectives should measure the quality and quantity of information from teaching / learning objectives • Additional considerations include: • Cumulative Point Values in the course • Weighing Point Values in evaluation methods • Use of Extra Credit • Feedback • Major Examination Format

7. RPED 250 • Course Syllabus • The course syllabus describes instructional intent and is a written contract between the instructor and student. • The course syllabus should contain the following sections. (You may also refer to the Adjunct Faculty Manual for assistance in designing the syllabus) • Introduction • Course Description • Your contact information • Your office location and office hours • Class locale and meeting days/times. • Course textbook information • Course attendance policy • Name and location of any ancillary course materials, including online materials

8. RPED 250 • Course Syllabus (continued) • The course syllabus should contain the following sections…. (continued) • Schedule (calendar) of course events, including assignments and respective due dates, exam dates, in-class lecture information and activities, and reading assignments • Evaluation, including the type of evaluation, purpose, grading criterion, and quantitative value are addressed for each type of course evaluation. • Grading Policies, including letter grades and corresponding point value assignments • Information concerning academic integrity • Information on other expectations (classroom etiquette, communication expectations, tobacco / cell phone use, etc..) • Information on The Citadel Academic Support center • Final Exam Policy – you must follow The Citadel Policy – see Faculty Manual. • Electronic versions of the course syllabus are helpful!

9. RPED 250 Instructor Evaluation Both student and coordinator evaluations are designed to provide feedback and assist your performance in the classroom. Student Evaluations You are required to complete student evaluations at the end of each course as stated in the Handbook for Adjunct Faculty (see section VII. B.). All student evaluations will be reviewed by the HESS Department Head. RPED 250 Coordinator Evaluations The purpose of coordinator evaluations is to provide each instructor with constructive feedback on teaching methods and materials used in the classroom. The classroom evaluation will be recorded on “The Evaluation of Instructor Form” (link). Following the evaluation, you will need to meet with the program coordinator to review and discuss the observations recorded on the evaluation form. You may also use the results of the evaluation for evidence of effective teaching in your professional portfolio.

10. RPED 250 RPED 250 Coordinator Evaluations(continued) During the 2013-2014 Academic Year (AY), you are encouraged to participate in a classroom evaluation by scheduling a visitation appointment with the course coordinator. For the 2013-2014 AY, your participation in the evaluation is optional, but you are encouraged to schedule an evaluation visit with the course coordinator. If you teach multiple sections of RPED 250, evaluation visit will suffice for all of your sections. Beginning with the 2014-2015 AY, you will be required to schedule a coordinator evaluation visit for the RPED 250 class once every academic year.

11. RPED 250 Website A support web site has been developed for RPED 250 (link). This web site is designed to provide you with information that will be helpful in course instruction and policy. *Additional Info. to post soon- 4th class e-Portfolio Instructional Support Instructional online support is available through the RPED 250 Textbook Publisher (link). Helpful materials include, slides, chapter learning objectives, exam/quiz questions, health video segments (could be placed in slides).

12. RPED 250 Thanks for your support in making RPED 250 and meaningful and positive teaching / learning experience! I am always ready to assist you with any matter pertaining to the course. Contact Information Dr. Phillip Bogle (e-mail) 207 Deas Hall The Citadel Charleston   SC  29409 (O) 843.953.7956