Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.
Matthew T. Mahar, Tyler R. Hall, Michael D. Delp, and James R. Morrow Jr.
James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman, and Anya T. Eicher
Historically, discussions of academic rigor frequently use language that assumes the reader understands what is rigorous ( Johnson, Weidner, Jones, & Manwell, 2019 ). In truth, academic rigor is an ambiguous construct that has remained elusive to define but essential to the academy ( Graham & Essex
The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.
Athena Yiamouyiannis, Glenna G. Bower, Joanne Williams, Dina Gentile, and Heather Alderman
Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.
increase in academic rigor on PA in LMICs has been observed over the past decade, progress to increase PA levels has been slow and we need to explore in greater detail opportunities to accelerate impact in this area. In all our efforts to get more people more physically active, we must more clearly point
A. Mark Williams and Bradley Fawver
attentional focus during learning that has already been cited 177 times since publication. A continued perception is that, while the quality of research work undertaken in this field is of the highest level in regard to its academic rigor, concerns remain as to the translational impact of the work and the
Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende, and Sarah Banner
’s degree with little introduction to the field of kinesiology and career paths. There are also common misconceptions about transfer students, including lack of preparedness and lower academic rigor, that could lead to a diminished sense of belonging. In addition, there may be a perspective about the
Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso
that takes place for one full day each semester. Updates on curriculum, advising, advancement, and teaching are the focus of these gatherings. This structure allows for continuity, curricular integrity, and connections in order to increase academic rigor and decrease curricular drift during “normal
Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer
assessment as well as the integration of differentiated instructional strategies and pedagogical skills to best meet the needs of the student or client. Issues related to the quality of instruction and academic rigor in this broad-based hybrid model are addressed by the wide array of core courses taught by
change agent. The information, networks, and skills provided by each of them have allowed me to have a presence in the field. Dr. Webb provided the initial academic rigor, classroom structure, and social connections that facilitated my matriculation to graduate education. His background as an adapted