Annual Assessment Report Equestrian Administration Karen Pautz, Sarah Track, Laura Ward, Susie Ouderkirk, Jennie Petterson Program Mission:
Annual Assessment
Report Equestrian Administration
Karen Pautz, Sarah Track, Laura Ward, Susie Ouderkirk, Jennie Petterson
Program Mission:
Annual Assessment Report
Program Profile
2012-2013 2013-2014
Majors (total, majors 1,2,3) 35 27
Minors 28 46
Concentrations (Add Rows
if needed)
Full Time Faculty 6
Part Time Faculty 7
Combine all major students. If your discipline has a secondary education certification component, you
will need to indicate that in the title of this report unless you are submitting a separate report for the
education component.
*If your discipline is a major with one or multiple concentrations, that information needs to be
included as separate content. Report the number of declared students by concentration and each
concentration will need a separate assessment section.
Program Delivery (HLC 3A3)
Traditional on-campus _____X_______
Online Program ____________
Evening Cohort _____________
Analysis: As a unique program, the equestrian studies majors draw students with many different skills and
many different career goals. As a department we look at students who persist in any one of the
equestrian majors as a success as well as students who enter the university as equestrian majors and
persist as majors in another department. It is important that these students are tracked as the
overwhelming majority of our student all begin as Equestrian Science majors. It is challenging to help
incoming students understand the reality of what it takes to be successful as an equestrian science
major until they have the opportunity to explore what the equine industry has to offer. Much of this
“career counseling” occurs during EQU 111 Introduction to the Horse Industry taken their first or
second semester at WWU. At this point some students decide that an Equine Administration or
Equestrian General Studies major is more suited to their career goals.
The Equine Administration major is designed to work seamlessly for a student pursuing a business
major and the EQA major. They combine to make a strong double major with the opportunity to
continue toward a five year MBA.
Outside Accreditation: There is not currently an accrediting body for equestrian programs at this time. However, we have
remained active with the National Association of Equine Affiliated Academics and this organization is
moving toward development of national standards.
Program Objectives:
Objective 1. Recognize signs of illness and administer proper treatment for equine health management.
Objective 2. Understand the dynamics of the equine industry.
Objective 3. Understand the theories and demonstrate practical skills in equine management.
Objective 4. Develop communication and managerial strategies and understand management
communication in an organizational setting.
Objective 5. Communicate clearly both orally and in writing of reports and proposals with
demonstrated abilities in leadership, persuasive communication and teambuilding.
Objective 6. Assess complex issues in relation to business ethics and legal issues.
Objective 7. Develop conflict resolution techniques and demonstrate skills in teamwork and group
productivity.
Program Objectives Matrix (from most recent Assessment Plan)
Course
Obj.1 Obj.2 Obj.3 Obj.4 Obj.5 Obj.6 Obj.7
ACC240 Accounting I I I I
BUS206 Entrepreneurship I R R
BUS332 Business
Communications
R R R
BUS351 Principles of
Management
R R R
BUS421 Human Relations R M M
COM215 Small Group
Leadership -or-
COM213 Gender
Communications
I R R
EQA 305 Techniques of Facility
Management
R R R R R R
EQA320 Equine Event
Management
R R M=A R R
EQA 420 EQA Seminar M=A M=A M=A M=A M=A M=A M=A
EQU111 Intro to the Equine
Industry
I I I
EQU113 Equine Health & First
Aid
I I
EQU201 Horse Mgt Practicum I R R R=A R
EQU221 Stable Management I R R R R
EQU391 Horse Mgt Practicum II R=A R M=A R
MIS125 Productivity Tools I I
Course
Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Obj 6 Obj 7
EQR Courses (3 applied
required)
EQR 101 Fund of Horsemanship R R
EQR 111 Intro to Forward Seat R R
EQR 112 Intro to Saddle Seat R R
EQR 120 Fund of Dressage R R
EQR121 Fund of Hunt Seat R R
EQR 122 Fund of Saddle Seat R R
EQR125 Fund of Western R R
EQR 214 Long lining and Driving R R
EQR 215 Long Lining & Driving R R
EQR 220 Intermediate Dressage R R
EQR 221 Intermediate Hunt Seat R R
EQR 222 Intermediate Saddle Seat R R
EQR 225 Intermediate Western R R
EQR 320 Int/Adv Dressage R R
EQR 321 Int/Adv Hunt Seat R R
EQR 322 Int/Adv Saddle Seat R R
EQR 325 Int/Adv Western R R
EQR 327 Intermediate Jumper R R
EQR 420 Advanced Dressage R R
EQR 421 Advanced Hunt Seat R R
EQR 422 Advanced Saddle Seat R R
EQR 425 Advanced Western R R
EQR 427 Advanced Jumper R R
Assessment of Program Objectives
Objective 1
Recognize signs of illness and administer proper treatment for equine
health management.
Methods EQU 391 Vital Sign Video Assignment (assignment requiring students to
teach the viewer how to take vital signs on a horse)
EQA Competency Written Exam--only questions coded to objective #1
will be used for annual assessment purposes) junior and senior scores
EQA Portfolio Rubric (tk20) for objective #1 (scores for all components for
objective #1
Benchmark EQA Portfolio Rubric Objective #1—85% of graduating seniors earning 83% or
above from both assessors for objective #1
Vital Signs Video—85% of student declared EQA and enrolled in 391 for
the year earn scores of 85% or above
Competency exam questions—coded to objective #1, juniors and seniors
earn 85% or better on the specific exam questions
Data Collected
(course specific)
EQU 391 Vital Signs Video submitted during EQU 391 course
This video requires students to demonstrate the ability to plan and
execute performing a vital signs check on a WWU horse. This includes
explanation of typical range and how to determine average. In addition
to temperature, pulse, respiration, gut sounds, skin pliability, capillary
refill and mucous membranes students will demonstrate digital pulse etc.
4/30=13% of students earned scores of 83% or better (85% was
benchmark) rubric attached
Remarks:
Faculty team teaching EQU 391 agree that the instructions and rubric for
this assignment were confusing for students and resulted in very low
scores on the assignment. Therefore the data does not allow for analysis
of the mastery of the objective for the 13-14 year.
Data Collected
(Assessment Day,
external tests,
Senior
Portfolio Objective #1 Submitted during EQA 420 course but as an
independent program assignment, assessed by two faculty (see attached
rubric
3/5=60% students made 83% or better (85% is benchmark)
Achievement) Remarks:
While faculty believe that students routinely demonstrate mastery of this
objective the portfolio results to do reflect this.
EQA Competency Written Exam (questions coded to Objective #1)
3/8=37% of students scored 85% or above (85% is benchmark)
Remarks:
The smaller sample size for the upper classman in the EQA major raises
cause for concern about the validity of this assessment tool.
Proposed changes
to the assessment
process
Significant changes to the vital signs video project (see assignment
instructions and rubric) will make this assessment tool valid. In addition
students will submit a storyboard prior to completing the video project
allowing faculty to give valuable feedback before students complete the
project. The portfolio assessment needs to be addressed through faculty
training prior to portfolio submission. The rubric used to score each
individual objective and the related artifacts and reflection requires some
retooling to be uniformly understood by assessors. Finally, the reviewing
faculty recommend that the benchmark score change from 83% to 73% as
the scoring rubric has drastically reduced the artificial inflation that had
occurred in the past.
Budget needs
related to the
objective?
None
Objective 2 Understand the dynamics of the equine industry.
Methods EQA Portfolio Rubric Objective #2
Competency Exam coded questions for objective #2
Benchmark EQA Portfolio Rubric Objective #2—85% of graduating seniors earning
85% or above from both assessors for objective #2
Competency exam questions—coded to objective #2, juniors and seniors
earn 85% or better on the specific exam questions
Data Collected
(course specific)
NA
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
EQA Portfolio Objective #2
4/5=80% of students scored 83% or better (85% benchmark)
Remarks:
Students were very close to meeting benchmark, but the number of EQA
portfolios submitted for the 13-14 academic year makes it challenging to
determine if this is a trend upward for this major or simply an indication
of some strong EQS/EQA double majors.
EQA Competency exam (coded to objective #2) juniors and seniors
5/8=62% of students scored 85% or better (85% benchmark)
Remarks:
Data suggests a slightly weaker result for EQA students when measured
against the same objective, but the competency exam questions coded to
each major for this objective were different this year.
Proposed changes
to the assessment
process
Course data should be incorporated into the 14-15 assessment plan so
that portfolio and competency results can be compared. It would also be
beneficial to use the same objective coded questions for all three
equestrian majors for objectives that they share in common for
comparison purposes.
Budget needs
related to the
objective?
None
Objective 3 Understand the theories and demonstrate practical skills in equine
management
Methods Practical Horse Keeping Unit Scores for EQU 201(EQA)
Practical Horse Keeping Unit Scores for EQU 391 (EQA)
EQA Portfolio Rubric (tk20) for objective #3 (scores for all components for
objective #3
Benchmark EQU 201 85% of students with an average practical horse keeping score
of 83% or above (this reflects a change in benchmark from 12-13 because
of a change in the rubric used for practical horse keeping scores in the
course)
EQU 391 85% of students with an average practical horse keeping score
of 83% or above (this reflects a change in benchmark from 12-13 because
of a change in the rubric used for practical horse keeping scores in the
course)
EQA Portfolio Rubric Objective #3—85% of graduating seniors earning
85% or above from both assessors for objective #3
Data Collected
(course specific)
EQU 201 Horse Management Practicum I—practical horse keeping grade
Each string instructor (saddle seat, western, hunt and dressage) uses a 10
point scale to evaluate students on their practical performance in the
horse management courses each week.
52 students—average of all 16 practical weeks of the semester)
assessed by four faculty (team taught course
40/52 =78% students made 83% or better (85% is benchmark)
Remarks:
After much discussion the faculty will hold to the same benchmarks and
pull the same data for comparison during the 14-15 academic year.
Changes made to EQU 201 and companion EQU 391 make it too early to
identify if the benchmark is reasonable and unit scoring procedure
accurate.
EQU 391 Horse Management Practicum II—practical horse keeping
grade
Each string instructor (saddle seat, western, hunt and dressage) uses a 10
point scale to evaluate students on their practical performance in the
horse management courses each week.
30 students—average of all 16 practical weeks of the semester--
assessed by four faculty (team taught course
26/30= 86% made 83% or better (85% is benchmark) course)
Remarks:
The data confirms that EQU 391 students have a strong understanding of
how to effectively manage horses and are successfully demonstrating this
on a weekly basis.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
EQA Portfolio Objective #3
4/5=80% of students scored 83% or better (85% benchmark)
Remarks:
Students were very close to meeting benchmark, but the number of EQA
portfolios submitted for the 13-14 academic year makes it challenging to
determine if this is a trend upward for this major or simply an indication
of some strong EQS/EQA double majors.
Proposed changes
to the assessment
process
EQU 201 and EQU 391 unit score rubric and syllabi need to be reviewed
prior to each semester to allow for improvement and revision. The
portfolio assessment needs to be addressed through faculty training prior
to portfolio submission. The rubric used to score each individual
objective and the related artifacts and reflection requires some retooling
to be uniformly understood by assessors. Finally, the reviewing faculty
recommend that the benchmark score change from 83% to 73% as the
scoring rubric has drastically reduced the artificial inflation that had
occurred in the past. The EQA portfolio scores were substantially higher
than the EQS portfolio scores, but faculty feel strongly that a few high
achieving EQA/EQS double majors may have artificially boosted the
benchmark percentages for this major.
Budget needs
related to the
None
objective?
Objective 4 Develop communication and managerial strategies and understand
management communications in an organizational setting
Methods EQA Portfolio Rubric Objective #4
EQA 420 faculty evaluations
EQA 320 Prize List (Equine Event Management) event log
Benchmark EQA Portfolio Rubric Objective #4—85% of graduating seniors earning 85% or
above from both assessors for objective #4
Faculty Evaluations (EQA 420)— 85% of students score of 85% or higher
EQA 320 Prize List—student scores of 85% or higher for the assignment
Data Collected
(course specific)
EQA 320 Event Management Prize List
Assignment requires students to produce a competition prize list suitable
for publication and implementation.
14/21=66% students scored 85% or higher (85% benchmark)
Remarks:
Faculty discussed the need to fully integrate adjunct faculty into overall
assessment goals and plans.
EQA 420 Faculty Review not completed in original format
Remarks:
Course instructor changes have made selection of a new assessment tool
necessary for this objective.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
EQA Portfolio Objective #4
1/5=20% of students scored 83% or better (85% benchmark)
Remarks:
This low percentage of student success may not accurately reflect student
achievement in this area.
Proposed changes
to the assessment
process
With three EQA courses at this time under adjunct instruction it is
important that overall assessment plans, artifacts and data are discussed
and reviewed with the appropriate course instructors. Assignments that
the regular faculty had planned on using did not exist in their old form
any longer. While the revised assignments have more appeal to students
and will continue to modernize the coursework, careful selection and
preparation of coursework that will be used for the annual assessment
report is vital.
Budget needs
related to the
objective?
None
Objective 5 Communicate clearly both orally and in writing of reports and proposals
with demonstrated abilities in leadership, persuasive communication and
teambuilding
Methods EQA Portfolio Rubric Objective #5
EQA Seminar Inventory Project
Benchmark EQA Portfolio Rubric Objective #5—85% of graduating seniors earning 83% or
above from both assessors for objective #5
EQA 420 EQA Seminar Student Inventory Project—85% of students earn 85% or
above on the assignment
Data Collected
(course specific)
EQA 420 EQA Seminar Student Inventory Project
Student initiate a complete supply inventory organizational system that
requires them to analyze usage, storage needs and supply quantities.
2/2=100% of students earned 85% or better (85% benchmark)
Remarks:
Small numbers of students enrolled in EQA 420 make affective
assessment of this objective using this assignment less reliable.
Data Collected EQA Portfolio Objective #5
(Assessment Day,
external tests,
Senior
Achievement)
4/5=80% of students scored 83% or better (85% benchmark)
Remarks:
The EQA portfolio scores were substantially higher than the EQS
portfolio scores, but faculty feel strongly that a few high achieving
EQA/EQS double majors may have artificially boosted the benchmark
percentages for this major.
Proposed changes
to the assessment
process
Identification of assignment with time allowed for faculty to refine
rubrics and tight assignment guidelines will be important for 2014-15.
The EQA major and unique objectives would be better served by
collecting data from required non-equestrian coursework. The rubric
used to score each individual objective and the related artifacts and
reflection requires some retooling to be uniformly understood by
assessors. Finally, the reviewing faculty recommend that the benchmark
score change from 83% to 73% as the scoring rubric has drastically
reduced the artificial inflation that had occurred in the past. The EQA
portfolio scores were substantially higher than the EQS portfolio scores,
but faculty feel strongly that a few high achieving EQA/EQS double
majors may have artificially boosted the benchmark percentages for this
major.
Budget needs
related to the
objective?
None
Objective 6 Assess complex issues in relation to business ethics and legal issues
Methods EQA Portfolio Rubric Objective #6
EQA Competency Test (questions coded to objective #6)
Benchmark EQA Portfolio Rubric Objective #6—85% of graduating seniors earning 83% or
above from both assessors for objective #6
EQA Competency Test coded questions—85% earned on coded objective
#6 questions
Data Collected NA
(course specific) Remarks:
The assessment plan should include assessment data from coursework.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
EQA Competency Test (coded questions) juniors and seniors
Questions on the competency exam were not directly related to
objective #6 and therefore not useful for assessing this objective
Remarks:
Competency test was not valid for this objective.
EQA Portfolio Objective #6
2/5=40% of students scored 83% or better (85% benchmark)
Remarks:
Low scores related to this objective cannot be described as inaccurate.
The lack of supporting or contradictory evidence leaves the portfolio
scores difficult to analyze.
Proposed changes
to the assessment
process
The faculty believe that utilizing data from coursework required for this
major would help to create a more accurate picture of student
understanding. The portfolio results seem to suggest that it is possible
that students are struggling to relate artifacts or completing their
reflective writing in a manner that relays mastery. Without additional
evidence the assessment results are challenging to interpret. The 2014-15
academic year will include course data from applicable courses in the
business division.
Budget needs
related to the
objective?
None
Objective 7 Develop conflict resolution techniques and demonstrate skills in
teamwork and group productivity
Methods EQA Portfolio Rubric Objective #7
EQA 305 Techniques of Facility Management Team Project assignment
Benchmark EQA Portfolio Rubric Objective #7—85% of graduating seniors earning 83% or
above from both assessors for objective #7
EQA 305 assignment—students earn 85% or above on team project
assignment
Data Collected
(course specific)
EQA 305 Techniques of Facility Management
Target assignment not identified
Remarks:
As a signature course in this major, course data is extremely important
for this report and not included for this objective.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
EQA Portfolio Objective #6
3/5=60% of students scored 83% or better (85% benchmark)
Remarks:
Low scores related to this objective cannot be described as inaccurate.
The lack of supporting or contradictory evidence leaves the portfolio
scores difficult to analyze.
Proposed changes
to the assessment
process
An assignment or project from EQA 305 Techniques of Facility
Management or EQU 201/EQU 391 Horse Management Practicum will be
identified and reviewed for inclusion in this report for 14-15. Adjunct
faculty will be a part of the overall assessment plan and review process
for 14-15. Finally, the reviewing faculty recommend that the benchmark
score change from 83% to 73% as the scoring rubric has drastically
reduced the artificial inflation that had occurred in the past. The EQA
portfolio scores were substantially higher than the EQS portfolio scores,
but faculty feel strongly that a few high achieving EQA/EQS double
majors may have artificially boosted the benchmark percentages for this
major.
Budget needs
related to the
objective?
None
Attached Rubrics
Portfolio Rubric (each objective)
EQU 391 Vital Signs Rubric/Instructions
Portfolio Handbook
Assessment Day schedule
Analysis of Assessment:
As a department we are just starting to pull enough course data to begin to accurately supplement our
assessment day and portfolio material. Although some faculty have more experience with the Equestrian
Science, Equine Administration and Equine General Studies portfolios, we also had two new assessors this
year. Those who had multiple semesters of scoring portfolios to reflect upon were very pleased with the
improved student submissions in spite of the failure to reach benchmark standards for the department.
The benchmarks were set without historical data to review, so future assessment plans will need to be
retooled and revised as a pattern for appropriate benchmarks is discovered.
Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3)
The equestrian department has increased the amount of data collected and assessed for the annual
report in the past academic year. The faculty made a clear push toward using a blend of coursework
and student assessment day data. This has made reflection on the success and shortcomings of the
portfolio and the corresponding rubric much more productive. We believed that we were producing
students who had mastered our objectives, but lacked evidence to support our conclusions. While we
recognize that we have objectives that need more specific course data, we are happy with the
discussions that have resulted from the data collected during the 13-14 academic year. The EQA
program requires an improved annual assessment plan that coordinates and supports adjunct faculty
teaching this coursework. This report also highlights the need to coordinate with the business and
communication departments to share assessment data from relevant courses.
The volume of students involved in the three equestrian majors is such that the ideal assessments
(interviews in particular) will take significant organization and a substantial commitment of faculty
hours. Student performance days are very useful for the equestrian department. This dedicated time
allows for updating of student information, competency testing, skills surveys and portfolio
workshops. It would be challenging to collect the data that we rely on for program assessment without
at least one dedicated day when classes are not in session.
Commented [PJ1]: Needs input
The planning phase of the plan involved Karen Pautz, Jean Kraus, Laura Ward, Sarah Track and Jennie
Petterson. The review of data and compilation of the report was done by Sarah Track, Laura Ward,
Susie Ouderkirk, Karen Pautz and Jennie Petterson. Data was collected from full time faculty listed
above as well as adjunct instructors Heather Northcutt, Joanna Kyger, Liz Kuda and visiting professor
Michele Smith.
Program Changes Based on Assessment:
Action items based on the 12-13 Annual Assessment:
1. Rebuild the EQS, EQA and EQGS portfolios and the rubric used to score all objectives
a. Results: The portfolios and rubrics were redesigned over the summer of 2013 and all
portfolios using the 11-12 rubric revoked and resent (this required individually send each
new portfolio and confirming with the individual student).
2. Test the new rubric to determine if artificially high scores can be regulated by raising the standard
a. Results: The rebuilt rubric did raise the standard—so much so that students did not meet
benchmarks set in the planning phase for the 13-14 year.
Program Changes Based on Assessment:
1. Integrate faculty training/workshop prior to portfolio reviews so that assessors are interpreting the
rubric correctly.
2. The faculty recommend a detailed study of the proficiency testing sequence to determine whether
new and innovative assessment systems might better serve the current EQA student population and
the current program. EQA students to do complete proficiency testing at this time.
3. Portfolio development needs to be fully integrated into multiple 200, 300 and 400 level equestrian
courses instead of falling to the seminar course usually taken during the last semester prior to
graduation.
4. Portfolios have been considered passing at 85% earned as an average calculated from both assessors.
With the new rubric significantly raising the standard and consequently lowering student scores, we
will align the grading scale for the portfolio with the equestrian studies departmental scale.
5. Competency testing is valuable and test questions will be coded to the appropriate objectives prior
to the test so that errors in the type of questions used (too subjective or difficult to score in a uniform
manner) will be identified prior to test completion.
6. Some assignments used in the current report will be modified and standardized to create more
reliable data.
7. Coursework fully aligned with the EQA objectives will be identified and prepared for use in the 14-
15 assessment report.
General Education Assessment:
Mathematics
Equestrian students analyze data and statistics and identify quantitative relationships through the study of
industry and discipline specific topics at multiple levels of the program.
Meaning
Students are required to analyze texts and identify central themes and interpret underlying meaning using
discipline and industry topics in multiple courses.
Ethical Reasoning
Equestrian students regularly consider ethical problems both in class and in practical experiences both on
and off campus. They examine the role of conflict and competing interests and use a variety of models or
theories related to ethical reasoning in solving or approaching moral dilemmas related the equine industry.
Historical Perspective
Equestrian students are challenged in many equestrian courses to think historically. This requires them
reflect on how the past has shaped the equine industry and all related components.
Diversity
Equestrian students are challenged to explore and develop their understanding of traditions and cultures
in which horses are used for work, sport and recreation.
Creative and Aesthetic Sensibility
Students examine products of human creativity through the observation and analysis of creative works
related to the horse.
Natural Science
Equestrian students understand the natural world through observation of systems, formation and testing
of hypotheses during both practical and theory based equestrian coursework.
Social Science
Equestrian students study the behavior of people and employ principles of science to explain their
observations through case study and course projects in a variety of equestrian courses.
Program Activities: Student Performance Day Activities (Assessment Day):
EQA students participate in a workshop session on assessment day one (they are divided into smaller
groups by credit hours earned) that focuses on either an introduction to the EQA portfolio or further
development of the EQA portfolio for juniors and seniors. Students complete the competency exam
and skills survey on day two. Senior EQA students also completed the CLA exam this year.
Senior Achievement Day Presentations:
Senior EQA students enrolled in EQA 420 Facility Seminar are required to present an example of their
best work during Senior Achievement Days. The students presented their work “science fair style” and
it was designated a LEAD event to encourage underclassman attendance.
Service Learning Activities:
The EQA students facilitated community events throughout the academic year as a service activity
coordinated through their classes. These included horse shows, clinics, community tack sales, and 4H
and FFA events.
Program Sponsored LEAD Events:
The program faculty sponsored five LEAD events focused specifically on the program objectives (two
senior achievement days and three tied to EQS/EQA objective #2 and EQS objective #4). Faculty also
sponsored many clinics, horse shows and other equestrian related LEAD events that encouraged non
equestrian students to develop a fundamental understanding of equine competition, riding and
instruction.
Student Accomplishments:
13-14 Mentor/Mentee—Jean Kraus (faculty) and Joan Ryan
Krista Spencer—USEF/USDF Region IV Junior Young Rider Champion
Stephanie Freeland—Invited to participate in the USEF/USDF Region IV Junior Young Rider Clinic
Georgia Hellum-Willits: USEF Reserve Champion Horse of the Year with Prazer OBF
13-14 Intercollegiate Judging Team—U.S. Nationals top five
Faculty Accomplishments:
Jennifer Petterson: 2 time 2013 Pinto World Champion, 2 time 2013 Pinto Reserve World Champion
Jean Kraus: USEF steward, clinician, training supervisor and delegate.
Sarah Track: 2013 World Cup on-site coordinator/paddock master
Karen Pautz: Clinician, judge and coach of 2013 U.S. Pony Club Dressage Champions
Alumni (Recent Graduates) Accomplishments (past year graduating class):
Lauren Keeton—groom for Collecto V and Tina Konyot 2012 Olympic Games
Lucy Fuelle—currently working for internationally known dressage rider Betsy Steiner
Dani Mortiz—American Horse Publications award winner currently working for Sidelines magazine
Graduates are employed in a variety of equestrian jobs with many working with nationally and
internationally known riders and trainers.
OBJECTIVE #3—VITAL SIGNS VIDEO
Assignment Details: For this assignment you will write, produce, shoot and upload a Horse Health
Check video. You need to teach/explain/demonstrate how to take the vital signs on a horse, what they
are looking for when doing this, what is good, what is not good. You need to clearly teach/demonstrate
how to actually do each vital sign. This assignment is worth 100 pts.
This video will follow the following format:
1. Topics required to be covered in the video are the horse’s general appearance, temperature,
capillary refill, mucous membranes, pulse, digital pulse, heart rate, respiratory rate, skin pinch and
gut sounds.
2. The video should be no longer than 10 minutes.
3. You will send your video to the course instructor no later than the assigned due date.
4. Check the rubric below for specific grade guidelines. Any score falling into 4/3/2/1 categories will
automatically move the overall score to that category.
5 Passing 4 Passing 3 Failing 2 Failing 1Failing
Presentation Components
All required elements were present including an introduction and a demonstration of each skill.
Eight of the nine elements were present and a demonstration of the skills was clearly done.
Seven of the required elements were present but elements of how to actually take the vital signs were missing.
Too many of the elements were missing and/or the actual how to was not covered.
Student either did not complete the presentation or elements were missing.
Oral Presentation Skills
Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.
Communicates ideas with proper voice projection. Adequate delivery.
Evident difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work.
Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.
Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.
Understanding of subject matter
Mastery of subject matter is clearly presented.
Understands concepts and is able to analyze and present data clearly.
Understands basic concepts of the subject matter, but in depth analysis may be lacking or not clearly presented.
Little or no understanding of subject matter displayed. May or may not have read or understood
Little or no understanding of subject matter displayed. May or may not have read or understood
material. material.
Organization Student presents information in logical, interesting sequence which audience can follow.
Student presents information in logical sequence which the audience can follow.
Student was unsure of presentation of some material.
Audience cannot understand presentation because there is no sequence of information.
Audience cannot understand presentation because there is no sequence of information.
Preparedness Student is completely prepared and has obviously rehearsed.
Student seems pretty prepared but might have needed a couple more rehearsals.
The student is somewhat prepared, but it is clear that rehearsal was lacking.
The student does not seem at all prepared to present.
The student did not seem l prepared to present.
Overall quality of the video
The video was well put together will all the components of visual and sound well thought out.
The video lacked some elements to make it a good video.
The video was not well done with either visual or sound problems.
Evident visual or sound problems.
Evident visual or sound problems.
Assessment Rubric
Annual Assessment Report Assessment
Component
Assessment
Reflects Best
Practices
Assessment Meets
the Expectations
of the University
Assessment
Needs
Development
Assessment is
Inadequate
Comments:
Learning
Outcomes
Posted
measurable
program
learning
outcomes
(objectives)
All
outcomes
are
developed
and include
a mix of
assessment
measures.
Measurable
program learning
outcomes.
Learning
outcomes are
clearly
articulated.
Program
learning
outcomes have
been identified
and are
somewhat
measurable
Program
learning
outcomes are
not clear or
measurable
Assessment
Measures
Multiple
measures
are used to
assess a
student-
learning
outcomes.
Rubrics or
guides used
are
provided.
All
measureme
nts are
clearly
described.
Specific
measures are
clearly identified
Measures relate
to program
learning
outcomes.
Measures can
provide useful
information
about student
learning.
Some
measurements
are described,
but need further
description.
Assessment
measures do
not connect
to learning
outcomes
(objectives).
Assessment
measures are
not clear.
No
assessment
measures are
established.
Assessment
Results
All learning
outcomes
are
assessed
annually; or
a rotation
schedule is
provided.
Data are
collected
and
analyzed to
evaluate
prior
actions to
improve
student
learning.
Standards
for
performanc
e and gaps
in student
learning are
clearly
identified.
A majority of
learning
outcomes
assessed
annually.
Data collected
and aggregated
are linked to
specific learning
outcome(s).
Data are
aggregated in a
meaningful way
that the average
reader can
understand.
Standards for
student
performance and
gaps in student
learning are
recognized.
Data collected
and aggregated
for at least one
learning outcome
(objectives).
Data collection is
incomplete
Standards for
student
performance and
gaps in student
learning are not
identified.
Learning
outcomes are
not routinely
assessed.
Routine data
is not
collected.
N/A
Program is
too new to
have
collected
assessment
data.
Assessment
Component
Assessment
Reflects Best
Practices
Assessment meets
the expectations
of the University
Assessment needs
Development
Assessment is
Inadequate
Comments:
Faculty
Analysis and
Conclusions
All faculty
within the
program
synthesize
the results
from
various
assessment
measures to
form
Program faculty
receive annual
assessment
results and meet
to discuss
assessment
results.
Specific
conclusions
about student
Some program
faculty receive
annual
assessment
results
Faculty input
about results is
sought
Faculty
input is not
sought.
Conclusions
about
student
learning are
not
identified.
N/A
conclusions
about each
learning
outcome.
Includes
input from
adjunct
faculty.
Includes
input from
outside
consultant.
learning are
made based on
the available
assessment
results.
Program
recently
started or
too few
graduates to
suggest any
changes.
Actions to
Improve
Learning and
Assessment
A
comprehen
sive
understand
ing of the
program’s
assessment
plan and
suggestions
for
improveme
nt.
Clearly
stated
adjustment
s in
curriculum
as a result
of
assessment
data.
Description of
the action to
improve learning
or assessment is
specific and
relates directly to
faculty
conclusions
about areas for
improvement.
Description of
action includes a
timetable for
implementation
and identifies
who is
responsible for
action
Actions are
realistic, with a
good probability
of improving
learning or
assessment.
At least one
action to
improve learning
or improve
assessment is
identified.
Adjustments to
the assessment
plan are
proposed but not
clearly connected
to data
Minimal
discussion of the
effectiveness of
the assessment
plan; minimal
discussion of
changes, if
needed.
No actions
are taken to
improve
student
learning.
Actions
discussed
are not
connected to
data results
or analysis.
N/A
Program
recently
started or
too few
graduates to
suggest any
changes.
Additional Comments:
Do you think for EQS retention numbers we should include all three programs as a whole as well as
separate… if someone comes in thinking they are EQS but they end up EGS, that is not really a loss to
the program?? So if we asked Dr. Sturgis to work up the retention of the program as all Equestrian
programs together and then separately, that might help with the retention numbers?? And show where
some of the students are going? I am working with Dr. Strugis to create a way to show persistence
toward degree and this would show you the data year to year within cohort, and would show from
data, when students are dropping majors.
On the objectives, are you really only asking them to “Understand” and “Recognize” or would the
program prefer stronger skills on those objectives?
The proposed changes as articulated seem to be on target and designed to benefit both the assessment
process as well as student learning. Are program faculty able to pull reporting data on the TK20
portfolios?
Objective 4, only 1/5 students successfully met the benchmark on the portfolio? Is this due to selection
of the artifact and students not understanding what they need to put up there?
Who is going to articulate the assessment methods for objectives 5 & 6? It might be a good idea to have
a small meeting with the Business faculty who teach the classes required and identify an assignment
students are completing in those courses. Using the August assessment day might be a good time to
identify assignments for the upcoming year.
Well-documented and detailed report. Thank you.