Annual Assessment Report · I=Introduced R= Reinforced M=Mastered A=Assessed Course Obj.1 Obj.2...

Annual

Assessment

Report Equestrian General Studies

Equestrian Studies Division

Annual Assessment Report Program Profile

2014-2015 2015-2016

Majors (total, majors 1,2,3) 39 45

Minors

Leadership 3 6

Art 2 1

Therapy 16 14

Equine Media 4 4

EQ Studies 17 22

Full Time Faculty

Part Time Faculty

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.

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 Action Items

Action Item 2: Create an evaluation tool for use during student performance days to

rate student performance

Action steps: Review 2015 EQGS performance day activity

Develop evaluative tool

Train faculty evaluators to use the tool during 2016 student

performance days

Timeline January 2016

Faculty Responsible Jennie Petterson and Laura Ward

Evaluation A rubric was created and senior students planned and facilitated a

session for underclassman during student performance days.

Action Item 1: Establish an every other year rotation for assessing Equine General

Studies concentration objectives

Action steps: Review course enrollment for the last three academic years

Compare and then target courses for a rotational assessment

Timeline December 2015

Faculty Responsible Jennie Petterson and Laura Ward

Evaluation Rotation assessment schedule for concentrations has been

determined.

Program Objectives: All concentrations:

1. Understand the theories and processes for proper treatment of equine illnesses and general

management.

2. Understand dynamics of the equine industry

3. Utilize communication techniques in multiple facets of the equine industry.

4. Explain legal, ethical and industry issues in the specific riding disciplines.

EGS Equestrian Studies Concentration

5. Explain the relationship between historical and modern influences on the equine industry.

Equine Assisted Therapy Concentration

5. Develop teaching methodologies in various situations.

6. Evaluate the differences between an equine assisted therapy program and a traditional riding

program.

7. Identify principles of anatomy and physiology as they relate to the equine-assisted client.

8. Summarize qualities necessary for equine-assisted therapy success.

Equine Media

5. Explain best practices in print and production in equine media.

6. Summarize qualities necessary for the equine media industry.

Equine Leadership

5. Compare methods of leadership in business and industry settings.

Equine Art

5. Examine techniques and methods of design and application in a variety of art media

Program Objectives Matrix Areas that we have identified as courses to pull assessment information from (for 2015-16) but was

missing from the 14-15 report. Details for the course/objective and benchmarks will be determined

prior to the conclusion of the fall semester.

I=Introduced R= Reinforced M=Mastered A=Assessed

Course

Obj.1 Obj.2 Obj.3 Obj.4

BUS332 Business Communications R

EQU111 Intro to the Equine Industry I I I

EQU117 Theory of Performance Horse

Management

I I I

EQU221 Stable Management R-A R R R

EQU403 Senior Seminar M M M-A M

MIS125 Productivity Tools I

EQS330 Dressage Issues R R R M-A

EQS331 Hunter/Jumper Issues R R R M-A

EQS332 Saddle Seat Issues R R R M-A

EQS335 Western Issues R R R M-A

External Assessment A A A A

Equestrian Studies Concentration 5b

EQA320 Equine Event Management

M

EQS320 Origins of Modern Riding M-A

External Assessment A

Equine Assisted Therapy 5b 6b 7b 8b

EDU231 Exceptional Child

R R

EQU211 Survey Equine Assist Therapy M M M-A M-A

EQS212 Theory of Teaching Tech I I-A I I I

PED205 Intro to Anatomy/Physiology I I

EQS Teaching Tech II R R R R

EQU 201 Horse Management Practicum I Obj. 1 core

PED321 Kinesiology R R

EQU 403 EGS Senior Seminar M-A M-A

External Assessment A A A A

Equine Media 5c 6c

COM110 Beginning Media Writing

I I

COM150 Survey of Production Tech R R

COM315 Feature Writing & Magazine M M

COM330 Communication Law M

COM337 Interactive Web

Communication

M M

COM 224 Equine Production R-A R

EQU 403 EGS Senior Seminar M-A M-A

External Assessment A A

Equestrian Leadership

Concentration

5d

COM203 Interpersonal Communication -or- COM213 Gender Communications

R

COM215 Small Group Leadership R

COM334 Visionary Leadership M

COM337 Interactive Web

Communication

M

COM330 Communication Law R

EQU 403 EGS Senior Seminar M-A


Equine Art 5e

ART105 Basic Design

I

ART202 Fundamentals of Graphic Design R

Upper Level Drawing, Sculpture or

Photography

M

ART110 Drawing I R

ART208 Sculpture I R

ART256 Fundamentals of Photography R

EQU 403 EGS Senior Seminar M-A


EQS, EQA, EQU Electives 1 2 3 4

EQA305 Tech of Facility Management

R R R

EQS203 History of Breeds & Bloodlines I I

EQS205 Survey Saddle Seat Train

Methods

R R R

EQS212 Theory of Teaching Tech I I R I

EQS304 Theory Equine

Behavior/Training Methods

R R R

EQS306 Practical Equine Anatomy &

Conditioning

R R

EQS311 Tack Construction & Repair I

EQS328 Equine Evaluation R R R R

EQS404 Vet Med & Reproduction M M R M

EQS320 Origins of Modern Riding I

EQU211 Survey of Therapeutic Riding R R

EQU 201 Horse Management Practicum I R R R R

EQU391 Horse Management Practicum II M M R R

EQU405 Equine Business Practices M M

EQA320 Equine Event Management M R

External Assessment indicates the portfolio. The portfolio requires students to submit three artifacts

that demonstrate mastery of the objective as well as a written reflection. Students frequently select

artifacts as evidence of mastery from a variety of courses not identified as “Assessed” in the matrix. In

reality the artifacts and evidence presented by students in the portfolio represents a wide variety of

work at a mastery level from many of the courses listed in the assessment matrix above.

Assessment of Program Objectives

Objective 1 Understand the theories and processes for proper treatment of equine

illnesses and general management.

Methods EQGS Portfolio Rubric Objective #1

EQU 221 Stable Management Analysis

Benchmarks and

Results

EQGS Portfolio Rubric Objective #1—85% of graduating seniors earning

73% or above from both assessors for objective #1

FALL 15= 83% of students earned benchmark scores (15/18 students)

Stable Management Plan—85% of EQGS declared students enrolled in

Stable Management course score 73% or above on the stable management

plan assignment

FALL 15=93% earned benchmark scores (14/15 students)

SPRING 16=86.9% 20/23 earned 73% or above on the final stable

management project.

Remarks: Students continue to show success with the Stable

Management Plan but additional competencies could be utilized for this

major (tied to EQU 117 and EQU 118).

Portfolio artifacts are very strong when pulled from EQU 201 or EQU

391. Not all students are required or choose to take the Horse

Management Practicum sequence.

Data Collected

(course specific)

EQGS Portfolio—all graduating EQGS seniors fall/spring

Stable Management Analysis—EQU 221 student scores for fall and spring

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Senior Portfolio

EQU 221 Stable Management

Budget needs

related to the

objective?

none

Objective 2 Understand dynamics of the equine industry


Student Performance Days—performance task

Benchmarks and

Results



FALL 15= 83% earned benchmark scores (15/18 students)

EQGS Competency Test--EQGS juniors and seniors average 75%

accuracy on the competency test questions coded to objective #2

SPRING 16=88% (27 students) 119/135 possible answers were correct on

the EQGS competency questions coded to objective #2

Remarks: While EQGS students met benchmarks for this objective on the

competency test, EQA Jrs and Srs outperformed them on the very same

questions (92.5 % accuracy). It will be important to continue to track

discrepancies in performance on similar assessments for similar

objectives in the future.

Data Collected

(course specific)

EQGS Portfolio-all graduating EQGS seniors (fall and spring)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Competency questions—all EQGS juniors and senior completing the

exam

Budget needs

related to the

objective?

None-current faculty design, administer and score the exams

Objective 3 Utilize communication techniques in multiple facets of the equine

industry


Mentor Project EQU 403

Benchmarks and

Results




EQGS students earn 85% or above on the mentor project

FALL 15= 94% earned benchmarks scores (17/18 students)

Remarks: Student portfolios were strong with many high achieving

portfolios submitted by EQGS majors. Artifacts presented by students

represent a variety of coursework from required and elective courses in the

program. While this makes targeting specific artifacts for the report

difficult, it highlights the benefit of allowing flexibility in artifact

selection for portfolio purposes.

Data Collected

(course specific)

EQGS Portfolio and mentor project-all graduating EQGS seniors (fall and

spring)

Data Collected

(Assessment Day,

external tests,

NONE at this time, however the division is moving forward with plans to

enhance the assessments completed by EQGS

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 4 Analyze and justify legal, ethical, and industry issues in the specific riding disciplines


Rulebook Issues Assignment (from Dressage, Western, Saddle Seat and

Hunter Jumper Issues courses during the academic year)

Benchmarks and

Results




EQGS students enrolled in issues courses earned 85% or above on the

issues rulebook assignment

FALL 15=EQS 335 Western Issues Rulebook Artifact 86% earned

benchmark scores (13/15 students)

FALL 15 EQS 331 H/J Issues 83% earned benchmark scores (5/6

students)

SPRING 16=330 NO SPRING COURSE (LOW ENROLLMENT)

SPRING 16= EQS 332 Saddle Seat Issues 100% scored 73% or above

Remarks: Efforts were made to keep the selected assignments uniform

(in keeping with the recommendations on our annual assessment

review). This has helped to keep course content consistent between the

disciplines and allowed for a more straightforward comparison of

students achievement.

Data Collected

(course specific)


students enrolled in their respective issues course during the academic year

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

We administered a competency test with a set of questions coded to this

objective for the first time this academic year. While we did not report results,

we are using the information to develop a more comprehensive sophomore level

testing sequence to be used for student performance review days.

Budget needs

related to the

objective?

none

Objective 5 Equestrian

Studies

Concentration

Explain and relate historical and modern influences on the equine industry

Methods EQGS Portfolio Rubric Objective 5a

Origins of Modern Riding Paper

Benchmarks and

Results

EQGS Portfolio Rubric Objective #5a—85% of graduating seniors earning



Students earn 85% or above on the EQS 320 Origins of Modern Riding

Unit 1 Quiz

FALL 15=100% of students earned benchmark scores (10/10)

Students earn 85% or above on the EQS 320 Origins of Modern Riding

Reading Guide and Quiz 7

FALL 15= 70% earned benchmark scores (7/10)

Remarks: Although the quizzes address the objective, they are just one

form of assessment and from a single course. The 16-17 EQGS proficiency exam will include a more comprehensive sequence for both

sophomores and upper classman.

Data Collected

(course specific)


Declared EQGS students enrolled in Origins of Modern Riding during the academic year

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Assessment day testing/interviewing will be added to the 16-17 school year.

Budget needs

related to the

objective?

None at this time

Objective 5b Equine Assisted

Therapy

Concentration

Develop and practice applied riding teaching methodologies

Methods EQGS Portfolio Rubric Objective 5b

Teaching Philosophy Project EQS 212

Benchmarks and

Results

EQGS Portfolio Rubric Objective 5b—85% of graduating seniors earning

73% or above from both assessors for objective #5b


EQS 212 Theory of Teaching-Teaching Philosophy project—85% of

declared EQGS students earn 73% or above


SPRING 16=100% earned benchmark scores (25/25 students)

Remarks: Changes in curriculum will allow for artifacts from their

applicable teaching techniques II course during the next academic year.

Data Collected

(course specific)


Students enrolled in Teaching Methods I during the academic year

Data Collected

(Assessment Day,

external tests,

New assessment testing day sequence will include objective specific questions.

Senior

Achievement)

Budget needs

related to the

objective?

None at this time.

Objective 6b

Equine Assisted

Therapy

Concentration

Evaluate and explain the differences between an equine assisted therapy

program and a traditional riding program.


Business Model Worksheet EQU 403

Benchmarks and

Results


73% or above from both assessors for objective 6b


Business Model Worksheet—85% of EQGS/EAT students earn 85% or

above on the assignment


Remarks: The business model worksheet allows students to select a

business that is directly related to their concentration. EAT concentrations submitted outstanding portfolios this fall.

Data Collected

(course specific)


Declared EQGS/EAT majors enrolled in EQU 403 during the academic year

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

The new proposed interview sequence for EQGS students will further enhance

student evidence of mastery.

Budget needs

related to the

objective?

None at this time

Objective 7b

Equine Assisted Therapy

Concentration

Recognize and identify principles of anatomy and physiology as it relates

to the equine assisted rider


EQU 211 I am Rider/Instructor/Therapist artifact

Benchmarks and

Results




EQU 211 Assignment—85% of students enrolled in the course earn 73%

or above on the designated assignment


Remarks: Small classe sizes make data collection difficult. Students

generated a variety of exemplary artifacts from courses required in the

concentration to address this objective.

Data Collected

(course specific)


Students enrolled in Survey of Equine Assisted Therapies during the

academic year

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 8b Equine Assisted

Therapy

Concentration

Summarize qualities necessary for equine assisted therapy success


EQU 403--Professional Collaboration Project

EQU 211 Test #2

Benchmarks and

Results




Professional Collaboration Project—85% of students earn 85% or above

on the assignment


EQU Test #2 85% of students earn 73% or better on the test questions that

correspond to objective 8b


Remarks: 15-16 portfolios were extremely strong with well above

average artifacts representing this objective. Students were able to clearly articulate what they had learned as it relates to the objective.

Data Collected

(course specific)

EQGS Portfolio and professional collaboration project-all graduating

EQGS seniors (fall and spring)

EQU 211 Students (spring only)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 5C

Equine Media Concentration

Utilize best practices in print and production in equine media

Methods EQGS Portfolio Rubric Objective 5c

EQU 403 Self-Promotion Assignment

COM 224 Equine Production Training Demo Assignment

Benchmarks and

Results

EQGS Portfolio Rubric Objective 5c—85% of graduating seniors earning

85% or above from both assessors for objective 5c

FALL 15=0% (0/1 student earned benchmark scores—1 yes, 1 no)

Self-Promotion Assignment—85% of students earn 85% or above on the

self-promotion assignment

FALL 15= 100% earned benchmark scores (1/1)

Training Demo-85% of students earn scores of 70% or better on the

selected assignment

SPRING 16= 100% of students earned benchmark scores on the training demo assignment

Remarks: The equine production class has added to the program in

many ways. Students have the opportunity to produce training, sales

and demonstration videos that put them in a very favorable position in the industry.

Data Collected

(course specific)

EQGS Portfolio and self-promotion assignment-all graduating EQGS

seniors (fall and spring) COM 224 students

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 6C

Equine Media

Concentration

Summarize and predict qualities necessary in the equine media industry

Methods EQGS Portfolio Rubric Objective 6c

EQU 403 Business Model Worksheet

Benchmarks and

Results

EQGS Portfolio Rubric Objective 6c—85% of graduating seniors earning

73% or above from both assessors for objective 6c

FALL 15= 100% earned benchmark scores (1/1 student)

Business Model worksheet—85% of students earn 85% or above on the

assignment


Remarks: Low portfolio numbers have limited faculty exposure to

student selected artifacts. Students have pulled evidence from other coursework, but targeted assignments outside of the EQ courses have

not been used because of the size of this concentration.

Data Collected

(course specific)

EQGS Portfolio and Business Model assignment-all graduating EQGS seniors (fall and spring)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

This will be added to the revised student performance review days.

Budget needs

related to the

objective?

none

Objective 5D Compare methods of leadership in business and industry settings

Equine Leadership

Concentration

Methods EQGS Portfolio Rubric Objective 5d EQU 403 Pitfalls Project

Benchmarks and

Results

EQGS Portfolio Rubric Objective 5d—85% of graduating senior earning

73% or above from both assessors for objective 5d

FALL 15= 100% met benchmark (1/1 student)

SPRING 16=

EQU 403 Pitfalls Project—85% of students earn 85% or above on the

assignment

FALL 15=94% earned benchmarks scores (17/18 students)

Remarks: Low portfolio numbers have limited faculty exposure to

student selected artifacts. Students have pulled evidence from other coursework, but targeted assignments outside of the EQ courses have

not been used because of the size of this concentration.

Data Collected

(course specific)

EQGS Portfolio and Pitfalls project-all graduating EQGS seniors (fall and

spring)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)


Budget needs

related to the

objective?

none

Objective 5E

Equine Art Concentration

Explore techniques and methods of design and application in a variety of

art media

Methods EQGS Portfolio Rubric Objective 5e

EQU 403 Self-Promotion Project

Benchmarks and

Results

EQGS Portfolio Rubric Objective 5e—85% of graduating seniors earning

85% or above from both assessors for objective 5e

NO ART PORTFOLIOS TO ASSESS

Self-Promotion Assignment—85% of students earn 85% or above on the

self-promotion assignment

NO ART CONCENTRATIONS TO ASSESS

Remarks: Low enrollment in this particular concentration has made data collection challenging.

Data Collected

(course specific)

EQGS Portfolio and Pitfalls project-all graduating EQGS seniors (fall and

spring)

Students enrolled in COM course (to be identified)

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)


Budget needs

related to the

objective?

none

Attached Rubrics/Assignment:

Portfolio Rubric

Self-Promotion Rubric

Pitfalls Project Rubric

Business Model Worksheet

Mentor Project Rubric

Collaboration Project Rubric

Skills inventory

15-16 Competency Test

Analysis of Assessment: While the equestrian division finds room for improvement, we were extremely pleased with the data

collected and more importantly the increasing quality of the student portfolios. In general the EQGS

portfolios have lagged behind both EQS and EQA. This year EQGS students submitted some of the

strongest portfolios the assessors have scored. Review of low enrollment concentrations is a high

priority for the 16-17 year, with 3 years of solid assessments in the major to help guide decision

making.

(HLC 4B1).

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Assessment data is collected from identified courses, student performance days and in the form of

student selected portfolio artifacts. As our population of students has changed from those who have

dropped the EQS major and needed to change in order to graduate in a timely manner, to students who

have clearly identified career plans related to one of the concentrations, the portfolio has become a

much more impressive assessment tool. Artifacts selected by students come from a wide variety of

courses (many from elective courses) that demonstrate a strong ability to link coursework to program

objectives and career goals. This has been extremely satisfying for the equestrian faculty. We are

excited to move our portfolios into the new assessment system adopted by the university.

Program Changes Based on Assessment: The equestrian faculty have worked diligently to design a complimentary “proficiency” exam sequence

for the EQGS and EQA majors. The absence of this sophomore level sequence has made both EQA and

EQGS appear to lack rigor in comparison to the EQS major. Multiple years of portfolio data and

assessment day measure indicate a consistent drop in proficiency until students hit their capstone

course. Our EQA and EQGS majors might be just ramping up for their capstone when our EQS

students have been pushed hard as sophomores. We will pilot the proficiency exam sequence (written,

interview, and sophomore preliminary portfolio) during the 16-17 academic year. After reviewing the

past three years of assessment data, we will redesign the portfolio during the summer of 2016 with

consistency in mind. Two out of the three required artifacts will be required (identified as portfolio

artifacts in the course) to allow for more rigorous assignment preparation throughout the students

program of study as well as more consistency in the composition of the portfolio. The redesign was not

possible until we were able to identify the courses and artifacts that students were self-selecting.

Program faculty are working to align their identified portfolio coursework with the scoring rubrics for

the portfolio.

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.

(HLC 4B1)

Program Activities: Student Performance Day Activities (Assessment Day): EQA, EQS, and EQGS students participate fully in student performance day activities. The proficiency exam is completed by testing EQS students as well as all EQS declared or intended students. EQA and EQGS students complete the incoming test and skill survey that is used both in this report and for comparison with incoming student scores to determine valued added by the program. EQGS seniors facilitated a group task with underclassman that required them to demonstrate mastery of the core EQGS objectives through teaching and discussion with their peers. EQA and EQS seniors facilitated a freshman and transfer discussion group that provided information and insight into the practical coursework in both the EQA and EQS programs. This is the first year that upper classman were involved in facilitation of freshman performance day activities.

Senior Achievement Day Presentations:

EQGS seniors presented at Senior Achievement Day December 3rd. The event was held in the Ivy Room and was set up as a LEAD event. The presenters selected their own projects and were evaluated for presentation technique and project quality by EQS faculty.

Service Learning Activities: The equestrian program offers a variety of informal service learning opportunities for students. We

sponsor a Missouri School for the Deaf partnership that brings MSD students who are members of a

club to the stables to learn more about taking care of horses. This group meets on campus at least once

a month and while sponsored by a faculty member is facilitated with the help of students. Students also

have the opportunity to assist with local 4H and FFA clubs, events and competitions throughout the

academic year.

Program Sponsored LEAD Events:

Equestrian faculty sponsor a number of LEAD events each academic year (18+ equestrian related) and

assist with many more.

History of the Polish Arabian Horse - We will be showing an in depth video covering the historical

development of the modern Polish Arabian Horse. From its origins in the Middle East, through two

World Wars, political and historical upheavals, to bring us to the influential bloodlines that we have both in the World and the United States today. Jean Kraus & Laura Ward (3/15/16)

Social Media Survival Skills for Equestrians - Presentation and discussion on the world of social

media and the unique situations it generates for today's equestrians. Social media literacy, intent and

credibility will be explored with WWU Social Media Strategist - Scott Miniea and EQS Assistant

Professor - Laura Ward & Scott Miniea (3/24/16)

Smith Lilly presented on January 29th to discuss the Saddle Seat training style and industry issues

and history. Mr. Lilly and his wife Alexandra were on campus doing a clinic for the Saddle Seat

students January 29 and 30th. (Sarah Track)

Hunter/Jumper Derby October 2015 (Michele Smith)

Event Management Horse Show 2016 (Michele Smith) Jeff Cook Clinic 2016 (Michele Smith) Spring Horse Show 2016 (Michele Smith) Nov. 14-15, WWU Completely Relaxed Fall Schooling Dressage Show (Dressage Club—Karen Pautz) Feb. 11, Logic, the Structure of Reason (Critical Thinking Community) Karen Pautz Feb. 29, Life Lessons for Everyone (Critical Thinking Community) Karen Pautz Mar. 19-20, WWU Completely Relaxed Spring Schooling Dressage Show (Dressage Club—Karen Pautz) April 16-17, William Woods Spring Dressage Show (Dressage Club—Karen Pautz)

Western Club Fall Horse Show - Join us for our annual Western Club Fall Horse Show in the UPHA

arena. The show is open to the public and will feature western, hunt and saddle seat classes. You must

attend for 1 hour in order to receive LEAD credit. (Petterson)

Resumania Review Workshop - Come join WWU faculty and staff for a one-on-one resume review. In a

15-minute session, you will receive tips and advice to make your resume one that won't be passed over.

Please bring a printed copy of your current resume to the event. (Petterson/Dittmer)

Equestrian Senior Achievement Presentations - Join EQS, EQGS and EQA seminar students as they

present their senior projects. This event requires completion of a reflection form for LEAD credit.

Please bring a pen/pencil to fill out the form. (Petterson)

Competitive Judging 101 - Have you ever wondered what it takes to be on a competitive judging team?

Try your hand at judging a group of live horses and then attempt to give a set of oral reasons. The event

will be run by the WWU Judging Team and coaches and delivery of a short set of reason (using your

notes) is required for LEAD credit. (Petterson)

Student Accomplishments:

EQUESTRIAN STUDENTS:

St. Louis Charity Horse Show 2015: Joey Neuman and “The Kingmaker” were Open English Pleasure

Champions. Betsy Krutek and “Reaganite” were both third in the qualifier and championship of the

Amateur Park division.

Central States Fall Benefit Horse Show 2015: Amanda Tucker and Ro & Me’s Kiss and Tell Champion

Three-Gaited Amateur Park. Taylor Boyer and “I’m a Skywatcher” Grand Champion Three-Gaited

Amateur Park.

American Royal Horse Show 2015: Amanda Tucker and “Gypsies, Tramps and Thieves” win both

Missouri/Kansas 5-Gaited amateur classes. Betsy Krutek and “Reaganite” was Reserve Grand

Champions in the Missouri/Kansas Park class and Taylor Boyer was third in the same class with “I’m A

Skywatcher”. Joey Neuman and “The Kingmaker” were Reserve Grand Champions in the

Missouri/Kansas Three-Gaited Pleasure Championship.

Bridlespur Kick-Off Horse Show 2016: Joey Neuman and “Steelin’ A Dream” were champions in the

Amateur Park class and then came in a close reserve in the grand championship to Betsy Krutek and

“Reaganite”. Amanda Isoda and “Callaway’s Never Wanted More” were Grand Champions in the Open

English Pleasure Championship. Shelby Scanlan was Reserve Grand Champion in the Open English

Pleasure Championship riding “RGT Major Tom”. Shelby was also the champion in the Arabian English

Pleasure class with “RGT Major Tom”.

10 students to the Irish Fox "A" Show St. Louis, Mo. - everyone was in the ribbons with 2 Champions, 10 First Place ribbons, 4 2nd place ribbons and 8 3rds and . 5 students to Encore "A" Show, Germantown, TN, everyone in the ribbons. 1 Championship, 2 reserve champions, 7 1sts, 8 2nds, 4 thirds. U.S. National Champion Judging Team (Tulsa, Oklahoma)

2015 Pinto World Championship top tens and Reserve World Championships (students Patti Finch-

Lonestars Zipsational, Josey Metoxen-Balido KA and Grace Routh-WV Kyss of Fame).

Faculty Accomplishments:

Sarah Track granted a 3 year contract Jean Kraus appointed to the Arabian Horse Association Judge and Steward Steering Committee Jennie Petterson—Reserve World Champion 2015 Pinto World Championships

Alumni (Recent Graduates) Accomplishments (past year graduating class):

EQGS students participated in a graduate survey that gave valuable insight into the program and was

used to develop a 3 year self-study. Students are attending graduate school and are working at:

Callaway County YMCA

Walt Disney

Warm Springs Ranch

Dot Foods

Just Cruisin Equestrian Center

Equine Medical Services

William Woods University

Miller, Bales & Cunningham P. C.

Annual Assessment Evaluation

Assessment

Component

Assessment Reflects Best

Practices

Assessment Meets the

Expectations of the

University

Assessment Needs

Development

Assessment is

Inadequate

Learning

Objectives

Detailed, measurable

program learning

objectives

Objectives are shared with

students and faculty

Measurable program

learning objectives.

Learning objectives are

available to students.

Program learning

objectives are identified

and are generally

measurable

Program learning

objectives are not clear

or measurable

Assessment

Measures

Multiple measures are

used to assess a student-

learning objectives.

Rubrics or guides are used

for the measures.

All measurements are

clearly described.

External evaluation of

student learning included.

Assessment measures relate

to program learning

objectives.

Various measures are used

to assess student learning.

Measures chosen provide

useful information about

student learning.

Assessment focuses on

class content only.

Minimal description of

how the assessment

relates to the objective.

Minimal assessment

measures established.

Assessment measures

not connected to

objectives.

Assessment measures

are not clear.

No assessment

measures are

established.

Assessment

Results

All objectives are assessed

annually, or a rotation

schedule is provided.

Data are collected and

analyzed to show learning

over time.

Standards for performance

and gaps in student

learning are clearly

identified.

Most objectives assessed

annually.

Data collected and analyzed

showing an annual snapshot

of student learning.

Data are used to highlight

gaps in student learning.

Some data from non-course

based content.

Data collected for at

least one program

objective.

Data collection is

incomplete.

Gaps in student

learning not identified.

Lacking external data to

support course data.

Learning objectives are

not routinely assessed.

Routine data is not

collected.

No discussion on gaps

in student learning.

No use of external data

to support student

learning.

Assessment data not

yet collected.

Faculty

Analysis and

Conclusions

Data is shared that

incorporates multiple

faculty from the program.

Discussions on data results

incorporate multiple

faculty.

Opportunities for adjunct

faculty to participate.

Includes input from

external sources when

possible .

Multiple program faculty

receive assessment results.

Assessment results are

discussed

Specific conclusions about

student learning are made

based on the available

assessment results.

Minimal faculty input

about results is sought

Data not used to

determine success or

not to the objective.

Minimal conclusions

made.

Faculty input is not

sought.

Conclusions about

student learning are not

identified.

N/A Program recently

started or too few

graduates to suggest

any changes.

Actions to

Improve

Learning and

Assessment

All assessment methods,

timetable for assessing, and

evaluating the

effectiveness modifications

are included.

Changes to assessment are

inclusive of multiple

faculty.

More than one change to

assessment is proposed,

timetable for assessment,

and evaluating the change is

provided.

Changes to assessment

measures is highlighted.

At least one change to

improve learning or

assessment is

identified.

The proposed action(s)

relates to faculty

conclusions about areas

for improvement.

Lacking actions to

improve student

learning.

Actions discussed lack

supportive data.

Lacking discussion of

the effectiveness of the

assessment plan

Program: Equine General Studies

Additional Comments:

I think with the new assessment system software we will be able to show student learning in a more

visual way and with less narration that clogs up the picture.

In Objective 3, what is the mentor project data and what is the part for the portfolio or is the mentor

project one of the components on the portfolio? I see that the benchmark is 85% but not sure if the data

is for the mentor project or the portfolio component??

On Objective 5, It looks like 2 groups of students did not meet the benchmark? Am I reading it right?

When were changes made to the curriculum in the Assisted Therapy concentration, I noticed that the

fall 15 score was really low from the benchmark and did not know if there was a plan or how the

program was addressing the scores.

Noticing the number of concentrations and that some of them are holding stead a handful of students;

is the program looking at modifying the types/number of concentrations offered.

Description of changes is

detailed and and linked to

assessment results.

Changes are realistic, with a

good probability of

improving learning or

assessment.

Adjustments to the

assessment are

proposed but not

clearly connected to

data

Annual Assessment Report · I=Introduced R= Reinforced M=Mastered A=Assessed Course Obj.1 Obj.2...

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