Division of KHS - College of Education - Wayne State University

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Freshman Quest By Mr. Chris Nolan Freshmen Quest activities are designed for students to create a network of friends who share a unique, common experience to support each other throughout their college career. Each trip is lead by an upperclassman student. Chris Nolan, director of Campus Recreation, and Jovita Scrogin, assistant director, accompany the students on each trip. Additionally, one or two WSU “experts” join the groups as representatives from various departments such as the WSU Police Department, Counseling and Psychological Services, the Academic Success Center or the Department of Kinesiology. All camping, hiking and canoeing supplies are provided to the students. Each trip is designed to completely orient incoming freshmen to the college experience at WSU. The students utilize this experience to form relationships, meet faculty and staff from the university, get acquainted with university departments and services, and most importantly, have fun! Day time activities include water sports and hiking. Evenings culminate with in depth conversations around the campfire regarding study skills, team building, dealing with stress and a variety of other topics. The 2009 Freshmen Quest season has grown considerably since its inception in 2008; enrollment increased from 37 students in 2008 to 81 students in 2009. Critical improvements included on-site workshops for resume writing, internships and co-op programs. The program’s collaborative partnerships drew in students from the Department of Communication’s master’s level course in leadership, and mathematics tutoring and study sessions were also added. These program changes and operational enhancements were given high approval ratings based on course and trip evaluations. The future is very promising for Freshman Quest. The 2010 cohort of students consists of 112 incoming freshmen, reflecting a 38% increase in participation from 2009. In addition, faculty and staff from Computing Information & Technology, Chemistry, and Biology departments have joined this initiative. Program options incorporate two sections of hiking in Pinckney Recreation Area for a day and half. In summary, the Freshman Quest program gains interests and recognition year after year. The administrative staff is eager to expand and provide the most effective program to the WSU students. Student Spotlight in Sports Administration By Mr. Torrey Henry Torrey Henry was born and raised in Detroit by his mother, a single parent, and attended Detroit Public Schools. He graduated from Western International High School as the Salutatorian with a 3.90 G.P.A., and was a talented Varsity athlete in basketball, cross country, volleyball, and track & field. During his high school days, Torrey set a career goal to major in Sports Management in college. He formulated a strategic plan to achieve this goal and applied his instinctual fortitude. After earning a Bachelor of Science in Physical Education and a minor in Business from Grand Valley State University, he completed his studies at Wayne State University in the College of Education’s KHS Division by obtaining a Masters of Arts in Education with an emphasis in Sports Administration. Currently, Torrey is the Operations Manager with the Volunteers, Administrators & Coaches Training Program (VAC) in the college. His involvement with the VAC program began when he was in the 8 th grade, and has he progressed through the staff ranks as a member, youth coach, and camp instructor. As the Operations Manager, his duties include organizing sport camps, self esteem basketball camp instructor, overseeing after-school programming, and coordinating VAC certification workshops. Torrey states that working with urban youth is a honor and privilege. His understanding of their challenges is deep-rooted due to his own life experiences and upbringing. He finds this opportunity to give back very rewarding. Torrey finds inspiration and guidance by these two quotes: “Service is the rent we pay, for the space that we occupy”, and “A day without a smile is not worthwhile.” 6
Lifetime Fitness Activities By Ms. Judy Anderson The Division of Kinesiology, Health and Sport Studies offers a diverse and interesting selection of Lifetime Fitness Activities (LFA) courses designed to empower individuals to take charge of their health, quality of life, and recreational activities. We offer convenient class times and high quality instructors. Students have a variety of opportunities to learn valuable recreational and personal fitness skills such as swimming, fencing, racquet sports, oriental arts, team sports, rock climbing, and strength training. For students, it is an opportunity to begin a lifetime program of fitness and recreational activities that will serve them well now and in the future. In order to provide students with quality opportunities to learn skills and activities, many courses are offered at "beginning" as well as "continuing" levels. In many cases, courses may be taken more than once for credit. We offer the following courses both winter and fall semesters, with many of them also offered during spring/summer sessions: Aerobics (Cardio-Kickboxing, Sculpt, Stretch & Tone, Step & Tone and Step), Basketball, Billiards, Fencing, Golf, Personal Defense, Pilates, Rock Climbing, Swimming, Tae Kwon Do, Tai Chi Chuan, Tennis, Volleyball, Weight Training & Fitness, Yoga, and Zumba. Our facility equipment is new and improved. The aging weight room equipment was replaced in the fall 2009. All users of the facility, students, faculty and alumni, now have access to state-of-the-art Cybex equipment. The feedback from users has been very positive about the new equipment. The new equipment is durable and can sustain high levels of usage of the weight room. Physical Education as an Academic Subject Source: National Association for Sport and Physical Education. (2010). PHYSICAL EDUCATION IS AN ACADEMIC SUBJECT. Reston, VA: Author. Should PE be included in Title IV of ESEA as part of a well-rounded education? The American Alliance for Health, Physical Education, Recreation and Dance supports the concept. Unfortunately, the ever-increasing obesity crisis in America necessitates the inclusion of effective, well-funded physical education and health programs to help educate today's youth about the physical, emotional, and mental problems associated with poor health and inactivity. The original No Child Left Behind legislation of 2001 identified the following subject areas as “core academic subjects”: English, reading or language arts, math, science, foreign languages, civics and government, economics, arts, history, and geography. The exclusion of PE sent a strong message to state and local school boards and educational policy makers that the federal government viewed PE as a marginal subject. The limited time spent by students in PE over the past decade has complicated efforts to address the childhood obesity epidemic and other serious health problems faced by young people. The Department of Education’s proposed language for ESEA reauthorization addresses core academic subjects in Title IV, which is entitled “Academic Excellence in Core Academic Subjects.” Part A authorizes grants to support literacy and language arts efforts, Part B authorizes grants to support the teaching of science, technology, engineering, and mathematics, and Part C authorizes grants to support “Effective Teaching and Learning for a Well-Rounded Education.” Grants in Part C are to be used to support efforts to address “additional academic subjects,” which are defined as “the arts, foreign languages, civics and government, history, geography, environmental education, economics, and financial literacy, and such other subjects as may be identified by the Secretary.” Once again, PE has not been identified as an important subject. At the same time, the Department of Education has proposed eliminating separate funding for the Carol M. White Physical Education Program (PEP) which was $78 million this year. This is the only stream of federal funding uniquely devoted to improving the quality of PE. That funding has been consolidated with other funding streams in Title V of the draft legislation for ESEA re-authorization to create a new Department of Education initiative entitled “Safe, Successful, and Healthy Students.” This section of ESEA addresses PE as an optional learning support area, rather than an essential component of a well-rounded education. In today’s economic climate, few education agencies will have surplus financial and staffing resources to address optional or elective subjects. Failure to include PE among the academic subjects that are part of a well-rounded education will completely undermine the White House Task Force on Childhood Obesity’s recommendation to increase “the quality and frequency of sequential, age- and developmentally appropriate physical education for all students, taught by certified physical education teachers.” 7
Page 1 and 2: Honoring Retiring Faculty Division
Page 3 and 4: Learning Communities By Dr. Bo Shen
Page 5: Disability Sport Psychology By Dr.
Page 9 and 10: KHS Research Publications Scholarly
Page 11 and 12: Student Scholarships By Ms. Joyce K
Page 13 and 14: Student Research By Dr. Nate McCaug
Page 15 and 16: Graduate Assistants By Dr. Bo Shen

Division of KHS - College of Education - Wayne State University

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