TEACHING

PORTFOLIO

Angela Lumpkin

Table of Contents

Reflective Statement on Teaching ...................................................................................................1

Teaching Responsibilities ................................................................................................................3

Teaching Methods and Strategies ....................................................................................................5

Enhancing Teaching Effectiveness ..................................................................................................9

Products of Good Teaching ...........................................................................................................14

Appendixes

Appendix A—Courses Taught ..............................................................................................16

Appendix B—Introduction to Sport Management Syllabus .................................................18

Appendix C—History and Foundations of Physical Education, Exercise Science, and

Sport Studies Syllabus ..............................................................................................30

Appendix D—Ethics in Sport Industry Syllabus ..................................................................38

Appendix E—Unsolicited Comments from Students about my Teaching ...........................43

Appendix F—Students’ Evaluations of my Teaching ..........................................................56

Appendix G—Teaching Publications ...................................................................................60

Appendix H—Recent Teaching Presentations......................................................................65

Appendix I—Grants Associated with Teaching ..................................................................69

Reflective Statement on Teaching

Student learning is my primary focus. My goal in this student-centered approach is to

facilitate a creative and engaging journey with students to attain a deeper understanding and

application of course content. Four questions guide my preparation for and leadership in this

quest. First, what do my students know? Second, what do my students want to know? Third,

what can I do to help my students attain their goals? Fourth, how can I facilitate the learning

process?

What do my students know? Given the heterogeneity of college students, it is challenging,

but important, to determine what knowledge, skills, and attitudes students bring to my classes.

By learning every student’s name, including in large classes, and engaging everyone in class

discussions, I seek to establish a comfortable climate for the intellectual exchange of diverse

ideas and perspectives. I am dedicated to helping students connect course content to their

existing knowledge and personal experiences as they construct and apply new knowledge.

Throughout each of my classes, I ask introductory, content specific, application-based, and

review questions to challenge students to think critically and use what they are learning in

addressing real world issues.

What do my students want to know? Since I teach required courses, it is important to

understand what motivates my students. If students perceive that information presented and

discussed is relevant in their careers and lives, they are more eager to learn. If more actively

engaged, they will learn more and enjoy the learning process. Maybe most significantly, students

want a caring and competent teacher who knows them by name, respects and trusts them, and

helps them along their educational journeys. Demonstrating that I care and am competent in

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helping students achieve their individual goals is a welcome challenge and integral to my

commitment to teaching and learning.

What can I do to help my students attain their goals? To help students gain knowledge

and learn applications, I encourage them to ask questions to stimulate their interest and

engagement. Each class is organized to ensure clear, sequential presentations, using a variety of

instructional strategies and approaches. I encourage dialogue in whole-class and small-group

formats to facilitate critical thinking by involving every student. I challenge students to think

critically, reflect on what they are learning and how it is relevant to them, and collaborate with

each other in the learning process.

How can I facilitate the learning process? In every class I demonstrate my personal

enthusiasm for the content, thereby helping students realize the importance of, excitement for,

and lifelong process of learning. By engaging students through questions, one-on-one and group

interactions, instructional technology resources, and practical application scenarios, my goal is to

guide students in appreciating the diversity of knowledge, experiences, and perspectives of their

classmates. Since repetition helps facilitate learning, I use a variety of assessments, such as

quizzes, review questions, and group projects, to ensure students are monitoring their learning

and demonstrating progress in achieving learning outcomes. Feedback from students enables me

to reflect upon and continually improve my instructional approaches as well as help ensure the

relevancy, meaningfulness, and application of their learning.

My teaching is enriched by a personal commitment to lifelong learning. I am dedicated to

and excited by the opportunity to expand my knowledge and expertise through the numerous

books, research articles, and other professional works that I read and utilize to ensure course

content is current, engaging, and relevant.

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Teaching to me is an ethical profession, so I seek always to model integrity and civility in

class sessions, one-on-one interactions, and informal conversations that are characterized by

respect for and fairness toward everyone. I have an awesome responsibility and opportunity to

impact lives and play a small role in shaping their futures. I try to organize and manage the best

possible learning environments and foster student-centered class cultures. I believe students

respond positively to high standards and learn optimally through intellectually challenging

experiences, so these characterize my classes. I want students to see the importance of reflection

and have a willingness to consider perspectives that challenge prior thinking. I care deeply about

helping my students learn and achieve their goals.

Teaching Responsibilities

For 14 years (1974-1988) I was a faculty member at the University of North Carolina at

Chapel Hill (UNC-CH). My teaching assignments included undergraduate and graduate courses

in the History of Physical Education, Teaching Methods in Basketball, Teaching Methods in

Softball, Teaching Methods in Badminton, Teaching Methods in Archery, and Personal Health.

In addition, I developed and taught undergraduate courses in Coaching Sports, History of

American Sports (honors class), and American Women in Sport and graduate courses in Social

Issues in Sport and Organizational and Personnel Management. While the content was revised

each time a course was taught, extensive planning and research were required to develop five

new courses. (Appendix A lists all courses I have taught.)

During the seven years (1988-1995) I served as Head of the Department of Physical

Education at North Carolina State University (NC State), I taught one or two classes per semester

(except for the first semester and the 1991-1992 academic year while I was an American Council

on Education Fellow). These courses included Sport Management and several physical activity

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courses. In addition, the Department of History asked me to teach its History of American Sports

course. Each course was newly developed, or, if taught multiple times, revised and enhanced

each time. During my year (1995-1996) in the Department of Parks, Recreation and Tourism

Management, I taught a graduate course in the Theories of Sport and Fitness Management and

undergraduate courses in Sport Management and History of American Sport.

At State University of West Georgia, while serving as Dean of the College of Education,

I taught History and Philosophy of Physical Education, Introduction to Physical Education, an

honors course in History of American Sport, and Ethics in Educational Leadership. During the

spring semester of 2001, while a full-time faculty member, I taught Curriculum and Instruction:

Middle/Secondary School Physical Education, Internship Seminar, and Supervision of Student

Interns. The last five three courses listed were newly designed.

While serving as Dean of the College of Education at the University of Kansas, I was

asked to teach Introduction to Leadership Studies for the Department of Communication Studies.

Each fall semester except the first, I taught History and Foundations of Physical Education using

my book, which is one of the leading texts in this area. The greatest challenge of this latter class

has been the large enrollment of nearly 100 students each semester.

During the 2005-2006 academic year, I enjoyed the opportunity to serve as the

Distinguished Visiting Professor in the Department of Physical Education at the United States

Military Academy (USMA) at West Point. In the fall semester, I taught Fitness Leader I (two

sections, each for half of a semester). Cadets were challenged through personalized projects,

such as diet analysis and behavior change plans, as they learned knowledge and skills for

enhancing their personal fitness. In the spring semester, I initiated a new course in Sport Ethics.

(The Army officer who team-taught this course with me offered this course to cadets after my

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year at West Point.) In addition, I volunteered to join other faculty in teaching cadets in the

Professional Military Ethic Education program. This program focused on instilling in cadets the

Army values with a special emphasis on character, honor, and respect. I also had the privilege to

serve as Chair of Curriculum Review Committee, which examined the department’s curriculum,

made extensive recommendations for enhancement in the required physical program for all

cadets, and recommended the establishment of the first major in the department.

As a faculty member in the Department of Health, Sport, and Exercise Sciences at the

University of Kansas, I teach in the sport management area. During 2006-2007, in addition to

teaching History and Foundations of Physical Education to prospective majors in the

department’s undergraduate programs, I designed and taught Administration of Health, Physical

Education, and Sport Studies. For the fall semester of 2007, I designed and taught new

undergraduate courses in Introduction to Sport Management and Sport Finance and Economics.

In the spring and fall semesters of 2008, I designed and taught Sport Marketing and Ethics in the

Sport Industry respectively for graduate students. Sample course syllabi are included in the

appendices for Introduction to Sport Management (Appendix B), History and Foundations of

Physical Education (Appendix C), and Ethics in the Sport Industry (Appendix D).

Teaching Methods and Strategies

Planning

In designing each course, I outline the course to ensure comprehensive and sequential

coverage of the content based on the latest and best knowledge available in the literature. Course

syllabi describe student learning outcomes that will be achieved when the content is presented

effectively and students participate actively in the learning process. These learning outcomes

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measure knowledge and skills learned, assist in the learning process, or are used to assess

students’ abilities to apply the content mastered.

I revise each class every time it is taught by updating information and incorporating

relevant research relative to content and instructional methodology. This ensures students are

provided with up-to-date data, strategies, and information. Planning each course helps me

balance time allocations and progression of skills and knowledge. Helping each student achieve

the learning outcomes is achieved using various technologies, activities, and instructional

approaches.

I often begin classes with review questions to reinforce key concepts and to provide

continuity with content presented. Sometimes I used a written (but ungraded) series of questions

using a Check for Understanding to assess learning and review and emphasize key points as the

answers are discussed. I deliver information using various technologies, such as through

PowerPoint slides, Web resources, and videos, as well as through lectures, questioning

approaches, and small group discussions. Because I know every student by name, an informal

and personal class atmosphere develops. My encouragement of student participation facilitates a

willingness to ask and answer questions and share their perspectives. A typical lecture class

includes most of the following:

• Opportunities for students to ask questions about any material previously presented or from

the day’s assigned readings.

• Review questions that may include teacher review or student review of the major points of

the material from the previous class; sometimes a written Check for Understanding is used to

accomplish this goal; the correct answers to these questions are discussed.

• Brief objectives regarding what will be discussed during that class.

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• Presentation of new information using PowerPoint slides, videos, or other media with

extensive use of examples to clarify content.

• Frequent questions to and from students.

• Group activities in which partners or small groups are given challenges related to the new

information presented to discuss.

• Sharing of information from groups with the entire class.

• Three “take home” points to retain from that day’s class often are elicited from students.

Enthusiastic and Knowledgeable

Regardless of the course taught, I believe my enthusiasm for the content contributes

significantly to students’ involvement in learning. I enjoy teaching and have been told by

hundreds of students that my excitement about the subject has been infectious, thus enhancing

their learning. For example, my overall rating from over 300 students in 7 different courses at

NC State for enthusiasm was 4.78 out of a possible 5.00. Student evaluations have consistently

rated me high on knowledge of the subject matter, which I think indicates to them that I value the

course content. At West Georgia, all of my students rated me high on presentation skills,

organization skills, and dynamism/enthusiasm. Appendix E provides several unsolicited

comments about my teaching effectiveness. Appendix F includes composites of student

evaluations at UNC-CH, NC State, West Georgia, USMA, and Kansas.

Feedback

Another important strategy utilized is always to return students’ exams and written

assignments the next class after they were submitted. Students often remark about how much

they appreciate this immediate feedback and especially the constructive comments written on

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each assignment. Class time is spent reviewing exams to ensure that students understand the

answers to questions they answered incorrectly.

Advising

Helping students outside the formal classroom setting has always given me great

satisfaction. I enjoy assisting students one-on-one to help them learn more about difficult content

material or career planning. As a professor, I believe that it is part of my responsibility to serve

students. Numerous students have commented verbally and through written comments on interim

and final course evaluations about how much they appreciated my willingness to provide advice

and one-on-one instruction. Another illustration of my relationship with students is the number

of students who ask me to write recommendations for them. Students often comment that they

feel like I know them better than other professors because I know they names and have

developed positive relationships with them.

While at UNC-CH I served as the academic adviser for hundreds of undergraduate

students. In my first years there, I annually helped 20-25 physical education majors plan their

academic programs and advised them about career options. During the academic years of 1983-

1988, I advised most of the 50-75 physical education majors in the non-teaching track. My last

year at UNC-CH, I served as an adviser in the College of Arts and Sciences. In this capacity, I

advised over 50 physical education majors and over 100 political science majors to ensure that

all graduation requirements were completed. At KU, I advise and mentor graduate and

undergraduate students in sport management.

Another rewarding advising role has been serving as chair or a member of master’s thesis

committees. At UNC-CH I advised over two dozen students in this process and helped facilitate

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their scholarly development. First time at KU, I have the opportunity to serve as an adviser and

mentor for doctoral students.

Enhancing Teaching Effectiveness

Conferences and Workshops

I attend numerous professional conferences and workshops annually to improve my

content knowledge and instructional techniques for enhancing my teaching. For example, in

1994 I attended the University of North Carolina (system) Conference on Enriching and

Evaluating Teaching that focused on strategies for improving teaching on each campus, proper

use of student and peer evaluations, and teaching portfolios. In 1993, I presented three sessions at

the National Conference on Basic Instruction in Physical Education in addition to attending

several other sessions. While a Distinguished Visiting Professor at the United Stated Military

Academy, I was asked to share my expertise through five professional development workshops

for faculty in the Department of Physical Education. In 2007, I was selected to participate in the

KU Course Redesign Colloquium conducted by Instructional Support and Development. This

three-day workshop focused on using technologies and other instructional strategies to enhance

student learning. In 2010, I was selected to participate in the Faculty Seminar sponsored by the

Center for Teaching Excellence in which I joined with colleagues from other departments in

discussions about teaching. My culminating project for the Faculty Seminar was development of

an online portfolio and poster describing the instructional innovations made in HSES 289

Introduction to Sport Management. The link to the course portfolio can be viewed at

http://www.cte.ku.edu/gallery/visibleknowledge/lumpkin/

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I borrowed two instructional improvements from Richard Light’s (Harvard University)

presentations at NC State in 1992. I occasionally have used the two-minute questions (“What

have you learned in class today”? and “What concepts introduced in class today still are unclear

to you”?) at the end of classes to enhance learning. These anonymous responses tell me what

information has been presented effectively as well as what content needed to be reviewed. I start

the following class by discussing these unclear concepts. A second instructional aid learned from

Dr. Light and reinforced in a seminar presented by colleagues from another department at NC

State focused on the use of mid-semester evaluations. In these evaluations, I ask students to tell

me what I am doing effectively, or not so effectively, and what I can do to improve the course to

enhance their learning. After reviewing these, I summarize the anonymous comments, share

these with my class, and make any suggested changes deemed appropriate. Each semester I use

an anonymous, online mid-semester feedback approach to solicit students’ suggestions about

what they liked or disliked about the course thus far. Again, comments are summarized, shared

with students, and any appropriate adjustments made.

Evaluations

As Director of the Physical Education Activities Program at UNC-CH and Department

Head at NC State, I evaluated hundreds of physical education classes and garnered many

teaching tips for helping students learn. Through these observations and the discussions that

followed each evaluation, I have refined my class organizational and presentational abilities.

Writing Textbooks and Developing Books of Readings

Writing textbooks has improved my teaching as well as contributed to the profession. In

the absence of a book for my undergraduate history and principles of physical education course,

I wrote Introduction to Physical Education, Exercise Science, and Sport Studies, published by

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McGraw-Hill. The fact that this textbook is now in its eighth edition is a testament to its

relevance for professors and students. At a professional meeting in 1999, for example, three

colleagues praised an earlier edition of this book and commented on how effective it was in

courses they taught. In the spring semester of 2006, I used the third edition of my book Sport

Ethics — Applications for Fair Play (published by McGraw-Hill) in an elective course taken by

cadets. I currently use Modern Sports Ethics: A Reference Handbook in my Ethics in the Sport

Industry course.

MBA Degree

My Master of Business Administration degree assisted me in developing the graduate

management course at UNC-CH, teaching a sport management course at NC State, and teaching

in the sport management program at Kansas. I have incorporated knowledge from

organizational behavior, accounting, economics, strategic planning, marketing, negotiations, and

business law classes into several courses I taught. Attending administrative conferences and

gaining experiences as a Program Director, Department Head, and Dean at two universities have

helped me assist students learn how to apply management theory and content.

Publications on Teaching

In addition to the textbooks previously described, I have other books and articles

associated with teaching the enhancement of teaching (see Appendix G for a complete list of

these). For two years, I served on the editorial board and wrote articles for “Emphasis: Teaching

and Learning,” a NC State newsletter focusing on teaching. I am currently involved with the KU

Center for Teaching Excellence (CTE) as an ambassador. I have presented at and participated in

numerous sessions presented by CTE.

Presentations on Teaching

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I have delivered over 75 presentations on teaching (the most recent of these are listed in

Appendix H) at state, regional, and national professional workshops and conferences. These

have varied from instructional sessions for public school teachers to presentations including

empirical data. Others, like those dealing with the status and future of basic instruction

programs in physical education, have been theoretically based.

Grants

Working with the NC State Humanities Extension Program, I raised $10,000 in corporate

support to establish the Physical Education Public School Outreach Program — Healthful

Living through Physical Education. This program, initiated in January, 1995, provided teacher

workshops and classes for public school students on health and fitness topics. In 1995, a

colleagues and I received a $5,000 grant to develop a program at Daniels Middle School

modeled after the successful Challenge and Champions program, a collaborative endeavor

between the Department of Physical Education and Department of Curriculum and Instruction.

This summer program targeted youth with learning disorders and behavioral problems by

combining cognitive and activity sessions that taught physical fitness, self-esteem, study skills,

computer literacy, learning progressions, and social skills.

As the chair of the West Georgia P-16 Council sub-committee on Purpose Five, I led the

discussion and served as co-author of the grant proposal on behalf of the Council on the co-

reform of teacher education. This proposal was funded for $200,000 by the state of Georgia; the

Council for Basic Education and American Association of Colleges for Teacher Education

awarded an additional $24,000 for the initiatives described in this proposal.

Working with a colleague in the Department of Middle Grades and Secondary Education,

we designed and implemented an innovative certification-only program for provisionally

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certified teachers employed by the DeKalb County School System assisted by $10,000 grants

from the Georgia Professional Standards Commission in 1997-1998 and 1998-1999. Our goal

was to create an alternative certification model program built upon collaboration between a

school district and college of education that would facilitate the successful entry into the teaching

profession of qualified people in critical fields through a collaborative, holistic approach to

traditional teacher preparation.

Based on the quality of our teacher education programs and our commitment to the

infusion of technology throughout our curricula, in 1998 I led our College in receiving $308,250

from the Georgia Department of Education to establish an Educational Technology Training

Center. The vision of this Center was to integrate technology into student-centered classrooms

and to prepare teachers and administrators to use technology to empower learning opportunities

in schools.

To enhance our College’s development of a proposal for an innovative Ed.D. program in

School Improvement, I received a $5,000 grant from the University System of Georgia. This

funding enabled our College to invite five external reviewers to campus so that they could

provide helpful critiques on the design of this proposal. The Board of Regents granted degree

authority to offer this doctorate beginning in 2000.

During 1999-2000, I received two grants from the University System of Georgia’s Title II

grant. One was for $10,000 for each of two years for an initiative on Impacting Student

Learning. The other was for $8,000 for each of two years for continuing the work of the

Standards-based Teacher Education Project.

Working with colleagues at West Georgia, in 2000, we received $530,793 from the

Goizueta Foundation to establish and support a Developmental and Diagnostic Reading Clinic.

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This highly successful clinic has enabled undergraduate and graduate students to work with

children to improve their reading skills.

In 2003, I conceptualized and led the writing team as the principal investigator for the

proposal that was funded for $1.9 million over five years by the United States Department of

Education for an alternative route to certification program. This Partnership in Education, which

is being implemented by the teacher education faculty at the University of Kansas and the

Kansas City, Kansas, Public Schools, enables individuals changing careers to become teachers in

math and science in an urban, high-need school system.

Products of Good Teaching

While at UNC-CH, on several occasions students nominated me for an Outstanding

Teaching Award and for an endowed professorship in undergraduate teaching. At NC State, one

departmental colleague observed me for the semester teach racquetball to improve her teaching

of this activity and two others attended my sport management course to help them prepare to

teach this course. I have been invited to serve as a guest lecturer in colleagues’ classes at each

institution where I have taught. In 2002, I was invited to present the keynote address to the

faculty of the Department of Physical Education at the United States Military Academy at West

Point, which focused on “Traits of the Inspirational Teacher and Inspired Students.” I was

invited to present a Distinguished Lecture at the Centennial Celebration of the University of

Maine at Presque Isle in 2003. Entitled “From Bloomers to the Digital Age ...Reflections on the

Remarkable History of Physical Education in Higher Education,” this lecture traced the history

of the teaching of physical education in colleges. In 2005, I was invited to deliver the prestigious

Hawley Lecture at Drake University. The topic of this presentation was “Title IX—Equity in

Athletics.” In 2007, I was invited to deliver one of the lectures in the Ethics across the

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Curriculum series at Missouri State University. My presentation was on “Is Sport Ethics an

Oxymoron.” Also in 2007, I have been invited to present the 2nd Annual Robert Grace Sport

Administration Lecture at Castleton State University in Vermont in 2008; my topic was “Values-

Based Leadership and Ethics in Sport.” Also in 2008, I delivered an “invited public lecture at the

St. Louis Science Festival on “Is It Fair? Using Science to Build the Perfect Athlete.”

I was selected as the 2008-2009 Gene A Budig Teaching Professor in the School of

Education. This competitive honor is based on letters of supports from students and colleagues.

As a part of this professorship, I delivered the Budig Lecture in the School of Education on the

topic of “The Ethical Conundrum of Intercollegiate Athletics.” In addition, I conducted two

teaching workshops for faculty and graduate students in the School of Education. These sessions

have focused on the McKeachie's Teaching tips: Strategies, Research, and Theory for College

and University Teachers and Ken Bain’s What the Best College Teachers Do. I have been one of

six finalists in 2008 and 2011 for the Del Shankel Teaching Excellence Award awarded by

student-athletes. In 2011, I received the Joyce Elaine Morgan Pauls Teaching Award in the

Department of Health, Sport, and Exercise Sciences.

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Appendix A

Courses Taught at the University of North Carolina at Chapel Hill • American Women in Sport • History of Physical Education (graduate) • History and Principles of Physical Education • Personal Health • Organizational and Personnel Issues (graduate) • Racquetball • Social Issues in Sport (graduate) • Sport in American Society • Teaching Methods in Archery • Teaching Methods in Badminton • Teaching Methods in Basketball • Teaching Methods in Softball • Tennis Courses Taught at North Carolina State University • Archery • Badminton • Basketball • Bowling • Health and Fitness • History of American Sport • Tennis • Racquetball • Sport Management • Theories of Sport and Fitness Management (graduate) Courses Taught at State University of West Georgia • Curriculum and Instruction: Middle/Secondary School Physical Education • Ethics of Educational Leadership (graduate) • History and Philosophy of Physical Education • History of American Sport • Internship Seminar • Introduction to Physical Education • Supervision of Student Interns (graduate) Courses Taught at the United States Military Academy • Fitness Leader I • Sport Ethics

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Courses Taught at the University of Kansas • Introduction to Leadership Studies • History and Foundations of Physical Education (including online) • Administration of Health, Physical Education, and Sport Studies • Introduction to Sport Management (including online) • Sport Finance and Economics • Sport Marketing (graduate) • Ethics in the Sport Industry (graduate)

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Appendix B

HSES 289 Introduction to Sport Management

Professor: Dr. Angela Lumpkin Office: 146B Robinson Telephone: 864-0778 E-mail: alumpkin@ku.edu Office Hours: Tuesdays and Thursdays 8:30-10:45 am; Tuesdays 2:00-4:00 pm; also by

appointment Course Objectives 1. Students through an exploration of the fundamental content areas within sport management

will make a reasoned, knowledgeable choice about whether sport management is an appropriate career path.

2. Students will identify careers of interest to them, investigate the chosen careers, and demonstrate through written assignments their knowledge about and understanding of how to advance in the chosen careers.

3. Students will be able to explain the principles of leadership and management as applied in sport settings.

4. Students will be able to describe, analyze, and apply the principles and issues in sport ethics, personnel management, financial management, sport law, facility and event management, strategic planning, and sport marketing.

Required Readings Instead of a textbook, students are required to complete assigned readings. Each reading is available via Blackboard. You also can access each journal article by typing in the journal title using e-journals on the library web site and finding the specific issue using a database. Course Requirements 1. Punctuality and class attendance are required in this course. Please be respectful by being on

time for each class. If you are sick, it is your responsibility to tell the professor; no doctor’s notes are required. For every unexcused absence over two classes, your final grade will be lowered one third of a letter grade (i.e., A- to B+ or B+ to B). If you miss six or more classes, you will receive an F in this course.

2. Reading assignments — Each assigned reading should be completed prior to the class in which it will be discussed to enable you to participate in discussions about the content of each reading. To encourage you to be prepared for class discussions, you are expected to complete an online quiz on Blackboard for each topical area. There are 8 quizzes, each worth up to 10 points. These quizzes count only 60 points in the final grade, so any total points you earn over 60 points count as bonus points. These quizzes will disappear from Blackboard at 11 am on the dates listed below, so you will no longer be able to access these quizzes. Should you get locked out of a quiz prior to this deadline, please send me an email message so you can be provided access to the quiz.

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Topical Areas Deadlines for Completing Online Quizzes Leadership 11 am on Februar1 1 Management 11 am on February 3 Sport ethics 11 am on February 15 Personnel management 11 am on February 24 Sport marketing 11 am on March 17 Financial management and economics 11 am on April 19 Sport law and risk management 11 am on May 5 Facility and event planning and management 11 am on May 12

3. Written assignments — Four papers (for a total of 300 points) To assist in locating articles for these assignments Lea Currie in the University Libraries has developed a library guide for this course at http://guides.lib.ku.edu/HSES289. Below are the task descriptions and grading rubrics for each. Written assignment #1 (60 points) (Due on February 17) Task Description: Each student will identify a specific career aspiration within sport management, conduct an interview of a professional in the selected career (this person cannot be a student or an intern), and write a three- to four-page report of what you learned in this interview. These interviews can be conducted in person, by telephone, or electronically through email. When you submit this paper, attach a copy of the following grading rubric to the front along with your name on that page.

Grading Rubric for Written Assignment #1

Exemplary Performance Proficient Performance Marginal Performance Description of the

Career and Responsibilities of

the Person Interviewed (10

points)

The paper clearly and explicitly describes the position and responsibilities of the person interviewed.

The paper provides a general description of the responsibilities of the person interviewed.

The paper provides only a brief overview of the responsibilities of the person interviewed.

Knowledge and Understanding of

their Career Preparation and Development

(20 points)

The paper provides specific information about and several examples of the prerequisite preparation and lifelong career development of the person interviewed that shows an understanding of what is required to be successful in this career.

The paper provides some information and at least one example of the preparation and career development of the person interviewed that shows some understanding of what is required to be successful in this career.

The paper provides limited information and no examples of the preparation and career development of the person interviewed, thus showing a limited understanding of what is required to be successful in this career.

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Written assignment #2 (60 points) (Due on March 17) Task Description: Each student will submit a three- to four-page research paper that describes in detail the roles and responsibilities of an individual in the position you eventually would like to have. If you wish to change to a different career choice from that of the person interviewed, you are free to do this for the future written assignments. This research paper must be based on reading a minimum of five articles from scholarly or sport-related journals (not from newspapers); plus you must read at least five career sketches provided on Blackboard or sport managers’ career profiles available online. Online resources, other than online journal articles, may be used, but these must be in addition to the articles from scholarly or sport-related journals. Each resources used must be cited at the end of your paper using this format: for a book: Author. (date). Title. City, State: Publisher; for a journal article: Author. (date). Title. Journal, Vol., page numbers; for an online citation other than an article in an electronic journal: provide the title of the item; author, if provided; the URL; for each career sketch: name of person; current position; and URL if appropriate. When you submit this paper, attach a copy of the following grading rubric to the front along with your name on that page.

Grading Rubric for Written Assignment #2 Exemplary Performance Proficient Performance Marginal Performance

Description of the Selected

Professional Position (10 points)

The paper describes in a comprehensive and detailed manner the responsibilities of a professional in the selected position.

The paper provides a general description of the responsibilities of a professional in the selected position.

The paper shows a lack of perspective about the responsibilities of a professional in the selected position.

Knowledge and Understanding

about the Selected Professional

Position

The paper shows an in-depth and comprehensive knowledge about and understanding of the scope and significance of

The paper shows a general knowledge about and some understanding of the scope and significance

The paper provides limited evidence of research into and knowledge about the scope and significance

Critical Thinking about and Inquiry into the Career of

the Person Interviewed (20 points)

The paper demonstrates clear evidence of having asked good inquiry questions, analyzed the responses, and made personal application of the information learned.

The paper demonstrates some evidence and analysis of responses to the questions asked; limited personal application of the information learned is included.

The paper uses a question-response format in reporting on the interview. No analysis of the responses or personal application of the information received is included.

Organization and Communication

(10 points)

The paper is clearly organized in a logical and sequential manner and communicates effectively through proper language, grammar, and style.

The paper is mostly well-organized and includes minimal language, grammar and style mistakes that indicating insufficient editing and clarity.

The paper is poorly organized, lack editing, and includes numerous language, grammar, and style mistakes making communication less than effective.

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(20 points) the responsibilities of a professional in the selected position.

of the responsibilities of a professional in the selected position.

of the responsibilities of a professional in the selected position.

Critical Thinking and

Inquiry about the Selected

Professional Position

(20 points)

The paper demonstrates critical thinking and detailed analysis into the scope and significance of the responsibilities of a professional in the selected position.

The paper demonstrates some critical thinking and analysis into the scope and significance of the responsibilities of a professional in the selected position.

The paper shows only a superficial inquiry into and analysis into the scope and significance of the responsibilities of a professional in the selected position.

Organization and Communication

(10 points)

The paper is clearly organized in a logical and sequential manner and communicates effectively through proper language, grammar, and style.

The paper provides good information and organization overall but could use additional editing for clarity; there are some language, grammar, and style mistakes.

The paper is difficult to follow, shows considerable lack of editing, includes numerous language, grammar, and style mistakes, and fails to communicate clearly.

Written assignment #3 (60 points) (Due on April 14) Task Description: Each student will write a three- or four-page research paper based on information from at least ten sources of information of the student’s choice but no more than five can be obtained electronically) about the interim positions or steps for advancing in or toward the selected career; plus, you must read at least five career sketches provided on Blackboard or sport managers’ career profiles available online. Use these formats for citations: for a book: Author. (date). Title. City, State: Publisher; for a journal article: Author. (date). Title. Journal, Vol., page numbers; for an online citation other than an article in an electronic journal: provide the title of the item; author, if provided; as well as the URL; for each career sketch: name of person; current position; and URL if appropriate. When you submit this paper, attach a copy of the following grading rubric to the front along with your name on that page.

Grading Rubric for Written Assignment #3 Exemplary Performance Proficient Performance Marginal Performance

Description of the Sequential Jobs and

Responsibilities Needed to Prepare

for the Selected Career (10 points)

The paper describes in a comprehensive manner the variety of jobs and responsibilities in a sequential career path leading to the selected career.

The paper provides general information about the jobs and responsibilities of a sequential career path leading to the selected career.

The paper fails to describe the prerequisite positions and duties of individuals seeking to advance in the selected career.

Knowledge and Understanding

about the Sequential Jobs and Responsibilities to

Prepare for the

The paper shows an in-depth and a comprehensive knowledge about and understanding of the sequential jobs and

The paper shows a general knowledge about and some understanding of the sequential jobs and responsibilities of

The paper provides limited evidence of research into and knowledge about the sequential jobs and responsibilities of

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Selected Career (20 points)

responsibilities of individuals seeking to advance toward the selected career.

individuals seeking to advance toward the selected career.

individuals seeking to advance toward the selected career.

Critical Thinking and

Inquiry about the Sequential Jobs and Responsibilities to

Prepare for the Selected Career

(20 points)

The paper demonstrates critical thinking and detailed analysis about the sequential jobs and responsibilities of individuals seeking to advance toward the selected career.

The paper demonstrates some critical thinking and analysis about the sequential jobs and responsibilities of individuals seeking to advance toward the selected career.

The paper shows only a superficial inquiry into and analysis of the sequential jobs and responsibilities of individuals seeking to advance toward the selected career.

Organization and Communication

(10 points)

The paper is clearly organized in a logical and sequential manner and communicates effectively through proper language, grammar, and style.

The paper provides some good information and is generally organized and effectively presented, although some editing is needed for clarity; contains some language, grammar and style mistakes.

The paper is difficult to follow, fails to effectively inform the reader, requires more editing, and includes numerous language, grammar, and style mistakes making communication less than effective.

Written assignment #4 (60 points) (Due on May 5) Task Description: Each student will write a three- or four-page reflective paper that makes personal application of what you have learned and how your thinking about and conceptualization of what it takes to be successful in the chosen position have expanded. Do not cut and paste sentences from your previous papers in making your points. This reflective paper should demonstrate critical and thoughtful consideration of what you learned from your interview, research into a potential career, and possible interim steps needed to advance into the chosen career. When you submit this paper, attach a copy of the following grading rubric to the front along with your name on that page.

Grading Rubric for Written Assignment #4 Exemplary Performance Proficient Performance Marginal Performance

Reflection Showing Knowledge and Understanding

(15 points)

The paper shows an in-depth and comprehensive reflection about what has been learned and what it takes to prepare to succeed in the selected career.

The paper shows some reflection about what has been learned and some understanding about what it takes to prepare to succeed in the selected career.

The paper provides limited evidence of what has been learned and what it takes to prepare for and succeed in the selected career.

Reflection Showing Critical Thinking

and Inquiry

(15 points)

The paper demonstrates reflective critical thinking and analysis of what has been learned and how to progress and succeed in the selected

The paper demonstrates some reflective critical thinking and analysis of what has been learned and how to progress and succeed in the selected

The paper shows superficial learning about what it takes to progress and succeed in the selected career.

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career. career. Reflection on

Personal Application of What Has Been

Learned (20 points)

The paper describes definite and extensive personal application of what has been learned and how this could help shape career decisions and actions.

The paper makes some personal application of what has been learned and how this knowledge potentially could help shape career decisions and actions.

The paper fails to make specific personal application of what has been learned.

Organization and Communication

(10 points)

The paper is clearly organized in a logical and sequential manner and communicates effectively through proper language, grammar, and style.

The paper provides some information and is generally organized although some editing is needed; there are some language, grammar and style mistakes.

The paper is difficult to follow, lacks sufficient editing, and includes numerous language, grammar, and style mistakes resulting in less than effective communication.

4. Group project — Self-select into groups of three or four. There can be no groups of two or

none of five or larger. If you do not join and work with a group, you will receive an F in this course. Meet as a group and select one of the projects listed below: • Option 1 — Sport Ethics: Conduct an ethical analysis of the conduct of players, coaches,

and fans at any two youth, high school, and intercollegiate competitions (total of six games/events) in any sports of your choice. As a group, attend each of the competitions and identify a minimum of one ethical and/or unethical action at each game/event on the part of players, coaches, and/or fans. Following each competition, interview at least one individual other than a member of your group to determine whether this person agrees or disagrees with your categorization of the identified action as ethical or unethical. Using any two ethical theories, such as consequential or non-consequential, as a framework, analyze the actions you selected on the part of these groups.

• Option 2 — Personnel Management: Interview as a group two individuals, each from a different institution or organization, who hold different types of management positions in college athletics (other than at KU), professional sports, or fitness, health or sport clubs. Each of these persons should have management responsibility for other employees. Describe and compare the scope of their responsibilities relative to personnel management, such as hiring, supervision, and evaluation. Describe the key issues associated with all aspects of managing personnel for these two individuals and their organizations.

• Option 3 — Marketing Plan: Meet with the head coach (other than in football or basketball) of a high school team or the manager of a fitness, health, or sport club (other than at KU) to learn specific information about the team or organization. Develop a marketing plan for this sport or organization. In this plan, provide specific strategies for increasing attendance (for a team) or memberships (for a club) and how these should be implemented. Be sure to describe the anticipated outcomes or goals to be achieved through the implementation of this marketing plan.

• Option 4 — Financial Management: Meet as a group with athletic directors at two high

24

schools or two colleges (other than at KU) to obtain and discuss each institution’s athletic program budget. In your analysis, describe the similarities and differences of their budgets. Provide copies of the overall budgets along with the specific budgets for at least three teams per institution and discuss why each budgetary item is included at the budgeted amount.

• Option 5 —Risk Management: Conduct as a group a safety and risk management analysis of a sport facility or venue (other than at KU) in comparison to national and/or industry standards. In this analysis, describe at least three examples of effective risk management and at least three examples of problems or safety issues in this sport facility. For the safety issues, describe how you recommend addressing these problems.

• Option 6 — Sport Facility Management: Meet as a group with the sport facility manager for a college athletic program (other than at KU) or professional sport team. Based on what you learned, develop a detailed plan for managing this facility. Be sure to describe in your report the personnel, anticipated revenues and expenses, and risk management activities along with other important aspects of sport facility management the person interviewed recommended.

• Option 7 — Sporting Event Management: Meet as a group with the sporting event manager for a college athletic program (other than at KU) or professional sport team. Based on what you learned, develop a detailed plan for all aspects of managing a specific sporting event. Be sure to describe personnel, anticipated revenues and expenses, and risk management activities along with other aspects of sporting event management the person interviewed recommended.

• Option 8 — A group can choose to design a project other than options 1-7 associated with some aspect of sport management. The group must develop a one-page prospectus (by February 3) that describes exactly what is planned, the scope of the planned work, and the anticipated outcomes of the project. Members of the group must discuss the prospectus with the professor to receive prior approval to proceed with the planning.

Each group must submit (electronically via email) by February 22 the members of the group, the option chosen, and a bibliography with a minimum of ten resources (individuals to be interviewed can be included in this list) to be used for this group project. Assigned readings can be used in the group project but cannot be included in this minimum of ten resources to be used. If you changed resources after working on your group project, this is fine as long as your final group project includes at least ten resources used. Use these formats for citations. Book: Author. (date). Title. City, State: Publisher; for a journal article: Author. (date). Title. Journal, Vol., page numbers; for an online citation other than an article in an electronic journal: provide the title of the item; author, if provided; as well as the URL. There are examples on Blackboard of past group projects. One paper copy of the group project (which counts 100 points) must be submitted (typed and double-spaced) and not included in a binder during class on April 7. Each person is expected to contribute approximately the same to the completion of the group project so he or she can receive the same grade as long as there is not a significant disparity in the contributions of each group member. If there is a problem within a group relative to lack of participation or other issues, please bring this to the attention of the professor immediately. If a group member does not contribute his or her share, the professor reserves the right to lower this student’s grade. The grading rubric for the group project is as follows:

25

90 – 100 points

• Group members, option selected, and a minimum of ten resources submitted by February 22

• Final group project includes all of the specified components and meets the requirements for the chosen project as listed in syllabus (or in the approved group-designed project)

• Analysis is thorough and insightful showing a clear understanding of content • Is written in a clear and understandable manner appropriate for college-level

writing with few or no grammatical or spelling errors 80 - 89 points

• Group members, option selected, and less than ten resources submitted by February 22

• Final group project includes most but not all of the requirements for the chosen project as listed in syllabus (or in the approved group-designed project)

• Analysis provides a general description showing a broad understanding • Lacks clarity in the presentation of the information and contains several

grammatical and spelling errors 70 – 79 points

• Group members, option selected, and less than five resources submitted after February 22

• Final group project includes a brief overview with limited explanation of the importance of what is presented

• Analysis of information is difficult to follow, lacks clarity, and contains numerous grammatical or spelling errors

0 - 69 points

• Group failed to inform professor of group members and option selected; no resources were submitted by the deadline of February 22

• Final group project includes limited information indicating minimal understanding

• Provides mostly copies of information collected with limited analysis • The extensive grammatical or spelling errors show a failure to edit the report

5. Examinations — Each examination will count 100 points. The final examination will be

comprehensive. Examinations may have both objective and subjective questions; the format for each exam will be announced in advance.

Grading: The grading scale is based on a total of 700 points (grades are not curved): A = 651-700 points B- = 560-580 points D+ = 469-489 points A- = 630-650 points C+ = 539-559 points D = 441-468 points B+ = 609-629 points C = 511-538 points D- = 420-440 points B = 581-608 points C- = 490-510 points F = below 419 points

Additional Information 1. You are not required to go the KU Writing Center at least once during the semester to get

help with your writing on your papers, although you are encouraged to go there for assistance as often as you choose. To verify that you went, use your cell phone and take a picture of you with the person who helped you and send this picture to me via email (alumpkin@ku.edu). If your cell phone cannot be used to take pictures, send me an email message with an attached copy (pdf or Word) of the draft of the paper you got assistance with at the Writing Center. If it is verified that you go to the Writing Center, this can substitute for one absence in the class.

26

2. Please place your name tent on your desk each class so the professor can more easily learn your name.

3. No wearing of caps is allowed class. Please remove (not just turn it backwards) caps during class.

4. Cell phones and pagers must be turned off during class. No instant messaging is permitted during class. If you are using or even holding your cell phone during class, it will be taken from you (and returned after class). Computers are permitted as long as they are used to facilitate your learning.

5. Please do not sit in the same seat during each class. Please do not sit beside the same classmates on a regular basis. In many classes, you will be asked to work with other students, so sitting in various seats will automatically change those with whom you work.

6. This class will be organized to combine lectures using PowerPoint slides as an outline, class discussions, small group work during class, written assignments, and a group project.

7. Students are expected to adhere to the highest standards of academic honesty, with academic integrity a requirement of this class. All student work must be completed individually, unless specified otherwise. Plagiarism occurs when a student uses or purchases papers or reports written by someone else, including downloading from the Internet. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. Any time you quote from another person, you must give credit to this person by providing a complete citation for the source from which you quoted. If plagiarism or another act of academic dishonesty occurs, such as cheating on an examination, you will receive an F in this course.

8. If you have an identified disability, please talk with the professor privately about any needed accommodations.

Course Outline

Date Topics Assigned Readings Due Dates for Assignments

January 25

Course overview

January 27

Leadership theories; Leadership model of values, people, and teamwork

• Staudohar, P. D. (2006). So you want to be a sports agent. Labor Law Journal, 57(4), 246-256.

• Buhler, P. M. (1988). What kind of leader are you, anyway? SuperVision, 49(10), 3-5.

• Spears, L. C. (2004). Practicing servant-leadership. Leader to Leader, 34, 7-11.

February 1

Leadership styles; Four frames of organizations

• Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90.

• Bolman, L. G., & Deal, T. E. (1991). Leadership and management effectiveness: A multi-frame, multi-sector analysis. Human Resource Management, 30(4), 509-534.

Leadership quiz

27

February

3

Management functions and styles; Competencies of sport managers

• Katz, N. (2001). Sports teams as a model for workplace teams: Lessons and liabilities. The Academy of Management Executive, 15(3), 56-67.

• Whisenant, W. A., & Pedersen, P. M. (2004). The influence of managerial activities on the success of intercollegiate athletic directors. American Business Review, 22(1), 21-26.

Management quiz

February 8

Sport ethics principles

• Lumpkin, A. (2008). Teaching values through youth and adolescent sports. Strategies: A Journal for Physical and Sport Educators, 21(4), 19-23.

February 10

Moral reasoning in sport

• Dixon, N. (2007). Trash talking, respect for opponents and good competition. Sport Ethics and Philosophy, 1(1), 96-106.

February 15

Application of ethical decision making in sport management

• Sauser, W. I., Jr. (2005). Ethics in business: Answering the call. Journal of Business Ethics, 58(4), 345-357.

Sport ethics quiz Bring a typed draft of paper #1 to class

February 17

Principles of human resource management

• Terborg, J. R., & Burton, R. (2002). Making business a game. Marketing Management, 11(5), 40-45.

Paper #1 due

February 22

Motivation theories

• Ulrich, D. O., & Parkhouse, B. L. (1979). The application of motivation theory in management to the sport arena. Quest, 31(2), 302-311.

Plan for group project due

February 24

Developing human resources; Time management; Stress management

• Wolfe, R., Wright, P. W., & Smart, D. L. (2006). Radical HRM innovation and competitive advantage: The Moneyball story. Human Resource Management, 45(1), 111-126.

• Stanley, T. L. (2004). The most valuable commodity in the world. The American Salesman, 49(4), 13-18.

Personnel management quiz

March 1 Examination #1

March 3 Marketing principles

• Dick, R., & Sack, A. L. (2003). NBA marketing directors’ perceptions of effective marketing techniques: A longitudinal perspective. International Sports Journal, 7(1), 88-99.

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March 8 Market research and applications

• Lee, J. W., Miloch, K. S., Kraft, P., & Tatum, L. (2008). Building the brand: A case study of Troy University. Sport Marketing Quarterly, 17, 178-182.

March 10 Advertising; Sponsorships

• Maxwell, H., & Lough, N. (2009). Signage vs. no signage: an analysis of sponsorship recognition in women's college basketball. Sport Marketing Quarterly, 18, 188-198.

March 15 Marketing and promotions

• Boyd, T. C., & Krehbiel, T. C. (2006). An analysis of the effects of specific promotion types on attendance at Major League Baseball games. Mid-American Journal of Business, 21(2), 21-31.

Bring a typed draft of paper #2 to class

March 17 Public relations and media relations

• Burton, R. (2003). Olympic Games host city marketing: An exploration of expectations and outcomes. Sport Marketing Quarterly, 12(1), 37-47.

Marketing quiz Paper #2 due

March 29 • Class will not meet due to professor attending a professional conference; students are provided time to work on their group projects or visit the Writing Center.

March 31 • Class will not meet due to professor attending a professional conference; students are provided time to work on their group projects or visit the Writing Center.

April 5 Strategic planning

• Karadakis, K., Kaplanidou, K., & Karlis, G. (2010). Event leveraging of mega sport events: A SWOT analysis approach. International Journal of Event and Festival Management, 1, 170-185.

April 7 Accounting fundamentals

• Knight Commission on Intercollegiate Athletics (2009). College sports 101: A primer on money, athletics, and higher education in the 21st century, pp. 1-25.

Group project due

April 12 Financial management principles

• Fulks, D. L. (2010). Revenues and expenses 2004-2009, NCAA Division I intercollegiate athletics programs report, pp. 7-15 only.

Bring a typed draft of paper #3 to class

April 14 Economic principles

• Roy, D. P. (2008). Impact of new minor league baseball stadiums on game attendance. Sport Marketing Quarterly, 17, 146-153.

Paper #3 due

April 19 Applications of economics to professional sports

• Siegfried, J., & Zimbalist, A. (2000). The economics of sports facilities and their communities. The Journal of Economic Perspectives, 14(3), 95-114.

Financial management and economics quiz

29

April 21 Examination #2

April 26 Sport law principles

• Harrison, J. L., & Harrison, C. C. (2009). The law and economics of the NCAA’s claim to monopsony rights. Antitrust Bulletin, 54, 923-949.

April 28 Sport law principles

• Masteralexis, L. P. (2010). American Needle v. National Football League and the future of collective licensing agreements in sport. Sport Marketing Quarterly, 19, 166-169.

May 3 Title IX and athletics

• Lumpkin, A. Title IX and financing intercollegiate athletics

Bring a typed draft of paper #4 to class

May 5 Risk management

• Misinec, M. (2005). When the game ends, the pandemonium begins: University liability for field-rushing injuries. Sports Lawyers Journal, 12(1), 181-219. (read only the first 15 pages since the remaining pages are endnotes)

Sport law and risk management quiz Paper #4 due

May 10 Facility planning and management

• Sawyer, T. H. (2006). Financing facilities 101. Journal of Physical Education, Recreation and Dance, 77(4), 23-28.

May 12 Event planning and management

• Wolf, R. (2005). Quarterbacking the Super Bowl. Security Management, 49(9), 102-109.

Facility and event planning and management quiz

May 18 Final Examination 10:30 am -1:00 pm

30

Appendix C

HSES 244 History and Foundations of Physical Education

Professor: Dr. Angela Lumpkin Office: 146B Robinson Telephone: 785-864-0778 E-mail: alumpkin@ku.edu Office Hours: 8:30 am – 10 am Mondays, Tuesdays, Wednesdays, and Thursdays; also

by appointment Course Description The study of the history, foundational concepts, and current principles of physical education, exercise science, and sport programs Course Objectives 1. Students will identify the purpose and objectives of physical education, exercise science, and

sport programs and be able to explain the meaning and importance of each. 2. Students will learn about the foundational concepts of the exercise and sport sciences. 3. Students will begin to understand the duties and responsibilities of a professional physical

educator, exercise scientist, or sport educator. 4. Students will formulate a personal philosophy of physical education, exercise science, or

sport based on an understanding of fundamental philosophical theories. 5. Students will investigate possible careers in physical education, exercise science, and sport

and participate in activities to help prepare for a chosen career. 6. Students will learn about the heritage of physical activity programs from the ancient Greeks

to the present time through an investigation of people, programs, and events. 7. Students will examine the legacy of the historical occurrences of physical education, exercise

science, and sport as these have influenced and shaped existing programs. 8. Students will analyze current issues and trends in physical education, exercise science, and

sport. Required Textbook Lumpkin, A. (2011). Introduction to physical education, exercise science, and sport studies (8th ed.). Boston: McGraw-Hill. Course Requirements 1. Class attendance and punctuality are expected in this pre-professional course. For every

absence over one class (unless excused by the professor), your final grade will be lowered one portion of a letter grade (i.e., A- to B+ or B+ to B). If you choose to attend only half of any class, this will count as half of an unexcused absence. If you miss more than three classes, you will receive an F in this course. Please be respectful of your classmates and professor by being on time for each class.

2. Write (must be typed) a personal philosophy (around one single-spaced page) regarding your chosen career that includes what you believe are the important values for professionals in this

31

field and how your personal values align with these (see pages 122-124 for examples of personal philosophies, although these do not have to be used as models). This paper must be submitted during class on June 14. A total of 50 points can be earned through this assignment. This paper will be graded using the following rubric with the potential number of points: (41 - 50) • Includes a detailed description of the values important in your chosen field.

• Explains how your personal values are aligned with the values in the chosen field. • Is clearly written at a level expected for an undergraduate student.

(20 - 40) • Includes a brief explanation of the values important in your chosen field. • Provides a limited explanation of how your personal values relate to the values

associated with your chosen field. • Mentions, but does not describe, how your personal values are aligned with the

values associated in the chosen field. • Is somewhat clear, but shows a lack of in-depth understanding and clarity in writing.

(0 - 19) • Describes personal characteristics or actions rather than values. • Fails to explain how your personal values relative to your chosen field. • Is poorly written indicating limited thought and editing.

3. Conduct an interview with a person who works in a physical education, exercise science, physical therapy, or sport field (this person cannot be a student or an intern). You may use the questions provided on pages 136 and 187 in your textbook as a guide or you may use your choice of questions. Do not just provide answers to these questions as statements from the person interviewed. Rather, write (must be typed) a summary and analysis of what you learned from this interview. This report should be no more than two single-spaced pages. A total of 50 points can be earned through this assignment. This report must be submitted during class on June 21. This paper will be graded using the following rubric with the potential number of points: (41 - 50)

• Describes in detail, with examples of responses provided, insights into the preparation, responsibilities, and perspectives of the individual interviewed.

• Provides an in-depth personal analysis and application of what you learned from the person interviewed that may help you in your career.

• Is clearly written at a level expected for an undergraduate student in college. (20 - 40)

• Describes a broad overview of the background and work of the person interviewed.

• Provides only one or two types of information learned from the person interviewed that may help you in your career and makes only minimal personal application of what is learned.

• Is somewhat clear, but shows a lack of in-depth understanding and clarity in writing.

(0 – 19) • Lists only the questions and responses to these questions. • Includes no analysis and no personal application of what is learned. • Is poorly written indicating limited thought and editing.

4. Report on a related book — Select one of the books on the readings list and write (must be typed) no more than three, single-spaced pages discussing at least five specific things that you learned from reading this book. A book not included on this list may be read, but only if approved in advance by the professor. (Biographies of athletes and coaches will not be

32

approved.) This report must be submitted during class on June 28. This report is worth 100 points. This paper will be graded using the following rubric with the potential number of points:

00) • Includes a comprehensive description that shows a strong understanding of at least five key points of information that you learned from reading this book.

• Is written in a clear, understandable, and in-depth manner that is appropriate for college-level writing with few or no grammatical or spelling errors.

• Provides a complete citation for the book read (see textbook listing in this syllabus for an example of the correct format)

89) • Includes a general description and broad understanding of less than five key points of information that you learned from reading this book.

• The writing, at times, lacks clarity in the presentation of information. • Contains several grammatical or spelling errors. • Provides an incomplete citation for the book read.

75) • Includes a brief overview of contents of the book but with limited explanation of the importance of what is presented.

• Uses numerous quotes from the book instead of summarizing the key points in your own words.

• Presentation of information is difficult to follow and lacks clarity. • Contains numerous grammatical or spelling errors. • Fails to provide a complete citation for the book.

60) • Includes only a topical overview of the book that indicates minimal understanding. • Relies heavily on quotes or paraphrases rather than your words thus showing a lack

of personal understanding of the contents. • Includes extensive grammatical or spelling errors showing a failure to edit the

report. • Provides no citation for the book.

5. For each of chapters 1-12 in the textbook, complete the on-line (Blackboard) quiz prior to the first day of class in which that chapter is scheduled to be discussed (except the chapter 1 quiz that should be completed by class on June 8), as listed on the course outline. Each quiz is worth 10 points. These quizzes may be completed using your textbook. There are 12 quizzes, each worth up to 10 points. These quizzes count only 100 points in the final grade, so any total points you earn over 100 points count as bonus points. These quizzes will disappear from Blackboard at 10:20 am on the dates listed below, so you will no longer be able to access these quizzes. Should you get locked out of a quiz prior to this deadline, please send me an email message so you can be provided access to the quiz.

6. Examinations — There will be two examinations that will count 100 points each, and a final comprehensive examination that will count 100 points. Examinations may have both objective and subjective questions.

Grading: The grading scale is based on a total of 600 points (grades are not curved upward): A = 558-600 points B+ = 522-539 points C+ = 462-479 points D+ = 402-419 points A- = 540-557 points B = 498-521 points C = 438-461 points D = 378-401 points B- = 480-497 points C- = 420-437 points F = below 378

points

33

Additional Information 1. Please place your name tent on your desk each class so the professor can more easily learn

your name. 2. Cell phones and pagers must be turned off during class. No instant messaging is permitted

during class. If you are using or even holding your cell phone during class, it will be taken from you (and returned after class). Computers are permitted as long as they are used to facilitate your learning.

3. Please do not sit in the same seat during each class. Please do not sit beside the same classmates on a regular basis. In many classes, you will be asked to work with other students, so sitting in various seats will automatically change those with whom you work.

4. This class will be organized to combine lectures using PowerPoint slides as an outline, class discussions, small group work during class, and written assignments.

5. If you have an identified disability, please talk with the professor privately about any needed accommodations.

Academic Honesty Students are expected to adhere to the highest standards of academic honesty, with academic integrity an expectation of this class. All student work must be completed individually. Plagiarism occurs when a student uses or purchases papers or reports written by someone else, including downloading from the Web. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. Any time you quote from another person, you must give credit to this person by providing a complete citation (including the page number) for the source from which you quoted. This includes quoting from the book in your book report. Plagiarism is academic misconduct and is a violation of rules and regulations of the University of Kansas. Penalties for academic misconduct range from failure of the assignment to expulsion from the university. In this course, plagiarism on an assignment will result in a zero for that assignment, and any additional plagiarism will result in failure of the course and possibly further penalties. Plagiarism on an examination will result in failure of the course, regardless of the current status of your grade. Chapter Topical Outline

Date Topics and Activities Assigned Readings

and Assignments June 7 Chapter 1 — Physical Education, Exercise Science, and Sport

Studies — Dynamic Fields • The dynamic fields of human movement • Quality of life issues • Importance of physical activity • Definitions of key terms, such as physical education,

exercise science, sports, kinesiology, exercise, play, games, leisure, recreation, health, athletics, physical activity, physical fitness, health-related fitness, skill-related fitness, and wellness

• National goals and studies

Chapter 1

34

• Surgeon General’s Report on Physical Activity and Health

• Healthy People 2010 • 2008 Physical Activity Guidelines for Americans

• Objectives of physical education, exercise science, and sport programs • Cognitive development • Affective development • Psychomotor development

June 8 Chapter 2 — Exercise and Sport Sciences • Characteristics an academic discipline • Understanding exercise physiology • Understanding athletic training • Understanding motor development • Understanding motor control and motor learning • Understanding sport biomechanics • Understanding sport history • Understanding sport management • Understanding sport philosophy • Understanding exercise and sport psychology • Understanding sport sociology

Chapter 2 and chapter 1 and chapter 2 quizzes

June 9 Chapter 3 — Profession of Physical Education, Exercise Science, and Sport • Characteristics of a profession • Pedagogy • Adapted physical education • Undergraduate specializations of athletic training, coaching,

fitness, sport management, exercise science, physical therapy, and teaching

• American Alliance for Health, Physical Education, Recreation and Dance and its organizations

• Specialized professional organizations

Chapter 3 and quiz

June 13 Chapter 4 — Philosophy of Physical Education, Exercise Science, and Sport • Philosophy • Five traditional philosophies of idealism, realism,

pragmatism, naturalism, and existentialism • Ethics and ethical theories • Moral reasoning • Ethical choices and dilemmas in sports • Developing a personal philosophy

Chapter 4 and quiz

June 14 Chapter 5 — Selecting a Career • Assessing factors influencing your career choice • Assessing lifestyle preferences

Chapters 5 and 6 and chapter 5 and chapter 6 quizzes;

35

• Careers in teaching • Careers in fitness, and the exercise and sport sciences • Careers in leisure services • Careers in athletic training and physical therapy • Careers in athletics • Careers in sport management • Careers in sport marketing and promotions • Careers in sport communication Chapter 6 — Preparation for a Career • Setting career goals • Volunteer activities • Officiating • Internships • Certifications • Graduate education options • Resumes, job applications, and interviews • Preparing a portfolio • Review for unit one examination

personal philosophy due

June 15 Examination over chapters 1-6 Chapter 7 — Early Heritage in Sports and Gymnastics • Early cultures of Egypt, China, and India • Homeric Greeks • Spartans • Early Athenians • Late Athenians

June 16 • Pan-Hellenic festivals, and especially the Olympic Games June 20

• The Roman Republic and Roman Empire • Medieval Europe and the knights • The Renaissance and the Reformation • The Age of Enlightenment • Jean Jacques Rousseau • Philanthropinum and Johann Basedow • Schnepfenthal Institute and Johann GutsMuths • Friedrich Jahn and turner gymnastics • Adolph Spiess and German school gymnastics • Franz Nachtegall and Danish gymnastics • Per Henrik Ling and Swedish gymnastics • Hjalmar Ling and Swedish school gymnastics • Sports in Great Britain

Chapter 7 quiz

June 21 Chapter 8 — Early American Physical Education and Sport • Physical activities of Native Americans and colonists • German gymnastics in the United States • Catharine Beecher and calisthenics • Dioclesian Lewis and light gymnastics

Chapter 8 and quiz interview due

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• Edward Hitchcock and daily, required physical education at Amherst College

• Dudley Sargent and individualized programs at Harvard College

• Swedish gymnastics in the United States • Battle of the Systems • Normal schools for physical education • Founding of the national association • Promotion of play for children • Development of amateur sports • Collegiate sports for men • Collegiate sports for women

June 22 Chapter 9 — Twentieth and Twenty-First Century Physical Education, Exercise Science, and Sport • Leaders in the new physical education

• Luther Gulick and play • Thomas Wood and natural activities • Clark Hetherington and play • Jay Nash and recreation • Jessie Williams and education through the physical

• Women’s physical education • Charles McCloy and education of the physical • Exercise science • Human movement • Amateur and collegiate sports • Youth sport programs • Intramurals

Chapter 9 and quiz

June 23 • Collegiate sports for men • Collegiate sports for women • Amateur sports • Play and recreation • Fitness testing • Federal legislation and its impact on physical education

programs • Coeducational physical education • Adapted physical education, inclusion, and Individualized

Education Program

June 27 Review for second examination Examination over chapters 7-9

June 28 Chapter 10 — Opportunities and Challenges in Physical Education and Exercise Science • Value of participating in physical activity • Program adherence factors • Physical activity tips

Chapter 10 and quiz; book report due

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• Recreation and leisure services • Exercise science • Specialists and interdisciplinary research • Elementary, middle, and secondary school physical

education programs • Challenges facing school physical educators • Teacher licensure and accreditation • Accountability based on standards and assessments • Career burnout Chapter 11 — Issues in Sports • Threats to the integrity of sports • Girls and women in sports • Equality for ethnic minorities and especially African

Americans • Equality for senior citizens • Equality for individuals with special needs

June 29 • Youth sports programs • Interscholastic sports • Intercollegiate athletics • International sports and especially the Olympic Games Chapter 12 — Leadership for Active Living • Leadership characteristics, theories, styles, and what good

leaders do • Possible changes in physical education, exercise and sport

sciences, sports, and physical activity • Changing identity from physical education to the exercise

and sport sciences and sports • Promoting physical activity throughout life • Science and athletics

Chapter 11 and quiz Chapter 12 and quiz

June 30 Final examination over chapters 1-12

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Appendix D

HSES 831 Ethics in the Sport Industry

Professor: Dr. Angela Lumpkin Office: 146B Robinson Telephone: 864-0778 E-mail: alumpkin@ku.edu Office Hours: Tuesdays and Thursday at 8:30-10:45 am; Tuesdays 2:00-4:00 pm; also by

appointment Course Description This course is designed to help sport managers learn to make morally reasoned decisions in various sport settings. This course will help prepare sport managers to respond more responsibly when faced with challenging ethical dilemmas and guide them in learning to serve as role models for ethical conduct. Course Objectives 1. Students will develop their abilities to reason morally through an examination of recreational,

youth, interscholastic, intercollegiate, and professional sports. 2. Students will examine ethical issues associated with violence, gamesmanship, gender, race,

media, performance-enhancing drugs, personnel management, and financial management. 3. Students will challenge their personal perspectives and past experiences as they learn how to

apply a principled decision-making process to ethical issues in sport. Required Textbooks Callahan, D. (2004). The cheating culture: Why more Americans are doing wrong to get ahead.

Orlando, FL: Harcourt. Farrey, T. (2008). Game on: The all-American race to make champions of our children. New

York, NY: ESPN Books. Lumpkin, A. (2009). Modern sports ethics: A reference handbook. Santa Barbara, CA: ABC-CLIO, Inc. Course Requirements 1. Five outside-of-class written assignments: You can read the articles listed below, select any

five articles of your choice, or a combination of these two options in completing these written assignments. a. Fraleigh, W. P. (2003). Intentional rules violations — One more time. Journal of the

Philosophy of Sport, 30, 166-176. b. Howe, L. A. (2004). Gamesmanship. Journal of the Philosophy of Sport, 31, 212-225. c. Kihl, L. A. (2009). Pacific-10 compliance officers’ morality and moral reasoning.

Journal of Issues in Intercollegiate Athletics, 2, 111-149. d. McAleer, S. (2009). The ethics of pitcher retaliation in baseball. Journal of the

Philosophy of Sport, 36, 50-65.

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e. Miah, A. (2007). Genetics, bioethics and sport. Sport, Ethics, and Philosophy, 1, 146-158.

If you choose to select articles dealing with ethical issues to critique, each article must be at least 2000 words in length and taken from a scholarly journal in which the author(s) discusses some aspect of ethics in the sport industry. See http://guides.lib.ku.edu/HSES831 for assistance in finding articles and other resources for this course. Procedures for analyzing the ethical dilemmas in the article critiques include:

• Identify the conceptual or factual issues and who could be affected by the action taken (stakeholders).

• Describe the alternatives or options based on what is known and unknown. • Construct ethical arguments based on moral principles and ethical standards. • Evaluate each argument through a moral reasoning process. • Make a morally reasoned decision to resolve the situation as well as develop a rebuttal or

counter-argument in defense of the decision. Each article critique should be approximately two pages (must be typed). Each article critique may receive up to 50 points for a potential total of 250 points depending on the thoughtfulness and comprehensiveness of the analysis and style of writing. The five article critiques are due on the following dates: September 20; October 4; November 8; November 22; and December 6 (although they may be submitted earlier). The grading rubric is listed below. 40 - 50 • Follows each of the procedures for analyzing the ethical dilemmas in the selected article.

• Is written with clarity and with minimal grammatical errors as appropriate for a graduate student.

20 - 39 • Partially follows the procedures for analyzing the ethical dilemmas in the selected article. • In places lacks clarity making understanding more difficult and contains numerous

grammatical errors not appropriate for a graduate student. 0 - 19 • Fails to follow the procedures for analyzing the ethical dilemmas in the selected article.

• Is poorly written relative to content and grammatical style. 2. Case study analyses: Individually or in groups of two or three, write analyses of each of two

cases that demonstrate an understanding of the ethical issues and appropriate strategies used for addressing each issue. Procedures for analyzing ethical dilemmas in the case studies: • Identify the conceptual or factual issues and who could be affected by the action taken

(stakeholders). • Describe the alternatives or options based on what is known and unknown. • Construct ethical arguments based on moral principles and ethical standards. • Evaluate each argument through a moral reasoning process. • Make a morally reasoned decision to resolve the situation as well as develop a rebuttal or

counter-argument in defense of the decision. Each paper should be approximately three (double-spaced and typed) pages. Each case study analysis is worth up to 100 points for a potential total of 200 points. These case study analyses are due on October 18 and November 1 (although each may be submitted earlier). Each case study analysis will be evaluated using this grading rubric. 90-100

• Follows each of the procedures for analyzing the ethical dilemmas in the case. • Presents information in a well-written and understandable manner. • Contains few, if any, grammatical errors

40

75-89 • Partially follows the procedures for analyzing the ethical dilemmas in the case. • Presents information somewhat understandably. • Includes some grammatical errors.

60-74 • Minimally follows the procedures for analyzing the ethical dilemmas in the case. • Presents information in an unclear or scattered manner. • Includes several grammatical errors.

0 - 59 • Fails to follow the procedures for analyzing the ethical dilemmas in the case. • Presents information in a manner that is difficult to understand. • Includes numerous grammatical errors.

3. Five in-class writing assignments: On the evenings when no written assignment is due, sometime during class you will be given an ethical scenario to individually discuss in writing. For each of these in-class writing assignments on September 13, September 27, October 25, November 15, and November 29, you will be given 10-15 minutes to describe a practical application of an ethical topic. Each of these writing assignments will count up to a maximum of 10 points for a total of 50 points. These in-class writing assignments will be evaluated using this grading rubric. 8 - 10 Clearly and specifically identifies the ethical issue(s).

Provides a well-articulated and morally reasoned rationale for addressing the ethical issue(s).

4 - 7 Broadly and generally identifies the ethical issue(s). Presents a general suggestion or two about how the ethical issue(s) might be resolved.

0 - 3 Fails to identify any ethical issue(s). Vaguely describes the situation with no proposed strategy or approach.

4. Final examination — There will be a take-home comprehensive final (essay) examination that will count 100 points.

5. Class attendance: Class attendance is a requirement. For every absence over one class (unless excused by the professor), your final grade will be lowered one portion of a letter grade (i.e., A- to B+ or B+ to B). If you miss more than two classes, you will receive an F in this course. Please respect your classmates and professor by being on time for each class and staying for the entire class.

Grading The grading scale is based on a total of 600 points: A = 558-600 points B+ = 522-539 points C+ = 462-479 points D+ = 402-419 points A- = 540-557 points B = 498-521 points C = 438-461 points D = 378-401 points B- = 480-497 points C- = 420-437 points F = below 378 points

Additional Information 9. Please place your name tent on your desk for each class so that the professor can more easily

learn your name. Once all names are learned, you will no longer be required to display your name tent.

10. Please refrain from the use of cell phones at any time during class. No instant messaging is permitted during class. If a cell phone is visible during class, it will be taken from the owner and not returned until the end of class. Computers are permitted as long as they are used to facilitate your learning.

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11. Please do not sit in the same seat during each class. Please do not sit beside the same classmates on a regular basis. In many classes, you will be asked to work with other students, so sitting in various seats will automatically change those with whom you work.

12. Students are expected to adhere to the highest standards of academic honesty, with academic integrity an expectation of this class. All student work must be completed individually, unless specified otherwise. Plagiarism occurs when a student uses or purchases papers or reports written by someone else, including downloading from the Internet. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. Any time you quote from another person, you must give credit to this person by providing a complete citation (APA style) and page number for the source from which you quoted. If plagiarism or another act of academic dishonesty, such as cheating on an examination, occurs, you will receive a 0 on the assignment.

13. If you have an identified special learning situation, please talk with your professor privately about any needed accommodations.

Course Outline Date Topics Assigned Readings Due Dates

August 23 Introduction to Moral Reasoning August 30 Ethical Theories and Ethical Decision-

Making; Ethical Issues in Sport and Fitness Participation and Sport Business

• Lumpkin, chapter 1

September 6 Ethical Issues in Youth Sports • Farrey, pp. 1- 284 September 13 Ethical Issues in Interscholastic Sports • Farrey, pp. 285-353 Inside-of-class

writing scenario September 20 Ethical Issues and the Academic

Performance of Intercollegiate Athletes • Callahan, Chapter 1 Article critique

September 27 Ethical Issues and the Academic Performance of Intercollegiate Athletes

• Callahan, chapters 2-3

Inside-of-class writing scenario

October 4 Ethical Issues and the Arms Race in Intercollegiate Athletics

• Lumpkin, chapter 4

Article critique

October 18 Ethical Issues and the Arms Race in Intercollegiate Athletics

• The Ballard of Big Mike

Case study analysis

October 25 Ethical Issues associated with Gambling; Ethical Issues in Professional Sports including Financial Management

• Callahan, chapters 5-6

Inside-of-class writing scenario

November 1 Ethical Issues associated with Violence in Sport

• Washington Nationals Case study analysis

November 8 Ethical Issues associated with Gamesmanship in Sport

• Lumpkin, chapter 2 Article critique

November 15 Ethical Issues associated with Race in Sport

• Callahan, chapter 4 • Lumpkin, chapter 6

Inside-of-class writing scenario

November 22 Ethical Issues associated with Gender in Sport

• Lumpkin, chapter 5 Article critique

November 29 Ethical Issues associated with the Media and Sport

• Lumpkin, chapter 3 Inside-of-class writing scenario

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December 6 Ethical Issues and the Use of Performance-Enhancing Drugs in Sport; Personnel Management

• Callahan, chapters 7-9

Article critique

December 13 Final take-home final exam due

43

Appendix E

Unsolicited Comments from Students about my Teaching

• “Returning to school after a twenty-year hiatus isn’t easy, but occasionally one has the good

fortune of meeting an instructor who knows their material, delivers interesting lectures and

avoids any display of antagonism towards ‘older’ students. This semester I had two coaching

classes, two education classes and three business classes; and frankly, I believe I got more

out of your class than all the others combined. For all of this, and for making school

interesting again, I thank you.” (Spring, 1990)

• “Very informative and interesting lectures. I was often amazed by the amount of knowledge

my instructor shared with the class.” (Fall, 1993)

• “I believe Dr. Lumpkin is a terrific Sports Management teacher—she is very knowledgeable

in sports and sports management.” (Spring, 1994)

• “Dr. Lumpkin encourages students to express themselves.” (Fall, 1994)

• “Dr. Lumpkin is well organized, energetic; course material is engaging and interesting.”

(Fall, 1994)

• “Professor obviously enjoys the game and wants to be sure the students do as well.” (Fall,

1994)

• “Dr. Lumpkin is a fun professor and clearly enjoys teaching and being with students. Also,

her office doors are always open for students who have problems or questions.” (Spring,

1995)

• “This was the best class I have had in 3 years at NCSU. Dr. Lumpkin, you were by far, the

best teacher I have had at NCSU. Thank you for your enthusiasm toward the class, your

dedication, and for caring about the students.” (Spring, 1996)

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• If it weren’t for you and your Introduction to Sports Management class I would not have

been so successful in my direction of life. I only hope my achievements are as rewarding to

you as they are to me. Thank you. (Summer, 1996)

• “I think Dr. Lumpkin is very fair and understanding. One of her many strengths is her people

skills. Another of her strengths is her complete knowledge of the subject.” (Spring, 1997)

• “I just wanted to thank you for your instruction this past quarter. I appreciate your extensive

knowledge. I truly learned so much. There are some instructors that I will try to model my

teaching style after—and you are definitely one of those.” (Fall, 1997)

• “I just wanted you to know how much I appreciated you caring about me and believing in

me…You are also a good teacher. I really enjoyed your class last fall.” (Fall, 1998)

• “You are not only an inspiration to me (because) you challenge me to challenge myself. As

I gain more and more experiences, I find that my direction in life becomes more focused.

You have added to that focus so much this semester.” (Fall, 2000)

• “Thanks for your direction, enthusiasm, fairness and just a wonderful class. I thoroughly

enjoyed every minute of your class.” (Fall, 2000)

• “Just wanted to tell you how much I respect and admire you as a teacher and professional. I

feel lucky to have had the opportunity to be your student—I've learned so much from the

way you conduct class and yourself.” (Spring, 2001)

• “At this time of thanks and giving, I want you to know how much the work that you do and

the effort that you put into teaching are appreciated. You have made a difference in my life

by setting such an awesome example.” (Fall, 2002)

• “I just wanted to thank you for a great semester. This is my third semester at KU and I have

yet to have a teacher that truly cared about the well being of their students the way that you

45

did. I must admit, I didn't believe you were really going to be able to memorize everyone's

name, but you did. At the beginning, when you tried to get everyone to speak about

themselves and get to know each other in attempt to make it feel like a smaller class, I was

skeptical. To my amazement, it started to feel that way. I was always looking forward to

class because I knew it would be interesting and that you would actually teach me something

that day. I honestly did learn a lot. So, once again, thanks for caring and being what a

teacher truly was meant to be. Take care, and good luck in the future.” (Fall, 2002)

• “I just wanted to thank you for teaching me this semester. I will be honest, on the first day of

school when I got out of your class, I called my advisor and told him to get me into another

teacher's class. I told him that there was no way I could do well in your class during season

because of the readings, exams and mandatory attendance. I hung up the phone with him and

thought about it all afternoon. The next day I called him back and told him I was not going

to take the easy way out and get into an easier class. The decision I made was probably the

best of my college career. Yes, the first few weeks of waking at 6:15 for your 8:00 class

were a little tough on my worn out soccer body! In the following weeks and throughout the

rest of the semester, you challenged me to think in ways I never had, to plan for my future

and to understand the foundations of one of my favorite things in the world (SPORT!) Not

only do you demand respect from your students, you demand hard work and discipline. I am

an extremely disciplined person, but I will say as a student in the last year I have gotten into

some habits that are uncharacteristic of myself. It's easy to say it's okay to sleep in when

Mom isn't there to drag me from my warm bed! You more or less threatened our entire class

with attendance, which made getting up in the morning MANDATORY! The second day I

attended your class was a great day for me. I called my mom when I was walking to my car

46

and getting ready to go back to my warm bed to tell her that I learned more in the last 80

minutes of my morning than I had in all of my college career. I think the last time I called

my Mom excited about school was in my early High School days. I am not writing you this

so you come to soccer games next year, although I hope to see you there! And I am not

writing you to get in good with the Dean of Education! I am writing you because I believe

people sometimes overlook the dedication and hard work teachers put in everyday for their

students. People underestimate the power of a kind act, like learning over ninety names so

you can make your students feel more like people and less like numbers. Although, when I

realized you weren't going to forget my name, I had a stomach ache on more than one

occasion for fear of being called on! Thank you for making learning so important and

meaningful. I hope to see you in the future, maybe even back in the classroom.” (Fall, 2003)

• “I enjoyed being in your class. You are an outstanding teacher.” (Fall, 2003)

• “Dr. Lumpkin taught a great class that forced students to be in attendance and learn.

AWESOME CLASS” (Fall, 2004)

• “Amazing instructor who got really involved with all the students and got them excited

about learning the subject matter. Every student took away a lot more because of her

excellent teaching skills.” (Fall, 2005)

• “She was very knowledgeable and approachable. Excellent instructor.” (Fall, 2005)

• “Made us learn material; Great discussions; Most effective course I’ve taken.” (Fall, 2006)

• “Awesome teacher. I learned a lot and highly recommend.” (Fall, 2006)

• I just wanted to say that you were a great teacher this year and that I felt I learned a lot. I

look forward to possibly having more classes with you throughout college. (Spring, 2007)

47

• Thanks for the semester I feel like we learned more real world stuff than in any class before.

(Spring, 2007)

• I really enjoyed your class this semester. I was very informational and I learned/relearned

quite a bit. I really appreciate your dedication and enthusiasm that you brought to every

class. (Spring, 2007)

• I just wanted to thank you for being a great teacher. I really did learn a lot and did enjoy

your class very much. Thanks again for everything. (Spring, 2007)

• “Best instructor EVER!! Honestly” (Spring, 2007)

• “Dr. Lumpkin is one of the best professors I have had. She is very helpful and clear in class,

plus she actually knows her students.” (Spring, 2007)

• “I really enjoyed this class and it has been my favorite class in college. I thought the method

of teaching was great and I learned something from each class period.” (Spring, 2007)

• “Keep this teacher at KU! She is knowledgeable, cares about the students, and a very

effective teacher! LOVE HER” (Spring, 2007)

• “Overall I would say that I have learned the most in this class than in the 3 years I have

been at KU.” (Spring, 2007)

• “Made sure I was learning. Doctor Lumpkin genuinely wanted me to learn. She is the best

teacher I have ever had and even though I don’t do the greatest, I love the classes she teaches

and how she cares how I do. Everything goes together in her classes and they are fun to be

in.” (Spring, 2007)

• “Demonstrated a clear understanding of all the information. Best teacher I have had at KU

thus far.” (Summer, 2007)

48

• “I connect best with her teaching style more so than any other professor that I have had

through out college. Her organizational skills keeps everybody on track and aware of where

they are going in relation to the class. Her 'to the point' attitude and philosophy keeps

everybody on their toes and ready for what is coming next, she is not boring. Her

background in coaching is apparent and beneficial in her teaching ability. Her demanding

yet clam resolve gives the students a relaxed environment to learn and participate in order to

learn.” (Mid-Semester Feedback, Fall 2007)

• “The professor has helped me learn by requiring us to get into groups and review what was

learned during the previous class. Also, she makes you be prepared in class by calling on

you if you have not spoken in class. This helps students be better prepared and on top of

things when they walk into the classroom. By far, the best instructor I have had during my 4

years at KU.” (Mid-Semester Feedback, Fall 2007)

• “This class have far and beyond been the most informational and interesting class I have

taken in the HSES. Although the class is challenging, I have learned more in half a semester

then probably in the rest of my time in the since I enrolled in the Sports Science program.

Keep it up Dr. Lumpkin!” (Mid-Semester Feedback, Fall 2007)

• “By far, the best professor I’ve had during my 4 years at KU. Very knowledgeable, learned

something every single day, and was very respective (sic) towards students and wanted to

see that they learn and succeed.” (Fall 2007)

• “You are one of the best teachers I’ve ever had. I was always excited to come to class and

the fact that you learned all of our names was amazing. I really enjoyed how your door was

always open and you were always available to students. I hope to be able to take of your

classes again.” (Fall 2007)

49

• “Great lecturer and teaches every subject real well. Probably the best teacher I’ve had at KU

thus far.” (Fall 2007)

• “Great job one of the best courses I took here at KU. I wish I were not graduating so I could

take your other classes.” (Fall 2007)

• “This class was fun to be in—the class discussions were great—the class really confirmed

my interest in sport management!” (Fall 2007)

• “Dr. Lumpkin is awesome! She knows a lot about the subject and makes sure her students

know the info!” (Fall 2007)

• “Dr. Lumpkin is a challenging and gifted instructor. She is very demanding but it is in a way

that encourages students to think and learn on their own. Discussions were open ended and

any questions were answered clearly and promptly.” (Fall 2007)

• “By far the most useful class I have ever taken in college!!” (Fall 2007)

• “Always in office to talk about class. Fair grading. Knows what she is talking about. When

she did not know the answer she would research and deliver the answer the next class.” (Fall

2007)

• “Great teacher! Keeping learning interesting!” (Fall 2007)

• “Really good teacher, best I’ve had at KU.” (Fall 2007)

• Received an email message from a student who had in class Fall, 2006 and Fall, 2007: “You

were by far my favorite professor I had and use a lot of material I learned in your classes in

everyday life.”

• “Dr. Lumpkin is one of the best professors I’ve ever had. She really makes me want to come

to class to learn. She really knows what she is talking about. I love how she added in video

clips to help demonstrate points, which are very helpful.” (Spring, 2008)

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• “Dr. Lumpkin is a great teacher, it’s nice to know they still exist” (Spring, 2008)

• “Best teacher I have had in college” (Spring, 2008)

• “I really enjoyed this course and your enthusiasm in teaching it. It has become my favorite

and I am sorry to see it come to an end. I am very much looking forward to taking more

classes from you in the future!” (Spring, 2008)

• “She honestly cares and just want(s) students to learn. She is always available for outside

help” (Spring, 2008)

• “Great teacher!! Very willing to help student learn material better. Like different techniques

of teaching: videos, discussions, powerpoints, etc. made an effort to learn about each

student” (Spring, 2008)

• “Very passionate and knowledgeable in subject area. Holds students accountable for

readings and being prepared. Varies teaching methods to keep students involved. Overall,

very strong prof” (Spring, 2008)

• “Great teacher! Very willing to meet w/ students out of class pertaining to the course. Very

well prepared and knows what she’s talking about. Very patient! Very flexible and willing to

work with students” (Spring, 2008)

• “Great use of examples that relate to the real world” (Spring, 2008)

• “I was impressed by your vast knowledge of all sports, not just one or two! I learned a lot in

this class and enjoyed talking about sports marketing” (Spring, 2008)

• “Communicate to students. Offer reading(s) that were useful. Provided topics and

examples(s) connected to REAL situations. Learn as a class. Offer subject that made sense.

Provide help” (Spring, 2008)

• “Great job. Knows what she’s talking about!” (Summer, 2008)

51

• “Very good at getting students involved and using sources other than lecture notes. Really

enjoyed the material.” (Summer, 2008)

• “Research. Student Engagement. Preparation for Teaching. Availability. This class highly

influenced my moral compass and provided me an opportunity to examine topics relevant to

my career goals.” (Fall, 2008)

• “Leading engaging class discussions. Allowing students to participate at comfort levels, but

encouraged everyone to participate. Relating material to known situations or personally.

Taking suggestions.” (Fall, 2008)

• “Very quickly returned graded assignments. Engaged the class effectively. Great

enthusiasm. Made students think.” (Fall, 2008)

• Class presentations (PowerPoints) were organized and full of relevant info/examples. Asked

for students’ thoughts & opinions about the class. Always available and helpful. Picked great

books/articles” (Fall, 2008)

• “Very organized. Got class involved. Let students have own opinion. Didn’t instill her own

opinion on us. Made us think!!!” (Fall, 2008)

• “Great teacher” (Fall, 2008)

• “Really cared about the students learning the material. Does a good job of keeping the class

involved in discussion.” (Fall, 2008)

• “She knew her stuff. Great class & should teach more sport management courses.” (Fall,

2008)

• “Made class engaging. Very fast grader! Always available & helpful. Fair more than other

instructors.” (Fall, 2008)

• “Best teacher ever! Handouts help a lot & always accommodating.” (Fall, 2008)

52

• “Best teacher I’ve had in college. Really cares about the students and really wants us to

succeed and to do well. Very knowledgeable on the topics and engaging in class. Really

enjoyed having her as a teacher.” (Fall, 2008)

• “Gets class involved and interacting; explains material well and uses good examples; uses

multiple methods of teaching to get material to the class” (Spring, 2009)

• “Prepared for class; knew everything about the subject area; provided readings that related to

the class very nice; interacted well with the students and kept everyone alert” (Spring, 2009)

• “Memorized everyone’s name within 2 weeks; got papers and test back on time, extremely

efficient teacher; walked through rows to encourage interaction of class; very available for

help and open to suggestions” (Spring, 2009)

• “Kept class involved; made students interact w/ each other; made learning entertaining; very

open, friendly, easy to get a hold of; very personable” (Spring, 2009)

• “Very well organized; good material; very committed to the class and learning environment”

(Spring, 2009)

• “Well prepared; good materials; great, relevant experience; enjoyed the class” (Spring,

2009)

• I just wanted to take a little time to let you know that you were an awesome teacher!!! You

made me feel so welcome in a class that I had very little background in! I'll be honest with

you, I thought I was going to fail at first!!! You definitely taught the course efficiently and

thoroughly! I will truly remember you as one of the best teachers I had at the University of

Kansas...even including the classes I took for my major!!! I also wanted to let you know that

at first, intro to phys. ed. didn't sound like the most interesting class! You made it such a

great environment...not only to educate us through exciting ways, but this class also taught

53

me life lessons...something I couldn't say about 99% of the classes I took at KU!!! Thanks

for being such an amazing educator!!!!! Please keep up the good work...there aren't that

many teachers like you (which is sad)! (Summer, 2009)

• “She was the best instructor I have so far at KU. This whole curriculum did interest me sot

that helps but she is so enthusiastic, give good real life examples reliable to college kids,

very knowledgeable, patient, and she did a great job of drilling ideas in our head;

seriously—my favorite teacher at KU!” (Summer, 2009)

• “Awesome examples in class; learned much more than in other classes; enjoyed group work;

appreciated instructors enthusiasm; she knew what she was talking about” (Fall, 2009)

• “Best instructor I’ve had in all 4 years of college; Dr. Lumpkin welcomed students input and

kept everyone engaged; the course was challenging, but her teaching style allowed students

to understand the information in simpler ways; Thanks Dr. Lumpkin!” (Fall, 2009)

• “I learned so much in her class and came to class excited to learn more; I liked the fast pace

as well” (Fall, 2009)

• “Always enthusiastic; always interesting” (Fall, 2009)

• “I wanted to let you know I learned so much from your class this semester and I thought you

were an excellent teacher. You were really good at getting everyone in class involved in the

learning process during the lectures. You were also incredibly good at keeping us up to date

with what was going on in class and what was expected from us. I enjoyed going to your

class every day, and I hope to take more of your courses in the future.” (Spring 2010)

• “She really knew what she was talking about and truly cared about students, wanting

everyone to do well. She was always open to helping students as much as possible.”

(Summer 2010)

54

• “She is amazing; well prepared; REALLY knowledgeable; fun to learn; very organized;

probably one of the Best professors I have ever seen!!!” (Summer 2010)

• I really enjoyed your class; you did a great job; Thank you! (Fall 2010)

• Great class discussions, examples; always well prepared and enthusiastic (Fall 2010)

• Dedicated towards helping students; interesting topics; Great class—Great teacher (Fall

2010)

• Best class and actually learned things that will use in career; very clear goals and

expectations; one of best/favorite teachers/class (Fall 2010)

• Taught important material; energetic each class; allowed students to learn; great

environment (Fall 2010)

• This course, for me, was an amazing introduction course that applied knowledge that I must

have in the future. (Spring, 2011)

• Overall, I have enjoyed taking Intro to Sport Management and feel as though it is the most

beneficial course I’ve completed so far at KU. I am only at the beginning of my career path,

but after conducting interviews and research, and learning about the specifics of my major, I

am confident that I have chosen the right field. (Spring, 2011)

• Sports management class has been a great jumping off point for me because I was able to

write papers and conduct interviews with people that worked in my future field. This was a

great way for me to gain knowledge about the effort and commitment it takes to work in

sports. (Spring, 2011)

• Keep up all that you are doing. You are the type of professor that makes college a life

changing experience. (Spring 2011)

55

• I just wanted to take a minute and tell you how thankful I am for the experience I had taking

your course. I really felt like you cared about the students and their successes and that is not

a quality that I feel all instructors possess. You had a unique ability to get the students out

of the "comfort zone", even if it was just a little bit, and I feel that enhanced the learning

opportunities. In all honesty, I feel honored to have taken your course. It is remarkable how

you can be so accomplished, yet stay so humbled. I feel like I have learned a lot of valuable

lessons from you that will last me a lifetime, both in life and academically. (Spring 2011)

• She was so helpful in every aspect; helped me with my writing; loved that she knew all

names; great instructor; loved the course. (Spring 2011)

• I like how caring and considerate she was. You could tell she cared about her students; really

enforced learning and helped student have the tools to succeed. (Spring 2011)

• I really enjoyed your class this semester! Definitely not because it was easy, but because you

appropriately challenged our class. Even though you expected us to know a lot on exams,

you also equipped us to be successful if we tried hard enough. It was my hardest class this

semester, but also the class I scored highest in. If I'm not challenged, I get bored with classes

really easily. So, I appreciate you and your ability to teach. (Fall, 2011)

56

Appendix F

Students’ Evaluations from all Courses Taught at the University of North Carolina

Evaluation Statements Average of Courses

Instructor is enthusiastic for and stimulates interest in course material. 4.48*

The instructor presents the material clearly and understandably 4.49*

The instructor is well prepared and organized in class sessions. 4.82*

The instructor is effective in the overall teaching of the class. 4.53*

*Out of a possible 5.00

Students’ Evaluations from all Courses Taught at North Carolina State University

Evaluation Statements in Department of Physical Education Average of Courses

Knowledge of subject matter 4.83*

Well organized; well prepared for class 4.81*

Enthusiastic 4.81*

Overall effectiveness as a teacher 4.70*

Evaluation Statements in the Department of Parks, Recreation and

Tourism Management

Average of Courses

Class content was presented in systematic manner 4.78*

Instructor gave good examples of the concepts 4.79*

Instructor encouraged student participation with questions and discussions 4.76*

Instructor takes teaching seriously and made a significant effort to teach a

good course

4.86*

I would recommend this instructor for this course 4.75*

57

Students’ Evaluations from all Courses Taught at State University of West Georgia

Statements about Average of Courses

Presentation skills 86% strongly agree and agree

Organizational skills 93% strongly agree and agree

Dynamism/enthusiasm 91% strongly agree and agree

Students’ Evaluations from all Courses Taught at the United States Military Academy

Evaluation Statements Strongly Agree

and Agree

Strongly Agree

and Agree

Section 1 (fall) Section 2 (fall)

The instructor encouraged students to be responsible for

their own learning.

88% 94%

My instructor cared about learning in this course. 94% 94%

My instructor demonstrated respect for cadets as

individuals.

88% 100%

The instructor was knowledgeable about the course

subject matter.

94% 100%

The instructor was concerned about student learning. 94% 94%

Evaluation Statements for Sport Ethics course (spring) Strongly Agree

The instructor was enthusiastic about teaching and learning. 100%

The instructor demonstrated a good understanding of the subject matter. 100%

My instructor cared about learning in this course. 100%

58

My instructor demonstrated respect for cadets as individuals. 100%

My instructor inspired me to become a better officer and leader of character. 100%

The instructor stimulated my thinking. 100%

In this course, my critical thinking ability increased. 100%

Students’ Evaluations from all Courses Taught at the University of Kansas (C & I Survey)

Evaluation Statements Average of Responses

Has command of subject. 4.81*

Successfully communicates subject matter. 4.59*

Is available to students on matters pertaining to the course 4.67*

Considering the nature of the course, the instructor was well prepared

for each class session. 4.83*

I felt free to express my ideas and questions in class. 4.63*

The instructor made a genuine effort to get class members involved in

the discussions. 4.75*

The instructor’s presentations were clear and understandable. 4.58*

The instructor assigns readings, papers, projects, problem sets, etc.

which are pertinent to the subject and helpful in learning 4.43*

Appropriate attention was devoted to differing opinions and approaches

to the subject matter. 4.63*

Overall, she is an effective teacher 4.57*

*Out of a possible 5.00

59

Student Survey of Teaching for Courses Taught at the University of Kansas

Statements Average of

Responses

1. Content and materials were useful and organized. 4.82*

2. Set and met clear goals and objectives. 4.81*

3. Expectations were well defined and fair. 4.64*

4. Expectations were appropriately challenging. 4.65*

5. Teaching was clear, understandable and engaging. 4.70*

6. Encouraging, supportive, and involved in learning. 4.75*

7. Available, responsive, and helpful. 4.83*

8. Respected students and their points of view. 4.80*

9. Acquired knowledge and skills that the course promoted. 4.59*

*Out of a possible 5.00

60

Appendix G

Teaching Publications

Books:

Lumpkin, A., Stoll, S. K., & Beller, J. M. (2012). Practical ethics in sport management.

Jefferson City, NC: McFarland Publishers, Inc.

Lumpkin, A. (2011). Introduction to physical education, exercise science, and sport studies. (8th

ed.). Boston, MA: McGraw-Hill.

Lumpkin, A. (2009). Modern sports ethics: A reference handbook. Santa Barbara, CA: ABC-CLIO,

Inc.

Lumpkin, A. (2008). Introduction to physical education, exercise science, and sport studies. (7th

ed.). Boston, MA: McGraw-Hill.

Lumpkin, A., Stoll, S. K., & Beller, J. M. (2003). Sport ethics: Applications for fair play. (3rd

ed.). Boston, MA: McGraw-Hill.

Isaacs, L. D., Lumpkin, A., & Schroer, D. (1992). Racquetball everyone. (3rd ed.). Winston-

Salem, NC: Hunter Publishing Company.

Lumpkin, A. (1983). History and principles of physical education. (Rev. ed.). Afton, MN: Alpha

Editions (Burgess).

Book Chapters:

Lumpkin, A. (in press). Critical events: Historical overview of minorities (men and women) in

college sports. In Brooks, D., & R. Althouse (Eds.). Racism in college athletics (3rd ed.).

Patterson, J, & Lumpkin, A. (2010). Chapter 6: Historical perspectives. In B. S. Mohnsen (Ed.),

Concepts and principles of physical education: What every student needs to know (3rd

ed., pp. 219-259). Reston, VA: National Association for Sport and Physical Education.

61

Lumpkin, A. (1998). History of American sport. In J. B. Parke, B. R. Zanger, & J. Quarterman.

(Eds.). Contemporary sport management. (pp. 17-31). Champaign, IL: Human Kinetics.

Lumpkin, A. (1998). Title IX Update. In H. Appenzeller (Ed.). Risk management in sport: Issues

and strategies. (pp. 313-320). Durham, NC: Carolina Academic Press.

Refereed Articles:

Lumpkin, A., & Multon, K. (in press). Perceptions of teaching effectiveness of Kemper teaching

fellows at the University of Kansas. The Educational Forum

Lumpkin, A. (2011). A model for mentoring university mentoring. The Educational Forum, 75,

357-368.

Lumpkin, A. (2011). Building character through sport. Strategies: A Journal for Physical and

Sport Educators, 24(6), 13-15.

Lumpkin, A. (2010). Teachers and coaches as leaders demonstrating character and competence.

Journal of Physical Education, Recreation and Dance, 81(8), 49-52.

Doty, J., & Lumpkin, A. (2010). Do sports build character — An exploratory study at one

service academy, The Physical Educator, 67(1), 18-32.

Lumpkin, A. (2010). Ten school-based strategies for student success. Kappa Delta Pi Record,

46(2), 71-75.

Lumpkin A. (2009). Follow the yellow brick road to a successful professional career in higher

education. The Educational Forum, 73(3), 200-214.

Lumpkin, A. (2008). Three keys to success for principals (and their teachers). Kappa Delta Pi

Record, 45(1), 22-25.

Lumpkin, A. (2008). Teaching values through youth and interscholastic sports. Strategies: A

Journal for Physical and Sport Educators, 21(4), 19-23.

Lumpkin, A. (2008). Teachers — Role models teaching character and moral virtues, Journal of

62

Physical Education, Recreation, and Dance, 79(2), 45-49.

Lumpkin, A. (2007). Caring teachers — The key to student learning, Kappa Delta Pi Record

43(4), 158-160.

Gaskin, L. P, Lumpkin, A., & Tennant, L. K. (2003). Mentoring new faculty in higher

education. Journal of Physical Education, Recreation and Dance, 74(8), 49-53.

Lumpkin, A., & Clay, M. N. (2001). A College of Education's technology journey:

From neophyte to national leader. Action in Teacher Education, 23(3), 20-25.

Lumpkin, A., & Cuneen, J. (2001). Developing a personal philosophy of sport. Journal of

Physical Education, Recreation, and Dance, 72(8), 40-43.

Lumpkin, A. (1996). Develop a portfolio — Hone your teaching skills. Strategies, 10(1), 15-17.

Lumpkin, A. (1996). Living ethically. Journal of Interdisciplinary Research in Physical

Education, 1(1), 15-22.

Lumpkin, A., Ormond, I. F., & Smith, R. R. (1995). North Carolina State University students’

attitudes toward and desired outcomes in physical education. The North Carolina

Journal, 31(1), 9-17.

Lumpkin, A., & Jenkins, J. (1993). Basic instruction programs. Journal of Physical Education,

Recreation and Dance, 64(6), 33-36.

Lumpkin, A. (1991). Are you an ethical teacher? The North Carolina Journal, 27(l), 21-25.

Lumpkin, A., Leath, V. M., & Almekinders, S. V. (l990). North Carolina State University

students’ objectives in physical education. The North Carolina Journal, 26(2), 19-22.

Lumpkin, A. (l989). Changing the life-style fitness habits of youth. The North Carolina Journal,

25(2), 42-49.

Lumpkin, A., Leath, V. M., & Almekinders, S. V. (1989). North Carolina State University

students' attitudes toward physical education. The North Carolina Journal, 25(2), 21-26.

63

Avery, M., & Lumpkin, A. (1987). Students’ perceptions of physical education objectives.

Journal of Teaching in Physical Education, 7(1), 5-11.

Lumpkin, A., & Avery, M. (1986). Physical education activity program survey. Journal of

Teaching in Physical Education, 5(3), 185-197.

Lumpkin, A., & Miller, B. (1978). Physical education activities survey. The North Carolina

Journal, 14(1), 24-34.

Non-refereed Articles:

Lumpkin, A. (2011). Teaching today’s students: Challenges to the professoriate. Teaching

Matters, 15(2), 7.

Lumpkin, A. (2011). What is hybrid learning? A literature review. Teaching Matters, 15(1), 4; 6.

Lumpkin, A. (2010). Civility in classes and sports. Strategies: A Journal for Physical and Sport

Educators, 23(5), 34-35.

Lumpkin, A. (2009). Some Americans work hard to succeed through dishonesty. Phi Kappa Phi

Forum, 89(2), 29.

Lumpkin, A. (2008). Sport as a reflection of society. Phi Kappa Phi Forum, 88(4), 34-35.

Lumpkin, A. (2008). People are your most important asset. Scholastic Coach and Athletic

Director, 78(1), 41-42; 44-45.

Lumpkin, A. (2008). A call to action for faculty regarding intercollegiate athletics. Phi Kappa

Phi Forum, 88(1), 21; 24.

Lumpkin, A. (2007). Teaching as an ethical profession. Phi Kappa Phi Forum, 87(2), 30-31.

Cearley, C., & Lumpkin, A. (2001). The difference InTech makes for teachers and the learning of

their students. Page One Magazine, 23(2), 8; 25.

Lumpkin, A. (May, 1995). Why a teaching portfolio? Emphasis: Teaching and Learning, 4(2), 1-

2.

64

Lumpkin, A. (February, 1995). Academic sensitivity. Emphasis: Teaching and Learning, 4(1), 5.

Lumpkin, A. (1994). Improving youth fitness. Published in several newspapers throughout North

Carolina on behalf of the Governor’s Council on Physical Fitness and Health.

Lumpkin, A. (1993). Fitness for children. Published in several newspapers throughout North

Carolina on behalf of the Governor's Council on Physical Fitness and Health.

Lumpkin, A. (1990, December). Physical education activities program. The Chronicle of

Physical Education in Higher Education, 2(1), 10; 15.

65

Appendix H

Recent Teaching Presentations

“Serving Others as a Teacher, Coach, and Leader,” invited lecture at the United States Olympic

Committee Minority Women in Coaching Conference, Colorado Springs, CO, October 8,

2010

“Enhancing Undergraduate Students’ Abilities in Research and Writing,” presented at the KU

Teaching Summit sponsored by the Center for Teaching Excellence, August 17, 2010

“NASPE’s New Ethics Code for Higher Education Professionals,” presented at the American

Alliance for Health, Physical Education, Recreation and Dance Convention, Indianapolis,

Indiana, March 20, 2010

“Civility,” presented at the American Alliance for Health, Physical Education, Recreation and

Dance Convention, Indianapolis, Indiana, March 19, 2010

“Enhancing Student Learning through Development of a Benchmark Portfolio,” presented at the

American Alliance for Health, Physical Education, Recreation and Dance Convention,

Indianapolis, Indiana, March 18, 2010

“What the Best College Teachers Do” presented at the KU Teaching Summit sponsored by the

Center for Teaching Excellence, August 18, 2009

“The Ethical Conundrum of Intercollegiate Athletics,” Budig Lecture in the School of

Education at the University of Kansas, October 30, 2008

“Is It Fair? Using Science to Build the Perfect Athlete,” invited lecture at the St. Louis Science

Festival, October 11, 2008

“Values-Based Leadership and Ethics in Sport,” 2nd Annual Robert Grace Sport

Administration Lecture, Castleton State University, Castleton, Vermont, April 18, 2008

“Leaders of Character and Competence in Sport and Education” presented at the American

66

Alliance for Health, Physical Education, Recreation and Dance Convention, Fort Worth,

Texas, April 10, 2008

“Interscholastic Sports — A Character-Building Privilege not a Commercialized Right”

presented at the American Alliance for Health, Physical Education, Recreation and Dance

Convention, Fort Worth, Texas, April 10, 2008

“Is Sport an Oxymoron” invited lecture as a part of Ethics across the Curriculum Series at

Missouri State University, Springfield, January 24, 2008

“Developing Character through Sport” presented at the American Alliance for Health, Physical

Education, Recreation and Dance Convention, Baltimore, March 16, 2007

“Issues and Ethics in Youth and Interscholastic Sports” presented at the American Alliance for

Health, Physical Education, Recreation and Dance Convention, Salt Lake City, April 29,

2006

“Title IX—Equity in Athletics,” invited Hawley Lecture at Drake University, Des Moines,

Iowa, April 18, 2005

“Mentoring and Development throughout the Careers of Faculty,” presented at the American

Alliance for Health, Physical Education, Recreation and Dance Convention, Chicago,

April 13, 2005

“K-16 Collaboration to Meet the Challenges of No Child Left Behind” presented at the 1st

Annual National Office for Research on Measurement and Evaluation Systems Education

Forum, Fayetteville, Arkansas, September 13, 2004

“Putting Your Best Foot Forward: The Professional Portfolio” presented at the American

Alliance for Health, Physical Education, Recreation and Dance Convention, Philadelphia,

April 3, 2003

67

“How Are Schools of Education Preparing Pre-Service Teachers to Infuse Technology into their

Instruction in Order to Facilitate Student Learning in K-12 Classrooms?” member of

panel presentation of Deans of Education on various topics (my presentation was on

technology) at the Kansas Exemplary Educators Network, Topeka, February 20, 2003

“Predicting the Future of Teaching and Teacher Education,” keynote address presented at the

Association for Psychological and Educational Research in Kansas Conference,

Lawrence, November 9, 2002

“Controlling Our Own Destiny—Doing What Public Education Does Even Better,” keynote

address presented at the Kansas North Central Association Conference, Wichita, October

9, 2002

“Traits of the Inspirational Teacher and Inspired Students,” keynote address presented to the

faculty of the Department of Physical Education at the United States Military Academy,

West Point, New York, August 5, 2002

“Our Children Deserve, but Don’t Always Get, the Best Teachers” keynote address presented at

the Kansas Parents Teachers Association Convention, Salina, April 13, 2002

“Success in Periodic Review, Tenure, and Promotion—Mentoring and Evaluation” presented at

the American Alliance for Health, Physical Education, Recreation and Dance

Convention, Cincinnati, March 30, 2001 (with Lynne Gaskin and Keith Tennant)

“Supporting Student Learning through the Infusion of Technology” presented at the American

Association for Higher Education Conference on Faculty Roles and Rewards, Tampa,

February 4, 2001 (with Curt Cearley)

“Process toward Collaboration—Enhancing Teacher Preparation” keynote address at the

Connections Conference at Dalton State College, Dalton, Georgia, October 27, 2000

68

“Program Redesign Leading to the Guarantee of Graduates” presented at the American

Association of Colleges for Teacher Education Conference, Chicago, February 27, 2000

(with Carolyn Scherm)

“West Georgia’s Collaborative Schools Initiative” presented at the Georgia Partner Schools

Conference, Augusta, March 31, 2000 (with Dawn Putney)

“Alternative Preparation Programs” presented at the Georgia Association of Colleges for

Teacher Education/Georgia Association of Teacher Educators Conference, Jekyll Island,

March 9, 2000

“Achieving Standards through Preparation for a NCATE Visit” presented at the Association of

Teacher Educators Conference, Orlando, February 13, 2000 (with Carolyn Scherm)

“Process toward Collaboration—Enhancing Teacher Education” presented at the Georgia

Conference on College and University Teaching, Kennesaw State University, Kennesaw,

Kansas, February 4, 2000 (with Dawn Putney)

69

Appendix I

Grants Associated with Teaching

2003—Received $1,906,141 from the United States Department of Education for the KU-

KCKPS Partnership in Education [with Jerry Bailey]

2000—Received $530,793 from the Goizueta Foundation to support the West Georgia

Developmental and Diagnostic Reading Clinic [with Beheruz Sethna, Scott Huffman,

John vonEschenbach, and Donna Harkins]

2000—Received $60,000 from the Georgia Power Foundation for the Northwest Georgia

Leadership Academy for School Principals [with Lena´ Morgan]

2000—Received $16,500 from the Sewell Foundation to support the West Georgia

Developmental and Diagnostic Reading Clinic [with John vonEschenbach and Donna

Harkins]

2000—Received $20,000 from the Georgia Title II grant for Impacting Student Learning

2000—Received $8,000 from the Georgia Title II grant for the Standards-Based Teacher

Education Project

1999—Received $10,000 from the Council for Basic Education and American Association of

Colleges for Teacher Education [with Dawn Putney]

1999—Received $16,500 from the Sewell Foundation to support the West Georgia

Developmental and Diagnostic Reading Clinic [with John vonEschenbach and Donna

Harkins]

1999—Received $10,000 from the Pittulloch Foundation to support the West Georgia

Developmental and Diagnostic Reading Clinic [with John vonEschenbach and Donna

Harkins]

70

1999—Received $230,783 for continuing support of the West Georgia Educational Technology

Training Center from the Georgia Department of Education [with Curt Cearley]

1998—Received a $5,000 grant for development of an Ed.D. program from the University

System of Georgia

1998—Received a $308,250 grant for the establishment of the West Georgia Educational

Technology Training Center from the Georgia Department of Education

1998—Received $10,000 from the Georgia Professional Standards Commission for continuation

of the DeKalb Project [with Judy Butler]

1997—Received $10,000 from the Georgia Professional Standards Commission for assessment

of interns’ preparation to teach reading [with Elaine Roberts]

1997—Received $10,000 from the Georgia Professional Standards Commission for

establishment of the DeKalb Project [with Judy Butler]

1997—Received $200,000 from the state of Georgia as the Chair of the Purpose Five sub-

committee and co-author of the West Georgia P-16 Council’s grant on the co-reform of

teacher education [with Alvis Harthern and the P-16 Council]

1997—Received $24,000 from the Council for Basic Education and American Association of

Colleges for Teacher Education [with Alvis Harthern]

1995—Received $10,000 for the Physical Education Public School Outreach Program from

Athletic Clubs, Inc. to provide classes for school children on Healthful Living through

Physical Education [with Cathy Crossland]