Browsing by Author "Urtel, Mark G."

Now showing 1 - 7 of 7
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    Assessing academic performance between traditional and distance education course formats
    (Journal of Educational Technology & Society, 2008) Urtel, Mark G.
    The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed.
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    A Constant Balancing Act: Delivering Sustainable University Instructional Physical Activity Programs
    (Human Kinetics, 2020-11) Brock, Sheri J.; Beaudoin, Christina; Urtel, Mark G.; Hicks, Lisa L.; Russell, Jared A.; Kinesiology, School of Health and Human Sciences
    The goal of university instructional physical activity programs (IPAPs) is to provide quality instruction through best practices to encourage college students to lead healthy and physically active lifestyles. As IPAPs have continued to decline due to enrollment and budgetary concerns, the importance of quality and sustainability has become particularly paramount. Furthermore, it is imperative to the existence of IPAPs that we strive to learn and share with each other in order to independently survive, but more essentially to flourish collectively, as we are better together. In our varied experience, while some IPAPs face unique challenges, many obstacles are common, regardless of institution size and composition. This paper will offer the perspectives of four strikingly different colleges and universities in their quest to navigate challenges in delivery, maintain and support quality instruction, and advocate for IPAPs.
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    K-12 Physical Education: The Principal perspective
    (National Teacher Education Journal, 2011) Urtel, Mark G.; Vogel, Nicole
    The purpose of this research was to examine how K-12 Principals view physical education. Additionally, this survey-based project examined the extent to which location and level of a building impacted the Principals attitude or actions. Basic demographic information was captured from each respondent (N = 130) and then factorial ANOVA was used to determine significant interactions; again, based on location and/or level. Preliminary results indicate that Indiana K-12 building Principals, irrespective of location or level held favorable attitudes toward physical education and that their actions supported those attitudes. In select instances there were significant interactions in regard to location and level toward physical education. Namely as they related to (a) dodgeball (b) coaching expertise (c) recognition and (d) professional development.
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    Musings and reflections from first-year department chairs; an extension of the NCA
    (Academic Chairpersons Conference, 2017) Urtel, Mark G.; Jowers-Barber, Sandra; Smith, Stacey
    Come and engage in conversation with 3 beginning chairs who participated in the 2016 NCA as they muse about the good, bad, and ugly of their first year. Hear about how challenges were overcome and opportunities were created to help them become better leaders.
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    On-Line Quizzing and Its Effect on Student Engagement and Academic Performance
    (2006-10) Urtel, Mark G.; Bahamonde, Rafael E.; Mikesky, Alan E.; Udry, Eileen M.; Vessely, Jeff S.
    The goal of this study was to determine if on-line out-of-class quizzing would lead to increases in (a) classroom engagement (b) academic performance and (c) preparation perception of college students. Twenty-four sophomore level students enrolled in a required functional anatomy course participated in this study. Results from this study indicate that on-line quizzing had a statistically significant impact on some indicators of student classroom engagement. However, on-line quizzing had no statistically significant impact on academic performance as evidenced by test scores. Finally, student perceptions, as a result of on-line quizzing significantly improved.
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    Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
    (Journal of Teaching in Physical Education, 2021) Webster, Collin A.; D'Agostino, Emily; Urtel, Mark G.; McMullen, Jaimie; Culp, Brian; Killian, Chad; Egan Loiacono, Cate A.
    In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.
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    Re-casting the Annual Faculty Review
    (New Prairie Press, 2020) Urtel, Mark G.
    This session will highlight how one department chair flipped the annual faculty review from a top-down administrative process focused on merit pay to a faculty-centered process focused on professional development and advancement. Following will be discussion on the results of the anonymous survey distributed to faculty from this new process.