Browsing by Author "Urtel, Mark"
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Item A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice(WAC Clearinghouse, 2024) Urtel, Mark; Fallowfield, Stephen M.; Angermeier, Lisa; Swinford, Rachel; Exercise & Kinesiology, School of Health and Human SciencesDesigning then implementing ePortfolios as a High Impact Practice (HIP) (Watson et al., 2016) across an academic program in kinesiology presents many opportunities and challenges. The authors document their six-year journey and ensuing lessons along the way, as they strive to uncover and enact best practices for department-wide implementation. After a first attempt implementing the ePortfolio when they realized their efforts fell short, this faculty team immersed themselves in comprehensive professional development and worked together with students to recast how each knew and understood an ePortfolio. To achieve the newly crafted outcomes of an ePortfolio project, the authors found that promoting student voice and choice is essential to fostering student engagement and inclusivity. Informed by findings of a mixed methods study, the faculty team hopes to provide a meaningful perspective that supports faculty exploration within ePortfolios and offer guidance to be sure students are partners in this journey.Item Advocating for Your Department through a School Merger: The Chair Perspective(Wiley, 2019) Urtel, Mark; Cecil, Amanda K.; Kinesiology, School of Physical Education and Tourism ManagementItem A Case Study in ePortfolio Implementation: A Department-Wide Perspective(2019) Fallowfield, Stephen M.; Urtel, Mark; Swinford, Rachel; Angermeier, Lisa; Plopper, Allison S.; Kinesiology, School of Health and Human SciencesThis case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment.Item Creating a Culture of Faculty Advancement - PETM(Office of Academic Affairs, IUPUI, 2017-11-14) Urtel, Mark; Angermeier, LisaItem Examining the Impact of Intramural Youth Sports on SEL (social and emotional learning)(Center for Translating Research Into Practice, IU Indianapolis, 2021-05-28) Urtel, MarkProfessor Urtel studies programs and interventions at schools that not only focus on the health outcomes from physical activity, but the academic readiness and positive behavioral outcomes that are associated with consistent physical activity.Item Exemplifying Inclusive Excellence: How Indiana University Purdue University Indianapolis Leads by Example in Kinesiology(AKA, 2022-11) Urtel, Mark; Keith, NiCole; Bahamonde, Rafael E.; Exercise & Kinesiology, School of Health and Human SciencesThis article documents the highlights achieved by the Department of Kinesiology at Indiana University Purdue University Indianapolis over the span of 25 years that culminated with their being awarded the Inclusive Excellence award as sponsored by the American Kinesiology Association. Furthermore, this journey was presented using the special issue focus on leadership. Presented experiences occurred within the typical faculty understanding of teaching, research, and service. Recognition was given to the university and campus that hosts this department as it related to the overall diversity and inclusion culture developed on the broader scale, as this is important to acknowledge. This journey could inform or inspire other similar units as they strive to enhance diversity and inclusive excellence in their respective institutions.Item Flipping the Annual Faculty Review: Designing a Faculty-Centered Process(Wiley, 2020) Urtel, Mark; Kinesiology, School of Health and Human SciencesItem Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons(MDPI, 2022-11-17) Killian, Chad M.; Espinoza, Sarah M.; Webster, Collin A.; Long, Belden; Urtel, Mark; Mays Woods, Amelia; D’Agostino, Emily M.; Kinesiology, School of Health and Human SciencesBackground: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. Purpose: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. Methods: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. Results: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). Discussion/Conclusion: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.Item Internships in Kinesiology: Reconsidering Best Practices(Human Kinetics, 2018) Urtel, Mark; Michaliszyn, Sara F.; Stiemsma, Craig; Physical Therapy, School of Health and Rehabilitation SciencesThe purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.Item Introduction to Mark Urtel & His Work(Center for Translating Research Into Practice, IU Indianapolis, 2021-05) Urtel, MarkProfessor Mark Urtel briefly discusses his translational research with youth physical fitness.