Last Modified: 2016-05-14

EXSI 200D: Introduction to Exercise Science

Exercise Science Program
School of Preventive and Rehabilitative Health Sciences
Gardner-Webb University
Instructor: Jeffrey M. Hartman, PhD
Telephone: 704-406-3202
Email: jhartman@gardner-webb.edu
Office: HSB 180
Office Hours: MWF 8-9AM, 10-11AM; TR 11AM-1PM
Prerequisites: NONE
Credits: 3
Required Textbooks:
Exercise Science (EXSI) 200: Introduction to Exercise Science Resource Manual (7th ed.).
Beam, W.C. & Adams, G.M. (2014). Exercise Physiology Laboratory Manual (7th ed.). McGraw
Hill: Columbus, OH.
Course Description: Study of the field of Exercise Science and the many sub-disciplines that
are associated with this term. Opportunities are provided to identify characteristics of exercise
science professionals, diverse perspectives and current trends in the field, in addition to
developing laboratory and clinical skills. Emphasis is placed on career planning, employment
opportunities, and learning fundamental laboratory and clinical procedures and skills.
Student Learning Outcomes: Students successfully completing the course will:
1. Develop an understanding of the interdisciplinary field of exercise science with its many
basic disciplines and sub-disciplines.
2. Develop an understanding of the Exercise Science major requirements, opportunities, and
expectations.
3. Develop an understanding of the potential career opportunities for a graduate with a
degree in Exercise Science.
4. Develop an understanding of the research process and how to read and analyze current
peer reviewed research in the exercise sciences.
5. Develop an understanding of the role professionalism plays in academic and career
success.
6. Develop an understanding of fundamental laboratory and clinical procedures and skills.
7. Discuss the integration of scholarship with Christian life in preparation for making
significant contributions for God and humanity in an ever-changing global community.
Assessment Scale:
Points
Grade
94-100
A
90-93
A87-89
B+
83-86
B

Points
80-82
77-79
73-76
70-72

Grade
BC+
C
CEXSI 200D

Points
67-69
63-66
60-62
Below 60

Grade
D+
D
DF
1

Last Modified: 2016-05-14

Attendance Policy: According to university policy, absences in excess of 25% of the total class meetings
(12) will result in the student receiving a failing grade for the course. Class will begin promptly at the
scheduled hour. Arriving late or leaving class early counts as one (1) tarry. Two (2) tarries will count as
one (1) absence on the students attendance record (it is a tardy students responsibility to inform the
instructor, following each class, of the students tardiness; otherwise, the student may be recorded as
absent).
Participation:
Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly
dividing the Word of truth. 2 Timothy 2:15
Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to
get the prize. 1 Corinthians 9:24
Do everything without grumbling or arguing, so that you may become blameless and pure, children of
God without fault in a warped and crooked generation. Then you will shine among them like stars in the
sky as you hold firmly to the word of life. And then I will be able to boast on the day of Christ that I did
not run or labor in vain. Philippians 2:14-16
Laboratory Policy: Lab activities are inherently dangerous; therefore, students must be early and
prepared for every lab procedure. Students cannot learn responsibilities during or immediately before lab;
therefore, students must know their role and responsibilities before coming to lab. Student behavior will
be that of a professional. Students may be asked to leave the lab immediately if late, unprepared,
unprofessional, or unfocused.
No food is allowed in the laboratory at any time. Liquid is permissible in a closeable container while in
the laboratory; however, it must remain in the lecture space. Closed toed shoes and appropriate athletic
wear are required during assigned lab days. Students not following the lab policies (including dress) will
be asked to leave class and will be marked absent.
Assignment Submission Policy: LATE SUBMISSIONS WILL NOT BE ACCEPTED WITHOUT
PRIOR NOTICE AND APPROVAL. Email submissions (Pages or Word attachments only) are
encouraged. All submissions, unless otherwise noted, MUST be typed using the following formatting
template:
Times New Roman 12 pt font; 1 margins all the way around; double-spaced; left text alignment. The
following must appear in this exact order, single spaced, at the top left of the first page of each
submission: your name, EXSI 200D, submission date, assignment title as indicated on course syllabus
(see below). All assignments must include the honor pledge (with your signature hand written or typed)
on final page.
Jeff Hartman
EXSI 200D
01/22/16
Service Learning Reflection
Assignments that do not follow the above written policy will not be accepted. Multiple page assignments
not stapled will not be accepted. It is not the instructors responsibility to carry a stapler to class. Failure
to complete one assignment will result in the automatic lowering of final grade one chromatic grading
level. Failure to complete two or more assignments will result in automatic failure.

EXSI 200D

Last Modified: 2016-05-14

Make Up Exam/Quiz Policy: Students will be permitted to take make up examinations/quizzes if

arrangements are made IN ADVANCE with the instructor, and the reason for missing the exam/quiz is
deemed appropriate (e.g., illness, travel with sports team, etc.). Students who fail to make prior
arrangements with the instructor WILL NOT be permitted to take the exam/quiz and will receive a score
of zero (0). Absence on the day of an assigned laboratory experience will result in the grade of zero (0)
unless the absence was unexpected, unavoidable, AND reasonable attempts were made to contact the
instructor prior to the class.
Technology Policy: Students are permitted to use devices during class for note-taking and other classrelated work only. Those using devices during class for work not related to that class will be penalized.
The students first offense of this policy will result in an email warning/reminder from the instructor. All
future offenses will result in the student being marked absent on the day of the offense(s).
Email Policy: All course related emails sent to the professor MUST include the course mnemonic and
number (i.e., EXSI 200D) in the Subject field (at a minimum), and must be written in accordance with the
email professionalism guidelines discussed in class (i.e., appropriate greeting and tone, at a minimum).
Emails that fail to be in accordance with these minimum guidelines will be returned, unanswered, and
must be resubmitted for a response.
Emergency Evacuation Policy: In case of an emergency, students should be aware of the nearest
exit. Instructions for orderly evacuation will be given in class. In the event of an evacuation, the class
will re-convene in the CHS Visitor Parking Lot.

Tentative Course Outline*:

Day

Topic/Reading(s) to be Covered

01/06
01/08
01/11

Introductions and syllabus

Introduction to GWUs exercise science program
EXSI portfolio; Email etiquette; Careers in EXSI

01/13

Quiz 1 (Syllabus, program requirements, email);

Article critiques; Pre-test
Universal precautions (UP)
MLK Day of Service (no face-to-face meeting)
Units of measure; Collection of basic data

01/15
01/18
01/20
01/22
01/25
01/27
01/29
02/01
02/03
02/05
02/08
02/10
02/12
02/15

Collection of basic data lab LM 2.2; 3.2

Resting blood pressure and heart rate
Exercise blood pressure and heart rate
Resting and exercise HR and BP LM 16.2; 17.2
Isometric strength; Anaerobic cycling
Anaerobic cycling; Anaerobic stepping
Isometric strength; Anaerobic cycling, stepping
LM 5.2; 10.2
Information literacy session (Belk-Ellis in Library)
Article #2 presentations
Service learning (SL)
Body mass index (BMI); Girths and ratios

02/17

Skinfolds; BMI; Girths and ratios

EXSI 200D

Assignment(s) Due
Resource Manual (RM) - section 1
RM section 1 & 2: Portfolios; Effective
email etiquette; Careers in EXSI;
Profession profile
RM section 2: Article critiques; Article #1
(located on Blackboard)
UP Quiz; Article critique #1; Pre-test
Serve
Lab Manual (LM) Ch 1-3; Homework
(HW) 2.1, 3.1
LM Ch 16
LM Ch 17; HW 16.1, 17.1
LM 2.2, 3.2
LM Ch 5, 9
LM Ch 9, 10; HW 5.1, 9.1
HW 10.1; LM 16.2; 17.2
Locate Article #2
Article critique #2
LM 5.2, 10.2
LM Ch 23, 24; Peer assessment of article
critique #2
LM Ch 25; HW 23.1, 24.1

Last Modified: 2016-05-14

02/19
02/22
02/24
02/26
02/29
03/02
03/04
03/0711
03/14
03/16
03/18
03/21
03/23
03/2428
03/30
04/01
04/04
04/06
04/08
04/11
04/13
04/15
04/18
04/20
04/22
04/25
04/27
05/04

BMI; Girths and ratios; Skinfolds (introduction)

LM 23.2; 24.2
Hydrostatic weighing/BodPod
BodPod; Skinfolds
Skinfolds LM 25.2
Resting lung volumes
Resting lung volumes
Resting lung volumes LM 20.2
NO CLASS SPRING BREAK

HW 25.1; SL site due (emailed)

Aerobic stepping
Aerobic cycling
Aerobic stepping; cycling LM 13.2; 14.2
Resting electrocardiogram (EKG)
EKG
Easter Break

LM Ch 13
LM Ch 14; HW 13.1; 14.1
LM 20.2
LM Ch 18
HW 18.1; LM 13.2; 14.2

Student career presentations (1-4)

Student career presentations (5-8)
Student career presentations (9-12)
Student career presentations (13-16)
Student career presentations (17-19)
Maximal oxygen consumption
Maximal oxygen consumption respiratory valve
Metabolic cart calibration
Metabolic cart calibration
Maximal Oxygen Consumption Lab full dress
rehearsal (cycle or treadmill)
Maximal Oxygen Consumption Lab (cycle or
treadmill) LM 15.2
EXSI Internship Handbook
Fasting blood glucose
11AM FINAL EXAM

Mock interview thank you card due

LM Ch 26
HW 25.1
LM 23.2, 24.2
LM Ch 20
HW 20.1
LM 25.2

Service learning project due

LM Ch 15
LM Ch 15
LM Ch 15; HW 15.1
LM Ch 15
LM Ch 15

EXSI portfolio with completed checklist

LM 15.2 (cycle and treadmill)
SL oral defense

*NOTE: The instructor reserves the right to alter the syllabus at any time, if needed.
Special Needs Policy: All students needing accommodations to participate fully in all class activities and
to fulfill requirements of the class should notify me of the need as soon as possible. Persons must be
certified as disabled by the Noel Program for Students with Disabilities in order to receive
accommodations.
Assignments:
1. Exercise Science professions preparation:
a. Exercise science profession profile @ 50 pts. Students will locate and submit a current
job description and actual current position announcement (within past three months) for a
career in exercise science, and interview a professional (must have at a minimum a
Masters degree OR 5 years of experience) currently working in the students assigned
career. Students are to then write a reflection that includes each specific interview
question and a summary of responses given, as well as the students responses to specific
self-reflection prompts. The paper must include the job description, current position

EXSI 200D

Last Modified: 2016-05-14

announcement, salary range for the profession, and what was learned from the interview
and/or research (be very specific). Students will then share their findings with classmates
via 10 minute professional presentations that provides a detailed summary of information
gathered. Presentations will be recorded and students must self assess their oral
presentation (10 pts) as well as their peers. SLO #s 1, 3, 5.
b. Center for Career Development events see Spring 2016 Schedule of Events for
required and extra credit opportunities. SLO #s 2, 3, 5, 7.
c. EXSI portfolio @ 20 pts see EXSI 200 portfolio guidelines and checklist. SLO #s 2, 5.
d. Participation in Exercise Science Service Learning Opportunity @ 70 pts (45 pts
written & 25 pts oral). Students will serve a minimum of 10 hours at one or more
instructor approved exercise science related worksite. Students must complete journal
entries for each date they serve (see Service Learning Journal template) and write a
reflection paper (see Service Learning Guidelines) on their experience(s), linking their
service learning experience to specific course concepts, theories, materials, and/or
discussions. Students must clearly identify the connections from their service to the
curriculum. This assignment IS NOT a summary of your service experience, and IS NOT
simply a volunteer experience. SLO #s 1, 2, 3, 5 & 7.
2. Exercise Science knowledge, skills and abilities
a. Quizzes and Test - SLO #s 1, 2, 3, 4.
i. Universal precautions must earn 100% @ 10 pts
ii. Pre-test either full or no credit @ 10 pts
iii. Quiz @ 25 pts
b. Exercise science lab skills and procedures SLO #s 1, 2, 4, 5, 6.
i. Homework (HW) @ 10 pts each see homework forms. Electronic
submissions only.
ii. Lab reports @ 10 pts each see lab reports. Hard copies only. Grade will
include professional presentation.
c. Exercise science bigs and littles (20 pts) network with your assigned upper level EXSI
major for a minimum of 10 hours. SLO #s 1, 3, 5
3. Understanding research process.
a. Article critiques @ 20 pts each - Students are to critique articles following the
directions and using the template provided. SLO #s 1, 4, 6.
i. Information literacy assignment will require the student to locate a current (no
more than 18 months old), peer-reviewed, original (no reviews), scientific article
related to the exercise sciences and of interest to the student. Students will
critique their library article, using the template provided, then share their article
and critique with another classmate, who must read and peer assess their
partners article and critique, using the rubric provided (10 pts). This assignment
is to familiarize students with the library, scientific databases, reading of peer
reviewed scientific literature in the exercise sciences, and to increase comfort
level of critically analyzing peers writing.

EXSI 200D

Last Modified: 2016-05-14

Honor Policy: In accordance with Gardner-Webb Universitys Honor Code, it is assumed that you will
be truthful in your dealings with the instructor, including being prepared for each class and not using
assistance on any of the exams throughout the course. Collaboration on class assignments is encouraged;
however, the final project should be your own work, and when outside help has been obtained on
assignments, you are required to specify that assistance (including from whom it was gained) in your
honor pledge before signing it.
I have neither given nor received aid on this assignment/exam.
The following types of behaviors are examples of academic dishonesty. This list is not, and cannot be, exhaustive.
Students who are unsure if an act is academically dishonest have a duty to consult their professor before engaging in
the act.
1.

2.
3.

4.
5.
6.

7.
8.
9.

Cheating: (a) Using notes, study aids, or information on an examination which are not approved by faculty;
(b) Altering graded work after it has been returned and submitting the work for regrading; (c) Allowing
another person to do one's work and submitting that work under one's own name; (d) Submitting identical
or similar papers for credit in more than one course without prior permission from the course instructors.
Plagiarism: Submitting material that in part or whole is not one's own work without attributing those same
portions to their correct source.
Fabrication: (a) Falsifying or inventing any information, data, or citation; (b) Presenting data that were not
gathered in accordance with standard guidelines that defined the appropriate methods for collecting or
generating data and failing to include an accurate account of the method by which the data were gathered or
collected.
Misrepresenting Circumstances: (a) Lying; (b) Presenting a professor (verbally or in writing) with false or
incomplete information.
Impersonation: (a) Representing oneself as another student in an examination; (b) Signing another's name
on an attendance roster; (c) In general doing the work required of another student and/or allowing another
to do your work.
Obtaining an Unfair Advantage: (a) Stealing, reproducing, circulating or otherwise gaining access to
examination material prior to the time authorized by the instructor; (b) Stealing, destroying, defacing or
concealing library materials with the purpose of depriving others of their use; (c) Unauthorized
collaborating on an academic assignment; (d) Retaining, processing, using or circulating previously given
examination materials, where those materials are to be returned to the instructor at the conclusion of the
examination; (e) Intentionally obstructing or interfering with another student's academic work; or (f)
Otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over
other students' academic work.
Aiding and Abetting Academic Dishonesty: (a) Providing material, information, or other assistance to
another person with knowledge that such aid could be used in any of the violations stated above; or (b)
Providing false information in connection with any inquiry regarding academic integrity.
Falsification of Records and Official Documents: (a) Altering documents affecting academic records; (b)
Forging signatures of authorization or falsifying information on an official academic document, grade
report, letter of permission, petition, drop/add form, ID card, or any other official University document.
Unauthorized Access to Computerized Academic or Administrative Records or Systems: (a) Altering
computer records; (b) Modifying computer programs or systems; (c) Releasing or dispensing information
gained via unauthorized access; or (d) Interfering with the use or availability of computer systems of
information.

EXSI 200D

Updated: 2016-05-14

EXSI 200: Introduction to Exercise Science

Exercise Science Program
Exercise Science Profession Profile Assignment
Students will locate a current position description and actual current position announcement
(within last three months) for a career in exercise science, and interview a professional (must
have at minimum a Masters degree OR 5 years of experience) currently working in the students
assigned career. Students are to then write a reflection that includes each specific interview
question (located below) and a summary of responses given, as well as the students responses to
specific self-reflection prompts (1-2 pages; located below). The paper must include a job
description, current (within past 3 months) position announcement, salary range for the
profession, reason(s) for choosing their prospective career path, and what was learned
from the interview and/or research (be very specific).
Researching the profession you are preparing for can help you direct your knowledge, skills, and
abilities to the specific needs of the profession. Ultimately, this will set you apart from other
applicants.

Updated: 2016-05-14

Template to be completed for exercise science profession profile assignment.

Name: ________________________________
Job description: in your own words (cite your source); highlight key words
Current position announcement: attach to paper; include summary here; highlight three greatest skills
needed
Profession Profile Interview Questions:
Work description: What are the primary work tasks? What is a typical day like?
Include summary of response
Work hours: What are the typical work hours? Can you bring work home?
Include summary of response
Training: What education is required? What major(s) are appropriate?
Include summary of response
Skills: What skills are required to do the job well?
Include summary of response
Personality traits: What personality traits are useful?
Include summary of response
Work setting: What types of work setting includes this career choice?
Include summary of response
Salary: What is the entry-level salary range? What is the most people typically make?
Include summary of response
Advancement: Describe possible paths of advancement within this career choice.
Include summary of response
Employment outlook: What is the current forecast for employment?
Include summary of response
Geographic mobility: Is this career choice limited to certain areas of the country or particular kinds of
environments (e.g., urban vs. rural)?
Include summary of response
What professional organizations are related to this career?
Include summary of response

Updated: 2016-05-14

What are some of the pros and cons of this career?

Include summary of response
What do you like about this career?
Include summary of response
What do you dislike about this career?
Include summary of response

Reflection Paper Prompts (1-2 pages)

One specific work area of profession that interests you.
One interesting thing you learned/confirmed about self.
Are you still interested in same profession? If no, what now?
Do you think you are capable of pursuing professional requirements (e.g., education, preparation,
etc.)?
What skills or preparation might be difficult for you?
Having completed this assignment, what is/are the next step(s) for your career preparation?

Updated: 2016-05-14

Exercise Science Profession Profile Assignment Rubric

Student: ________________________________
Included job description _____/3
Highlighted key words from the description; in own words; cited source
Included current position announcement _____/3
Highlighted the three greatest skills needed/requirements for this position
Summarized what kind of person they are looking for
Interview
Interviewed professional in prospective career path _____/1
Specific interview questions are included _____/1
Summary of interview responses are included _____/1
Reflection paper (1-2 pages)
The following prompts were specifically addressed in reference to students reaction to
interview:
One specific work area of profession that interests you _____/1
One interesting thing you learned/confirmed about self _____/1
Are you still interested in same profession? If no, what now. _____/2
Do you think you are capable of pursuing professional requirements (e.g.,
education, preparation, etc.). _____/2
What skills or preparation might be difficult for you. _____/2
Next step(s) for career preparation. _____/2
Proofing/Editing/Grammar/Honor Pledge _____/1
FINAL ASSESSMENT RESULTS
Written submission _____/20
Oral presentation (see presentation rubric) _____/20
Assignment total _____/40

Presentation Qualitative Evaluation Criteria

Points
Content

Coherence &
Organization

Creativity

Material

Speaking
Skills
Audience
Engagement
Length of
Presentation

POINTS:

3
Exceptional
Abundance of material clearly
related to thesis; points are clearly
made & all evidence supports
thesis; varied use of materials
Thesis is clearly stated &
developed; specific examples are
appropriate & clearly develop
thesis; conclusion is clear; flows
together well; good transitions;
succinct but not choppy; well
organized
Very original presentation of
material; uses the unexpected to full
advantage; captures audiences
attention
Balanced use of multimedia
materials; properly used to develop
thesis; use of media is varied &
appropriate
Poised, clear articulation; proper
volume; steady rate; good posture
& eye contact; enthusiasm;
confidence; professional dress
Involved the audience in the
presentation; points made in
creative way; held audiences
attention throughout
Within one minute of allotted time
+/-

2.3
Admirable
Sufficient information that
relates to thesis; many good
points made but there is an
uneven balance & little
variation
Most information presented
in logical sequence; generally
very well organized but better
transitions from idea to idea
& medium to medium needed

2
Acceptable
There is a great deal of
information that is not clearly
connected to the thesis

0
Not Acceptable
Thesis not clear; information
included that does not support
thesis in any way

Concept & ideas are loosely

connected; lacks clear
transitions; flow &
organization are choppy

Presentation is choppy &

disjointed; does not flow;
development of thesis is vague; no
apparent logical order of
presentation

Some originality apparent;

good variety & blending of
materials/media

Little or no variation; material

presented with little originality
or interpretation

Repetitive with little or no variety;

insufficient use of multimedia

Use of multimedia not as

varied & not as well
connected to thesis

Choppy use of multimedia

materials; lacks smooth
transition from one medium to
another; multimedia not
clearly connected to thesis
Some mumbling; little eye
contact; uneven rate; little or
no expression; business casual
dress
Some related facts but went
off topic & lost the audience;
mostly presented facts with
little or no imagination
Within three minutes of
allotted time +/-

Little or no multimedia used or

ineffective us of multimedia;
imbalance in use of materials-too
much of one, not enough of
another
Inaudible or too loud; no eye
contact; rate too slow/fast; speaker
seemed uninterested & used
monotone; unprofessional dress
Incoherent; audience lost interest
& could not determine the point of
the presentation

Clear articulation but not as

polished; eye contact;
confidence; professional dress
Presented facts with some
interested twists; held the
audiences attention most of
the time
Within two minutes of
allotted time +/-

/20

Student: _____________________________________

Within four minutes of allotted

time +/-

Oral Presentation Peer Evaluation

CATEGORY
Introduction

Speaker:

Grade: A
Effectively outlines
the scope and
direction of the
presentation
Clearly follows a
rational plan with
effective transitions
Shows a full
understanding of the
topic. Able to answer
all questions

Grade: B
Less clearly focused

Grade: C
Vague with unclear
notion of purpose

Grade: D
Absent

Some gaps in an
otherwise reasonable
structure
Shows a good
understanding of the
topic. Able to answer
most questions

No apparent
organization

Depth

Appropriate

Slightly shallow or deep

Conclusion

Smooth transition to
an effective wrap-up
of the main ideas
Strong connection
with audience at an
appropriate level
Effective, speaks
clearly, poised,
excellent eye contact

Less effective transition

or incomplete review

Confusing
movement from
point to point
Shows a good
understanding of
parts of the topic.
Able to answer a
few questions
Too shallow or too
deep
Unclear ending,
without review of
main ideas
Minimal attempt to
reach audience
Difficulties such
that meaning is
unclear, occasional
eye contact
Add little to the
presentation, very
cluttered
Presentation is
several minutes too
long or too short.

Distracting
behaviors, mumbles,
no eye contact

Logical
Progression
Comprehension

Audience

Delivery

Visual Aids

Clear, easy to read,

and helpful

Time Limit

Presentation is
correct length.

Some distance: talk

feels read or
memorized
Some difficulties or
distracting behaviors,
speaks clearly most of
time, good eye contact
Fairly effective, some
clutter
Presentation is a few
minutes too long or too
short.

How much of this talk do you feel you understood?

What are two things that the speaker did well?

What are two things that the speaker could have done differently?

Comments:

Overall Grade:

Your Name:

Does not seem to

understand the topic
well. Unable to
answer any
questions
Inappropriate
Abrupt ending

Ignores audience

Distracting and
difficult to read.
Presentation is very
long or short

EXSI 200: Introduction to Exercise Science

Exercise Science Program
Exercise Science Profession Profile Assignment
Potential Professions to Profile
Cardiopulmonary rehabilitation specialist

_____________________________

Dietitian/Sports nutritionist

_____________________________

Employee/Corporate fitness director

_____________________________

Exercise physiologist

_____________________________

Medical doctor

_____________________________

Physical therapist

_____________________________

Occupational therapist

_____________________________

Strength and conditioning specialist

_____________________________

Physician assistant

_____________________________

Biomechanist

_____________________________

Pharmacist

_____________________________

Personal trainer

_____________________________

Researcher

_____________________________

Wellness coach

_____________________________

Recreational therapist

_____________________________

Physical therapy assistant

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Template to be completed for exercise science profession profile assignment.

Name: ________________________________
Job description: in your own words (cite your source)
Current position announcement: attach to paper; include summary here
Profession Profile Interview Questions:
Work description: What are the primary work tasks? What is a typical day like?
Include summary of response
Work hours: What are the typical work hours? Can you bring work home?
Include summary of response
Training: What education is required? What major(s) are appropriate?
Include summary of response
Skills: What skills are required to do the job well?
Include summary of response
Personality traits: What personality traits are useful?
Include summary of response
Work setting: What types of work setting includes this career choice?
Include summary of response
Salary: What is the entry-level salary range? What is the most people typically make?
Include summary of response
Advancement: Describe possible paths of advancement within this career choice.
Include summary of response
Employment outlook: What is the current forecast for employment?
Include summary of response
Geographic mobility: Is this career choice limited to certain areas of the country or particular kinds of
environments (e.g., urban vs. rural)?
Include summary of response
What professional organizations are related to this career?
Include summary of response

What are some of the pros and cons of this career?

Include summary of response
What do you like about this career?
Include summary of response
What do you dislike about this career?
Include summary of response

Reflection Paper Prompts (1-2 pages)

One specific work area of profession that interests you.
One interesting thing you learned/confirmed about self.
Are you still interested in same profession? If no, what now?
Do you think you are capable of pursuing professional requirements (e.g., education, preparation,
etc.)?
What skills or preparation might be difficult for you?
Having completed this assignment, what is/are the next step(s) for your career preparation?

Spring 2016 Schedule of Required Events

REQUIRED EVENTS signatures from Career Development staff required as proof of attendance
Resume & cover letter @ 20 pts students are to create an up-to-date draft cover letter and resume for their dream job with their dream
company. Students will then attend one resume remix workshop (01/21 @ 9:15AM or 02/08 @ 6:30PM @ 10 pts) with their draft cover letter and
resume, and solicit feedback and assistance with improving their materials. Students will incorporate feedback from workshop, attend a resume
review drop-in session with their materials (04/04 or 04/21 @ 10 pts) and submit a corrected and updated clean copy of their final cover letter and
resume in their EXSI portfolio.

Date

January 21
February 8

April 4
April 21

Time

Location

Event

9:15am
6:30pm

TSC 327
TSC 327

Resume Remix Workshop

Resume Remix Workshop

5-7pm

9:15-10:15am

Career Development
Career Development

Signature

Resume Review Drop-In

Resume Review Drop-In

Mock interview event @ 30 pts students are required to dress professionally and attend an interview preparation session (03/21@ 6:30PM @ 10
pts) and the mock interview event on campus (03/23 @ 10 pts). Students will then complete a thank you card with unsealed envelope (separate
from any cards given during interview process) to be submitted to the course instructor for credit (@ 10 pts) at the start of the next class following
their mock interview. Envelopes are to be addressed (no stamp required) to Erin Cook, Assistant Director Career Development, PO Box 7208. NO
LATE SUBMISSIONS.

Date

March 22

March 23

Time

Location

Event

6:30pm

TSC Movie Theater

Interview Preparation

10am-6pm

Washburn House

Mock Interviews*

*Appointments are required to participate in this event. Contact ecook2@gardner-webb.edu to set up an interview.

Signature

Spring 2016 Schedule of Extra-Credit Events

EXTRA-CREDIT EVENTS @ 10 pts each. Must attend, obtain signature, and submit, within 1 week of event, a one
paragraph reflection of what you learned and/or how you will apply what was covered during the event (NOT A SUMMARY
OF WHAT WAS DISCUSSED). Reflections submissions via email only (must follow email etiquette guidelines to receive full
credit). Pledge all submissions. NO LATE SUBMISSIONS
Date

January 27

February 4

Time

Location

Event

6:30pm

TSC 327

LinkedIn Lab Workshop

11am-1pm

CHS Main Lobby

Healthcare Career Fair

February 22-26 Destination: Real World Preparation Week

February 22nd
6:00-8:00pm
TSC 141 & Movie Theater

February 23rd
2-4pm

Faith Hall



February 24th
6:00pm

Faith Hall

Signature

Alumni Panel and Financial Workshops (concurrent)

Real World Information Fair
Professional Image Dinner*

*Reservations are required for this event. Contact ecook2@gardner-webb.edu to reserve a space.

February 25th

February 26th

6:00-8:00pm

TSC 141

Personal Budgeting and Student Loan Repayment Workshops

2:00pm

TSC Theater

How to Search and Apply for Jobs

Updated: 2016-05-14

Exercise Science Program

Exercise Science Portfolio Assignment
Every Exercise Science student is required to maintain an academic portfolio that highlights
important undergraduate work completed while a student at Gardner-Webb University. The
portfolio must be kept in a three ring binder. As graded work is returned, review and decide
whether the work should become part of the portfolio. The best items to include are ones that
clearly exhibit your problem solving, leadership, and communication skills. You are required to
place actual paper documents in the portfolio, as well as keeping digital archives of submissions.
Do not rely solely on electronic storage media.
While the student portfolio is typically dominated by course driven assignments, material from
the full college years should be included. Add to the portfolio completed project assignments
from summer employment and volunteer/service learning experiences that show your skill and
capabilities in problem solving, leadership, and communication. Full copies of the assignment
should be included. For work experiences external to Gardner-Webb University, obtain
permission of the employer or remove employer identification before including project reports. If
the report was the product of a team effort, precede the report with a description of your role and
contribution to the project. The general guideline for this part of building the portfolio in real
time is add it in if you think it shows something about your capabilities as a problem solver or
leader. An exam from EXSI 200: Introduction to Exercise Science is not good material for a
portfolio. A report that required you to research a topic and prepare a position paper is good
material, as is a reflection paper from your Service Learning experience(s). There will be time
later to prune material before someone else actually sees it.
Organizing the Portfolio: Several times during your undergraduate experience at Gardner-Webb
University, you will find having a portfolio useful. Interviewing for an internship position or for
summer professional employment is one of those times. Before using the portfolio, it is
important that it be organized. The first step in organization is deciding what of the material
placed in the file should be made available for someone else to see. You want the portfolio to
show both breadth and depth of your work, so dont just keep the newest material and discard the
oldest. Retain those items that best exhibit your problem solving, leadership, and communication
skills. Things to keep include final papers for a course work or reflections on service learning
experiences. Do not include exams or homework. Remember, you want to keep materials that
give an impression of your professional capabilities to the reader who is often a potential job
source.
A guideline for packaging the portfolio that you are showing to another is to place the material in
a three ring binder so material stays intact. Separate the material into three sections using clear
dividers. Include a table of contents at the beginning of your portfolio that includes a brief (1-2
sentences) summary of included materials where appropriate. Include a table of contents at the
beginning of each of the following three sections, again, including a brief (1-2 sentences)
summary of included materials where appropriate.

EXSI 200

Updated: 2016-05-14

Exercise Science Portfolio

SECTION ONE: Autobiography
Table of contents
A one-page statement of career objectives and plans following graduation.
An up-to-date resume.
A current transcript (or transcripts if a transfer student). An unofficial transcript is acceptable.
SECTION TWO: Unique accomplishments: co-curricular and/or extracurricular
Table of contents
Unique accomplishments, organized chronologically.
o Information and documentation
Awards received
Participation in undergraduate research, collegiate athletics, or student
organizations
Published articles
Special training received
Copy of valid First Aid, CPR/AED certification
Workshops and/or conferences attended
Resume writing workshop
Mock interview
Etiquette dinner
Service learning, job shadowing, internship, and/or summer work experiences
not part of an academic course requirement that reflect your experience in
exercise science related disciplines.
For work experiences outside of Gardner-Webb University, obtain
permission of the employer or remove employer identification before
including project reports.
SECTION THREE: Academic coursework: curricular requirements demonstrating problem
solving, leadership, and/or communication skills
Table of contents
Completed project assignments (full copies) in course work that show your knowledge, skills
and abilities in the exercise science profession, organized chronologically. If the assignment
was the product of a team effort, precede the assignment with a description of your role and
contribution to the project.
o Pre-test graded answer key
o Profession profile assignment and assessment rubrics (instructor and peer)
o Service learning assignment

EXSI 200

Updated: 2016-05-14

Exercise Science Portfolio Rubric

Professionalism:

p Included in a professional looking three ring binder

p Tabs clearly delineating three sections
p Complete table of contents included
p Summaries of submissions included where appropriate
p Appearance and organization professional
p Organization facilitates navigation
SECTION ONE: Autobiography

p Table of contents
p A one-page statement of career objectives and plans following graduation.
p An up-to-date resume.
p A current transcript (or transcripts if a transfer student). An unofficial transcript is acceptable.
SECTION TWO: Unique accomplishments: co-curricular and/or extracurricular

p Table of contents
p Unique accomplishments not specific to academic curriculum requirements
p Organized chronologically
p Information and documentation
p Awards received
p Participation in undergraduate research, collegiate athletics, or student organizations
p Special training received
o

Includes copy of valid First Aid, CPR/AED certification

p Workshops and/or conferences attended

p Service learning, job shadowing, internship, and/or summer work experiences not part of an
academic course requirement that reflect your experience in exercise science related
disciplines

SECTION THREE: Academic coursework: curricular requirements demonstrating problem solving,

leadership, and/or communication skills

p Table of contents
p Completed project assignments (full copies)
o
o
o

Pre-test graded answer key

Profession profile assignment
Assessment rubrics (instructor and peer)
Service learning assignment
Assessment rubrics (written and oral)

p Organized chronologically

EXSI 200

Updated: 2016-05-14

Exercise Science Program

Service Learning
Students will serve a minimum of 10 hours at one or more instructor approved exercise science
related worksite. Students must complete journal entries for each date they serve (see Service
Learning Journal template) and write a reflection paper (see Service Learning Guidelines) on
their experience(s), linking their service learning experience to specific course concepts, theories,
materials, and/or discussions. Students must clearly identify the connections from their service to
the curriculum. This assignment IS NOT a summary of their service experience, and IS NOT
simply a volunteer experience.
You, the student, are asked to step outside of the confines of the university classroom to become
a teacher in the community. The importance of this experiential learning activity and
community service is to raise consciousness about social responsibility and the practice of
citizenship. As an integral component of liberal arts education, you will link an academic
preparation in the exercise sciences to community service. This approach to learning is as much
about doing as about listening and learning. It is also an opportunity for reflection and
discussion about what is being done. A key piece of your learning will be in the reflection and
structured assignments that are based on your concrete experience, as well as the sharing of
experiences with your peers. The SL project enhances the mission and values of GWU and the
Exercise Science major.
The Best Service-Learning (SL) Projects:

Are bound directly to the academic curriculum;

Meet a real community need;
Provide for structured group reflection time;
Are student-centered;
Engage students in group decision making and problem solving;
Find ways to match the skills and talents of students with the needs of the community;
Provide a wide variety of options for students;
Provide recognition for services rendered.

Objectives for the SL Project

1. Appreciate the inherent values and benefits of service as part of effective citizenship.
2. Appreciate the potential roles of exercise science in the community in order to serve
as a professional resource for society.
3. Apply new course content as well as previous learning to service activities in the
community.
4. Develop greater initiative and confidence in yourself in a professional role. Specific
objectives will vary somewhat depending on the SL site.

EXSI

Updated: 2016-05-14

Student Responsibilities
1. A minimum of 10 hours of service activity over the course of the semester is required.
You will be asked to keep a log of your hours. Your site must first be approved by the course
Instructor (via email exchange).
2. Contact the SL site immediately to schedule an appointment to discuss your SL project
objectives and the ways (roles) in which you will serve to meet those objectives.
3. Please follow the usual expectations for professional activities. Be on time (i.e., early),
dress appropriately, call in if you are ill or have a true emergency, maintain client
confidentiality, etc. Remember, you are representing our exercise science program and
University.
4. If you are unclear about your tasks/roles/responsibilities, please clarify with your SL
site supervisor.
5. Communicate clearly with the SL site supervisor. Clarify any questions or concerns
you may have in a timely fashion.
Reflective Journal
A typed journal entry should be made following each experience. Post your comments in a
journal as soon as possible after completing your service on a given day, then develop your
journal notes using the reflective template provided (see template). Have your site supervisor
sign your completed final journal entries. Include the following in each entry:

Date and hours of service;

Describe in objective terms what you did;
Link the experience to course material. Discuss connections between course objectives and
what you observed or performed. Reflect on your personal development. Describe your own
personal reactions. What knowledge or skills did you acquire or were reinforced? What did
you learn about yourself?
Submit the entire journal for grading after you have completed the SL project and
documented your experience.

EXSI

Updated: 2016-05-14

Exercise Science Program

Service Learning Journal Reflection Template
Student: _________________________________
Date:

SL Site:

Time: _______ to ________

SL Site Supervisor Signature: ________________________________________

1. Describe what went well (as planned) during todays session.

2. Describe what did not go so well and how you addressed this.

3. What things should you have done differently today (if any) and what is your plan
for addressing this in the next session?

4. What was the major outcome of todays session for you? For your patients/clients?

5. Link the experience to specific course objectives/material:

EXSI

Updated: 2016-05-14

Reflective Paper
Introduction
The purpose of the individual reflective paper is to give you an opportunity to make personal
sense of all your hard work on the SL projects, and indeed, in our class all semester. This paper
is not intended to be an analytical synthesis (like the article critiques we have completed thus far),
but rather more a journal-style personal reflection in which you narrate your thought processes
and discoveries as you progressed in class and in out of class assignments.
Assignment Reflective Paper
In 45 pages, write a reflective paper in which you explain the process by which you developed
as a young professional via the SL experiences. Although your paper will be reflective and
personal, it should nevertheless be academically rigorous. In other words, you should discuss the
text, research articles, and discussions in class that had the greatest impact on you. To do so, you
should refer specifically (i.e., cite) to ideas from class discussions, the intellectual work of your
peers, your own experiences, our text, and so on.
Part of your individual reflection should also include a consideration of the collaborative
process: you should explain how you worked together with your site coordinators, and perhaps
others, and what you learned in the process. For instance, what did you learn about working with
others? What did you learn about yourself? If you were going to do another such project, what
might you do differently? At a minimum, address the following:
Foundational Knowledge:
What did you learn by participating in the SL project? Discuss the knowledge in terms of
content and/or skills gained by these experiences.
How has the SL experience help develop and/or increase your understanding of the course
content in general?
Application:
How will what you learned in the SL experience help you increase the learning of your future
patients/clients?
How will you use the SL experience to increase your effectiveness in academia and future
employment?
What skills or abilities did you learn by participating in the SL experience?
Integration:
How did the concepts covered in the individual units of the course relate to your ability to
achieve the goals of the SL experience?
How did the SL experience aid in your professional growth?
Human Dimension:
What is the significance of the SL experience to your self, your peers, your future profession,
or your academic content specialty? Discuss any insights about yourself or others gained
from SL experiences in terms of your academic content specialty.

EXSI

Updated: 2016-05-14

Caring :
How has the SL experience increased your desire to learn more about exercise science in the
future? Discuss any new interests or values that you gained because of taking this
course.
Learning How to Learn:
How has your participation in the SL experienced enhanced the effectiveness of your future
learning? Discuss any insights you gained through the course regarding your
learning process.
To conclude this reflective paper, I would be interested in reading how you see SL experience
impacting your life as you look to the future. In what ways are you more aware? How will you
teach/lead differently? Do you see the profession in new and different ways? Have you
developed new appreciations? New skepticisms?

EXSI

Service Learning Written Reflections Evaluation Rubric

Reflection Paper
Rubric
Format

Grammar and
Spelling
Organization
Reflection

Arguments

Development

Completeness

Exceeds Standards
5 points
Paper is neatly typed,
double-spaced, 12 point
font, one-inch margins,
and all relevant prompts
were addressed in detail
with examples. Pledged.
No errors.

Meets Standards
3.5 points
Paper is neatly typed,
double-spaced, 12 point
font, one-inch margins
and all relevant prompts
were addressed with
limited detail. Pledged.
1-2 minor errors.

Well-organized, well
written, easy to read and
understand.
Shows strong evidence of
reasoned reflection and
academic depth. Specific
links made to academics.
Provides excellent support
for claims. Work clearly
that of the author and all
citations appropriate and
properly referenced.
Shows strong evidence of
personal and academic
development via specific
examples linked to
academics and/or
employment.
Addresses all elements
contained within the
stated objective(s) of
assignment and extends
beyond.

Well-organized but
flow could be
improved.
Shows evidence of
reasoned reflection,
limited link to academics.
Provides support for
claims. Work that of the
author but relies heavily
on cited sources.
Shows evidence of
personal and/or academic
development via
examples linked to
academics and/or
employment.
Addresses all elements
contained within the
stated objective(s) of
assignment.

Unsatisfactory
>3.5 points
Formatting rules ignored,
and few prompts were
addressed. Lacking in
detail and specifics. Not
pledged.

Score

Lacks basic proofreading

or contains major errors.
Organization lacking and
arguments difficult or
impossible to follow.
Lacks reflection and
depth. Opinions and
summary, without
connection to academics.
Relies solely on opinions
or inappropriate sources.
Does not cite sources.
Fails to sufficiently
address personal and/or
academic development.
No specifics provided.
Fails to address all the
elements contained within
the stated objective(s) of
assignment.
Total

Service learning project pre-approved via email by date on syllabus: Yes/No (if not approved,
automatic 50% reduction of final grade).
Journal entries completed for each date of service: _____/10
Thoughtful reflection and documentation evidence: _____
Clear links to curriculum: _____
Completeness elements
Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn

EXSI

Service Learning Presentation Evaluation Rubric

Service Site:

Start Time:

Student Name:

End Time:

This analytic rubric is used to verify specific tasks performed during a student presentation.
Points will be awarded based on the completeness of the task. No points are awarded if the task is not completed.
Category

Scoring Criteria
The type of presentation is appropriate for the audience.
Organization Information is presented in a logical sequence.
Presentation appropriately cites one reference or more.
Introduction piques interest and establishes the speaker's credibility
Each category addressed: Foundational knowledge; Application; Integration; Human
Content
Dimension; Caring; Learning how to learn
Presentation is accurate and reflective.
There is a logical summary of the presentation
Oral
Good eye contact is maintained with audience
Other
Presentation is visually interesting
Oral
Speaker's voice is clear and audible.
Other
Presentation can be viewed easily from anywhere in room.
Presentation Oral
Speaker uses appropriate body language.
Oral or Other Other
Presentation is artistically pleasing but not distracting.
Oral
Correct pronunciation of words and proper use of language.
Other
Grammar and punctuation are correct.
Oral
A visual aid is used for support.
Other
Presentation properly cites author(s).
It is clear that the presentation has been practiced and that is based on results
from reliable sources.
Presentation meets time restrictions.
Score

TOTAL POINTS

Points
1
1
1
1
5
5
2
1
1
1
1
1
2
2
25

Evaluation

Updated: 2016-05-14

Journal Article Critique Directions

1. Download and print the article you will be critiquing from Blackboard.
2. Highlight important information you find throughout the article and make notes in the margins as you read.
Important information from the introduction, methods, results and discussion should be highlighted.
3. Turn in the hard copy of your article that you highlighted and made notes on.
4. Go to Blackboard and open the blank article critique template. Complete your article critique on this template file
by providing the following information under the correct headings.
1) Purpose Statement
This should be found in the introduction and if often followed by a hypothesis statement (e.g., The
purpose of this study was to determine)
You need to find and type word-for-word the authors purpose statement. (This is the only time you
will not use your own words!!!) Immediately following, describe the purpose of the study in your
own words.
2) Methodology IN YOUR OWN WORDS (be succinct and comprehensive)
Description of participants
Description of testing environment and protocol
Description of the most important variables and how they were measured [include independent &
dependent variable(s)]
3) Results IN YOUR OWN WORDS
Do not get caught up with the statistical procedures or jargon. If you do not understand something, ask me
well before the assignment is due.
Look at mean and standard deviations and correlations.
Key numbers should be included in your results
Only report the most relevant findings
You must discuss and reference the findings from at least 1 figure or table.
4) Discussion and application of findings identified by authors IN YOUR OWN WORDS
What new understandings did the authors gain from their findings?
How did the authors suggest findings could be applied?
What did the authors identify as the limitations of the study?
5) Critique of the article IN YOUR OWN WORDS
You have a lot of room in this section to move the discussion in different directions, but any views
expressed should be backed up with rational explanations.
Examples include but are certainly not limited to: 1) agreement with or opposing viewpoints to the
authors conclusions based on anecdotal or empirical evidence including your own experiences; 2)
limitations not mentioned in the article that you feel weaken the authors conclusion; 3) how you feel you
could use these findings in your future profession; 4) relate the findings to content we have been
discussing in class.
Responses in this section should be evidence-based, tied to the curriculum, and display critical
thinking skills.
Formatting

To receive credit, critiques must be turned in at the beginning of the class in which they are due. I will not accept
handwritten critiques.
Your paper should be approximately 2-pages long. Points will be deducted for papers much shorter or longer.
Do not adjust any settings on the Word template file. It is already formatted.
DO NOT TYPE YOUR NAME, THE NAME OF THE CLASS, THE DATE, OR ANY OTHER
INFORMATION HEADINGS ETC ON YOUR PAPER. WRITE YOUR NAME ON THE BACK OF THE
LAST PAGE OF YOUR CRITIQUE and include the honor pledge.
Write in complete sentences. Use proper grammar. Proofread each sentence to make sure it makes sense.
DO NOT PLAGARIZE. PUT EVERYTHING INTO YOUR OWN WORDS. AN INITIAL PLAGARISM
OFFENSE WILL RESULT IN A ZERO FOR THE ASSIGNMENT. A SECOND OFFENSE WILL RESULT IN
AN F FOR THE COURSE.

EXSI

Updated: 2016-05-14

Journal Article Critique Template

Authors purpose statement (word-for-word from the text):

Purpose of the study in your own words:

Methodology:

Results (Dont forget to reference at least 1 Table or Figure):

Discussion and applications of findings:

Critique:

EXSI

Updated: 2016-05-14

Journal Article Critique Rubric

Student: ________________________________
1. Purpose statement
Authors purpose statement (word-for-word from the text not abstract): ____/1
Purpose of the study in your own words: _____/1
2. Methodology
Described participants: _____/1
Described testing environment and protocol: _____/1
Described most important variables and how they were measured: _____/3
Identified independent variable(s): _____
Identified dependent variable(s): _____
3. Results
Reports most relevant findings: _____/2
Mentions mean(s), standard deviation(s), and/or correlation(s): _____
Referenced and discussed findings from one figure or table: _____/2
4. Discussion and applications of findings
Discussed new understandings from author(s)/study: _____/1
Discussed application of findings: _____/1
Identified limitations of study: _____/1
5. Critique
Responses displayed critical thinking skills: _____/2
Agreement with or opposing viewpoints to authors conclusions: _____
Limitations not mentioned in article that may weaken authors conclusions: _____
Application of findings to future profession: _____
Related findings to course content/experiences: _____
Views supported with rational evidence-based explanations: _____/2
Tied to curriculum (readings, lectures, etc.): _____
Demonstrates critical analysis: _____
6. Marked up article included: _____/2

EXSI