2013HPLS-newsletter - page 2

FALL 2013
The School of HPLS is making
substantive contributions in glo-
cal initiatives involving education,
community service and scholarship.
It uniquely blends physical, intel-
lectual and social/spiritual dimen-
sions that facilitate transformation
of human potential through human
movement – physical activity, sport
and recreation/wellness. It is the
School that uniquely blends physi-
cal, intellectual and social/spiritual
dimensions that facilitate transfor-
mation of human potential through
human movement: physical activ-
ity, sport and recreation/wellness.
As a School, we have completed the
second year of our strategic plan
(2011 – 2016) guided by our vision,
mission and value statements that
are synchronous with Barry Uni-
versity’s. We have also completed a
document embracing the research
focus for the School: Wellness. Well-
ness involves processes and action in
physical activity, sport and recreation
contexts through which individuals,
societies, and organizations become
aware of, and make proactive choices
towards optimal levels of function-
ing, performance and effectiveness.
In line with its strategic plan, the
School has created Memos of Un-
derstanding (MOUs) for Barry Uni-
versity with the following universi-
ties: University of Pretoria, South
Africa; University of Beira Interior,
Portugal; Lithuanian Academy of
Physical Education, Lithuania; Santo
Tomas University, Colombia; Univer-
sity of North West, South Africa; and
Zinman College of Wingate Insti-
tute, Israel. Draft MOUs have been
offered to Charles University, Czech
Republic; Universidad Autonoma de
Madrid, Spain; and the University
of Macau, China. This is the first
phase of international initiatives, has
nearly been completed. MOUs are
still sought in Australia/New Zea-
land, Caribbean, and the Middle East.
Additional facilities renovations con-
tinue to be underway. Temporary of-
fice space has been created by the
university in the form of a modular
building that is adjacent to the Health
and Sport Center. The building ac-
commodates faculty, staff, graduate
assistants, and some storage for a
period of three to five years. Carpet
in the soccer press box was replaced,
the baseball field was laser upgrad-
ed, the softball field home plate was
graded, the electrical panel in the
HPLS Annex was replaced, softball
backstop netting was replaced, pad-
ding was installed at baseball dugouts
and field light poles, baseball and
softball dugouts were painted, and
new benches were installed as well as
dugout shelves and bat racks added.
Walls were painted in the Strength
and Conditioning room in the HSC.
The Athletic Training Room floor
was replaced as well as a sink and cab-
inet, and walls were painted. A newly
formulated Athletic Training Labora-
tory was created in HSC 2B. Men’s
and women’ basketball locker rooms
were renovated, the gymnasium floor
was resealed, carpeting was replaced
in the Deans’ office suite, and several
individual offices were repainted. Sev-
eral other projects have been placed
on hold or are waiting for addition-
al funding: resurfacing of outdoor
fields, painting of interior walls in the
HSC, replacing carpeting in HSC of-
fices, and replacing carpeting in SES.
The University’s leadership has con-
tracted an architect to complete
plans for a new tennis facility and
new soccer facility, in line with Bar-
ry’s Master Plan. A training room
laboratory to assist athletes and stu-
dents enrolled in the Athletic Train-
ing academic program, is included.
The School was successful in at-
taining a graduate assistant posi-
tion for the Deans’ Office. This
will be the first time that this type
of position has been made available
to graduate students in any of the
Sport and Exercise Science majors.
The School completed a pilot of its
Student Success Program for the
2011-2012 academic year. Based on
discussions involving student needs,
industry best practices, university re-
sources and existing programs (stu-
dent-athlete academic support ser-
vices), and with existing personnel,
the initiative was designed to identify
underprepared students, implement
strategies to provide assistance to-
ward support of academic perfor-
mance leading to success, retention,
and graduation for any student in the
School. The measures to gauge the
effectiveness of the pilot were stud-
ied to assess positives and negatives.
They included a more user-friendly,
efficient, and timely data tracking
system, technological, financial and
personnel resources were determined
and available to support program
goals and strategies. Application and
award process of HPLS scholarships
for students were formalized, updat-
ed and placed on the HPLS website;
textbooks were made available on
reserve at the library; tutoring satis-
faction surveys were created and dis-
tributed; SES 210 entry level course
was revised to accommodate the new
program. The result? There was an
evidenced increase usage of Learning
Dr. Darlene Kluka, Dean of HPLS
A Message From the Dean
1 3,4,5,6,7,8,9,10,11,...12
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