Jeffrey M.

Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

June 01, 2016

Dear Members of the Promotion and Tenure Committee and Provost,
I am writing to apply for promotion to the rank of Professor at Gardner-Webb University. In my
years at Gardner-Webb University (Fall 2005 - present), my time and efforts have been
concentrated on providing quality education and mentorship for my students, strengthening my
department/school and university, serving my professional discipline by promoting quality
exercise science related programs, and growing in my commitment to the Christian faith.
Though there are many ways of achieving each of these objectives, I have chosen to direct my
efforts towards opportunities in which I can utilize my talents, and in turn have the greatest
impact. I am very proud of the quality of teaching, scholarship, and service that I have been able
to achieve during my time at Gardner-Webb University, and feel confident that you will find I
have met or exceeded the expectations for promotion in each category.
Teaching
Academic Discipline
I have been extremely fortunate to be a part of an exercise science program that provides a strong
science based education to their students, and is continually looking for ways to improve that
science based education, while also focusing on the development of the soft skills necessary for
success and advancement in the workplace. As sole author of the proposal that transitioned our
current exercise science program from a generalist health and wellness degree, I have been
amazed by the immediate success of both the discipline at Gardner-Webb University, and the
students I have taught, mentored, and who have graduated with an Exercise Science Bachelors
Degree.
I have taught 25 different courses over the past eleven years while at Gardner-Webb University,
some outside of my academic discipline, and the student evaluations of those courses have been
consistently excellent. In addition to the courses that have counted towards my teaching load, I
have supervised numerous independent studies and provided multiple course by arrangement
opportunities. In each of those experiences, I have worked to provide the students with the best
opportunity to gain the knowledge needed to be successful within the disciplines of exercise
science and health and wellness, and in their professional lives.
Academic Training
My formal academic training includes the Doctorate of Philosophy in Education, the terminal
degree in my field, with a specialization in Kinesiology and minors in Sport Psychology and
Statistics. In addition, I have earned and maintained advanced certificates through the American
College of Sports Medicine (Exercise Physiologist-Certified) and the National Strength and
Conditioning Association (Certified Strength and Conditioning Specialist and Certified Personal
Trainer), the two premiere national certifying agencies in my field.

Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

My more informal academic training has persisted through annual attendance and participation at
national (American College of Sports Medicine and National Strength and Conditioning
Association) and regional (Southeastern American College of Sports Medicine) conferences. In
addition, I have continued to maintain current in the field through the completion of various
continuing education credit (CEC) and unit (CEU) opportunities via workshops on and off
campus, in traditional, on-line, and correspondence formats. For example, I was most recently
Functional Movement Screen (FMS) certified via a workshop offered in Charlotte, partially
based on my internship on-site visits and realizing the number of exercise science students being
exposed to the FMS during their internship experience.
Profession of Teaching
As a teacher, I recognize how much of an impact an instructor and course can have on a student.
I do not teach courses in Exercise Science, I teach students. Students learn so much more than
what is in the textbooks when they participate in my lectures, come to my office hours, or
collaborate on research. Students are also practicing communication skills, furthering their
critical thinking skills, and being exposed to other peoples value systems.
By painting education with such a broad stroke, I take on a large responsibility to organize my
lectures and conduct my classes so that students are allowed to achieve these goals. Before a
class begins, I explicitly state the instructional objective of the class and what the students should
know at the end of the class. These goals are repeatedly communicated to the students so they
know where the class is headed and why we are covering the concepts. This serves as a contract
between the students and myself; they know their responsibilities for each class, and I know what
material to include on later assessments.
I am guided by the Chinese proverb: Never confuse the finger pointing at the moon with the
moon itself. Teachers point, but the responsibility of learning rests with the student. As such, I
do not believe the teacher should be the focus of the classroom. Learning is a cooperative task;
therefore, I must provide the opportunity for participation in a safe and comfortable environment
for the student. I accomplish this by asking students questions during lecture and incorporating
in-class exercises that involve students working collaboratively in small groups. I ask them to
apply a recently covered topic and circulate around the class facilitating discussion and
answering questions that are often not asked in front of an entire class. In addition, I continue to
utilize the latest in social media technologies in an attempt to break down perceived barriers to
communication and learning while facilitating student centered learning.
There are many benefits to keeping the learning process student centered. The peer instruction
that often accompanies in-class collaborative efforts gives the students some control over the
learning process. Weaker students benefit by asking questions they normally would not ask in
front of the entire class, while the stronger students more thoroughly master and apply the
material by explaining it to others, most often in terms other than my own.

Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

I enjoy taking potentially dull, theoretical concepts and bringing them to life for the students. I
use interesting examples, personal vignettes, technology, and demonstrations whenever
appropriate. For example, I find many students relate to my experiences running long distances,
be it half marathons, marathons, or 50Ks, since so many exercise science majors are studentathletes. Using personal practices and experiences related to course topics, such as functional
training, tapering, carbohydrate loading, etc., as a function of my training for races enables
students to relate their own training experiences to complex course concepts, thereby facilitating
their understanding and application of the material.
I motivate students with the enthusiasm I show for teaching and the course work. My graduate
advisor and mentor often repeated the slogan, Attitudes are contagious, make yours worth
catching. Enthusiasm is contagious, and enthusiastic students are often motivated to learn more
and succeed. I also pride myself on incorporating highly challenging assignments and having
high expectations for my students. I am responsible for setting standards of achievement and for
evaluating the progress of my students and myself against those standards. I expect excellence
and provide the necessary support to achieve it through such options as allowing multiple rough
draft submissions, providing study groups, and holding regular office hours. My hope is that all
students can earn an A if they work hard at it.
Finally, I demonstrate to my students that I care about them and their success in my class. I have
invited each of my major classes to my home for dinner and a time of fellowship outside of the
traditional classroom setting. I solicit feedback from students throughout the semester, during
office hour visits, and through the use of anonymous feedback via mid-semester course
evaluation forms. Anonymous evaluations allow me to address concerns immediately rather
than waiting until the end of the course.
In conclusion, my teaching philosophy is to provide students with the opportunities to develop
skills that will have a lasting impact both inside and outside of the classroom. The dynamics of
my classroom allows students to learn the coursework, but hopefully, the students are also
learning about themselves and how to communicate with their peers.
EXSI 310: Exercise Testing and Prescription serves as a fine example of the type of course and
opportunity I strive to provide my students. I chose to re-work this course when first asked to
teach it years ago, adding a significant hands-on, service-learning component to the expected
course outcomes. Students are required to work one-on-one with a faculty/staff member for
approximately 12 weeks of the semester, assisting their faculty/staff client with establishing an
overall fitness baseline (via a full fitness assessment), goal setting, exercise program design,
implementation, and adherence, and a final re-assessment to gauge effectiveness of the
experience. Students have consistently rated this service-learning project (e.g., SOIs, graduation
survey and exit interviews) as their most valuable experience at Gardner-Webb University since
it provides the opportunity for hands-on experience in a real world setting under real world
constraints with individuals much different than themselves. Gardner-Webb community
members have expressed their sincere appreciation for the project, and there is now an annual
waiting list for community members interested in participating in the experience.
Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

Student Research
One of the more dynamic and productive aspects of my teaching at Gardner-Webb University
has been my mentoring of undergraduate and graduate student research. In the 11 years I have
been teaching at Gardner-Webb, I have mentored research projects for over a dozen
undergraduate students, including two honors thesis and, this past year, our first Exercise Science
Undergraduate Thesis. Four undergraduate students have had their research accepted for
presentation at regional conferences, with one receiving a cash award for her research poster.
Another undergraduate student received an award for the research she presented at the National
Alpha Chi convention. All undergraduate researchers participated in Gardner-Webbs annual
Life of the Scholar Lecture Series. Lastly, I had one graduate students research published in an
online journal, one undergraduate project submitted for publication, and by all indications, Anna
Pashkovas undergraduate thesis will be submitted for publication, with she and I included as
authors, along with her colleagues at the University of Iowa who provided Anna with the data set
used in her secondary analysis.
I have been able to teach each of my students how to conduct research, often times dealing with
the added challenge and complexity of working with human participants and always through the
Institutional Review Board. Each student is able to leave Gardner-Webb with not only the
knowledge to be critical consumers and producers of research in our discipline, but also the
understanding of how to question that research empirically.
To summarize, I believe that my teaching at Gardner-Webb University has been very effective
and successful. Not only do I feel that I have been a value to my students in the classroom, but I
believe that value continues to serve them beyond their undergraduate years. I am passionate
about providing my students with a quality education, and will continue to build on my ability to
do so in the future.

Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

Service
I have participated in various forms of university, discipline, and community service, while
serving in a leadership role in many of those instances. I have given a large amount of time and
energy in serving Gardner-Webb University, including serving on a number of committees (e.g.,
QEP, Administrative Advisory, Curriculum, IRB, Athletics, Wellness Council), advising a large
number of students (e.g., 28 students for the Spring of 2016), and performing a number of
departmental duties (e.g., Exercise Science Program Director, Exercise Science Majors Club
faculty advisor, search committee member, supported two 5-year reviews). Please see my
attached curriculum vitae for a more comprehensive list of service activities.
The most important service I have performed for Gardner-Webb University during my tenure
period has been that which has benefited the health and wellness of my university community
through the active recruitment and execution of a faculty/staff 5K and half marathon training
program, the Gardner-Webb University Purposeful Running Group. For the past 6 years, I have
challenged, trained, supported, and watched over 50 university community members complete a
5K or half marathon. Most participants had never run more than two consecutive miles since
high school. In addition to these individual accomplishments, I have also spearheaded the
creation and endowment of an undergraduate scholarship fund in honor of Dr. Dee Hunt in
conjunction with the Purposeful Running Group. The Dee Hunt Scholarship Fund has been
granting awards to academically qualified rising seniors who demonstrate a significant financial
need that would normally prevent them from returning to Gardner-Webb University.
While my main focus has been on serving the university, I have also made valuable contributions
to both community and profession. I served as Gardner-Webbs representative for the Cleveland
County Step One Challenge, a county wide physical activity program geared towards supporting
obesity prevention strategies in the community. I have also served as a reviewer for potential
text books in health and wellness (e.g., Cengage Learning), the Journal of Motor Behavior, and
have been invited to speak within the community about the importance of living a balanced and
healthy lifestyle (e.g., Shoe Show, Inc. headquarters, Boiling Springs Baptist Church, Crestview
Baptist Church).

Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

Scholarship
Since arriving at Gardner-Webb University, I have been actively engaged in scholarly work. The
goal of my scholarship has been to provide valuable learning opportunities for my students, and
to disseminate information to those that could and would use it in the future. I believe I have,
and continue to be successful in achieving those goals, by (1) having mentored numerous
research studies in my time at Gardner-Webb, and guided several of those studies to audiences
outside the university community, (2) collaborating with colleagues across the country in articles
and presentations, and (3) applying for and receiving grants that will further that work in the
future (see attached Curriculum Vitae).
I have also been successful in furthering my personal scholarship by way of published articles
and presentations. I was able to present a portion of my dissertation work at the national
conference in my discipline (peer-reviewed poster), which resulted in a published abstract. I was
lead author on a practitioners article concerning the use of technology in the health and wellness
field, and was the author of a peer-reviewed article in a major publication within my discipline.
Although I feel that the written work that I have been able to produce with my workload at
Gardner-Webb has been substantial, I am most proud of my ability to speak directly to
practitioners by way of regional and national presentations. In a field that focuses on how
individuals learn and perform motor skills, the practitioners (e.g., exercise physiologist, wellness
instructors, physical educators, coaches) do not typically access the research journals; therefore,
if a scholar wants to disseminate their work to those who could benefit from it, they would need
to present at conferences geared towards the practitioner. I have been very successful in
presenting at various levels, and on a number of topics. The common theme of these
presentations has been research to practice, where I have attempted to make the connection
between what we know from research and what the practitioners see as beneficial given their real
world constraints. The result has been multiple national and regional presentations, outstanding
professional connections and collaboration for myself and the students who have either attended
and/or presented with me, and valuable recognition for Gardner-Webb University within the
academic community.

Autobiographical Statement

Jeffrey M. Hartman, PhD, ACSM EP-C, CSCS, NSCA-CPT

Christian Faith
I was raised as an active member of the American Carpatho-Russian Orthodox Greek Catholic
Diocese. As such, I was baptized as a right believing Christian at birth, remained actively
engaged in church services as an altar boy from my very early youth into young adulthood, and
served as a Bethlehem Caroler Jaslickari until I began pursuing my graduate degrees.
Since arriving at Gardner-Webb University, I attended weekly church services at Crossroads
Baptist Church of Spartanburg, SC. I had felt called to re-locate to a church family closer to my
Christian faith and have since become an active member of Covenant Presbyterian Church in
Charlotte, NC.
I have found being raised as an Orthodox Christian does not lend itself well to public
proclamations of a very private faith. With that being said, I have opted to display my
commitment to the Christian faith through my actions and deeds, and have thus utilized fitness as
my ministry (James 2:14-26). I have chosen to use every part of my body to give back glory to
God (1 Corinthians 6:20), thereby honoring God with my body. Marathon training, or fitness in
general, requires great discipline, sacrifice, commitment, and faith, many of the same
characteristics required in my Christian walk. Thus, the conditioning of my body is simply an
extension of my Christian faith (1 Corinthians 9:24-27).
Hebrews 12:11 states, No discipline seems pleasant at the time, but painful. Later on, however,
it produces a harvest of righteousness and peace for those who have been trained by it. Through
the use of my fitness ministry I have brought other Christians closer to Christ by teaching them
the discipline of pain and sacrifices of worldly pleasures. I have also helped students, whose
faith walk may be less mature, grow personally and spiritually through the long-term
commitment of training and ultimately reaching a goal once thought impossible by relying less
on self and more on Christ (Philippians 4:13). I am firm in my Christian faith as not just a hearer
but a doer of the word.
Summary
In closing, I believe that I have exceeded the expectations and requirements for promotion to the
rank of Professor at Gardner-Webb University. My teaching, service, and scholarship have been
consistently rated as exceeds standard. I remain committed to the Christian faith in my
teaching, service, scholarship, and family. I hope that I have demonstrated my commitment to
Gardner-Webb, and the value that I can provide as a faculty member for years to come. I
appreciate your time and efforts in reviewing my work, and look forward to a long and
productive relationship with this institution.
Sincerely,

Jeffrey M. Hartman, Ph.D., ACSM EP-C, CSCS, NSCA-CPT

Autobiographical Statement