2012-2013 Assessment Report School of Health And Human Performance Department: Health Science

1. 2012-2013 Assessment ReportSchool of Health And Human PerformanceDepartment: Health Science Chair: Patti Follansbee Assessment Coordinator: Katie CardinaPresented by: Jessica Sniatecki Date of Presentation: October 23, 2013

2. Health Science Departmental Program Offerings • Alcohol and Substance Abuse Studies • School & Community Health Education • Healthcare Administration • Liberal Arts • Graduate Programs in School & Community Health Education

3. Alcohol and substance abuse studies Prepared by Jessica Sniatecki

4. Alcohol and Substance Abuse Studies Program (ASAP)Student Learning Outcomes ASAP Program SLOs: • Students will identify the various foundations for addiction professionals. • Students will be able to perform a clinical evaluation. • Students will be able to construct a treatment plan based on client needs.** • Students will identify appropriate referral sources to meet client needs. • Students will explain how to network with other professionals to facilitate client care. • Students will practice and evaluate various counseling techniques. • Student will practice delivering psychoeducation to clients, families, or communities. • Students will construct appropriate documentation for client needs. • Students will identify and apply professional, ethical standards relevant to working with addicted populations.

5. How was the assessment accomplished? Student Work Assessed: • HLS 422 Individual Treatment Planning • n = 15 • Third Treatment Plan • Scored with Rubric • HLS 497/HLP 498 Internship Seminar/Internship • n = 12 • Final Supervisor Addiction Counselor Evaluation Scale (ACES) – Items 37-48 • Mean Supervisor Rating

6. Actual Assessment Data

7. Assessment Results: What Have the Data Told Us? • SLO assessment was favorable and benchmarks were met • One student did not meet the benchmark in HLS 422 (Individual Treatment Planning) • One student did not meet the benchmark in HLS 497/HLP 498 (Internship Seminar/Internship)

8. Data-driven Decisions: How the Department Has or Plans to “Close the Loop” • Despite adequate performance on the SLO, the ASAP committee met to discuss the results • The student who was not successful in HLS 422 did not pass the course • A follow-up phone call was made to the internship site coordinator who worked with the student who under-performed on the artifact for HLS 497/HLP 498 since score did not align with narrative comments • It was indicated that the assessment may have been completed incorrectly • New evaluation was sent to the internship supervisor to complete (however, this data was not included in the Spring 2013 assessment report)

9. What resources were used or have been requested to close the loop? • The only resources used to “close the loop” for Spring 2013 were faculty time and energy • No additional resources are requested at this time

10. School & community Health Education Prepared by Michael Ray

11. School & Community Health Education (HLE)Student Learning Outcomes HLE Program SLOs: • Students will be able to plan health education strategies. ** • Students will be able to serve as a health education person. • Students will be able to assess needs for health education. • Students will be able to implement health education strategies. • Students will be able to conduct evaluation related to health education. • Students will be able to advocate for health. • Students will be able to administer health education strategies.

12. How was the assessment accomplished? Student Work Assessed: • HLP 491 Health Education Methods • n = 18 • Unit Plans • Scored with Rubric • HLP 495/496 Practicums in School and Community Health • n = 13 • Education Internship Evaluations, Responsibility II items • Mean Site Supervisor Item Scores

13. Actual Assessment Data

14. Assessment ResultsWhat Have the Data Told Us? • The percentage of students meeting or exceeding the benchmark for the HLP 491 unit plan (56%) was well below the 90% SLO benchmark • Site supervisor evaluations (HLP 495-496) were generally favorable with 100% of students meeting or exceeding a mean of 3.0

15. Data-driven DecisionsHow the Department Has or Plans to “Close the Loop” • HLE committee review of the Unit Plans assignment indicated that “use of technology” was a problematic area for students • This finding was shared with the HLP 491 instructor with the following suggestions: • Modification of unit plan instructions • Additional classroom time devoted to education technology integration within lessons • No actions were planned for the internship evaluations

16. What resources were used or have been requested to close the loop? • Closing the loop for this Spring 2013 assessment involved time for the faculty to meet, review the data, revise the unit plan assignment, and explore additional educational technologies that could be brought into the classroom • No additional resource requests are planned at this time

17. Healthcare Administration Prepared by Sam Booth

18. Healthcare Administration Program (HLA)Student Learning Outcomes HLA Program SLOs: • Students will be able to communicate clearly with individuals and groups within a healthcare environment. ** • Students will be able to apply effective leadership skills within a healthcare environment. • Students will be able to behave in accordance with professional standards. • Students will be able to apply knowledge to the healthcare environment. • Students will be able to apply business principles, including systems thinking, to the healthcare environment.

19. How was the assessment accomplished? Student Work Assessed: • HLS 411 Management Communications in Healthcare Administration • n = 28 • 4 exams and Team Presentations • % Answered Correctly/Scored with Rubric • HLS 496 Internship in Healthcare Administration • n = 10 • Preceptor evaluation pertaining to communication • Mean supervisor rating

20. Actual Assessment Data

21. Actual Assessment Data

22. Assessment ResultsWhat Have the Data Told Us? • HLS 411 assessment indicated that: • On the team presentation, 100% of students met or exceeded the established benchmark • On the four exams, 79% of students met or exceeded expectations • Preceptor evaluations (HLS 496) were very favorable with 100% of students meeting or exceeding expectations

23. Data-driven DecisionsHow the Department Has or Plans to “Close the Loop” • HLA faculty and the department chair met in May 2013 to review results • HLS 411 examinations: student performance will continue to be monitored to evaluate the true need for any future adjustments, such as questions modified for clarification, additional time spent on course content/instructional techniques, or utilizing other types of artifacts • HLS 496 Preceptor Evaluations will continue to be monitored • Assessment information will be shared with new HLA faculty

24. What resources were used or have been requested to close the loop? • Closing the loop for this Spring 2013 assessment involved time for the faculty to meet, review the data, and revise the rubric. • No additional resource requests are planned at this time.

25. Liberal arts program Prepared by Michael Ray

26. Health Science Liberal Arts Program (HLL)Student Learning Outcomes HLL Program SLOs: • Students will be able to discuss underlying knowledge of human cultures as it relates to health. ** • Students will be able to employ critical thinking in the use of practical skills across the discipline. • Students will be able to employ behaviors that reflect social responsibility to the community. • Students will be able to synthesize information across a range of health problems.

27. How was the assessment accomplished? Student Work Assessed: • HLS 317 Intro to Public Health (2 sections) • n = 71 • Documentary Project • Scored with Rubric • HLS 317 Intro to Public Health (2 sections) • n = 71 • Set of 23 Exam Questions • % Answered Correctly

28. Actual Assessment Data

29. Assessment ResultsWhat Have the Data Told Us? • The overwhelming proportion of students exceeded expectations on the documentary project • Though the students (in groups) produced high quality results (and high scores per the given rubric), the rubric did not adequately differentiate between those who meet and those who exceeded expectations • In addition, there was little differentiation of individual efforts within each group

30. Assessment ResultsWhat Have the Data Told Us? • A large percentage (31%) of students did not meet expectations on the exam question set artifact • Possible reasons for this outcome: • Students in this introductory core course are new to the program and not yet displaying competency in the question areas • Students did not read critically early on in the course • Recent shifts to more full-time faculty instruction of this course has possibly resulting in more rigorous questions

31. Data-driven DecisionsHow the Department Has or Plans to “Close the Loop” • HLL faculty and the department chair met in May 2013 to review results • The documentary rubric will be modified to increase the use of peer reviews within the grading scheme • Exam question performance will continue to be monitored to evaluate the true need for any future adjustments

32. What resources were used or have been requested to close the loop? • Closing the loop for this Spring 2013 assessment involved time for the faculty to meet, review the data, and revise the rubric • No additional resource requests are planned at this time

33. Graduate programs in school & community health education Prepared by Joe Balog

34. Graduate ProgramsStudent Learning Outcomes Grad Program SLOs: • Students will be able to apply the knowledge of a health literate educator to address student health. • Students will be able to assess needs to determine priorities for school health education. • Students will be able to plan effective comprehensive school health education curricula. • Students will be able to implement health education instruction. • Students will be able to assess student learning. • Students will be able to plan a coordinated school health education program. • Student will be able to serve as a resource person in health education. • Students will be able to advocate for school health education. **

35. How was the assessment accomplished? Student Work Assessed: • HLS 600 Issues in Health and Wellness • n = 10 • Selling Points Assignment • Scored with Rubric • HLS 600 Issues in Health and Wellness • n = 10 • Advocacy Letter Assignment • Scored with Rubric

36. Actual Assessment Data

37. Assessment ResultsWhat Have the Data Told Us? • The benchmarks were met for both assessment artifacts with 90% of students meeting or exceeding expectations • However, the instructor explained that 8 of the 10 students were allowed to resubmit their two projects/artifacts, as they were not completed correctly on first submission

38. Data-driven DecisionsHow the Department Has or Plans to “Close the Loop” • Graduate faculty and the department chair met in May 2013 to review results • Consequently, a contingency plan was developed and implemented to promote skill mastery. • To successfully address this issue in the future, it was recommended that the instructor revised his or her lesson plans to increase instructional time spent on the important themes of these projects.

39. What resources were used or have been requested to close the loop? • Closing the loop for this Spring 2013 assessment involved time for the faculty to meet, review the data, revise the unit plan assignment, and explore the idea providing additional preparation time for the projects and to consider adding educational methodologies that could be brought into the classroom • No additional resource requests are planned at this time