Outcomes Assessment Plan and Report
Department of Health Science
New Mexico State University
Academic Year 2000-2001
(Fall 2000, Spring 2001, Summer 2001)
Prepared by:
Outcomes Assessment Committee
Satya Krishnan (Chair), Charles Kozel, Lily Velarde
Department of Health Science
Prepared November 14, 2001
Introduction
The current
outcomes assessment plan and report provides the following information:
1. Outcomes Assessment Plan
2. Methods of assessment used
3. The performance measures or criteria used to
determine student learning
4. Results and anticipated use of the results
of the outcome assessment activities
5. Dissemination of results
The report will
discuss the department's undergraduate program first and then the graduate
program offered by the department and will cover the five points listed
above. The outcomes assessment plan,
methods of assessment used, and the direct performance measures/criteria used
to determine student learning (1, 2, 3) are compiled and presented together in
a tabular form first for the undergraduate program and then for the graduate
program.
(Bachelor of Community Health – BCH)
1,2,3) Stage 3: Outcomes Assessment Plan.
|
Direct measures of Undergraduate Student's
Learning A. Percentile scores on the English Writing Assessment
test/exam offered in HLS 100. B. Field Experience Evaluations by Agency Preceptors. |
Performance Measures: Methods of Assessment and Activities Students take the
English writing test/exam in HLS 100 and are required to score 37 percentile
or greater. Performance
Measures Used: ·
No. of
students who were enrolled in HLS 100 (Fall 2000, Spring 2001, Summer 2001) ·
No. of students
who took the test/exam ·
No. of
students who scored a passing grade of 37 percentile or greater Each
undergraduate student is enrolled in a 6-credit hour field experience course
(320 clock-hours) to gain practical/hands-on experience in Community
Health. Students are required to
receive adequate/positive evaluations from their field preceptors, receive a
C" or higher overall grade for the course, make an oral presentation of
their work at the end of the semester faculty/students meeting, and submit a
portfolio of their work to be maintained in the Department library. Performance
Measures Used: ·
No. of
students enrolled in Field Experience for (Fall 2000, Spring 2001, Summer
2001) ·
No. who
received positive preceptor evaluations ·
No. who
received a "C" or higher grade ·
No. who
presented ·
No. who
submitted their portfolio |
|
C. Student Grades and Evaluations from Outside reviewers in the Capstone
course HLS 499. |
HLS 499 is the department’s
undergraduate Capstone course that requires students to receive a “C” or
better overall grade and a ‘good – excellent’ evaluations on their projects
from external reviewers. Performance
Measures Used: ·
No. of
students enrolled in HLS 499 in the academic year 2000-2001 ·
Grades
received: No.
of A’s No.
of B’s No.
of C’s ·
External
reviews: Excellent Very Good Good Fair Needs improvement |
|
D. Pass rate on the professional
certification Examination for "Certified Health
Education Specialist (CHES).” |
Undergraduate
students are encouraged to take the national professional certification
examination (‘Certified Health Education Specialist’-CHES) either in the last
two semesters before they graduate or immediately after graduation. Copies of the examination results are
directly sent to the department biannually. Performance
Measures Used: ·
No. of
students who took the CHES exam for (Academic Year 2000-2001) ·
No. of
students who passed the exam
|
4a. Results of Outcomes Assessment Activities
The following
section describes the results related to the direct measures used to assess
student learning outcomes in the undergraduate program:
A. Percentile scores on the English writing
assessment test/exam offered in HLS 100:
One of the
important undergraduate students’ learning measures is the percentile scores in
the department’s English writing test/exam.
Students are required to score 37 percentile or greater to be
successful. During the Fall 2000,
Spring 2001, and Summer 2001, a total of 45 students took the writing test/exam
with the following results.
Number
of students who were enrolled in HLS 100 during Fall 2000,
Spring
2001, Summer 2001: 30
+ 33=66
Number of students who took the test/exam: 22_+23=45
or greater: 21_+21=42
PASS
RATE: 93%
B. Field experience evaluations by agency preceptors:
Each undergraduate
student enrolls in a 6-credit hour field experience course and completes 320
clock hours of internship to gain practical/hands-on experience in the fields
of public health and community health education. The following results were recorded on the direct students’
learning measures.
Fall 2000, Spring 2001, and Summer 2001: 25
from their field experience preceptors: 23*
Number who received an overall course grade
of “C” or better: 23*
Number of students who presented their work
as an oral presentation: 22*
Number of students who have submitted their
portfolios: 23*
* Lower numbers represent the fact that a few students continued with their field experience beyond one semester and are currently in the process of submitting their portfolios and getting ready to make their oral presentation in December 2001.
Two students had
received an “I” (incomplete) and are expected to complete their field
experience and projects within a year of receiving their incomplete grade. Overall, almost all of the students (92%)
enrolled in the field experience course received adequate/positive evaluations from
their field experience preceptors.
Similarly, a high percentage of the students presented their work (88%)
in front of their peers, preceptors, and faculty and submitted their portfolios
to the department (92%). The field
experience course is an essential component of the undergraduate program and
reflects students’ abilities to apply classroom knowledge and learning to
practice settings and community based public health and health education
projects and interventions.
C. Student’s overall course grades and
evaluations from external reviewers in HLS 499:
HLS 499, the
departmental undergraduate Capstone course requires students to receive an
overall course grade of “C” or better and receive a “Good-Excellent” evaluation
from external reviewers on their class assignments/projects. This course is designed to be a
comprehensive overview and integration of the content covered in the
undergraduate program and its application to three community-wide public health
and community health education projects.
During Spring 2001, the course included that each student submit a
research project for consideration for funding through ‘HOT Projects’ funded by
the Paso Del Norte Foundation, El Paso, TX.
The following results were obtained.
Number
of students who enrolled in HLS 499 during Fall 1999,
Spring
2000, Summer 2000: 24
Overall student grades:
Number
of A’s: 5
(21%)
Number
of B’s: 15 (63%)
Number
of C’s: 4 (17%)
External Reviews:
Number of
projects funded 24
Excellent
- Students presented at a symposium 3 (13%) Very Good – Students presented
their work as a poster presentation 9 (38%)
Good
– Students presented their work as a poster presentation 12
(50%)
7
Overall, all the
students (24) enrolled in the course received a “C” or better grade, a majority
(63%; n=15) of the students
received a “B” grade. With regards to
the external evaluations, 13% (n=3)
received an excellent evaluation, 38%
(n=9) received a very good evaluation, and 50% (n=12) received a good evaluation.
D. Pass rate on the professional certification examination for the “Certified Health Education Specialist (CHES):”
Undergraduate
students in the department are encouraged to take the certification exam during
the final two semesters of their study.
Practitioners in the community indicate the relevance and utility of
this certification exam. Potential
employers indicate that the certification provides a standard to evaluate job
applicants. The undergraduate program
curriculum covers the content included in the CHES certification
examination. Additionally, the department
offers a 1-credit CHES preparation course.
The following results were obtained for this student-learning measure.
Number
of students who took the certification exam: 4
Number
of students who passed the exam: Results
not announced at this time
PASS RATE: N/A
Overall, 10-20% of the
eligible undergraduate students tend to take the certification exam before they
graduate from the BCH program. Busy
schedules, work and school issues, and cost of the exam have served as barriers
to students taking the exam in the final semester or two of their study. However, students indicate their intention
to take the exam after they graduate and/or become employed. Based on those who have taken the exam in
the past, the pass rate has been very high (83%).
4b. Anticipated Use of Results
The results from
the outcomes assessments related to direct student learning measures will help
guide the undergraduate program coordinator and other faculty in making
decisions and changes in course content, course offerings and schedule,
inclusion of field experience sites, and in offering special courses such as
the CHES preparatory course. One of the
areas for improvement is to find ways to reduce the perceived barriers to help
students successfully complete the CHES exam while enrolled in the
program. The results have and will
continue to influence the department's hiring of new tenure-track and/or full
time faculty and/or adjunct faculty.
The results of past assessment's reports have been crucial in the
successful re-accreditation of the Bachelor of Community Health program until
2005.
The outcomes
assessment from the previous academic year lead to the following changes in the
undergraduate program that have direct impact on undergraduate student
learning:
·
Offering of an alternative English
exam/assignment that students can take in their HLS 100 course
·
A systematic review of field experience
sites, preceptors, requirements, and
expectations
·
Course offerings (in particular core course)
are scheduled on a regular cycle
·
HLS 485, the
CHES preparatory course is now being offered
·
New tenure
track faculty have been hired
·
A new field
experience brochure has been developed detailing the key aspects for students and field experience
preceptors. Additionally the number and
types of sites have been expanded
·
The BCH
oversight committee with current student, alumni, and community representation
has been instituted to serve in an advisory capacity to the undergraduate
program coordinator
·
Availability
of application forms on the departmental web-site
5. Dissemination of Results
The results of the
assessment of direct student learning measures will be disseminated in the
following ways:
1.
Distribution
of the written report to all full time faculty.
2.
Sharing of a summary
of the findings and results with all faculty (full time, part time, and
adjunct).
3.
Submission of
the written report to the College Dean, Provost, Vice President and Executive
Vice President.
4.
Make available
the current and previous outcomes assessment reports to all department
personnel by having copies available in the departmental library and on the
website.
Outcomes Assessment Plan and Report
Department of Health Science
New Mexico State University
Academic Year 2000-2001
(Fall 2000, Spring 2001, Summer 2001)
Prepared by:
Outcomes Assessment Committee
Satya Krishnan (Chair), Charles Kozel, Lily Velarde
Department of Health Science
Prepared November 14, 2001
(Master of Public Health in Community Health
Education)
1,2,3)
Stage 3. Outcomes Assessment
Plan
|
Direct Measures of Graduate Student
Learning A. A grade of "B" or better in MPH
Core courses. B. Field Experience evaluations by Agency Preceptors. |
Performance Measures and Methods of
Assessment and Activities The MPH program
has 11 core courses. Students
are required to score "B" or better grades in these courses. Performance Measures Used: The core courses
offered in each academic year, number of students enrolled in each, and the
number of students receiving a “B” or better grade are compiled. Course No. No. Students Enrolled "B"/Better Each graduate
student is enrolled in a 3-credit hour field experience (160 clock hours) to gain
practical/hands-on experience in public health and community health
Education. Students are required to
receive adequate/positive evaluations
from their field preceptors, receive an overall course grade of "B"
or higher, make an oral presentation of their work at the end of the
semester, and submit a portfolio of their work to be maintained in the
department library. Performance Measures Used: ·
No. of
students enrolled in Field Experience for (Fall 2000, Spring 2001, Summer
2001) ·
No. who received
positive preceptor evaluations ·
No. of
received "B" of higher grade ·
No. who
presented ·
No. of who
submitted their portfolio |
|
C. Pass rate on the professional
certification examination for "Certified
Health Education Specialist (CHES)". D. Final thesis or non-thesis option |
Graduate students
are encouraged to take the certification (CHES) examination either in the
last two semesters before they graduate or immediately after graduation. Copies of the examination results are
directly sent to the department biannually. Performance Measures Used: ·
No. of
students who took the CHES exam for (Academic Year 2000-2001) ·
No. of
students who passed the exam ·
Pass Rate Departmental
graduate students have the option of completing comprehensive exams (written
and oral, non-thesis option) or a research-based theses and its defense
(thesis option). Both culminating
events are open to all students and faculty.
Each exam/student thesis committee is chaired by a departmental
faculty (of students' choice), a departmental faculty member, and a dean's
representative (from another department). Performance Measures Used: ·
No. of
students who graduated in the Academic Year 2000-2001 ·
No. of
students who selected the comprehensive exam option ·
No. of
students who were successful in the comprehensive exam option ·
No. of
students who selected the thesis option ·
No. of
students who successfully defended their thesis |
4a. Results of Outcomes Assessment Activities
The following
section documents the results obtained from the direct measures used to assess
graduate students’ learning in the MPH program.
A. A grade of “B” or better in MPH core courses:
The graduate (MPH)
students are required to take 11 courses that are considered core courses in
the program. Student learning was
assessed by documenting the number of students who received a “B” or better in
each of these courses. This data is
compiled in the table below:
Course
No. No. of students
enrolled “B”
or better grade
MPH
500 (Fall 2000) 11 10
(91%)
MPH
510 (Fall 2000 12 11
(92%)
MPH
520 (Fall 2000) 9 7 (78%)
MPH
530 (Sp.2001) 12 9 (75%)
MPH
540 (Fall 2000) 10
10 (100%)
MPH
550 (Sp.2001) 12
12 (100%)
MPH
570 (Sp.2001) 12
12 (100%)
MPH
572 (Sp.2001) 5 5 (100%)
MPH
573 (Fall 2000) 9 9 (100%)
MPH
574 (Fall 2000) 10 9 (90%)
MPH
579 (Sp.2001) 5 5 (100%)
As the table above
indicates, a majority of the students (91/101; 90%) had received a “B”
of better grade in the core courses. A
student may receive a “C” grade in a course but has to maintain an overall GPA
of 3.0 in the program. Thus far all MPH
students have met this requirement.
B. Field experience evaluations by agency preceptors:
An essential
ingredient of student learning is their ability to apply and integrate
classroom and theoretical knowledge to practice. The field experience course provides this unique opportunity and
is a required course in the MPH program.
The program has been flexible to allow for students to serve as interns
in either local or state/national agencies that meet their interests and needs.
Each graduate
student enrolls in a 3-credit hour field experience course and completes 160
clock hours of internship to gain practical/hands-on experience in the fields
of public health and community health education. The following results were recorded on the direct students’
learning measures.
Fall 2000, Spring 2001, and Summer 2001: 9
from their field experience preceptors: 9
Number who received an overall course grade
of “B” or better: 9
Number of students who presented their work
as an oral presentation: 8
Number of students who have submitted their
portfolios: 6
The field
experience course is an essential component of the graduate program and as
indicated previously reflects students’ abilities to apply classroom knowledge
and learning to practice settings and community based public health and health
education projects and interventions.
Like the
undergraduate students, departmental graduate students are encouraged to take
the certification exam during the final two semesters of their study. Practitioners in the community indicate the
relevance and utility of this certification exam. Potential employers indicate that the certification provides a
standard to evaluate job applicants.
The graduate program curriculum covers the content included in the CHES
certification examination. Additionally,
the department offers a 1-credit CHES preparation course. Of the seven students who graduated from the
MPH program in the year 2000, three students have taken and passed the CHES
exam. These students are all currently
employed in the Las Cruces-El Paso region.
However, overall
fewer graduate students have taken the CHES exam as compared to the number of
undergraduate students. Additionally, fewer graduate students have expressed
interest or intent to take the certification exam before they graduate from the
MPH program as compared to the number of undergraduate students. Busy schedules, work and school issues, and
cost of the exam have served as barriers to students taking the exam in the
final semester or two of their study.
In the future, the department will have to find better ways to highlight
the relevance of the certification exam and its utility in public health and
community health education practice.
Additionally, the department will need to find better ways of reducing
barriers to taking the CHES exam and better integrating the CHES preparatory
course into the MPH program.
C. Thesis or Non-thesis option:
MPH graduate
students have the option of selecting one of the two options available for
their culminating event. The events are
open to all students and faculty and are designed to evaluate students’ overall
knowledge, understanding, and skills in core public health and health education
topic areas as well as their special area of interest. The following results were compiled for the
2000-2001 academic year (Fall 2000, Spring 2001, and Summer 2001).
No.
of students who graduated in the academic year 1999-2000: 7
No. of
students who selected the non-thesis option: 6 (86%) No.
of students who were successful: 6 (100%)
No. of
students who selected the thesis option: 1
(14%)
No. of
students who were successful: 1
(100%)
A larger number of students selected the non-thesis option. However an increasing number are beginning to select the thesis option because of personal interest in pursuing graduate school, medical school, or a career as an epidemiologist. The recent accreditation of the MPH program and the successful hiring of a biostatistician to teach statistical courses and consult on students’ theses also appear to play a role in changing the above trend.
The outcomes
assessment from the previous academic year lead to the following changes in the
graduate program that have direct impact on undergraduate student learning:
·
Course
offerings (in particular core course) are scheduled on a regular cycle
·
New tenure track
faculty have been hired including a fulltime senior level faculty to teach
research and biostatistics courses
·
Streamlining
of biostatistics requirements and prerequisites among new admits
·
The MPH
oversight committee with current student, alumni, and community representation
has been instituted to serve in an advisory capacity to the undergraduate
program coordinator
·
Continuation of the
graduate student organization (MPHSO)
·
Review of all MPH core
courses and field experience sites and requirements is underway to prepare for
the upcoming re-accreditation of the MPH program
·
Expansion of field
experience sites to those located out-of-state including federal internships
·
Development of a better
tracking data system on current and prospective MPH students
·
Availability of all
application forms on the department web-site
·
The project option has
been phased out with students having a choice between thesis /non-thesis option
4b. Anticipated Use of Results
The results from
these outcomes assessment efforts will guide the graduate program coordinator
and other departmental faculty in making useful and effective decisions and
changes in:
a)
Course content
b)
Course
offerings and schedule
c)
Field
Experience sites
d)
Hiring of
faculty (full time and adjunct)
e)
Better
integration of CHES preparation into the MPH curriculum
f)
Greater
support and promotion of the thesis option
In fact, these
activities helped the department make a successful and rational case for new
faculty lines and/or fill existing vacant lines, and successfully apply and
receive accreditation for its MPH program and a new minor in Border
Health. The results from the outcomes
assessment will also be helpful in the compilation of data for the upcoming
2002 MPH re-accreditation process.
4c. Dissemination of Results
The results of the
outcomes assessment activities will be disseminated in the following ways:
1.
Written report
will be distributed to all full time faculty.
2.
A summary of
the findings and results will be shared with all faculty (full/part time and
adjunct).
3.
Report will be
submitted to the College Dean, Provost, Vice President, and Executive Vice
President.