Outcomes Assessment Plan and Report
Department of Health Science
Academic Year 2001-2002
(Fall 2001, Spring 2002, Summer 2002)
Outcomes Assessment Committee
Satya Krishnan (Chair), Charles Kozel, and Sue Forster-Cox
Department of Health Science
Prepared by:
Satya P. Krishnan, PhD, CHES
January 6th, 2003
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 2001, Spring 2002, Summer 2002) ·
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 2001, Spring 2002, Summer 2002) ·
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 2001-2002 ·
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 2001-2002) ·
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 2001, Spring 2002, and Summer
2002 (course not offered in the summer), a total of 34 students took the
writing test/exam with the following results.
Number of students who were enrolled in HLS
100 during Fall 2001
and
Spring 2002: 23
+ 13 = 36
Number
of students who took the test/exam: 23
+ 11 =34
or
greater: 22
+ 11 = 33
PASS RATE: 97%
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
2001, Spring 2002, and Summer 2002: 12
from
their field experience preceptors: 13*
Number
who received an overall course grade of “C” or better: 13*
Number
of students who presented their work as an oral presentation: 14*
Number
of students who have submitted their portfolios: 14*
* Higher numbers represent the fact that a few students continued with their field experience beyond the one semester and completed their field experience in the following semester. This also explains the higher numbers of oral presentations and submission of portfolios.
Overall, a majority of the students (93%)
enrolled in the field experience course received adequate/positive evaluations
from their field experience preceptors.
Similarly, all of the students presented their work in front of their
peers, preceptors, and faculty and submitted their portfolios to the
department. Only one student received a
below “C” grade. 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 2002, 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 Spring 2002: 19
Overall student grades:
Number of A’s: 1
(5%)
Number of B’s: 16 (90%)
Number of C’s: 1 (5%)
External Reviews:
Number of
projects funded 12
Excellent - Students presented at a
symposium 3 (25%) Very Good – Students presented
their work in class 6 (50%)
Good – Students presented their work
in class 3 (25%)
7
Overall, all the students (19)
enrolled in the course received a “C” or better grade, a majority (95%; n=17) of the students
received a “B” grade. With regards to
the external evaluations, 25% (n=3)
received an excellent evaluation and presented their work at a symposium, 50% (n=6) presented in class and
received a very good evaluation, and 25%
(n=3) received a good evaluation.
Those who did not receive funding continued with their projects with
departmental support and presented their work in class.
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
·
Integration of a new format for field
experience presentations and more involvement of the external field experience
preceptors
·
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 full-time instructor for teaching
general education courses has 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 departmental website.
Outcomes Assessment Plan and Report
Department of Health Science
New Mexico State University
Academic Year 2001-2002
(Fall 2001, Spring 2002, Summer 2002)
Outcomes Assessment Committee
Satya Krishnan (Chair), Charles Kozel, and Sue Forster-Cox
Department of Health Science
Prepared by:
Satya P. Krishnan, PhD, CHES
January 6th, 2003
(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 2001, Spring 2002, Summer 2002) ·
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 2001-2002) ·
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 2001-2002 ·
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. The data compiled in the table
below is based on the courses that were offered and the available data:
Course No. No. of students enrolled “B” or
better grade
MPH 500 (Fall 2001) 11 10 (91%)
MPH 510 (Fall 2001) 12 11 (92%)
MPH 520 (Fall 2001) 9 7 (78%)
MPH 530 (Sp.2002) 14 10 (71%)
MPH 550 (Sp.2002) 15
15 (100%)
MPH 570 (Sp.2002) 18 17 (94%)
MPH 572 (Sp.2002) 10 8 (80%)
MPH 573 (Fall 2001) 6 5 (83%)
MPH 574 (Fall 2001) 8 8 (100%)
MPH 579 (Sp.2002) 10 9 (90%)
As the table above indicates, a majority of the
students (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
2001, Spring 2002, and Summer 2002: 8
from
their field experience preceptors: 8
Number
who received an overall course grade of “B” or better: 8
Number
of students who presented their work as an oral presentation: 5
Number
of students who have submitted their portfolios: 5
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 2001-2002 academic year (Fall 2001,
Spring 2002, and Summer 2002).
No. of students who graduated in the
academic year 2001-2002: 9
No. of
students who selected the non-thesis option: 5 (56%) No.
of students who were successful: 5 (100%)
No. of
students who selected the thesis option: 4
(45%)
No. of
students who were successful: 4
(100%)
An increasing number of students are beginning to select the thesis option because of personal interest in pursuing graduate school, medical school, or a career as an epidemiologist. The current 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
upcoming 2003 MPH site visit and 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.