Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
DENTAL HYGIENE
FEBRUARY 14TH
JoAnn Galliano MEd.,RDH
Program Director
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most
recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward
those goals. This analysis will be used by the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan and to inform
future budget decisions. It will also be used by the SLOAC and Basic Skills committees as input to their priority-setting process. In your narrative of two
or less pages, address the following questions:

What program improvement goals did you establish?
In year two of our Program Review we focused on increasing the visibility of the dental hygiene program in the community and establishing Chabot
College as a source for continued competency course work. Both of these goals targeted our program goal of raising an additional $14,000 to help
offset the costs of our program. We are very cognizant of the fact that we require a significant amount of general fund money to run our program.
Thus far, we have created and offered the mandatory radiology certification coursed required to be taken in California by all dental assistants. Two
certification programs have been done thus far, generating $6,000. The program has also entered into a partnership with the National Children’s Oral
Health Foundation (NCOHF) which has given the program $500 to use toward our community outreach activities as well as supplies (toothbrushes,
stickers, fluoride varnish).
In addition, the program has received a grant for $4,000 to review and pilot a community health curriculum that has been designed for teaching dental
and dental hygiene students about public health dentistry/dental hygiene.

Did you achieve the goals you established for the three years?
We have achieved only one of the three goals established in Year One. This goal was to implement a digital radiology component to our program. The
program was successfully implemented and our students are now entering the workforce prepared to use digital radiographic technology. The other
goals are ongoing goals that we hope to meet over time. The program still has to function without one of the full time faculty members who is on
leave. Without this fulltime faculty member, the remaining 2 full time faculty members have had to take on the responsibilities of the faculty member
on leave which has resulted in less time for focusing on our long term goals.

Specifically describe your progress on goals you set for student learning, program learning, and Strategic Plan achievement. SEE ABOVE
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
What best practices have you developed? Those could include pedagogical methods, strategies to address Basic Skills needs of our students,
methods of working within your discipline, and more.
The dental hygiene faculty is focusing on incorporating ethics into all courses in the dental hygiene program. We are focusing on learning goals that
promote lifelong learning. Much of what is taught in the program focuses on learning outcomes that focus on foundational knowledge and integration.
We are challenging ourselves to develop learning outcomes that focus on learning how to learn, the human dimension and caring. The faculty just
completed an 8 hour workshop on writing effective learning centered course goals.

Are these best practices replicable in other disciplines or areas? Definitely!

What were your greatest challenges?
Funding is always a challenge, but we are actively seeking ways to increase our funding base. Lack of a full time faculty member has also made it
difficult to meet program goals. Fortunately, the college’s commitment to our program has made it easier for us to focus on how we can best
serve the students, the community and the college without having to worry about being cut as is happening in many community colleges with
dental hygiene programs.

Were there institutional barriers to success? No.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external
accreditation demands, etc.).
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B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the development of future strategic initiatives for the college. In your
narrative of one page or less, address the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your
narrative and to request resources.

What goals do you have for future program improvement?
Our primary goal for the next cycle of program review will be to go to a completely paperless clinical facility, to establish a clinical competency
continuing education sequence of courses for dental hygiene professionals wanting to enhance and improve their clinical skills, and to create a dental
home at Chabot by offering low cost dental services in addition to the low cost dental hygiene services that we already provide.

What ideas do you have to achieve those goals?
We are requesting funding to upgrade our current patient management system to allow for paperless management of patient charts as well as
paperless tracking of students’ clinical learning outcomes. The program has offered the first in what we hope will be a series of continued competency
courses-time and faculty time to plan and implement the program has been and continues to be the greatest challenge. The program has recently
hired a public health dentist with connections in public health which could lead to the funding of a dental home at Chabot. The biggest challenge has
been and will be securing the funds needed to support a dental component to our clinical services.

What must change about the institution to enable you to make greater progress in improving student learning and overall student success?
The institution has always supported the program and our efforts to improve student learning. It has definitely paid off in that our success rates are
very high.

What recommendations do you have to improve the Program Review process?
The first part of this form seems to be a repeat of the information found on the new initiatives form in the appendices. The Budget forms ask for a
rationale which also is already included on the new initiatives form. So, repletion of information in the forms would be the only area that may need
improvement.
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Overall, we feel that the program directly benefits from the Program Review Process. It is the only opportunity that we have to focus on the needs of
the program and to articulate the needs campus wide.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not
met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee
recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12 Budget
Requested
2
41,125
45,558
2011-12 Budget
Received
2
41,125
45,558
2012-13 Budget 2012-13 Budget
Requested
Received
2
2
51,483
51483
7539
7539
86,683
86,683
59,022
59,022
1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this
section, assess if the anticipated positive impacts you projected have, in fact, been realized.
Supplies and services monies ($96,608) are used to cover the operating costs for the clinical facility. Without money for supplies, we could not
operate the clinic. Clinical experience and provision of direct patient care by the students is required by our accrediting agency.
In Fall of 2012, we converted our method of taking dental radiographs from analog to digital. The conversion to digital has resulted in cost
savings, reduction of biohazardous wastes, as well as providing the students with the experience. Digital radiography is becoming the standard
of care in the offices where they will be employed once licensed. The move to digital radiographs also benefits the community that we serve by
decreasing their exposure to x-ray radiation and allows for sharing of radiographs electronically with their dental providers. This was also a first
step in moving toward a paperless clinic.
Technology and equipment monies spent in 2012/13 were for digital sensors that are used to expose digital radiographs. After implementation
of the digital radiography system, we needed to order additional sensors to be able to meet the demands of usage by students for patient care.
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2. What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety compromised, or enrollment or
retention negatively impacted?
The dental hygiene program has been fortunate in that we have received the monies requested. Being a program that is accredited by a
national accrediting agency, the purchases that the program makes directly impact the students’ ability to meet the requirements set forth by
accreditation. The program is very budget conscious and makes requests for expenditures when needed meet accreditation requirements.
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Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.
ASSESSMENT SCHEDULE: This is the Assessment Schedule required by our accrediting body. Highlighted the evaluation of the curriculum goal-we are required to
evaluate all curriculum yearly.
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
All courses
All courses
One section of all didactic
courses/3-5 sections of pre-clinical,
clinical, radiology
All
100%
Done in the Spring each year
All instructors teaching didactic
course work as well as lead clinical
instructors
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
NA-DENTAL HYGIENE IS NOT ABLE TO USE E LUMEN
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THE FOLLOWING IS A SAMPLE OF THE CLO TRACKING SHEET THAT WE ARE REQUIRED TO HAVE FOR EVERY CLASS
DH 71A - Pre-Clinical Dental Hygiene
Expected Outcomes
Week
Taught
Learning Goal
Learning Activity
Evaluation
1
describe and demonstrate
methods of sterilization and
disinfection for dental
instruments, supplies,
equipment and demonstrate
maintenance of asepsis for
dental hygiene therapy
1-3 all
the time
they are
here
be able to pass the unit operatory
competency; understand and
demonstrate what is involve in the 2 step
process; learn the CA/OSHA regs as
they relate to infection control; learn the
different methods of sterilization; learn
the types of infectious diseases (include
mechanism of transfer, signs/symptoms,
incubation period); learn the types of
disinfectants-uses for each type
operatory competency,
lecture outlines, lecture
unit operatory competency, quizzes
2
demonstrate appropriate
body mechanics and correct
positioning options for the
patient and operator during
instrumentation
2 and 3
students will be able to demo correct
seating positions and fulcrum options
Unit operatory competency, quizzes
3
collect and record data from
the patient interview:
medical/dental history and
synopsis
5 and 6
understand the importance of a complete
medical Hx; take vital signs; learn the
ASA classification system; fill out a
medical Hx with no errors; be able to
evaluate a med Hx for completeness
4
utilize the medical history
and patient interview, collect
and document information
pertinent to the patient's
medical and dental status
week 5end of
the
program
Be able to get a complete medical Hx; be
able to write and evaluate the
completeness of a synopsis; critically
evaluate patients med Hx
5
describe and demonstrate
the correct technique for
taking vital signs (pulse,
respiration, temperature and
blood pressure)
part of the unit
operatory competency;
students work on
typodonts (fulcrums)
and each other; part of
the unit operatory
competency
lecture outlines,
lecture, fill out medical
Hx/synopsis; evaluate
med Hx of fellow
student and other
clinical patients; nurses
drug guide assignment
lecture outlines,
lecture, fill out medical
Hx/synopsis; evaluate
med Hx of fellow
student and other
clinical patients; nurses
drug guide assignment
lecture outline, lecture;
taking vital signs on
student partners
6
demonstrate and identify
the uses for assessment
instruments, including the
periodontal probe, explorer,
and mouth mirror
work on typodonts with
check offs for probe
and explorers; work on
student partners
competency tested on
clinical midterm and
final
clinical midterm and final
5
be able to take an accurate BP, pulse,
respiration
weeks 416
demonstrate competency using the
mirror (1) the probe (2) the #2 explorer
(3) and the #11/12 explorer (3)
8
Med Hx portion on the clinical midterm; nurses drug guide assignment;
medical Hx worksheets; lecture quizzes
med Hx portion on the clinical midterm; nurses drug guide assignment;
medical Hx worksheets; lecture quizzes
vital signs competency
7
identify normal intraoral and
extraoral structures and
note any deviations in the
treatment record
6 and 7
be able to complete an accurate EO/IO
form; demonstrate the techniques
involved in palpation (digital, bidigital,
manual); be able to identify lymph nodes
of the head and neck/oral cavity; perform
and EO/IO on a student partner
EO/IO on student
partners; EO/IO check
off with an instructor
clinical midterm and final
8
demonstrate techniques
and proper procedure for
performing a thorough
periodontal assessment
weeks 68
demonstrate proper use of the
periodontal probe (MPG, fulcrum, seating
options); describe the characteristics of
the gingival as it relates to size, shape,
contour, position, color
clinical midterm and final
9
describe the uses and
limitations of the universal
curettes and sickle scalers
in scaling and root planing
weeks
14-16
demonstrate the correct use of the
curette and sickle scalers; know when to
use; be able to articulate the steps in the
SRP process
10
record and describe the
appearance of the
periodontium
complete dental hygiene
documentation following
patient treatment according
to clinical guidelines
weeks 78
describe the appearance of healthy vs.
non-healthy gingival
NA done
in spring
semester
demonstrate the ability to complete a DH
care plan, including DH assessments,
diagnosis, care plan TX plan and TX
record
work on student
partners-techniques for
probing evaluated on
clinical midterm and
final ***actual tissue
description, charting is
in spring
work on typodonts with
check offs for curettes
and sickles; work on
student partners
competency tested on
clinical final
evaluate student
partner's gingival
health
treatment of a student
partner and clinical
patients
12
demonstrate use of the
dental hygiene universal
periodontal probe,
explorers, curettes and
sickle scalers on a typodont
and a student partner
weeks 416
see above
see above
tested as part of clinical midterm and final
13
prepare and record medical
and dental histories on all
student partners who are
seen as patients
week 616
see above
see above
tested as part of clinical midterm and final
11
clinical final
tested in spring on PER competency
tested in spring on clinical final-part of on-going patient care
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
COURSE-LEVEL OUTCOMES:
1. How do your current scores match with your above target for student success in this course level outcome?
The dental hygiene program has had an excellent success rate. For the past 8 years, the
students have all passed the national Dental Hygiene Board Exam, generally with an
9
average score that exceeds the national average. For the past 2 years, all of the graduates
have passed the clinical dental hygiene state exam on the first attempt.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights
do you have?
The faculty is continually updating and evaluating course content, evaluation and
assessment mechanisms as well as working to implement teaching strategies that
promote student success. Academically, the students are very successful in the
individual courses. Any attrition has been largely due to students facing life changes that
necessitate withdrawal from the program.
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level
Outcomes.
Program: ___Dental Hygiene_____________________________________________
Assessment of Program Level Outcomes-The following outlines tracks where each of the PLO’s are taught, and evaluated and at
what level. Assessment of PLO’s is also done as part of the overall assessment of the Program Goals-also included
I.
Professionalism - The competent dental hygienist provides skilled care using the highest professional knowledge, judgment & ability following the ADA Code
of Ethics.
Supporting Competency:
1. Utilize knowledge of ADHA
code of ethics in patient care
2. Identify unethical practices
as outlined in the DPA
1.1
Monitor
Course
JG
58
X
X
JG
58
X
X
Apply ethical reasoning to dental hygiene practice
Role play ethical scenarios
Case Studies
Pre-test, Dental Practice Act (DPA)
worksheet, Post-test, multiple choice,
true-false, fill-in
11
(proficient-expert)
(competent)
Alumni
Graduation
(beginner)
Intermediate
End of Pre-clinic
Evaluation Method
(novice)
Skill Description
Entering
Student Level
3. Demonstrate the ability to practice
ethically, providing evidence based-care
Self evaluation, journals, needs
assessment form, daily goal sheets
All clinical
Faculty
71A/B,
81A/B
X
4. Demonstrate sound judgment
Test simulation and performance
assessment, needs assessment
NC
74A
X
All clinical
faculty
74B/71B
and ethical reasoning in
determining radiographic exposure
Supporting Competency:
1.2
Radiographic evaluation sheet
X
X
X
X
X
81A/B
Serve all clients in the community without discrimination
1. Demonstrate knowledge of the Chabot
College non-discrimination policy
Orientation /check-off
KC/JG
50 A-C
2. Use knowledge of policy to serve
Daily goal sheet, journals, clinical
supervision
KC
71A/B,
81A/B
the community through client care
X
JG, ML, JC
X
X
X
X
X
X
X
X
X
X
All clinical
faculty
3. Use knowledge of policy to
KC
71A/B
serve the community through
NC
56A/B
community outreach projects
JG
82A/B
On site clinical supervision, selfevaluation write ups
JG, ML, JC
81B,
NC
56B
Clinical supervision, oral presentation
KC, EO
71B,83
4. Use knowledge of policy to serve
the community through diverse
Student participation, self-evaluation,
offsite clinical rotations
5. Use knowledge of policy to serve
12
X
clients with special needs
6. Provide appropriate radiographic surveys
for clients
Supporting Competency:
1.3
multiple/choice/true-false,
competencies, needs assess.
JG, ML,JC
Performance assessment, radiographic
survey requirements
NC
74A/B,
KC
71A/B
JG, ML, JC
81A/B
All clinical
faculty
X
X
71B,
81A/B
X
X
X
71B,
81A/B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Provide Humane and compassionate care to all patients/clients
1. Adhere to the concepts outlined in the
Client's Bill of Rights
Clinical instructor check-off, chart audits,
needs assessment
JG, NS
2. Utilize client exit survey to determine
client's satisfaction with treatment
Clinical instructor check-off, chart audits
JG, CG
3. Exhibit ability to provide humane
Needs assessment, daily goal sheet,
journals, client exit surveys
and compassionate care
81A/B
ACF
ACF
JG,
CG,ACF
71A/B
74A/B
81A/B
4. Understand and assess human
needs when formulating a dental hygiene
diagnosis
5. Expose radiographic surveys as needed to
provide optimum patient care
Exams, Case studies, case
documentation, group discussion
Performance assessment, radiographic
evaluation sheets
Needs assessment
EO, JG
69A/B,
NC,
74A/B
JG, NC
80A/B,
82A/B
NC
74A/B,
KC
71B,
JG, ML, JC
13
all clinical
faculty
Supporting Competency:
1.4
Maintain honesty in relationships with patients/clients, colleagues & other professionals
1. Demonstrate an understanding of, and
compliance with, program standards
Orientation, adherence to college
student conduct policy*
JG, KC
2. Exhibit honesty in relationships with
Self-evaluation, journals, goal sheets,
needs assessments, professionalism
assessments
JG, KC
clients, colleagues, and other
81A/B
DH
X
X
X
X
X
X
X
X
50A-C
all
All faculty
professionals
Supporting Competency:
1.5
1. Demonstrate ability to adhere to
Clients Bill of Rights
2. Maintain the clients' right to
Ensure the privacy of the patient during dental hygiene treatment & confidentiality of patient/client records
Self-evaluation, journals, goal sheets,
needs assessments, chart-audits
ACF
71B,
81A/B
Written Exam
EO
69A,
KC
71A
JG, ML,JC
all clinical
faculty
81A/B
KC,
71A/B,
JG, ML, JC
81A/B
privacy/confidentiality
3. Adhere to clinical protocol
regarding filing/maintenance of
Self-evaluation, needs assessment, chart
audits
All clinical
faculty/
client charts/records
14
X
X
X
X
X
X
X
X
X
staff
Tests, performance assessment, needs
assessments, chart audits
4. Discuss the importance of record
JG
69B
NC
74A/B
patient’s rights to access records,
KC
71A/B
and loaning and transfer of records
JG,ML,JC
all clinical
faculty
81A/B
keeping, informed consent,
Supporting Competency:
1.6
X
X
X
X
Adhere to state and federal laws governing the practice of dentistry & dental hygiene
1. Demonstrate knowledge of the DPA
Pre-test, post-test, DPA worksheet
JG
58, 69B
2. Apply knowledge of DPA in providing client
care
Self-evaluation, needs case studies
assessments, journals, goal sheets
KC,
71B
ACF
81A/B
3. Articulate DPA restrictions regarding
extended functions
Exams, competencies, case studies,
performance assessments, needs
assessment
AP, JG,
57,58
ACF
81A/B
4. Demonstrate knowledge of the
Test Simulation
NC
74A/B
X
X
X
X
X
X
X
XX
X
X
X
X
X
X
X
X
X
Consumer Radiation Health and
Safety Act of 1996
5. Demonstrate knowledge of radiographic
equipment certification and registration
Test, Performance Assessments
6. Discuss State and Federal
Test
NC
NC
15
74A
74A/B
X
X
regulations concerning radiation
X
X
2.
X
X
X
X
X
X
X
X
X
X
X
X
X
Professional Identity - The dental hygienist will continuously perform self-assessment for life-long learning &
professional growth.
Supporting Competency:
2.1
Advance the profession through leadership, service activities & affiliation with professional organizations.
1. Exhibit involvement as oral healthcare
providers/ change agents
Written examinations, oral presentations,
community project
NC
56A/B,
KC
71A-B
ACF
81A-B
EO
83
2. Advance the art and science of DH through
research
Oral presentations, case presentations,
NC
development of care plans, risk assess., lit
JG, JC
reviews, research papers
56A/B,
3. Participate in state and regional
Written critiques, PowerPoint
presentations
EO, JG
69A/B
NC
56A/B
JG
82/A-B
student leadership workshops
Supporting Competency:
2.2
1. Exhibit professionalism in the role
69B, 73
X
Assume the roles of the profession (clinician, educator, researcher, change agent, consumer advocate) as defined by the
ADHA
Journals, daily goal sheets, selfevaluation, needs assessment, clinical
16
KC,
71A/B
X
X
X
X
X
of clinician
competencies/exams
JG, ML, JC
81A/B
ACF
2. Assume the professional
Exit questionnaire
responsibilities of a practicing RDH
KC,
71B
JG,ML, JC
81A/B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ACF
3. Provide evidence based quality
care
Client questionnaire, case
documentation, examinations, DH care
plans, needs assess radiographic eval
sheets
KC
71B,
NC
74A/B
80A/B
JG, ML, JC
JG
4. Act as consumer advocate
5. Actively participate in developing,
and implementing research projects
Participation in community outreach
activities, community project , adherence
to Client's Bill of Rights
Examinations, written presentation, oral
presentation, research write ups, case
documentation’s
81A/B
82A/B
KC, JG
71B, 69B
NC
56A/B,
JG, ML, JC
all clinical
faculty
81A/B
JC
73,
NC
80A/B,
82A/B 83
JG, EO
X
3. Information Management & Critical Thinking. The dental hygienist must be able to acquire & synthesize information in a critical, scientific, & effective
manner.
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Supporting Competency:
1. Formulate goals and
objectives for evidenced based
3.1
Examinations, case documentation, case
studies, oral presentations, DH care
plans, competencies, needs assess.
KC,
71A/B,
EO, JG
69A/B,
AP, JC
52A/B,
73
NC
principles in client care
Examinations, competencies, needs
assessments, daily goal sheets, journals,
DH care plans
82A/B,
54
JG, ML, JC
81A/B
EO,JG
69A/B,
KC
71A/B,
AP, JC
52, 55A,
73
54,57,
18
X
X
X
X
X
X
X
X
X
80A/B
JG, AP
AP
X
(proficient-expert)
(competent)
Alumni
Solve problems & make decisions based on accepted scientific principles
client care
2. Apply accepted scientific
Course
Graduation
Monitor
(beginner)
Intermediate
Evaluation Method
(novice)
End of Pre-clinic
Skill Description
Entering
Student Level
NC
80A/B,
JG
82A/B
JG, ML, JC
All clinical
faculty
81A/B,
EO, NC
3. Provide comprehensive
client care using accepted scientific
principles
Case documentation’s, journals,
examinations, needs assessments,
Competencies, DH care plans,
EO,JG
69A/B,
KC
71A/B
NC, JC
52A/B,
73
Radiographic eval sheets
AP
NC
NC
JG
JG, ML, JC
4. Evaluate the effectiveness of
comprehensive clinical care
Case documentation’s, journals,
examinations, client questionnaires, DH
care plans, competencies, needs assess.
X
X
X
X
X
X
X
X
X
57, 54,
80A/B
74A/B
82A/B
81A/B
EO,JGACF,
KC
69A/B,
71B
NC
80A/B
JG
82A/B
JG, ML, JC
81A/B
All clinical
19
83,74A/B
faculty
5. Determine radiographic retakes
based on diagnostic quality and client's
need
6. Perform quality control to meet
established radiographic standards
Supporting Competency:
3.2
Test, simulation, and performance
assessment, radiographic evaluation
sheets
research
74A/B
ACF
71A/B
Test, simulation, and performance
NC
74A
Assessment, radiographic evaluation
sheets
NC, ACF
74B
JC, NC
NC
basis for evidence based client care
X
X
X
X
X
X
X
X
X
Analyze published reports of oral health research and apply this information to the practice of dental hygiene
AP
2. Utilize oral health research as a
X
81A/B
Examinations, written reports, oral
reports, community projects,
1. Critique oral health
NC
Examinations, case documentation, oral
presentations, needs assessments,
journals,
73,
56A/B
X
X
X
X
X
X
X
X
X
X
X
X
X
52, 54
80A/B
AF
All
courses
X
NC
74A/B
X
ACF
71B
Competencies, DH care plans
3. Articulate the biological effect of
radiation exposure and MPD limits
Test Journals, Dosimeter monitoring,
Radiographic eval sheets, H.A. Rad.
Exposure record
X
81A/B
Supporting Competency:
3.3
1. Apply scientific research findings in
Evaluate the safety & efficacy of oral health products & treatment
Examinations, oral presentations, case
20
AF
69A/B
X
X
the evaluation of the safety and
documentation, competencies,
71A/B
efficacy of oral health products and
written reports, needs assessments,
journals, DH care plan
56A/B
treatment
75, 73
74A/B,
52, 54
57
80A/B,
81A/B
82A/B,
83
2. Utilize universal precautions
Examinations, competencies, needs
assessments, journals,
KC, ACF,
71A/B
NC
74A/B
JG, ML, JC
all clinical
faculty
81A/B
KC, ACF
71A/B
EO
75
disease prevention and infection
NC
74A/B
control
AP,NC
52,57
JG, ML, JC
81A/B
3. Provide DH services
utilizing current concepts of
Examinations, competencies, needs
assessments, journals, DH care plan
All clinical
21
X
X
X
X
X
X
X
X
X
X
faculty
4. Discuss the principles of
Test, simulation, and performance
radiographic health as it relates to
NC
assessment
74A
X
74B
X
X
the public and dental personnel
Supporting Competency:
3.4
1. Demonstrate the ability to convey
Communicate professional knowledge verbally & in writing to patients, colleagues & other professionals
Examinations, case documentation, chart
audit, needs assessments, dental
referrals, journals, case studies, client
questionnaires, DH care plan
EO, JG
69A/B
NC,
71B
EO,JC
75, 73
NC
74A/B
NC
52A/B
AP
54, 57
JG, ML, JC
all clinical
faculty
81A/B
EO, JG
69A/B
KC, ACF
71A/B
EO
75
referrals to medical and dental
NC
74A/B
professionals
AP
52A/B
information to the client and other
health care providers
2. Demonstrate the ability to
recognize and assume the
responsibility of appropriate
Examinations, case documentation, chart
audit, needs assessments, dental
referrals, journals, case studies, client
questionnaires
22
X
X
X
X
X
X
X
X
X
X
AP
54, 57
JG, ML, JC
81A/B
All clinical
faculty
3. Develop communication skills that
reflect use of appropriate dental
Test, simulations, performance
AF
assessments, test cases, competencies
All
X
X
X
X
X
X
X
courses
terminology
4. Implement established standards in
dental charting and notation
Test, simulation, performance
JC
60
X
Assessments, test cases, competencies
NC
74A/B
X
KC
71A/B
JG, ML, JC
all clinical
faculty
81A/B
X
X
X
The following tracks the assessment of our Program Goals
Goal
#1
Objective
Action
Step
Monitoring
Mechanism
Evaluating
Mechanisms
When
Evaluated
Who
Collects
Data
Who
Assesses
Data
Results
Resulting
Action
Program
Improvement
as a results of
data analysis
Maintain
compliance
with CODA and
California
State Law.
All faculty
required
to take
mandatory
course in
California
Law and
infection
control as
part of
Records kept of
licensure
renewals for all
faculty
Yearly review of all
clinical courses to
ensure that clinical
practices are based
on current laws and
regulations
Yearly review
as part of
curriculum
reviewongoing as
part of
clinical
Faculty
Faculty are
alerted to any
changes in
the laws and
regulations
that affect
the practice
of dental
hygiene
Issues
pertaining to
accreditation
requirement
s and/or
California
Law are
shared with
faculty and
discussed on
an on-going
Clinical
manuals,
courses are
updated to
reflect the
changes
Program goal is
met-program
remains in
compliance with
state laws and
accreditation
23
licensure
Maintain
admissions
criteria that
encourage
students that
are prepared for
an intense and
rigorous dental
hygiene
education and
demonstrate
the ability to
succeed in their
professional
goals.
Admission
requirements
reviewed
yearlydata
collected
for
applicant
poolAttrition
data kept
Data collected by
Special
Admissions/Prog
ram Director
Goal
#4
Prepare
students to
successfully
complete
National and
State Licensing
Examinations.
Ongoing
review of
NDHBE
scores
and pass
rate on
state
licensing
exam
Results collected
in the spring and
fall
Review of scores by
didactic and clinical
faculty
Yearly in
spring and
fall
Program
Director/Second year
clinical lead
instructor
Program
Director/Lead
instructorclinical/didactic faculty
Goal
#5
Maintain
competent
dental hygiene
faculty and staff
to ensure a high
quality
educational
program.
Faculty/
Staff
Evaluations
Per college
contract-all
fulltime/part
time faculty and
staff are
evaluated every
three years
Class visits, student
surveys for faculty
Every three
years
Dean collects
full time
faculty
evaluations
Dean and
Program
Director
Goal
#2
Data collected is
reviewed by Special
Admissions/Program Director
Staff surveys
Yearly
Special
Admissions/
Program
Director
Program
collects part
time faculty
evaluations
and submits
to the Dean
for review
24
Program
Director
basis as a
part of
clinical
discussions.
Adjunct
faculty are
alerted via email of any
changes and
are invited to
provide
feedback
Admissions
criteria have
been
adopted that
allow for
qualified
students to
gain access
into the
programattrition data
reviewed for
trends/patterns
Increases in
NDHBE
scores in
areas
targeted and
overall
-decrease in
failure for
the state
clinical exam
Ongoing
evaluation
aids faculty,
staff , Dean
and program
director in
identifying
areas that
are in need
of
improvemen
t
Have
expanded
program to
include 2
additional
students
based on data
on attrition
-reviewing
current
requirements
for
compliance
with Title V
regulations
Admissions criteria
have allowed the
program to select
candidates that
have a greater
potential to
achieve program
goal of completing
the program.
Changes in
program
policies and
curriculum to
better
prepare
students to be
successful on
both exams
Program evaluated
on an ongoing basis
to help students to
be successful in
achieving their goal
to be licensed as an
RDH
Faculty and
Staff have the
opportunity to
improve
Ensures that faculty
and staff are
competent and
that they are
meeting the needs
of the students as
well as the program
Minimized impact
of attrition on class
size due to
increases in class
size accepted
Goal
#6
Review program
curriculum to
ensure that the
curriculum is
current and
relevant.
Yearly
review of
curriculum
Learning goals
grids done for
each course
Faculty review of
learning goals grids
at curriculum
meeting is spring
Spring
Dean
evaluates
staff every
three years
Instructors/
Program
Director
Faculty/
Program
Director
Curriculum
changes
made-course
outlines
updated/mo
dified and
submitted to
college
curriculum
committee in
fall for
approval
Syllabi and
course
outlines are
modified
Course work is
sequential and
redundancy is
avoided
Materials are
updated
Goal
#7
Satisfy students
with the quality
of their dental
hygiene
education.
Yearly
student
Exitsurveys
Program
Secretary sends
out packets in
August-post
graduation
Program Director
reviews results
Fall
Program
Director
Program
Director
Collated and
distributed
to faculty for
review
Input used to
evaluate
program
competencies
and goals
Goal
#8
Satisfy
patient/clients
with quality of
students dental
hygiene care.
Patient
exit
surveys
Chart audits
Lead clinical
instructors/student
s review
On-going
Lead clinical
faculty/
students
Lead clinical
faculty/
students
Patient
satisfaction
evaluated by
lead facultydissatisfied
patients are
identifieddetermination made as
to whether
the
dissatisfaction due to
failure to
provide
quality
dental
hygiene
services
Survey
information
used as part
of the overall
evaluation of
each case
25
Program
curriculum reflects
current research
and practice
Able to identify
students areas of
concern address
the need for
changes in program
policies and
procedures based
on feedback from
graduates
Unsatisfactory
comments are
shared with
students in clinical
seminar courses to
encourage students
to critically think
through patient
care experiences.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
Based on changes in our accreditation guidelines, we will be looking at the teaching of ethics
throughout the program. This is being done, but we will most likely add amore to the assessment of
ethical behavior.
We have ongoing issues with clinical calibration which we continually work on.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: As a program, we strive for excellence. Student success is paramount and we
work very hard evaluating how well we are fostering students’ ability to succeed and become
ethical practioners.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Actions planned: Adding more learning outcomes that focus on lifelong learning and critical
thinking.
26
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is required
for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? Yes.
2. Have all of your courses been offered within the past five years? Yes.
3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? Yes.
5. Have you developed and assessed PLOs for all of your programs? Yes.
6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes
7.
Does successful completion of College-level Math and/or English correlate positively with success in your courses? Yes. English more so than Math.
27
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
Our initiative would significantly improve student learning. Paperless charting would present a
comprehensive patient treatment record that is detailed, accurate, legible, updated, and reliable.
Students would be able to view patient records in a more organized format and prepare a
comprehensive dental hygiene treatment plan more efficiently. In addition, student learning would be
greatly improved as they will be better prepared for the workforce. Students have a better
understanding of electronic data based on their own experience with digital media.
Training the students with paperless charting would enable students to integrate the information and
knowledge in the dental office. Since the college serves as an educational leader and recognizes that
learning is a lifelong journey, we need to provide this opportunity to ensure student success as well as
student marketability in the current job market. With the rapidly changing technology and
advancements in dentistry, we need to adapt to the evolving techniques and new innovations. In
addition, paperless charting provides security and protection of patient records in the event of a hazard.
Our initiative does not fit into the college’s Strategic Plan goal where the focus is to “increase the
number of students that achieve their educational goal within a reasonable time by clarifying pathways
and providing more information and support”. All students in the Dental Hygiene Program achieve
their educational goal with 100% success.
What is your specific goal and measurable outcome?
Our specific goal is to have a paperless dental hygiene clinic. Our measurable outcome is to have a
paperless clinic by the Fall of 2014.
What is your action plan to achieve your goal?
Activity (brief description)
Investigate and research the options of upgrading our current
practice management software to include the capability of
paperless charting and data storage/backup.
Integrate the upgraded software with the digital imaging
software.
Educate and train faculty and staff with the new upgraded
system.
Educate and train students with the new upgraded system.
28
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
02/25/13
June 2013
N/A
Fall 2013
N/A
Fall 2013
N/A
How will you manage the personnel needs? n/a
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: management software technician for installation and upgrade
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
29
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
No Requests
30
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
No Requests
31
Appendix F3: FTEF Requests
No Requests
32
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
No Requests
33
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
Clinic Supplies
2012-13 Budget
Requested Received
$51,483
$51,483
2013-14
Request
$48,050
34
Rationale
Necessary for the operation of the
clinical facility
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
No Requests
35
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Dentrix Conversion
2012-13 Budget
Requested Received
$7539
7539
2013-14
Request
$30229
Rationale*
New Initiative: Needed to continue to
track patient care and to move to a
paperless system; marketplace
demands are such that grads need to
be experienced with paperless systems
as well as requirements from the
accrediting agency to move toward
electronic storage of records for HIPAA;
cost saving will eliminate the need to
purchase charts and print forms
required for documentation purposes;
upgrading existing system which can no
longer meet the needs of the program
for managing patient files; training and
maintenance costs included in the cost
of the upgrade.
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
36
Appendix F8: Facilities Requests
No Facilities Requests
37