Chabot College Program Review Report 2015 ‐2016 Year Three of Program Review Cycle Health Discipline Submitted on October 23, 2014 Contact: Begoña Cirera Perez 1 Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. Course Health 1/Nutrition 1 Semester assessment data gathered Fall 2013/Spring 2014 Number of sections offered in the semester 11/4 Number of sections assessed 3/2 Percentage of sections assessed 50%/25% Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” discussion None Form Instructions:  Complete a separate Appendix B2 form for each Course‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.  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 CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 1: Student will differentiate between
Actual Scores** (eLumen data) Defined Target Scores* (CLO Goal) >75% 85% >75% 95% >75% 90% behaviors that enhance health and those that
are detrimental to health. (CLO) 2: Student will implement a constructive
health behavior change. (CLO) 3: Student will be able to identify and describe
the six dimensions of health and well being.  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? 2 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS A. COURSE‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? Scores are above target. 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? We are above target on our student success, and it is well reflected in the data. B. COURSE‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? Above target. 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? Our behavior change assignment has brought about real, tangible positive health changes to our students. These changes are long lasting and are the type of change that cannot be replaced with money, or degrees. We are proud of our collective work which has help us develop an easy, hands‐on approach that tackle many of our students’ detrimental health behaviors slowly and efficiently. C. COURSE‐LEVEL OUTCOME (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? Above target. 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? This CLO is an eye‐opener for students, since it teaches them that health is not merely the absence of disease (physical health), but a combination of physical, mental, spiritual, 3 environmental, social, and intellectual perspective. It truly helps students approach health in a holistic way. 4 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Main changes were to incorporate Behavior Change actions to all Health 1 courses, this was done during Year One, and was vastly successful during Year Two. For Nutrition Science, we have had changes that have helped focusing on increasing student success. Changing the title of the course, for example, has helped some students decide whether they have sufficient life science courses to succeed in this course. By explaining to students the reason for the title change of the course during the first week of classes, many opt for enrolling into a Health 1 course instead, which is not nearly as technical as Nutrition 1. For students who do not require Nutrition 1 for their major, Health 1 has been a more viable answer to fulfill their “Area E” G.E. requirements. 2. Based on the current assessment and reflections, what course‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Our success rates for Health 1 were slightly above that of the College’s at large for OL courses, and slightly below for Face‐to‐Face offerings. For NUTR 1, the Face‐to‐Face course performed better during the Fall than Spring ’14 by seven percent. Decision to continue with our current assessment, evaluation and teaching methods. 3. What is the nature of the planned actions (please check all that apply)?  Curricular  Pedagogical  Resource based  Change to CLO or rubric  Change to assessment methods  Other:_________________________________________________________________ 5 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: _Health_____  PLO #1: Students will differentiate between behaviors that enhance health and those that are detrimental to health. – Students have done so very successfully.  PLO #2: Evaluate and formulate interrelationships of attitude and behavior as they relate to sexual well‐being. – Students have done so very successfully.  PLO #3: Based on dietary analysis, discuss strengths and weaknesses of personal diet. VERY successful results! What questions or investigations arose as a result of these reflections or discussions? SEE BELOW What program‐level strengths have the assessment reflections revealed? Strengths revealed: The assignments that we have developed are well coordinated with the lectures. This type of teaching is working well for our students, and we will continue to offer such assignments as they seem to be the most efficient to teach our students the most important points of our discipline. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: Continue as is. Changes to Nutrition 1 have had positive impacts on our discipline success rates. Program: __Health___  PLO #1: Students will develop a plan of action for a healthy behavior change.  PLO #2: Students evaluate and formulate physiological and psychological behaviors of sexual health.  PLO #3: Students plan dietary changes necessary to improve personal diet.
What questions or investigations arose as a result of these reflections or discussions? See below What program‐level strengths have the assessment reflections revealed? Strengths revealed: The assignments that we have developed are well coordinated with the 6 lectures. This type of teaching is working well for our students, and we will continue to offer such assignments as they seem to be the most efficient to teach our students the most important points of our discipline. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: Continue as is. 7