ChabotCollege
AcademicServices
ProgramReviewReport
2016-2017
Program:HEALTH
Submittedon12-21-2015
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AppendixB:“ClosingtheLoop”Course-LevelAssessmentReflections.
Course
HEALTH4
Semesterassessmentdatagathered
Fall2015
Numberofsectionsofferedinthesemester
2
Numberofsectionsassessed
1
Percentageofsectionsassessed
50%
Semesterheld“ClosingtheLoop”discussion
Fall2015
Facultymembersinvolvedin“ClosingtheLoop”discussion DonnaOrviss
FormInstructions:
• CompleteaseparateAppendixB2formforeachCourse-Levelassessmentreportedinthis
ProgramReview.ThesecoursesshouldbelistedinAppendixB1:StudentLearningOutcomes
AssessmentReportingSchedule.
• PartI:CLODataReporting.ForeachCLO,obtainClassAchievementdatainaggregateforall
sectionsassessedineLumen.
• PartII:CLOReflections.BasedonstudentsuccessreportedinPartI,reflectontheindividual
CLO.
• PartIII:CourseReflection.InreviewingalltheCLOsandyourfindings,reflectonthecourseas
awhole.
PARTI:COURSE-LEVELOUTCOMES–DATARESULTS
CONSIDERTHECOURSE-LEVELOUTCOMESINDIVIDUALLY(THE
NUMBEROFCLOSWILLDIFFERBYCOURSE« )
(CLO)1:STUDENTSWILLDEVELOPAPLANOFACTIONFORAHEALTHY
BEHAVIORCHANGE
(CLO)2:STUDENTSWILLDEMONSTRATEKNOWLEDGEOFHOWTO
PREVENTCHRONIC,DEBILITATINGDISEASESMOSTCOMMONLYSUFFERED
BYWOMEN
(CLO)3:STUDENTSWILLDEMONSTRATEKNOWLEDGEOFMOSTCOMMON
HEALTHISSUESCONCERNINGWOMEN,INCLUDINGPSYCHOLOGICAL,
SOCIAL,ANDPHYSIOLOGICALHEALTH
(CLO)4:
2
DefinedTarget
Scores*
(CLOGoal)
80%ofthe
studentswill
score2or
better
75%ofthe
studentswill
score2or
better
75%ofthe
studentswill
score2or
better
ActualScores**
(eLumendata)
87.43%of
studentsscored2
orhigher
84.36%of
studentsscored2
orhigher
93.26%of
studentsscored2
orhigher
PARTII:COURSE-LEVELOUTCOMEREFLECTIONS
A. COURSE-LEVELOUTCOME(CLO)1:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Target:80%-Current:87.43%scoring2orbetter
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Forthisassignmentbothscientificandnon-scientificmethodologieswereemphasized.
Studentswererequiredtointerviewtheirclassmates(usingaquestionnaire)abouttheir
cultureandwriteandessay.Studentsbringfoodsfromtheirnativecultures.Aroundtable
ofintroductionsandtalkaboutthefoodthatwasbrought,it’sculturalsignificance,stories
abouttheirfamiliesandrecipesareshared.Theassignmentallowsforstudents’culturesto
beacknowledgedandtodiscoverhowsimilarwomen’sexperiencesarearoundtheglobe.
Studentessaysarepostedinblackboardfortheirenjoyment.Mostusefulassignment.
B. COURSE-LEVELOUTCOME(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Target:75%-Current:84.36%scoring2orbetter
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Studentsreadchaptersfromtheassignedtextandrespondindiscussionboardweeklyto
questionspostedbytheinstructor,andmustrespondto2ormoreclassmates.Students
responseshowunderstandingofthetopicandareappropriatetowardstheirclassmates.
Mostactiveassignment.
C.COURSE-LEVELOUTCOME(CLO)3:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
Target:75%-Current:93.26%score2orbetter
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Threefilmsareassigned–GreyGardens,TheBusinessofBeingBornandSimplyRaw.
Studentsreflectonthefilmsthroughdiscussionandwrittenessays.Studentsenjoythe
materialsanddiscussionwaysinwhichtheyrelateandlessonslearned.Mostpopular
assignment
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D.COURSE-LEVELOUTCOME(CLO)4:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthiscourse
leveloutcome?
2.Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesandyour
discussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
1. Whatchangesweremadetoyourcoursebasedonthepreviousassessmentcycle,theprior
ClosingtheLoopreflectionsandotherfacultydiscussions?
Thefollowingchangesweremade:
1) Aftertheon-campusmeetingwherestudentsconductedinitialinterviewsbycompleting
questionnaires,manyhaddifficultyfollowingupwiththeirintervieweetofinishtheir
essays.–Iwillschedulethisactivitylaterinthesemesterafterattritionthatoccursin
weeks1-3andtheclasshasgelled.
2) Studentsrequestedmoreface-to-facetime–Uponstudent’srequest,Iaddedtwo
additionalon-campusmeetingsthissemester.NextFall,threeclasseshavebeen
scheduledanyadditionalon-campusmeetingswillbemadeuponstudents’requests.
2. Basedonthecurrentassessmentandreflections,whatcourse-levelandprogrammatic
strengthshavetheassessmentreflectionsrevealed?Whatactionshasyourdiscipline
determinedmightbetakenasaresultofyourreflections,discussions,andinsights?
Studentsenjoylearningnewinformationandbeinga‘subject’ofthecourse.Thisallows
themtheperfectcombinationoflearningandpersonalizingtheirexperiencesinthecourse
whichenrichestheirinterestandoverallperformance.
3. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
(X)Curricular
(X)Pedagogical
(X)Resourcebased
! ChangetoCLOorrubric
! Changetoassessmentmethods
! Other:________________________________________________________________
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AppendixB:“ClosingtheLoop”Course-LevelAssessmentReflections.
Course
HLTH 16
Semester assessment data gathered
SPR 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
SPR 2015
Faculty members involved in “Closing the Loop” discussion KEN GRACE
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course )
Defined
Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: Develop an action plan for a healthy behavior
change that will improve risk factors for weight-related
health conditions.
75%
100%
(CLO) 2: Identify and improve personal health
behaviors that contribute specifically, to heart disease
risk.
75%
100%
(CLO) 3: Demonstrate ability to analyze how physical,
emotional, and spiritual health relate to and influence
behavioral choices.
75%
100%
Part II: Course- level Outcome Reflections
A. Course-Level Outcome (CLO) 1:
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1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
All of the students assessed have developed an action plan that includes the necessary
components to result in improving risk factors for weight-related health conditions.
2.
Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Improving your diet and regular physical activity are components of healthy weight
loss which will result in a decreased risk of health problems prevalent in our culture.
B. Course-LevelOutcome(CLO)2:
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
All of the students assessed were able to identify and improve personal health
behaviors that contribute, specifically, to heart disease risk.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Adding physical activity, increasing fiber intake by eating more plant products,
developing positive stress coping mechanisms, and nurturing good relationships are
practices that can help decrease cardiovascular risk markers.
C. Course -Level Outcome (CLO) 3
1. Howdoyourcurrentscoresmatchwithyourabovetargetforstudentsuccessinthis
courseleveloutcome?
All students were able to demonstrate ability to analyze how physical, emotional, and
spiritual health relate to and influence behavioral choices.
2. Reflection:Basedonthedatagathered,andconsideringyourteachingexperiencesand
yourdiscussionswithotherfaculty,whatreflectionsandinsightsdoyouhave?
Energy level, stress, mental/emotional factors like depression and anxiety, and selfcompassion are some contributors that impact the choices our students make. When
students are aware of this, they can be more mindful to make choices that influence
their weight, and overall health, in a positive way.
PARTIII:COURSEREFLECTIONSANDFUTUREPLANS
4. Whatchangesweremadetoyourcoursebasedonthepreviousassessmentcycle,theprior
ClosingtheLoopreflectionsandotherfacultydiscussions?
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This is the first reflection I have done on this course.
5. Basedonthecurrentassessmentandreflections,whatcourse-levelandprogrammatic
strengthshavetheassessmentreflectionsrevealed?Whatactionshasyourdiscipline
determinedmightbetakenasaresultofyourreflections,discussions,andinsights?
Teachingstudentstoimprovetheirqualityofhealthintheimportantareasthiscourse
addresseshasshowntobeeffective.Inthiscourse,eachstudentwhoparticipatedlearned
to:developanactionplantoimproveriskfactorsforweight-relatedhealthconditions,
identifyandimprovepersonalhealthbehaviorsthatcontributetoheartdiseaserisk,and
demonstratetheabilitytoanalyzehowphysical,emotional,andspiritualhealthinfluence
theirhealthbehaviors.Theyalsoeachtookstepsnecessarytowardbecominghealthierin
theseareas.Consideringhowmanyofourstudentsstrugglewithhighcardiacriskfactors
andexcessweightduetounhealthybehaviors,thiscourseisofbenefitinhelpingthem
learnspecificsonhowtochange.Thiscoursealsoofferssupportandencouragement
throughtheinstructorfeedbackandstudentsupportviadiscussionboardfeatures.No
changesinthecourserecommendedatthistime.
6. Whatisthenatureoftheplannedactions(pleasecheckallthatapply)?
! Curricular
! Pedagogical
! Resourcebased
! ChangetoCLOorrubric
! Changetoassessmentmethods
! Other:_________________________________________________________________
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AppendixC:ProgramLearningOutcomes
Consideringyourfeedback,findings,and/orinformationthathavearisenfromthecourselevel
discussions,pleasereflectoneachofyourProgramLevelOutcomes.
Programs:
• PLO#1:Studentswilldifferentiatebetweenbehaviorsthatenhancehealthandthose
thataredetrimentaltohealth.
• PLO#2:Evaluateandformulateinterrelationshipsofattitudeandbehaviorasthey
relatetosexualwell-being.
• PLO#3:Basedondietaryanalysis,discussstrengthandweaknessesofpersonaldiet.
• PLO#4:
Whatquestionsorinvestigationsaroseasaresultofthesereflectionsordiscussions?
PLO #1 is addressed by:
Health 4
CLO #3 – Target: 75% will score 2 or better – Current:93.26%
By the end of the course, students will have watched 2-3 required films and read a variety of
articles and visited websites related to women’s health. Updated each semester.
PLO #2 is addressed by:
Health 4
CLO #2 – Target: 75% will score 2 or better - Current: 84.36%
By the end of the course, students have read Women’s Bodies, Women’s Wisdom exposing
them to Christiane Northrups’. concepts, understandings and recommendations around
women’s health. Students respond to questions and discuss responses with their classmates
about reproductive and sexual health.
PLO #3 is addressed by:
Health 4
CLO #1 – Target: 80% will score 2 or better – Current: 87.43%
By the end of the course, students are able to identify poor health choices including, diet and
behaviors around culture, foods and comfort foods and based on those observations make
diet and exercise related changes. Progress from the beginning of the course to the end of the
course is reported in course Final Reflections.
Whatprogram-levelstrengthshavetheassessmentreflectionsrevealed?
MyCLO’sareconsistentwiththeDepartmentsPLO’s
1)TheCLO’sreflectwhatthefacultythinksstudentsshouldhavelearnedwhentheycomplete
thecourse.
2)Theassessmentmethodshighlights’theareasweneedtoworkwithstudents.Noneedfor
changeatthispoint.
3)Studentsperformanceincreaseswhenavarietyofdeliverymethodsareused.
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Whatactionshasyourdisciplinedeterminedmightbetakentoenhancethelearningof
studentscompletingyourprogram?
Actionsplanned:
1)Encouragestudentstoparticipateinassignedreadings,discussionsandrelatedactivities
-Becausemanystudentsdon’thavemoneytobuytextbooks.
-Ihaveassignedabookthatcosts$20.00andIreserveacopyatChabot’slibrary.
-ForFall,2016inadditiontoWomen’sBodies,Women’sWisdom–CreatingPhysicalandEmotional
HealthandHealing,ChristianeNorthrup,M.D.,Iwillincludetheassignthedepartment’sapproved
textbookContemporaryWomen’sHealth–IssuesforTodayandtheFuture,Kolander,Ballardand
Chandler,5theditionorcurrenttext.Intheinterestofkeepingcostslow,Iwillassignnomorethan4
chapters,allowingstudentstopurchasee-chaptersversustheentiretext.Theinformationfromthe
textwillbewovenintotheweeklydiscussionboardthreads.
2)Addressthetechnologyissue
-Inadditiontonothavingmoneyfortuitionorbooksmanystudentsalsodonothaveaccessto
computersand/orrequiredprograms(e.g.MS.Word).
-IreferstudentstothecomputerlabandthecomputersavailableinChabot’slibrarytotypeessays
intheproperformat
3)Engagingstudentsface-to-face
-Thisisahybridcourse80%onlineand20%on-campus.
-Ischeduleaminimumnumberofon-campusmeetings(3)andallowstudentstorequestadditional
meetings(nomorethan2)duringtheBuildYourCourseactivity(1stdayactivity)toencourage
participation.Activitiesthatrequirestudentcommitmentandfollow-upshouldtakeplaceafter
week3ofthesemester.
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