Office of the Provost and Vice President for Academic Affairs
Department of Health and Human Performance
Academic Year 2014-15 Assessment Report
All areas shaded in gray are to be completed by the department/program.
MISSION STATEMENT
In pursuit of our vision, HHP prepares quality graduates to be ethical and competent entry level professionals in health and human performance related occupations or
candidates for advanced study in related disciplines. Within the liberal arts tradition of The University of Montana and the mission of the College of Education and
Human Services, the Department of Health and Human Performance (HHP) engages in professional education, scholarly activity, and meaningful public service. The
department emphasizes mental, social, spiritual, and physical dimensions of health to promote healthy lifestyle choices and enhance quality of life.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1. Understanding – Graduates will recognize and appreciate the scope of the profession
2. Communication –Graduates will develop communication proficiency.
3. Analysis –Graduates will nurture effective investigative skills
4. Competence –Graduates will acquire skills germane to professional practice
5. Ethics– Graduates will develop ethical behaviors that promote accuracy, integrity, respect, and human dignity
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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
<Measurement
Tool>
<Measurement
Tool>
Understanding – Recognize and appreciate the scope of
the profession
1. Identify the multiple dimensions comprising the
field of Health and Human Performance
2. Distinguish the fundamental mission of the field
Communication – Develop language proficiency
1. Display effective communication skills – oral,
written, technological
2. Demonstrate ability to explain complex principles
in area of specialization
3. Promote collaboration with peers and colleagues
in the field and beyond
Analysis – Nurture effective investigative skills
1. Develop appreciation for critical thinking and
evidence based practices
2. Utilize evidence based practices in professional
settings
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<Measurement
Tool>
<Measurement
Tool>
<Measurement
Tool>
Competence – Acquire skills germane to professional
practice
1. Demonstrate abilities requisite to specialization or
advanced study
2. Exhibit cognition and skill proficiency that will
contribute to the advancement of chosen
specialization
3. Illustrate an appreciation for lifelong learning
Ethics – Develop ethical behaviors that benefit local and
global communities
1. Develop an awareness of ethical challenges
confronting the field
2. Demonstrate an ability to minimize conflict
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RESULTS AND MODIFICATIONS
After critical analysis of our existing assessment plan last spring we determined that our current plan was dysfunctional, it failed to identify significant
and valuable student learning outcomes and the only measurement tool to collect data was a senior exit survey which only provided end point subjective
student information. We neglected to capture authentic baseline, mid-point and capstone data for analysis and comparison.
To formulate our new and operative assessment plan we proactively implemented a number of positive measures. We attended several assessment
workshops, we met with the Associate Provost Dr. Lindsay on more than a few occasions, we formed an ad-hoc assessment committee made up of HHP
faculty and staff, the committee met with Dr. John Matt in Educational Leadership for his mentorship to establish a simple yet functional data collection
spreadsheet design similar to what his department is utilizing. After numerous meetings throughout the semester, the assessment committee presented their
objectives and student learning goals to the whole HHP faculty at two faculty meetings and solicited input. The faculty then sent recommendations to the
committee. Finally, on Friday, December 12th at our faculty retreat we again refined our goals and student learning objectives and asked each faculty
member to identify which student learning objectives their courses specific courses covered. Although our assessment plan is uncompleted at this time and
we have no data to report at this time, I believe we are progressing well with the goal to have a prototype ready to pilot in a summer course to implement it
fall semester 2015. Please the plan section.
APPENDICES
1. Please see Curriculum Map. Curricular Map 12-16-14.xlsx
FUTURE PLANS FOR CONTINUED ASSESSMENT
Now that we have identified the department objectives, student learning goals and determined which courses meet those goals and objectives we plan to do the
following steps to have our plan in place to begin collecting data fall semester 2015:
1. Require that all HHP faculty identify which student learning objectives their specific courses cover. (some still need to complete this task)
2. Identify the measurement tools (assignment, tests, quizzes, papers, etc.) for each course.
3. Create rubrics for each measurement tool.
4. Continue to develop a data base spread sheet similar to Dr. John Matt’s for data collection.
5. Use summer course(s) as a pilot for our data collection program so that we have our assessment plan functional for fall semester 2015.
6. Begin collecting assessment data for fall courses.
7. We anticipate submitting our completed assessment plan with student outcome data again next academic year (December 2015).
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