Annual Program Review Update
Program/Discipline:
Date:
Health Education
August 22, 2007
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could
cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
Health Education has had no changes in program or area and has not created
degrees or certificates for the discipline.
Health Education 152 (CPR) has been deactivated. The concepts from this course
exist in HE7-First Aid/CPR/AED for Schools and the Community.
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data
sheets (Excel or Word format) showing these changes
Statistical drop in enrollment between 2005-06 academic year and 2006-07 academic
year coincides with the districts drop in enrollment plus the lack of late-add
availability (this practice has changed). Prior to Fall 2006 the district had a policy of
urging students who did not test into English 150 to take only a handful of
recommended courses. Health Education was on the list of recommended course so
enrollments in Health Education sections increased. Since that practice has been
eliminated, our enrollments have declined (see Chart Summary of Data-HE)
Enrollment differences that occur between fall and spring semesters are an
unknown factor. Over the timeframe of the past two years, spring enrollments have
been less than fall enrollments.
Retention and success rates have remained consistent when comparing spring
semesters to spring semesters and fall semesters to fall semesters.
3. Occupational programs must review the update of their labor-market data, some
of it provided by Institutional Research, to illustrate that their program:
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
1
completion success of its students.
N/A
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations? Please describe.
Need for internet and smart room capabilities to be installed in both of the lecture
classrooms (DVD player, ceiling mounted projector, and updated audio/visual).
Need for DVD budget to add to learning experience of the students. No such budget
has ever existed but has been mentioned as a need in department meetings.
5. Does your discipline need additional support from Student Services beyond that
previously provided?
No
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
HE
Total
Teaching
Load for fall
2006 term
17
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
100 %
0%
Fall ’05 had
21.75 TLU
all taught by
full-time
faculty
All Health
Education
courses are taught
by head coaches.
Depending on the
sport in season,
the number of
sections is
affected.
2
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring 2007
term
% of Total
Teaching
Load by FullTime Faculty
HE
26.25
100%
% of Total
Teaching Load
Taught by PartTime Faculty
0%
Changes from
spring 2006
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
21.75
All Health
Education
courses are taught
by head coaches.
Depending on the
sport in season,
the number of
sections is
affected.
Do you need more full-time faculty? Associate faculty? If yes, explain why and
be sure to include data sheets justifying the need.
A full-time faculty to just teach Health Education courses is not needed. As a
division we have a need one full-time faculty person who can divide their teaching
load between health education, physical education, dance, and intercollegiate
coaching [see #8 below for more information].
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows:
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Gains over
Prior Year
Losses over
Prior Year (give
reason:
retirement,
reassignment,
health, etc.)
Do you need more full-time staff? Part-time staff? If yes, explain why and be sure
to include data sheets justifying the need.
NO
3
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
Having full-time faculty who also coach is both a plus and a minus to our Health
Education program. Negatives are related to the coaching loads. Coaching loads
affect the TLU distribution semester by semester; they affect the time base that
is needed to create new courses specific to trends in the discipline and trends in
our demographics (older adults looking to be active). The faculty for years has
talked of creating a Wellness Lab which would be incorporated into our lecture
courses as well as our Weight Training courses, and would also be available to
campus-wide faculty and staff. However, when you look at the staffing needs of
such a lab and the time-base needed to keep the lab equipment functional, there
is no current full-time faculty who has the TLU availability to take on the
project. Having an additional full-time Physical Education/Health Education
professor would add the TLU base needed to grow our Health Education
program to include the lab component.
A future development area is to complete the necessary steps to have Health and
Physical Education as a requirement for students to receive their AA degree. If
this requirement (which did exist many years ago) were to materialize, then it is
foreseen that additional part-time and/or a full-time faculty position would be
needed to teach additional sections.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any
immediate needs. Have your discipline’s facilities needs changed? If so, how?
Please provide a data-based justification for any request that requires new or
additional facilities construction, renovation, remodeling or repairs.
When the bond projects were being discussed ventilation of the lecture classrooms
was part of the discussion. Currently, there is no ventilation in the classrooms.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
Needs have changed to include the use of more media, internet, and PowerPoint in
order to share relevant health information to the students. Our classroom set-up has
not kept up with current technological needs.
We currently have no budget for equipment replacement or equipment additions.
4
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
b.
What did your program learn from these results that enabled you to
improve teaching and learning in the discipline?
c.
How have part-time faculty been made aware of the need to assess SLOs?
a. Our Health Education faculty have been in discussion and have drafted
SLOs for the Health Education I and Health Education II curriculum.
Assessing the SLOs is still in the process.
b. No formal assessing has occurred. Curriculum approval for updates on SLOs
should occur in October.
c. Currently, Health Education I and II courses are taught 100% by full-time
faculty. During a semester that a part-time faculty would teach, the Director
of Physical Education would assign a full-time Health Education instructor
to review the SLOs and discuss assessments with the associate faculty
member.
Curriculum Update
(Reminder: Send updated course outlines to the Curriculum Committee.)
12. Identify curricular revisions, program innovations, and new initiatives undertaken
in the last year.
In the past year we began the process of updating of student learning objectives and
the writing of rough drafts of the Health Education courses. Workshops were held
during the ’06-’07 academic year and groups of faculty are working together to
create SLOs and the tools needed to assess the SLOs.
13. Identify curricular revisions, program innovations, and new initiatives planned for
the next year.
Curricular revisions will include the update of HE1 and HE2.
5
14. Complete the grid below
Course
Year Course Outline
Last Updated
Year Next Update
Expected
HE 1
HE 2
HE 7
1996
1997
2006
Fall 2007
Fall 2007
Fall 2011
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
Not applicable
16. If you do not have a QIP, what goals and plans does your area have for the
coming year?
Health Education goals and plans are to finish the updating of our Health
Education course outlines as well as look into the varieties of Health Education
courses offered at different community college and four-year institutions. We
need to be sure that we are offering course that are meeting the needs of a
Kinesiology major as well as serving our students in the area of personal
enrichment.
6