University of Hawaii Community Colleges
Annual Report of Program Data Analysis
Preview
PREVIEW
College: University of Hawaii Maui College
Program: Dental Hygiene
The last comprehensive review for this program was on 2012, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/instructional.php?action=analysis&college=MAU&a
mp;year=2012&program=126
Program Description
Program mission statement
The Dental Hygiene Associate in Science Program is a two year program (upon admission to the
Dental Hygiene Program) that prepares students to become oral health care professionals whose
work will positively impact the oral health status of the Maui County and the neighbor islands.
The mission of the Dental Hygiene program is to prepare students for careers in Dental Hygiene
with three major emphases:



Provide comprehensive dental hygiene care to clients of diverse social, economic and
cultural backgrounds.
Demonstrate the academic and clinical knowledge and skills required for the profession
of dental hygiene.
Providing lifelong learning opportunities for Hawai'is workforce that is designed to
improve workforce skills and career progression.
Part I. Quantitative Indicators
Overall Program Health: Healthy
Majors Included: DH
Program CIP: 51.0602
Program Year
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
33 32 40
2 *New & Replacement Positions (County Prorated)3
3
4
3 *Number of Majors
9.5 12 10
3a Number of Majors Native Hawaiian
0
2
0
3b Fall Full-Time
0% 18% 0%
3c Fall Part-Time
100%82% 100%
3d Fall Part-Time who are Full-Time in System 0% 0% 0%
3e Spring Full-Time
0% 92% 0%
Healthy
3f Spring Part-Time
100%8% 100%
3g Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes
185 0
210
5 SSH Non-Majors in Program Classes
0
0
0
6 SSH in All Program Classes
185 0
210
7 FTE Enrollment in Program Classes
6
0
7
8 Total Number of Classes Taught
9
0
9
Demand Indicators
Efficiency Indicators
Program Year
10-11 11-12
12-13
8.8
0
10
87.7% 0%
100%
0
1
1
Efficiency Health
Call
9 Average Class Size
10 *Fill Rate
11 FTE BOR Appointed Faculty
12 *Majors to FTE BOR Appointed
0
12
10
Faculty
13 Majors to Analytic FTE Faculty
12.2
0
12.9
13a
Analytic FTE Faculty0.8
0
0.8
14
Not Yet
Overall Program Budget Allocation $90,786$516,240
Reported
14a
Not Yet
Healthy
General Funded Budget Allocation$81,786$123,037
Reported
14b
Not Yet
Special/Federal Budget Allocation$0
$0
Reported
14c
Not Yet
Tuition and Fees$0
$12,082
Reported
15
Not Yet
Cost per SSH
$491 $0
Reported
16 Number of Low-Enrolled (<10)
9
0
0
Classes
*Data element used in health call calculation
Last Updated: October 3, 2013
Program Year
Effectiveness Health Call
10-1111-1212-13
17 Successful Completion (Equivalent C or Higher)100%0% 100%
18 Withdrawals (Grade = W)
0
0
0
Healthy
19 *Persistence Fall to Spring
100%100%100%
Effectiveness Indicators
19aPersistence Fall to Fall
20 *Unduplicated Degrees/Certificates Awarded 9
20a
Degrees Awarded9
20b
Certificates of Achievement Awarded0
20c
Advanced Professional Certificates Awarded0
20d
Other Certificates Awarded0
21
External Licensing Exams Passed
22 Transfers to UH 4-yr
0
22a
Transfers with credential from program0
22b
Transfers without credential from program0
0%
0
10
0
10
0
0
0
0
0
0
100%N/A
0
0
0
0
0
0
Distance Education:
Program Year
Completely On-line Classes
10-1111-1212-13
23Number of Distance Education Classes Taught
0
0
0
24Enrollments Distance Education Classes
N/A N/A N/A
25Fill Rate
N/A N/A N/A
26Successful Completion (Equivalent C or Higher)
N/A N/A N/A
27Withdrawals (Grade = W)
N/A N/A N/A
28Persistence (Fall to Spring Not Limited to Distance Education)N/A N/A N/A
Perkins IV Core Indicators
Goal Actual Met
2011-2012
291P1 Technical Skills Attainment 90.00 0 Not Met
302P1 Completion
50.00 0 Not Met
313P1 Student Retention or Transfer74.25 100.00 Met
324P1 Student Placement
60.00 88.89 Met
335P1 Nontraditional Participation N/A N/A N/A
345P2 Nontraditional Completion N/A N/A N/A
Program Year
10-1111-1212-13
35Number of Degrees and Certificates
10
36Number of Degrees and Certificates Native Hawaiian
0
37Number of Degrees and Certificates STEM
10
38Number of Pell Recipients
5
39Number of Transfers to UH 4-yr
0
*Data element used in health call calculation
Last Updated: October 3, 2013
Performance Funding
Part II. Analysis of the Program
1. PROGRAM'S STRENGTHS
a. Response to Demand Indicators
There are job opportunities in the local dental hygiene profession (#2), and the DH degree
program fulfills this request by training an adequate number of majors (#3) contributing to
healthy ratios:#degrees/#majors and #degrees/#county positions.
b. Response to Efficiency Indicators
Program Fill Rate is @100%.
c. Response to Effectiveness Indicators
During the academic year 2012-2013, all ten students earned an AS degree in DH and
successfully passed external licensing exams. This corresponds to healthy ratios: #majors and
#degrees /#county positions.
2. PROGRAM'S WEAKNESSES
a. Response to Demand Indicators
There are no Native Hawaiian's as Majors.
b. Response to Efficiency Indicators
Regarding line 14; Overall Program Budget of $516,240 is inaccurate. The Commission on
Dental Accreditation mandates that the instructor to student ratio be maintained at 1:5 for all
clinical instruction therefore addtional faculty must be hired. This increases the program costs
but not by the amount value represented on line 14.
c. Response to Effectiveness Indicators
To date, all data support student success in the dental hygiene program.
3. RESPONSE TO PERKINS INDICATORS
Regarding line 29; 1P1 Technical Skills Attainment & 2P1 Completion is inaccurate. All dental
hygiene students are required to maintain a 2.0 in didactic course work & 3.0 in clinical skills
GPA. All ten dental hygiene students have completed the curriculum and graduated in May
2013 earning an AS in DH which is the terminal degree. Data collection process should be
amended to reflect that the goals have been met.
Part III. Action Plan
Below are the changes reported in academic year 2012. These changes have been
approved and implemented beginning f2013 & students have responded positively.
Changes made in curriculum or pedagogy to improve student learning and the
results of those changes. Using the Curriculum Management Plan, the following
changes are currently in Curriculum Committee.
o Removing Psy. 100 as pre-req. Students take Soc. 100 or Anth 200 to fulfill
the Social Science Requirement. Also offering COM 145 to fulfill the
Communication requirement.
o Created a new DH course, DH 158 Anatomical Science. Additional course in
Dental Anatomy and Morphology will increase student confidence by creating a
strong foundation for higher order learning. This course is taught in the
beginning of the rigorous curriculum where all other skills with develop and
evolve.
o DH 256 Pharmacology in dentistry, increase from one credit hour to two
credit hours to facilitate learning of all systems.
o DH 268 Radiology, deleting this course due to repetitive course
content. Information from this course will be incorporated in the two remaining
radiology courses.
Programs strengths and challenges.
Strengths:
On August 4, 2011, the UHMC DH Program was granted the accreditation status of "approval
without reporting requirements." The next site visit for the program is scheduled for 2018. This
is the highest level of accreditation that can be obtained and clearly illustrates the many strengths
and quality of the DH Program.
The quality of the curriculum and instruction in the UHMC DH Program is highlighted by the
100% pass rate of both the written and clinical DH Boards by all DH students. All 2013
graduates are currently employed as dental hygienist on Maui & Oahu.
Dental Hygiene is established as a high demand career choice due to the community need for
providers and the competitive salary for an Associate Degree graduate. The Employment
Outlook according to the American Dental Association states:
“According to the Bureau of Labor Statistics (BLS), “employment of dental hygienists is
expected to grow 36 percent through 2018, much faster than average for all occupations, ranking
dental hygiene among the fastest growing occupations. This is in response to increasing demands
for dental care and the greater utilization of hygienists to perform services previously performed
by dentists. Job prospects are expected to be favorable in most areas, but will vary by
geographical location. Because graduates are permitted to practice only in the State in which
they are licensed, hygienists wishing to practice in areas that have an abundance of dental
hygiene programs may experience strong competition for
jobs.” (http://www.bls.gov/oco/ocos097.htm).”
All 2013 UHMC DH graduates are currently employed in Maui County & Oahu. New UHMC
DH Graduates are currently earning 27.00 to 45.00 per hour which is twice the Maui County Per
Capita Salary. http://www.metasalary.com/statedata.php?id=Maui%20County,%20HI
Challenges:
The Maui Oral Health Center (MOHC) serves as the clinical teaching facility for all dental
programs, Dental Assisting, Dental Hygiene, and Dental Residency. There are 7 functional
treatment areas in the MOHC which must be shared by all programs. This makes scheduling
difficult.
The table below summarizes the strengths and challenges of the DH program.
UH Maui College
DH Program Strengths and Challenges Report
STRENGTHS
CHALLENGES
BOR approved establish program
Limited clinical faculty which is shared by two
Maintain high level of qualified faculty
other dental programs; MOHC & the DA
Program
Fully Accredited by ADACODA
Access to AS degree in Dental Hygiene at
UHMC
Current facility is out dated
100% Pass rate
Students serve the underprivileged & poor in our
community
Meeting the demands of local dental health
providers who need hygienists
Graduates earning high wages
Support from strong active community Advisory
Committee
Program will move to newly renovated facility on
UHMC campus in 2015
Planning and Policy Considerations
In academic year 2013-2014, Allied Health Counselor, Maggie Bruck and DH Program
Coordinator, Rosie Vierra will actively pursue degree completion programs for our students who
express interest in completing a baccalaureate degree. UHM offers a BS degree in DH, UH Hilo
has an online BA, Public Admin., Health Care Administration and Pacific University Oregon
offers a Bachelors of Health Science (BHS) also an online program. Providing online options is
a highlight with some students who favor staying on Maui so they may continue to work and
engage with their families.
The new dental programs facility is expected to be completed in 2015. The new clinic will be
located on the main campus of UHMC. The new dental facility will have 18 state of the art
operatories, laboratory, conference room, faculty and staff office. The new facility will allow
UHMC to serve additional uninsured or Medicaid-eligible students and the community at large.
It is anticipated that the dental facility will increase the numbers of patients currently served by
approximately 30%, providing increase resources for the program.
Part IV. Resource Implications
Additional FTE faculty to facilitate admitting one class every year versus every
other year upon moving into new facility. This faculty position will be an 11 month
assignment. The approximate cost of additional faculty and lecturers (1.0FT 11
month faculty and 2 0.5FT lecturers) is $130,000. These funds will be requested in
the biennium budget
Investigate purchasing computers/equipment to incorporate electronic health/dental
records at new dental facility on campus, $50,000 – 100,000.
Program Student Learning Outcomes
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the
program:
Assessed
this
year?
Program Student Learning Outcomes
Demonstrate their cumulative knowledge and skill by successfully passing both written
and clinical dental hygiene board examinations.
Provide comprehensive dental hygiene care to promote patient/client health and
2 No wellness using critical thinking and problem solving in the provision of evidence-based
practice.
Provide accurate, consistent, and complete documentation for assessment, and
3 Yes
evaluation of dental hygiene services.
1 Yes
A) Evidence of Industry Validation
The Maui dental and dental hygiene communities are collaborative and well represented on the
UH Maui College Dental Advisory Committee. Many of the Dental Advisory Members serve as
guest lecturers in the dental programs.
The strong Advisory Committee is clearly a strength of the UH Maui College Hygiene
Program. Members actively engage in promoting employment opportunities, curriculum
development, revision, and updates.
The 2012 Dental Advisory meeting was scheduled for November 14th. The updated curriculum
changes were discussed along with the provisional to established status and the update of the
new dental facility.
The 2013 Dental Advisory meeting will be scheduled in academic year 2013-14. In addition to
the strong/supportive dental advisory committee, evidence collected from employer surveys
confim that the dentists in the community who hire our graduates are greatly satisfied with the
level of expertise that each graduate exhibits.
B) Expected Level Achievement
Exams, projects and homework are graded on the point system in the table below. Dental
Hygiene Students are required to maintain a “B” in the clinical portion of the curriculum and no
lower than a “C” in the didactic.
A
B
C
D
90-100%
80-89%
70-79%
60-69%
Summative evidence
The evidence used to assess, and the results of the assessment for the program learning
outcomes, will be discussed separately for each course that was assessed during this review
period.Each program assessment is based on the following scale:
Exceeds
Grades of A
Meets
Grade of B
Needs
Improvement
Grade of C
Insufficient
Progress
Grade D
C) Courses Assessed
Program learning outcomes 1 & 3 were assessed in the last
academic year. DH 258, Periodontics was used to assess
PLO 3; DH 263, Clinical Dental Hygiene, for PLO 1. Only
dental hygiene majors in the above courses were assessed for
evaluating program learning outcomes.
Map of Program Learning Outcomes by Course
PLO
DH 150
DH 153
DH 155
DH 156
DH 173
DH 254
DH 255
DH 256
DH 257
DH 258
DH 260
DH 261
DH 262
DH 263
DH 264
DH 265
DH 266
DH 267
DH 268
DH 269
1
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
3
2
3
2
3
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
2
2
3
3
2
2
3
2
2
2
3
3
3
3
2
1
3
2
2
2
Key: 3 Major Emphasis: The student actively involved
(uses, reinforces, applies, and evaluated) in the student
learning outcomes. The learner outcome is the focus of the
class.
2 Moderate Emphasis: The student uses, reinforces,
applies and is evaluated by this learner outcome, but it is not
the focus of the class.
1 Minor Emphasis: The student is provided an
opportunity to use, reinforce, and apply this learner outcome
but does not get evaluated on this learner outcome.
0 No Emphasis: The student does not address this
learner outcome.
Dental Hygiene Assessment Plan: Time Table
PLO
2010
2011
DH 263
2012
2013
DH 263
2014
1
DH 153
Spring
DH 261
Spring
DH 257
DH 150
Fall
DH 266
DH 258
Fall
DH 156
Spring
Fall
Spring
2
Spring
DH 260
Fall
3
Fall
D) Assessment Strategy/Instrument
Assessment tools used to assess PLO#1 in DH 263 Clinical DH:





Homework assignments: The problems dealt with theoretical and applicable concepts and
were selected from the text book or topics covered in class. Some of the homework
assignments included a journal review and documentation to encourage evidenced based
research.
Clinical Activities: All clinical work is evaluated/graded daily using an opscan form. The
tests covered topics that were discussed in class.
Personal & professional accountability evaluation
Implementation of Mock Boards for both clinical & written examinations.
Results of the National Board Dental Hygiene Examination (NBDHE) the written board
and the Central Regional Dental Testing Service (CRDTS) the clinical board. Dental
Hygiene Licensure by the Hawai’i Board of Dental Examiners.
Assessment tools used to assess PLO#3 in DH 258:




Homework assignments: The problems dealt with theoretical and applicable concepts and
were selected from the text book or topics covered in class. Some of the homework
assignments included a journal review and documentation to encourage evidenced based
research and inspire writing in their own voice.
Classroom/lab activities using a typodont (a representation or model of the human mouth)
to demonstrate skills.
Clinical Activities: All clinical work is evaluated/graded daily using an opscan
form. The tests covered topics that were discussed in class.
Utilization of SOAP (subjective, objective, assessment & plan) notes to record all
services rendered to clients.
E) Results of Program Assessment
Program Assessment Rubric for DH 258 Periodontics Fall 2013
Exceeds Meets
Needs
No
Improvement Proficiency
Student Learning Outcome
Explain the rational and demonstrate on a typodont or
other model, various types of periodontal chemotherapy.
Given a client case study, apply the knowledge from this
and other dental hygiene courses to perform a
comprehensive periodontal assessment and treatment
plan appropriate for that client.
Define skills needed to implement evidence-based
decision making.
Number of students assessed: 10
Average SLO Score for the Course
8
2
0
8
2
0
8
2
0
80%
20%
0%
DH 258 Periodontics
Only dental hygiene majors were enrolled in this course. Evidence was reported on the ten
students who completed the course. For PLO 3, 80% (8 of the 10 students) showed they met
expectation and 20% (2 of the 10 students) showed they need improvement. The competencies
continue to build on the past knowledge and thus become more rigorous. The curriculum is
structured to demonstrate higher-order knowledge and application. Content increases in depth
and complexity as the program progresses. The two students, who showed a need for
improvement, were given the opportunity to participate in case studies and discussion to
emphasize proper documentation, acceptable standards of care and the limitations placed on
dental hygienist. Dental hygiene practice does increase higher order application of knowledge.
PLO 3: Provide accurate, consistent, and complete documentation for assessment, and
evaluation of dental hygiene services. Multiple exam questions and clinical experiences were
used to assess.
Program Assessment Rubric for DH 263 Clinical DH
Spring2013
Exceeds Meets
Needs
No
ImprovementProficiency
Student Learning Outcome
Demonstrate their cumulative knowledge and skill by
successfully passing both written and clinical dental
hygiene board examinations.
Consistently demonstrate professional behavior that
shows a high degree of professional ethics and conduct in
interactions with clients, fellow students, and faculty.
Personal & Professional accountability evaluations
Number of students assessed: 10
Average SLO Score for the Course
10
10
10
10
100%
DH 263 Clinical Dental Hygiene
Only dental hygiene majors were enrolled in this course. Evidence was reported on the ten
students who completed the course. For PLO 1, 100% (10 of the 10 students) showed they
exceeded expectation.
PLO 1. Demonstrate their cumulative knowledge and skill by successfully passing both written
and clinical dental hygiene board examinations.
Students learn and retain information more accurately and adequately when they are engaged and
have determined that they need the information that is being taught. In other words, if it is
relevant to their daily life or in this case, to the practice of dental hygiene, they are willing to
learn. Students also appreciate fairness and understand that when they put in the time and effort,
the benefits/rewards will follow.
CASLO AnalysisWritten Communication
CASLO ASSESSMENT METHODS
Although students were provided with an outline for the assignment, the topic of having a thesis
statement should be
emphasized. Also, it would be helpful to provide a sample for the students to review.
Students should have practice in understanding and analysis prior to this assignment. Look for
opportunities to include assignments that require these skills in other courses in the program, and
encourage ENG 100 faculty to include analysis of reading in their preliminary assignments.
Students need plentiful practice using analysis of information in the prerequisite course and other
WI courses required by the program.
IMROVING CURRICULUM, INSTRUCTION, OR STUDENT SERVICES TO BETTER
DEVELOP THE WRITING SKILLS NEEDED OF GRADUATES FROM THE PROGRAM
Students need to practice using a “professional voice.” During writing assignments, they should
receive feedback from program instructors. This outcome should be built into the competencies.
Maybe a phrase like “using vocabulary and a professional voice appropriate for a dental work
environment” could be added to the course outline and potentially rubrics for some written
assignments.
1. Listening to the needs from industry, in this program they would be the dentists who will hire
the dental hygiene
student. Producing industry ready students is a priority. 2. Listening to the needs of the students
& instructors who teach specific courses and need additional course work for better preparation.
Dental Hygiene is based on higher order learning. 3. Recruit additional tutors (reading &
writing) at TLC.
Work with English department to ensure that students enter the program with
paraphrasing/summarizing skills. Include an outcome such as "use a voice and vocabulary
appropriate for a professional workplace setting in written
communication" in course outlines and rubrics for evaluating assignments. Provide plentiful
practice in using workplace appropriate language in assignments throughout the program.
Include assignments that require students to read and demonstrate understanding of relevant
articles from journals and other work related sources.
It is imperative to have WI courses as prerequisites for this program. Students should come into
the program with the
necessary writing skills, as there is limited/no instruction time allocated for writing once they are
in the program. A WI
health terminology/writing course would be ideal.
ASSESSMENT PRACTICES
I think this assessment is adequate. The DH Program is only in its 4th year therefore we are
testing what works. Early predictors (100%) pass rate on licensing boards in a strong indicator
that the programs curriculum and instruction are aligned. Students are learning the necessary
skills to become licensed dental hygienist. Participation of the group was very enthusiastic, but
at the beginning of a busy day, it felt a little rushed. Maybe scheduling annual assessment
meetings after work would help. This is a small program, but another faculty member and/or
advisory member would have added greater breadth to the discussion.
OTHER COMMENTS OR SUGGESTIONS
Best practices should be encouraged: 1. Data input on “chart assignments” prepares students to
use vocabulary of
the dental field in more complex reports like writing observational reports. This is a good
activity, especially in early
program courses. 2. Course assignments that reinforce general education outcomes such as
evaluating research and
demonstrating understanding of reading through paraphrase, reinforces previous skill
development and prepares
students for future coursework. Students struggle with evaluating information in reading
material. How can this skill be promoted throughout the college?
Improving reading comprehensive, perhaps if the student better understands what she is reading,
the idea of expressing herself in a way that is meaningful, owning the work and being proud of
the work, we as instructors would see less material that is either in quotes and cited properly or
copied!
WI courses should require ENG 100 as a pre-requisite. There should be a WI healthcare core
that Dental hygiene
candidates can take as a prerequisite.
F) Other Comments
Engaged Community
Upon graduation, all DH graduates are industry-ready. Students provide essential oral care for
community members as a part of their training. The UHMC Dental Hygiene Program
contributes highly qualified, motivated practitioners of dental hygiene to the Hawai’i
community. They are ideally oriented to address the unique challenges to oral health in Hawai’i
because their training takes place in the community in which they live and which they serve.
The alignment of program outcomes and industry need is monitored and by evaluated by the
college through the Program Review Process, the Dental Advisory Committee, Maui County
Dental Society, and ADACODA.
Employer Surveys and Patient Satisfaction Surveys provide additional evidence of Program
Quality.
Evidence that results of student learning has been discussed with Program Advisory Board.
The Maui dental and dental hygiene communities are collaborative and well represented on the
UH Maui College Dental Advisory Committee. Many of the Dental Advisory Members serve as
guest lecturers in the dental programs.
The strong Advisory Committee is clearly a strength of the UH Maui College Hygiene
Program. Members actively engage in promoting employment opportunities, curriculum
development, revision, and updates.
Recognize and Support Best Practices
The program received a new digital/cephalometric panoramic x-ray unit funded by the Hawai’i
Dental Service Foundation. This unit/instrument takes a digital photograph of head including
measurements. The use of digital utilizes less radiation and allows the student to become
industry ready. The use of magnification loupes, considered the standard of care were made
mandatory for incoming class.
To meet the needs of students who learn in varied ways, techniques are demonstrated, students
are involved in teaching one another, involved in small group discussions, presentations, debates,
and role playing activities. They are complete research activities, and present information with
audiovisual aids such as Power Point presentations, DVD’s, CD’s, and other formats using the
students’ netbooks. Our current students are technologically savvy and we as faculty find it
beneficial to keep up with new methods of how the students learn and retain new knowledge and
skills.
G) Next Steps
OUTCOME AND GOAL ACHIEVEMENT
Program Learning Outcomes
The program learning outcomes for the Dental Hygiene program are the following: The goals
of the dental hygiene program are to prepare the dental hygiene student to competently achieve
the PLO’s consistently.
PLO 1. Demonstrate their cumulative knowledge and skill by successfully passing both
written and clinical dental hygiene board examinations.
PLO 2. Provide comprehensive dental hygiene care to promote patient/client health and
wellness using critical thinking and problem solving in the provision of evidence-based practice.
PLO 3. Provide accurate, consistent, and complete documentation for assessment, and
evaluation of dental hygiene services.
Changes made in curriculum or pedagogy to improve student learning and the results of
those changes. Using the Curriculum Management Plan, the following changes have passed
through the Curriculum Committee, approved by Administrators and are being implemented
f2013.
o
Removing Psy. 100 as pre-req. Students take Soc. 100 or Anth 200 to fulfill the Social
Science Requirement. Also offering COM 145 to fulfill the Communication requirement.
o Created a new DH course, DH 158 Anatomical Science. Additional course in Dental
Anatomy and Morphology will increase student confidence by creating a strong
foundation for higher order learning. This course is taught in the beginning of the
rigorous curriculum where all other skills with develop and evolve.
o DH 256 Pharmacology in Dentistry increased from one credit hour to two credit hours to
facilitate learning of all systems.
o DH 268 Radiology, deleting this course due to repetitive course content. Information
from this course will be incorporated in the two remaining radiology courses. After
evaluating the impact of these curriculum changes, additional changes/revisions will
be implemented as necessary.
The 2012 CASLO-Written Communication was assessed. The DH faculty has implemented the
policy of weekly journaling by students. Because the scope of each faculty members expertise,
the topics are varied and occasionally students may select a topic of interest to them. Our goal is
to improve the skill of writing through practice.
The 2013 CASLO- Information Literacy will be assessed in sp2014.
The DH Program helps to influence and shape the college policies and practices by setting high
stands of educational effectiveness by the high rate of student success in passing external exams,
job placement and by engaging students in active learning.