Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities
for this year.
Academic Year of Report: __2009/2010_ College: ____CEPS________
Department ____PESPH_______ Program: ___Public Health Education_______
1.
What student learning outcomes were assessed this year, and why?
This year, we again assessed the student learning outcomes that are associated with the 7 Areas
of Responsibility that are designated as core competencies for entry-level health educators.
Our curriculum is structured around these competencies, and the Student Learning Outcomes
reflect our desire to assess student competence in these skill sets. We will be soliciting SABPAC
Program Approval in the coming years, and based on our ability to train students with these skills,
our program will be assessed by this group. The outcomes that were chosen reflect the core of
our curriculum that relates to process.
Please note that we met throughout the year to revise all of our Programmatic Assessments and
Student Learning Outcomes. They are attached in Appendix A.
2. How were they assessed?
A) What methods were used?
Students in the Public Health Major must complete a number of projects throughout their
academic program. While much of this work is conducted in groups, individual projects
are also assigned. Grades earned on the various projects that reflect competence in
the specific skill areas were used to assess student learning.
B) Who was assessed?
All students that completed courses in which the various assignments were completed,
whether public health majors or not were assessed.
C) When was it assessed?
Students were assessed as part of the normal classroom grading protocols.
3. What was learned?
As can be seen form the attached grids, students are meeting expectations within the Public
Health Major. Scores in all Seven Areas of Responsibility ranged from 77% of students meeting
with success in a skill area to mostly 100% of students meeting with success. Once again, it is a
challenge to measure success with scores obtained on projects due to the variability of rigor in
the grading process.
After many meetings and very lively discussions, we have totally reworked our Student Learning
Outcomes for AY 2010/2011. We have refined the curriculum, changed prerequisites, and
developed several new courses. This refining process will continue into the next academic year,
as once again new faculty come into the program. We are still discussing evaluation of
“dispositions,” and will continue to work of ways to implement this in the near future.
4. What will the department or program do as a result of that information?
This was a working year for our program in terms of assessments and curriculum revision. Since
new faculty came into the program, and had one full year to teach and understand the
curriculum, this last academic year (year two for new faculty) was spent refining, revisioning, and
revamping. The curriculum is tighter, more specific to needs, and will allow our students to
continue to meet with success.
1. This year, we wrote Goals and Outcomes more specific to Public Health involving all
Public Health faculty,
2. All faculty specifically evaluate the curriculum relative to the SAPBAP Standards for
Program Approval, and revised the curriculum where needed.
3. We did develop a more refined curriculum that focuses on integration of competencies,
leading edge information and skills as well as time-to-degree,
4. We utilize our in-house expertise in developing more meaningful assessments of our
program.
5. Established a system of interviewing students as they graduate from our program. This
has been put on hold pending approval of Human Subjects, and will utilize various social
media for this project.
6. Our program continues to grow and develop. We successfully are placing students in
nursing programs, jobs, and graduate programs across the country.
5. What did the department or program do in response to last year’s assessment information?
We actually kept the “old” Programmatic Assessments and Student Learning Outcomes in
place, since we knew we were developing new ones this academic year. Based on the
assessments from last year, we developed all new assessments. They reflect the use of rubrics,
exit interviewing, and also reflect stronger community/campus collaboration for our students.
These can be found in Appendix A. This work represents extensive review and collaboration in
developing this assessment. We are excited about trying it out next year, and again bring the
assessment process 360 degrees.
Plans continued to include an advisory board for the program. Members of the Public Health
community were approached, invited, and plans were made for an inaugural meeting. The
meeting was postponed pending finding funding. It will cost almost $1,000./meeting to host
these professionals on campus. I struggle with asking them to give up a day of work (without
pay) to drive to Ellensburg (with no monetary reimbursement for travel) to spend the day with us
(with no food due to no monies). I talked with Dean Morgan, and she stated that she had a
representative on her Dean’s Advisory Board from the various programs in her College. This may
be a solution. While I understand the importance of the board, I also feel compelled to respect
their gift of time. I haven’t given up…I just need to find a way to get this paid for!
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University:
There is no opportunity for the Program to include a narrative of the accomplishments and
growth within the program in the assessment. We teach our student the value of BOTH
quantitative AND qualitative evaluation. I would encourage additional questions or
opportunities to report this type of data:
Comments:
The Public Health Program has extensively revised its process internally in terms of curriculum.
The community/campus partnerships that were forged in creating opportunities for our
curriculum to be based on actual implementation instead of contrived scenario is truly amazing.
As an example, the HED 472 (Planning II) students implemented a Health Fair the students,
faculty, and staff of CWU, titled, “Don’t Gamble with Your Health.” Groups of student were
responsible for using the needs assessment data they gathered in HED 471 (Program Planning I)
to create tables for a specific health topic. The students used health education theories to
create pamphlets, fliers, games, diagrams, and other education tools for their tables, including
an assessment tool for the overall health fair. The students also developed and created the
theme for the health fair using theories and health education communication strategies.
Additionally, the students wrote and presented a proposal for grant monies from student affairs
to help offset the costs of the health fair. They were awarded $900. There was a combination of
approximately 450 students, faculty, and staff who attended the health fair. Of those who
attended, 250 filled out pre- and post-tests, with 143 being viable for data analysis in the HED 473
(Program Evaluation) course.
HED 440 (Social Marketing) students also created social marketing campaigns for the Wildcat
Wellness Center, and presented portfolios of their work to the staff there.
Our Public Health students were also recognized in meaningful and important ways at the end
of this year. Below are thee students and the awards they garnered:
 Sara Brand- Student Affairs & Office of Enrollment Management Vice-President's Award
 Kate Sansom- College of Education & Professional Studies Dean's Award
 Kim Hitchcock- Most Inspirational Student Award
 Lisa Fields- Outstanding Student Programmer
It should also be noted that the Public Health Program is experiencing an explosion of student
majors. We have more than doubled the number of students in our program in three years, and
that number continues to climb. Three years ago, we wrote a proposal for an additional tenuretrack faculty member to be awarded to this program via “High Demand” monies available from
the State Legislature. At that time, we stated that we could increase our enrollments by 30 if we
had another faculty member. That proposal was approved. In that time period, we have
increased enrollments by more than 50 students. We are quickly approaching our capacity,
given the current faculty available, and are discussing capping enrollments.
CWU Department Assessment Plan
Physical Education, School, and Public Health
AY 2009/2010
Public Health Education Program
Department/Progra
m Goals
1. Public Health
Majors will be
competent
professionals who
apply the Core
Functions of Public
Health (Assessment,
Assurance, and
Policy
Development).
2. Faculty within
the Public Health
Major will remain at
the leading edge
of knowledge in
the field.
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)
Who/What
Assessed
(population,
item)
When
Assessed
(term,
dates)
Goals 1
and 2
Goal I
Culminating
projects in all
courses
measured in
SLOs.
All students
before
placement in
Cooperative
Education
experiences.
Ongoing
Goals 1
and 2
Goals V
and VI
Conference
attendance;
continuing
education
courses
completed;
All tenured
and tenuretrack faculty
who teach
courses in
the Public
Health
major.
Yearly
Criterion of
Achievement
(Expectation of
how good
things should
be?)
All SLOs that
measure the
skills and
competence of
Public Health
majors;
successful (80%
minimum score)
completion of
projects
All faculty
should attend or
participate in a
minimum of
three
conferences/cl
asses in any
given 5-year
period.
Results for 20082009
All SLOs were
evaluated with
the “greater
than 80%”
criteria as
successful
completion.
Conferences
and Trainings
Attended this
Academic Year:
 Jennifer
Lehmbeck:
Washington State
Public Health
Association 16th
Annual Joint
Conference on
Health, Yakima, WA
October 5-6.
Community Campus
Partners in Health,
Creating the Future
We Want to Be:
Transformation
through Partnerships,
May 12-15, 2010 ~
Portland, OR USA
 Rebecca Pearson
Joint Conference on
Health, October 2009,
Yakima, WA
Community-Campus
Partnerships for
Health, May 2010,
Portland, OR
Educational
Blogging, February 5,
2010.
Literacy Support
Software for Students
who Struggle with
Reading and Writing,
January 22, 2010.
The Evolution of
Google Scholar and
Publishing Materials:
alternative sources
for student
information needs,
January 15, 2010.
The Final Push: Taking
Action to Support
Community
Prevention and Equity
in Health Reform,
December 10, 2009
Robert Wood
Johnson Foundation –
Making Local
Communities
Healthier, online.
September 17, 2009
Society for Public
Health Education –
Building Your Career
Brand as a Health
Educator Webinar,
online. August 27,
2009.
Society for Public
Health Edcation/CDC
– Grassroots Change
and Chronic Disease
Prevention Webinar,
online, July 31, 2009
 Mark Perez
4th Annual Healthy
Schools Summit:
“Engaging youth in
creating healthy
schools”. Participant
(applied & received
scholarship).
Conference site –
Seattle Airport
Marriott, Seattle, WA
May 27 & 28, 2010
“Tools for
engagement for
Learners in Online
and Hybrid Courses”.
Training site – CWU
Library Rm. 152.
Sponsored by the
Center for the
Teacher Scholar.
April 6, 2010.
“Elluminate” – Black
222. Sponsored by
the CWU Faculty
Professional
Development Series
in partnership with
the Educational
Technology Center
(ETC). March 12, 2010
“Using an Interactive
Smartboard in the
Classroom” – Black
141. Sponsored by
the CWU Faculty
Professional
Development Series
in partnership with
the Educational
Technology Center
(ETC). CWU. March 5,
2010.
 Emily Whitney
Annual American
School Health
Association
Conference, Denver
Colorado, November
2010.
 Melody Madlem
Joint Conference on
Health, October 2009,
Yakima, WA
American Public
Health Association
Annual Conference,
Philadelphia, PA,
November 2009.
Elluminate, online
training, March, 2010.
Ellumionate Plan
Training, June, 2010.
3. Faculty within the
Public Health Major
will be competent
scholar/teachers
who contribute
regularly to their
field
Goals 1
and 2
Goal V
Poster sessions
and
presentations at
state/regional/na
tional/internation
al conferences;
publication in
peer-reviewed
journals
(state/regional/n
ational);
All tenured
and tenuretrack faculty
who teach
courses in
the Public
Health
major.
Yearly
All faculty
should have a
minimum of
three
contributions in
any given 5year period.
 Jennifer
Lehmbeck
Pearson, R.L., &
Lehmbeck, J.M.
(2010) Steering from
Both Seats: A student
–driven advocacy
skills change.
Community-Campus
Partnerships for
Health 11th Annual
Conference,
Portland, OR May 1215.
Madlem, M., &
Lehmbeck, J. (2009,
October). Viewing
your community
through a health
equity lens.
(WSPHA/DOH Joint
Conference on
Health, Yakima, WA.
 Rebecca Pearson
Co-Principal
Investigator:
Back to Our Roots, A
WIC Fruit &
Vegetable
Community
Partnerships Grant
funded: $15,000.00,
Washington State
WIC; also received a
total match of
approximately
$14,185.00 in internal
funding from the
following:
University Provost,
Graduate Research
Office,
College of Education
& Professional Studies,
NEHS, & PESPH.
Pearson, R.L., &
Lehmbeck, J.M.
(2010) Steering from
Both Seats: A student
–driven advocacy
skills change.
Community-Campus
Partnerships for
Health 11th Annual
Conference,
Portland, OR May 1215.
Author, Concurrent
Session submission,
National Conference:
Pearson, R. Back to
Our Roots. SOPHE
Healthy People 2020:
Scaling New Heights,
November 4-6, 2010,
Denver, CO
Co-author, Single
Presenter Session
submission, State
Conference:
Lehmbeck, J., &
Pearson, R. Planning
a College Advocacy
Training, from an
Expert (The Student)
Perspective.
Innovation and
Collaboration in
Times of Change,
October 11-12, 2010,
Yakima, WA
Author, Poster
submission, State
Conference:
Pearson, R. Back to
Our Roots & New
Shoots: A Community
Kitchen in a Fruit/Veg
Intervention.
Innovation and
Collaboration in
Times of Change,
October 11-12, 2010,
Yakima, WA.
 Mark Perez
“Gadgets and
Gimmicks for
Teaching the Whole
Person Model of
Wellness”. 2009 ASHA
School Health
National Conference,
October 29, 2009,
Denver, CO.
“Promoting personal
responsibility through
physical activity: A
youth perspective on
positive youth
development.” First
Annual International
Conference on the
Health Risks of Youth.
“Evidence Matters:
Addressing the
Health Risks of Youth”
conference, Cancun,
Mexico. January 5,
2010
 Emily Whitney
Whitney, E., Ogletree,
R., Peterson, S., Fetro
J.V., Brown, S.L., &
Aud, S. (2009,
October). Capacity
of a Mid-western
Middle school to
implement and
sustain a Type 2
diabetes prevention
program through a
CSHP: A case study
approach. American
School Health
Association Annual
Meeting. Denver, CO.
 Ken Briggs
Presenter, 25th
Annual Employee
Health Academy,
Association of
Washington Cities,
“Activities with
Impact: Fresh Ideas
to Liven Up your
Wellness Program”,
Richland, WA, May19,
2010.
Presenter, , 40 Annual
Conference,
Washington
Municipal Clerks
Association,
“Motivating and
Inspiring Wellness
Participation”
Spokane, , WA,
March 18, 2010.
Presenter, 2009
National Conference
American School
Health Association,
“Gadgets and
Gimmicks for
Teaching the Whole
Person Model of
Wellness”, Denver,
CO, October 29,
2009.
Workshop Facilitator,
“Stress and the
Workplace”, City of
Bonnie Lake, WA, July
23, 2009.
Panel Member,
“Stress and Coping in
Uncertain Times”,
Human Resource
Symposium, Central
Washington
University, July 16,
2009.
Presenter, “Got
Teacher Stress?
Coping Strategies”,
Summer Institutes for
the Teaching
Professional (Central
Washington Session),
Pacific Lutheran
University, Springfield,
OR, July13 25, 2009.
Presenter, “Got
Teacher Stress?
Coping Strategies”,
Summer Institutes for
the Teaching
Professional (Central
Washington Session),
Pacific Lutheran
University, Olympia,
WA, July 6, 2009.
Presenter, “Got
Teacher Stress?
Coping Strategies”,
Summer Institutes for
the Teaching
Professional (Central
Washington Session),
Pacific Lutheran
University, Redmond,
OR, June 25, 2009
 Melody Madlem
Madlem, M., &
Lehmbeck, J. (2009,
October). Viewing
your community
through a health
equity lens.
(WSPHA/DOH Joint
Conference on
Health, Yakima, WA.
4. The Public
Health Major will
strengthen its
academic/practic
e link to better train
students. Students.
Goals 1
and 2
Goal IV
Written minutes
of Public Health
Advisory Council
meetings.
Public Health
Advisory
Council
Twice
yearly.
Establish
Advisory
Council and
hold one
meeting.
We have invited
several individuals to
become inaugural
members of our
Public Health
Education advisory
board. Carolyn
Booth, MPH, RN
(Cardiac Telemetry
RN at Virginia
Mason), Christine
Wells, Sara Riegel,
Community Health
Director at Swedish
Hospital, Seattle, and
Veronica RuizGutierrez (MPH
Assessment
Coordinator at
Benton-Franklin
Health Department)
have all agreed to
be members. Funding
remains the
challenge.
CWU Department Assessment Plan
Physical Education School and Public Health
AY 2009/2010
Student Learning Outcomes and Assessments
Public Health Education Program
Student
Learning
Outcomes
(performance,
knowledge,
attitudes)
Relat
ed
Progr
am
Goal
s
1. Assessing
individual
/community
needs for
health
education
Goal
1
2. Planning
health
education
strategies,
interventions,
or programs
Goal
1
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment (What is
the assessment?)*
Goals 1
and 2
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
Goals 1
and 2
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
Students will
conduct and
formally present to
the class a needs
assessment of
Kittitas County
utilizing secondary
data analysis
techniques by
following the
PRECEDE/PROCEED
Model.
Students will plan a
health education
program based on
the needs
assessment data
gathered in
preceding class
utilizing appropriate
models and theories
and present this
Who
Assess
ed
(Studen
ts from
what
course
s–
popula
tion)**
HED
471
HED
472
When
Assesse
d (term,
dates)
***
Standard of
Mastery/ Criterion
of Achievement
(How good does
performance have
to be?)
AY 09/10
Student
Learning
Outcomes
Fall
Students must
achieve a passing
score of no less
than 80% on this
written project.
100% in Fall
2009
Winter
Students must
achieve a passing
score of no less
than 80% on this
written project.
95%
life.
written plan for
evaluation.
Students will
develop an
implementation
plan for above
utilizing logic
models, GANTT
charts, and
timelines. Written
implementation
plan will be
presented for
evaluation.
Students will
develop an
evaluation plan for
the health
education program
planned and
implemented in
previous class
utilizing both
qualitative and
quantitative
methodologies.
Written evaluation
plan will be
presented for
assessment.
3.
Implementing
health
education
strategies,
interventions,
or programs
Goal
1
Goals 1
and 2
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
4. Conducting
evaluation/
research
related to
health
education
Goal
1
Goals 1
and 2
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
HED
472
Winter
Students must
achieve a passing
score of no less
than 80% on this
written project.
95%
HED
473
Spring
Students must
achieve a passing
score of no less
than 80% on this
written project.
100%
5.
Administering
health
education
strategies,
interventions,
or programs
Goal
1
Goals 1
and 2
6. Serving as a
health
education
resource
person
Goal
1
Goals 1
and 2
7.
Communicatin
g /advocating
for health and
health
education
Goal
1
Goals 1
and 2
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
Goal 1–
Maintain
and
strengthen
an
outstandin
g
academic
and
student
life.
Students will write
and submit a
foundation grant for
their identified
health issue from
above.
HED
475
Spring
Student must
achieve a passing
score of no less
than 80% on this
written project.
100%
This skill was
assessed in
the HED 330
class instead
of HED 475
this year.)
Students will create
a resource file of
sources of current
reliable and valid
health information.
HED
230
Fall
Winter
Spring
Students much
achieve a passing
score of no less
than 80% on this
written project.
78.6% Fall
95% Winter
77% Spring
Students will
prepare and
present a lesson on
a health topic.
Students will also
prepare and
present a
controversial health
issue to class.
Students will plan a
Social Marketing
campaign on a
selected health
topic.
HED
422
HED
460
HED
440
Fall
Winter
Spring
Students much
achieve a passing
score of no less
than 80% on these
activities.
HED 422
100%
HED 460
Fall 100%
Spring 100%
HED 440
Winter 100%
Spring 95%
Public Health Programmatic Outcomes and Assessments (AY 2010/2011)
Department/Program
Goals
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment (What
is the assessment?)
Who/What
Assessed
(population,
item)
When
Assessed
(term,
dates)
1. Students will be
prepared to enter the
field of Public Health
by demonstrating the
knowledge, skills, and
dispositions needed for
success.
Goals 1
and 2
Goal I
Portfolio review of
Student Learning
Outcomes artifacts
and internship
artifacts; capstone
internship preceptor
evaluations.
All senior
students
Initial
review at
mid-term of
internship,
and again on
completion
of the
internship
2. Faculty and students
will remain current in
the Public Health
profession.
Goals 2
and 2
Goals V
and VI
Conference
attendance, papers
published,
presentations given
at conferences,
trainings attended;
services provided to
university,
profession, and
community.
Faculty and
students
Fall, Winter,
Spring, and
Summer
terms
Criterion of
Achievement
(Expectation of
how good things
should be?)
All students will
provide artifacts for
all seven Student
Learning Outcomes
and materials they
may have created
during their
internship,
including
evaluation by
supervisor; all
students will
successfully
complete their
internship
experience
All faculty will
participate in some
form of scholarship
(Category A or B)
annually; all faculty
and 10% of
students will attend
at least one state,
regional, national,
or international
conference
annually.
Results for 20102011
Department/Program
Goals
3. Collaboration:
Community/Campus
partners are actively
engaged in program
activities, events, and
enhancement.
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment (What
is the assessment?)
Goals 1, 2,
and 4.
Goals I, IV,
V, and VI.
Number of courses
and projects that
include
community/campus
partners; advisory
board meeting
minutes.
Who/What
Assessed
(population,
item)
When
Assessed
(term,
dates)
Curriculum,
Attendance at
Advisory Board
Meetings
Fall, Winter,
Spring, &
Summer
terms
Criterion of
Achievement
(Expectation of
how good things
should be?)
100% of our core
process courses
have a
community/campus
collaborative
component (HED
230, 330, 422, 440,
471, 472, 473,
475); At least one
advisory board
meeting per
academic year.
Results for 20102011
CWU Student Learning Outcomes
Assessment Plan Preparation Form (AY 2010/2011)
PESPH; Public Health Education Program
Student
Learning
Outcomes
(performance,
knowledge,
attitudes)
1. Students
will conduct &
formally
present a
needs
assessment
2. 2. Students
will plan an
effective
education
strategy,
intervention
or program.
Related Program/
Departmental Goals
Related
College
Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who assessed
(Students from
what courses –
population)**
When
Assessed
(term, dates)
Standard of Mastery/Criterion
of Achievement (How does
performance have to be?)
Goal 1
Goals 1
&2
Assessment
Project
HED 330
Fall, Winter
90% of student projects will
qualify for at least “good” on
a 4-pt rubric (i.e. Excellent,
Good, Average, Needs Work)
signifying demonstration of
ability to design an
assessment project; use
practical validation
tools/skills; implement the
assessment; analyze collected
data; and report results,
including a literature review
in support of study.
Goal 1
Goals 1
&2
PRECEDE
Model Write-up
HED 471
Fall
90% of students will obtain a
“good” on a 4 pt. rubric (i.e.
Excellent, Good, Average,
Needs Work) for all
PRECEDE model
components: Phase 1- Social
Assessment, Phase 2Epidemiological Assessment,
Phase 3- Educational &
Ecological Assessment, Phase
4- Administrative & Policy
Assessment & Intervention
Alignment
3. Students
will
implement a
health
education
strategy,
intervention,
and program.
Goal 1
Goals 1
&2
Wellness
Program
HED 472
Winter
90% of students will obtain
a “good” on a 3pt. rubric
(i.e. Excellent, Good,
Average, Needs Work) for all
components related to
implementation of the
wellness project. These
components include: 1)
Mission Statement, Goals,
Objectives, 2) Budget and
Time-lines, 3) Marketing
Materials, 3) Intervention
plans and Theoretical
Constructs, 4)
Implementation, and 5)
Wellness project evaluation
3. 4. Students
will evaluate a
strategy,
intervention
or program.
Goal 1
Goals 1
&2
Evaluation of
the Wellness
Fair
HED 473
Spring
90% of students will qualify
for at least “good” on a 4-pt
rubric (i.e. Excellent, Good,
Average, Needs Work)
signifying demonstration of
ability to analyze evaluation
data and report findings,
including suggestions for
programmatic improvement.
5. 5. Students
will be able to
administer
health
education
strategies,
Goal 1
Goals 1
&2
Grant
Applicat
ion
HED 475
Sprin
g
A minimum
expectation is that
80% of students
receive “Average”
on a 4 pt. rubric (i.e.
Excellent, Good,
interventions,
& programs.
Average, Needs
Work).
6. Students
will be able to
serve as a
health
education
resource
person.
Goal 1
Goals 1
&2
Environmental
Blog
7. Students
will be able to
communicate
& advocate for
health &
health
education.
Goal 1
Goals 1
&2
Advocacy
Portfolio
HED 320
HED 450
Summer &
Spring
At least 90% of students will
earn a “good” or better on all
components of the rubric
(Excellent, Good, Average,
Needs Work) attached to the
group blog project. Project
components will include at a
minimum a
history/background of the
issue, including a timeline
showing positive and/or
negative milestones that
affect population health; a
weekly myth vs. fact; a
suggested reading/resource
list; individual weekly posts
in response to instructor
prompts; and a comparative
“state of affairs/efforts”
detailing diverse local-, state-,
or country-level situations
and solutions surrounding the
issue.
Winter
At least 90% of students will
earn a “good” or better on all
components of the rubric (i.e.
Excellent, Good, Average,
Needs Work) attached to the
portfolio project. Project
components will include a
background/rationale for
advocacy strategies to
improve a particular
population health outcome, a
letter to the editor, an op/ed
piece, and an exploration of
an advocacy-focused agency
or organization related to the
issue.
Dispositions
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?
*Method(s) of assessment should include those that are both direct (test, essays, presentation, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2)
***Timing of assessment should be identified at different transitions points of program (i.e., admission, mid-point, end-of-program, post-program)
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?