LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Science, Family and Consumer Studies
Discipline/Program:
Family and Consumer Studies
Course Number and Name: F&CS 021 Nutrition
Program Contact Person: _Joyce Parker_________________________________________
Reviewed by: Lora Lane, SLO Assessment Coordinator
Phone: ___310.233.4556_____
Date:
1/2012
All results were compiled using the data from both AM and PM sections.
Institutional Learning
Outcomes
1
Course Intended
Outcomes
(1) Identify sources and
functions of
carbohydrates, fats,
proteins, vitamins,
minerals, and water.
Means of Assessment and
Criteria for Success
Means: Five multiple-choice
questions for each nutrient
embedded in the appropriate
exam given to all lecture
sections.
Criteria: Random sample of
50% of students should score
70% or better on said questions.
1
(2) Examine the processes
of absorption, digestion,
and metabolism of
nutrients throughout the
body.
2
(3) Evaluate menu plans
using the Food Guide
Pyramid.
Means: Two multiple-choice
questions per process in an
exam common to all lecture
sections.
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Means: Calculate menu plan for
quantity of each of the five
food groups.
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Summary of Data Collected
Use of Results
Fall 2010:
Random sample of 50% of students (43) in
two classes scored an average of 82% on
vitamin questions, 67% on mineral questions,
and 65% on water questions.
Spring 2011:
Random sample of 50% of students (40) in
two classes scored an average of 71% on
carbohydrate questions.
Fall 2011:
Random sample of 50% of students (48)
scored an average of 53% on sources and
functions of fat questions. (Fall 2011)
Random sample of 50% of students (48)
scored an average of 75% on source and
function questions on protein. (Fall 2011)
The exam covering water, minerals
and vitamins is open-book.
Questions are quite detailed.
Emphasize the importance of
having a textbook, reading
chapters, and taking notes prior to
the exam.
Exam covering fats and proteins
was not open-book.
Students will be prompted to study
homework questions carefully to
better prepare for future exams.
Fall 2009:
Sixty-three percent and 64% respectively of
the random sample answered the questions
on absorption and digestion with a score of
70% or higher. Seventy-one percent of a
random sample scored 70% or higher on
questions relating to metabolism.
Fall 2008:
Random sample of 50%
of students (44) in two classes scored an
average of 74 %
There is a need to spend more class
time in reviewing the processes.
Current DVDs on the subjects
would enhance learning.
Strive to attain a higher average
score by increasing practice
activities
1
(4) Match the components
essential to nutritional
labeling.
2
(5) Plan food intakes to
maintain or obtain a
normal weight throughout
the life span.
1
(6) Identify the
correlation between
nutrition and diet related
diseases including heart
disease, diabetes, cancer,
and osteoporosis.
1
(7) List food safety and
sanitation practices to
prevent food-borne
illnesses.
1
(8) Assess myths and
fallacies used to beguile
the public into purchasing
unhealthful and/or
expensive nostrums.
Means: Use a matching exam
question to identify four
components essential to
nutritional labeling.
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Means: Use exchange lists to
plan calculated meal pattern for
one day.
Criteria: Random sample of
50% of students should score
70% or better on food plan
activity.
Means: Three multiple-choice
questions for each disease-state
as a part of the appropriate
exam given to all lecture
sections
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Means: A short answer essay
question that identifies at least
five practices one uses to
prevent food-borne illnesses
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Means: A short answer essay
question that identifies four
techniques used to beguile
consumers into purchasing a
specified product
Criteria: Random sample of
50% of students should score
70% or better on said questions.
Spring 2009:
Of a random sample of 54 students, 24
students (44%) scored 70% or above
Create an in-class activity to
reinforce terms used associated
with nutritional labeling
Fall 2011:
Of a sample of 48 students 97% received a
score of 70% or better.
Continue to emphasize the use of
the exchange system to plan
menus.
Spring 2009:
A random sample of 34 students scored with
68% accuracy on 3 multiple-choice questions
on cancer, 59% accuracy on heart disease
questions, 54% accuracy on diabetes
questions
Spring 2010:
A random sample of 36 students scored with
89% accuracy on three multiple-choice
questions on osteoporosis.
Fall 2011:
A random sample of 50 students scored 86%
accuracy on a short-answer question
Stress the importance of reviewing
homework questions
Fall 2010:
Only 19 of 51 randomly selected students
posted a score of 70% or better on the
assessed essay question.
Increase classroom activities to
reinforce guidelines to identify
techniques used to beguile
consumers into purchasing specific
products. Show students
advertisements and have them
evaluate their truthfulness.
Continue to emphasize the
importance of safety and sanitation
practices.