SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Health Science and Recreation
Program: Health Science
College: CASA
Website: http://www.sjsu.edu/hsr/
University Learning Goals:
The department of Health Science and Recreation has had a vacancy in an administrative position that
provides website support. The posting of the University Learning Goals in alignment with the
undergraduate Health Science and Recreation degrees as well as our Master’s of Public Health degree.
The information will be found at: http://www.sjsu.edu/hsr/academicprograms/ once the newly hired
(May 26, 2014) administrative support coordinator has received the mandatory training required to
provide support to the web site.
Health Science Degree Specific Link:
http://www.sjsu.edu/hsr/academicprograms/undergraduate/index.html
Contact Person and Email: Jack Wall Interim Chair, Health Science and Recreation jack.wall@sjsu.edu
Dr. Van Ta: Undergraduate Coordinator van.ta@sjsu.edu Miranda Worthen Miranda.worthern@sjsu.edu and Billie
Jo Grosvenor billiejo.grosvenor@sjsu.edu
Date of Report: June 3, 2014
Part A
List of Program Learning Outcomes (PLOs)
HEALTH SCIENCE PROGRAM - RESPONSE
The PLOs for the undergraduate Health Science program have undergone a significant revision (lowering number to
nine in total and clarifying the descriptions) of each and are represented below as the focus and outcomes measures
between the terms. Fall 13 – moving forward. Presented in this report are data that include Spring 13. The
assignment and description is representative of the prior description, which is noted on the report. It should also be
noted that the data was presented in a report format – prior to the adoption of the overall department PLO
reporting tool that is now used by both the Health Science and Recreation Faculty.
San Jose State University - B.S. Health Science Degree - Program and Learner Outcomes
University
Learning Goals
PLO
Health Science
Focus
PLO 1



Specialized Knowledge
Intellectual Skills
Applied Knowledge
Research,
Population health
Program Outcomes
Course Learning Outcomes
Graduates will locate, evaluate,
summarize, synthesize, and
attribute information relevant
to assessing and improving
population health.
Learners will be able to
understand and interpret
quantitative measure of
population health, including
incidence and prevalence of
disease. HS 161
PLO 2


Broad Integrative
Knowledge
Social and Global
Responsibilities
Cultural humility
with diverse
populations.
PLO 3


Specialized Knowledge
Applied Knowledge
Professionalism,
Ethics, Values
PLO 4


Specialized Knowledge
Intellectual Skills


Applied Knowledge
Social and Global
Responsibilities


Applied Knowledge
Social and Global
Responsibilities
Social factors,
Health disparities,
Community health
PLO 5
Health information,
Technology
PLO 6

Broad Integrative
Knowledge
Collaborative work
PLO 7


Specialized Knowledge
Intellectual Skills

Applied Knowledge
Qualitative and
quantitative
research, Evaluation
PLO 8

Intellectual Skills

Applied Knowledge


Specialized Knowledge
Intellectual Skills

Applied Knowledge
Health services,
Healthcare,
Organizations
PLO 9
Theory,
Assessment,
Evaluation
Graduates will practice cultural
humility, civility, and respect in
all interactions when working
with diverse populations.
Graduates will engage in
meaningful reflection to
identify, interpret, and
evaluate personal, cultural,
and professional values to
guide ethical decision-making.
Learners will be able to describe
how identities (i.e. religious,
gender, ethnic, racial, class,
sexual orientation, disability,
and/or age) are shaped by
cultural and societal influences
within contexts of equality and
inequality. HS 135
Learners will demonstrate
competence in understanding (1)
settings and roles, (2) skills for
practice, (3) ethics, and (4)
leadership and professional
associations. HS 165
Graduates will recognize how
socio-economic, cultural,
behavioral, structural,
biological, environmental and
other factors impact the health
of individuals and
communities, contribute to
health disparities, and provide
opportunities for promoting
health throughout the life
course.
Graduates will communicate
health information in oral and
written forms and through a
variety of media and
technology to diverse
audiences.
Graduates will work
independently and
collaboratively, demonstrating
an understanding of
professional standards.
Learners will successfully prepare
a community health plan that will
include interventions that reflect
"Best Practices" and recognize
the value of partnerships, media
advocacy and policy advocacy. HS
159
Graduates will support the
design and implementation of
research to collect, analyze,
and report qualitative and
quantitative data to describe
population health, evaluate
health programs and policies,
and improve population
wellbeing.
Graduates will understand and
effectively engage with various
organizational structures
related to health globally and
in the United States, including
public and private health
services systems, regulatory
bodies, and government policy
makers.
Graduates will identify and
apply theories of health,
disease, and wellbeing in the
planning, implementation,
assessment and evaluation of
health interventions.
Learners will develop hypotheses,
collect and analyze original data,
and develop conclusions about
challenges to population health.
HS 161
Learners will produce health
promotion materials for social
media in partnership with a
public health entity. HS 158
Learners will collaboratively plan
and implement community
health events in partnership with
local organizations. HS 104
Learners will write an original
research paper evaluating health
economics, financing, insurance
theory and contemporary trends
in health care organization,
management and
administration. HS 162
Learners will conduct a health
needs assessment for a particular
community, mapping community
needs and assets. HS 159
1.
Map of PLOs to University Learning Goals (ULGs) (see above tracking tool)
As good stewards of the value of outcomes assessment the Health Science faculty held a two
day retreat / assessment meeting in April 25 and April 28, 2014 to discuss the strengths in
student learning and any planned modifications in class pedagogy and program outcomes.
The main lessons learned were consistency and some minor inconsistencies in courses with
multiple sections. Faculty teaching courses verbalized being eager to continue to participate
in the UG assessment process.
2.
Alignment – Matrix of PLOs to Courses (see above tracking tool)
HS 104 and HS 135 are courses where the students demonstrate broad integrative
knowledge. Moving into more specific skills in applied learning – occur in courses HS 158, HS
162, and HS 165. The deepest integration of classroom knowledge and the field of Health
Science occur in HS 159 and HS 161 where students demonstrate competencies needed for
entry-level employment in their chosen career.
3.
Planning – Assessment Schedule (see below tracking tool)
The calendar for outcomes assessment tracking has been developed with faculty input and
paced such to avoid assessment collection fatigue.
4.
Student Experience
The Health Science degree PLOs will be communicated to students, via our dept. specific
website to date. As noted on page one, we have had a slight lag in administrative support and
that situation is now corrected. Beginning Fall 14 all Health Science course syllabi will
integrate the ULGs and show the link between ULGs and PLOs and course specific outcomes.
Faculty will meet in Spring 15 (after two faculty return form leave) to discuss how and how
often to seek student feedback on PLOs. ULG’s will be added to this page.
http://www.sjsu.edu/hsr/academicprograms/.
WASC - Program Learning Outcomes (PLO) – Health Science Degree (HS) Schedule Sp 13 to Sp 17
Key: Please complete the schedule of assessment activities below by listing all program Student Learning Outcomes (SLOs) by
number down the left column and indicating when data were/will be collected (C) and when they were/will be discussed (D) by
your faculty. You can also schedule/track program changes resulting from your assessment activities by indicating an “I”
(implemented changes) where relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment
while at the same time, providing a record of your efforts as the program planning cycle progresses.
University Learning
Goals
Specialized Knowledge
Intellectual Skills
Applied Knowledge
Broad Integrative
Knowledge
Social and Global
Responsibilities
PLOs Course
UG
HS
S13
F13
S14
F14
S15
F15
S16
F16
S17
1
HS 161
C
C
D/I
C
D/I
C
D/I
-
C
2
HS 135
C
D/I
-
-
-
C
D/I
-
-
Applied Knowledge
3
HS 165
-
-
C
D/I
-
-
C
D/I
-
Specialized Knowledge
Intellectual Skills
Applied Knowledge
Social and Global
Responsibilities
Applied Knowledge
Social and Global
Responsibilities
Broad Integrative
Knowledge
Specialized Knowledge
Intellectual Skills
Applied Knowledge
Intellectual Skills
Applied Knowledge
Specialized Knowledge
Intellectual Skills
Applied Knowledge
4
HS 159
-
-
-
-
C
D/I
-
C
D/I
5
HS 158
-
-
-
C
D/I
-
-
C
D/I
6
HS 104
C
D/I
-
-
-
C
D/I
-
-
7
HS 161
-
C
-
C
D/I
-
-
C
D/I
8
HS 162
-
-
C
D/I
-
-
C
D/I
-
9
HS 159
-
-
-
-
C
D/I
-
C
D/I
Part B
5.
Graduation Rates for Total, Non URM and URM students (per program and degree)
Health Science Degree
Fall 07
6.
Number Entering = 87
URM = 28
Non-URM = 50
Overall Rate = 65.5%
Overall Rate = 39.3%
Overall Rate = 78%
Headcounts of program majors and new students (per program and degree)
Term
BS Health
Science
BS Health
Science:
Concentration
in Gerontology
BS Health
Science:
Concentration
in Health
Professions
BS Health
Science:
Concentration
in Health
Services
Public
Health
New
Students
Applied
F 13
New
Students
Admitted
F 13
New
Students
Enrolled
F 13
Sp 13
F 13
Sp 14
250
278
272
13
10
13
41
43
41
138
169
138
67
57
56
381
144
20
7.
Term
Fall 13
8.
SFR and average section size (per program)
SFR - UG and GRAD
27.2
Head Count Per Section – UG and GRAD
29.2
Percentage of tenured/tenure-track instructional faculty (per department)
FTEF in HSR (Health Science & Recreation)
Tenured
Sp 13
3.0
Fall 13
3.3
Sp 14
2.5
Probationary
Total of T & P (together)
2.9
5.9
1.4
4.7
0.5
3.0
Total Average (of all categories T, P and Temp)
21.4
24.6
22.0
N = Divided by Total Avg
N = 27.5
N = 19.1
N = 13.6
Part C
9.
Closing the Loop/Recommended Actions
HEALTH SCIENCE PROGRAM - RESPONSE:
Class - Assessment Occurs
Sp 13
HS 104
C
HS 135
C
HS 161
F 13
Sp 14
C
C
D
HS 162
-
-
C
HS 165
-
-
C
The following is an example of the same course (HS 161) offered in Spring 2013 and Fall 2013 and the
modifications that were considered between the two assessment terms.
HS 161 – Sp 13 – PLO 1 - Narrative Response – closing the loop per the data collected and represented below.
The various figures that make up this report include questions from quizzes, midterms, and exams. The quizzes asked
primarily definitional questions whereas the midterms and exams as an increasingly high proportion of integrative or
synthesis questions where students had to appropriately use the quantitative measures within the context of a more
complicated multi-part problem.
While the vast majority of students performed well on the definitional questions, the integrative questions continue to
prove a challenge for many students, as evidenced by only 66 - 87% correctly answering these integrative questions on the
final exam. In future semesters, we plan to work more and earlier on synthesis, providing increased opportunities for
students to practice these types of problems.
One immediate action that we implemented was in Fall 2013 to provide students opportunities for weekly online selfassessments. These self-assessments provided a chance for the student to take and retake an online quiz, getting feedback
when the answers were incorrect. As the student takes the assessment at home, we included more complex problems that
would take longer to solve that time permits on a weekly basis for in class quizzes.
In addition, in Spring 2013, we created a new assignment that was a group paper and report. In this assignment, students
have to conduct a literature review that appropriately reports on quantitative health findings, collect their own original
data, analyze that data, and present it to the class in oral and written form. This assignment is designed to make students
really consider what data is appropriate, understand the type of data they are collecting and practice using data
appropriately. Our hope is that through being more actively involved in collecting, analyzing, and describing data, they will
better understand what the data means and when to use which types of measures.
HS 161 Spring 2013 – PLO 1 Data Report – Department of Health Science and Recreation
Assessed PLO 1: Locate, evaluate, summarize, synthesize, and attribute information relevant to assessing and improving
population health.
Introduce - We presented material on incidence and prevalence through a lecture, in class exercise and homework.
We assessed the introduction of incidence and prevalence through a quiz.
Quiz 2 on Epidemiologic Measures
Statistic
Sections 1 (lecture) and 2
(seminar) N = 28
Sections 3 (lecture) and 4
(seminar) N = 26
Sections 11 & 12 - N = 25
Sections 5 (lecture) and 6
(seminar) N = 25
Sections 13 &14 - N = 26
HS 161 Spring 2013
Total N = 130 enrolled
Mean
88.4%
91.3%
84.6%
88.7%
Median
90.0%
96.8%
90.0%
Std. Dev.
12.4%
15.0%
17.4
Min
55%
0%
35%
0%
Max
100%
100%
100%
100%
Total N
28
51
50
128
Reinforce - Incidence and prevalence were used throughout the remainder of the course as building blocks for understanding
other epidemiology concepts and deconstructing popular and scientific descriptions of studies.
We assessed continued progress on the use of incidence and prevalence through the midterm. Multiple-choice questions 16 – 24
assessed conceptual knowledge of incidence and prevalence, while free response questions 70 – 86 assessed application of
incidence and prevalence and calculations.
Midterm Exam questions on Incidence and Prevalence (items # 16 - 24)
Percent
correct
Sections 1 & 2
Sections 3 & 4 and
Sections 11 & 12
Sections 5 & 6 and
Sections 13 & 14
HS 161 Spring 2013
Total N = 130 enrolled
Q 16
100%
100%
92%
97%
Q 17
100%
--
90%
Q 18
96%
88%
86%
89%
Q 19
67%
55%
55%
57%
Q 20
74%
88%
71%
78%
Q 21
93%
94%
88%
91%
Q 22
78%
92%
59%
76%
Q 23
93%
97%
80%
89%
Q 24
96%
100%
96%
98%
Total N
27
51
51
Midterm Exam questions on Incidence and Prevalence (items # 71 – 86, 18 possible points)
(*) Sections 3 & 4 and
Sections 11 & 12
Sections 5 & 6 and
Sections 13 & 14
Statistic
Sections 1 & 2
Mean
89.8%
85.9%
Median
92.1%
88.9%
Std. Dev.
9.6%
9.3%
Min
63.0%
53.9%
Max
100%
100%
Total N
27
51
HS 161 Spring 2013
Total N = 130 enrolled
(*) 4% of my students scored below 85% (n=51)
Master - In the final exam, we integrated questions on incidence and prevalence into word problems. Specifically, questions 22,
24, 41, and 72 ask about distinguishing between various epidemiologic measures to determine which is most appropriate.
Final Exam questions on Epidemiologic Measures
Percent correct
Sections 1 & 2
Sections 3 & 4 and
Sections 11 & 12
Sections 5 & 6 and
Sections 13 & 14
HS 161 Spring 2013
Total N = 130 enrolled
Q 22
74%
71%
58%
66%
Q 24
74%
80%
78%
78%
Q 41
89%
87%
86%
87%
Q 72
70%
82%
58%
66%
Total N
27
51
50
128
Academic Year 13-14
HEALTH SCIENCE PROGRAM - REPORTING TOOL - PLOs
S A N J O SE ST AT E U NI V E R SI T Y
H E A L T H SC I E NC E AN D R E C R E A T I O N
FACULTY EVALUATION AND REPORTING TOOL
PROGRAM LEARNING OUTCOME: DIRECT MEASUREMENT
Course Name: Epidemiology
Instructor: Miranda Worthen
Course Number: HS 161
Sections: 15 and 16
PLO Evaluated: PLO 1
Term: Fall
Year: 13
Instructions: Identify classroom assignments and/or activities related to the Program Learning Outcome(s) (PLO), assigned and
the percentage (%) of students demonstrating competence.
Number of Students Enrolled in Your Course = N for 2 sections = 44. = 23.6% of total enrolled. (Total for all sections N = 186)
PERCENTAGE OF STUDENTS
DEMONSTRATING COMPETENCE
Assignments Related to Program Learning Outcomes - PLO(s)
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place the
% of
students
below
Place the
%
of
students
below
Place the
%
of
students
below
Place the
% of
students
below
0%
0%
18%
81%
INSTRUCTION: PLO 1 - Support the design and implementation of research to collect, analyze, and
report qualitative and quantitative data to describe population health, evaluate health programs and
policies, and improve population wellbeing.
ASSIGNMENT DESCIPTION: Group research paper and in class presentation. Each team will
generate a question about a public health issue, formulate a hypothesis and test it. Students will need to
design an epidemiological study, collect data, and analyze the data. Create a 15-20 minute presentation
about what you did and what you found. Presentations will be given in class on week 14.
Short Answer: This information will be used as discussion points at a faculty meeting. Attach assignment instructions and grading
rubric after responding to questions 1-2 below.
1. Review of data results, expected, surprising, needs modification, or anticipated?
We were very happy with these results. The students did an excellent job with this new, synthesis assignment. The areas where
they needed improvement had to do with the clear articulation of the results, suggesting that this is an area where we can
improve teaching.
2. What planned changes or modification are you considering/implementing for improving the class and/or assignments?
Explain.
In the Spring 2014 semester, this assignment was repeated, with a bit more guidance on how to select appropriate topics and
how to present results.
HS 161 – F 13 - Presentation Assignment
Working in teams of 5-6 students, the team will design and lead a class presentation based on their research project. Each team
will generate a question about a public health issue, formulate a hypothesis and test it. Students will need to design an epidemiological study,
collect data, and analyze the data. Create a 15-20 minute presentation about what you did and what you found. Presentations will be given in
class on week 14. Each group will need to receive approval of their topic with the instructor after brainstorming/discussing a variety of interests.
In addition to in-class meetings, this project requires working together outside of class. The key is to plan ahead and be organized. Use your
calendars and honor your commitments.
The presentation should include, at a minimum, the following components:










Title and team members
Research question and hypothesis
Background to the research question and hypothesis (including references to at least 2 peer-reviewed, scientific journal articles)
Study design and why you selected that study design
Data collection methods (study population, sample, location, procedures, etc.)
Analysis of the data (measures, calculations, etc.) and results
Strengths of your study
Potential limitations of your study (biases, confounding factors, causal assumptions etc.)
Ethical considerations
Conclusions
In addition to the presentation, each team will produce:



A 2 -4 page write up of their research to be turned in prior to your presentation.
The write up should include key points from the presentation.
References should be in APA format.
Remember to…





Plan ahead
Communicate
Share responsibilities
Follow the principles you learned in HS 102 of effective communication,
decision-making and problem solving
Make the presentations fun and engaging – for you and the audience
Evaluation and Grading
Teams will be evaluated by the instructor, your group members and your peers.
Instructor evaluation will focus on:

contents of the presentation and written report

accuracy of the presentation and written report

quality of visual aids/presentation slides

applicability to epidemiology

individual contributions to the team
Group member evaluation will focus on:

each person’s contribution to overall project

small group communication skills with respect to in class and out of class work
Peer evaluation will focus on:

group’s ability to clearly explain the epidemiologic question, hypothesis, research design, methods,
results, strengths and limitations

quality of presentation slides
HS 161: Fall 13 - Research Project Grading Rubric
Team Name: ___________________________________________
Written Report
Does the paper include the following components?

Title and team members

Research question and hypothesis

Background to the research question and hypothesis (including
references to at least 2 peer-reviewed, scientific journal articles)

Potential limitations of your study (biases, confounding
factors, causal assumptions etc.)

Data collection methods (study population, sample, location,
procedures, etc.)

Analysis of the data (measures, calculations, etc.) and results

Strengths of your study

Study design and why you selected that study design

Ethical considerations

Conclusions
Rating from 1-10 (1= Needs Improvement; 5 = Met expectations; 10 = Exceptional)
Paper includes minimum contents (see above checklist)
Quality of contents of the paper
Accuracy of the data analysis
Applicability to epidemiology
Followed APA Guidelines
Met page requirement
_____/3
_____/10
_____/10
_____/10
_____/5
_____/2
Written Report Total
Group presentation score
Peer evaluation
_____/40
_____/40
_____/20
Research Project Total Group Score
_____/100
*Note: Individual grades will have a rate multiplier from 0 to 1 applied to it to reflect individual contributions to the project and
paper.
Comments:
HS 161: Fall 13 - Presentation Assignment Evaluation
Team Name: ___________________________________________
Does the presentation include the following components?

Title and team members

Research question and hypothesis

Background to the research question and hypothesis
(including references to at least 2 peer-reviewed, scientific
journal articles)

Potential limitations of your study (biases, confounding
factors, causal assumptions etc.)

Data collection methods (study population, sample,
location, procedures, etc.)

Analysis of the data (measures, calculations, etc.) and
results

Strengths of your study

Study design and why you selected that study design

Ethical considerations

Conclusions
Rating from 1-10 (1= Needs Improvement; 5 = Met expectations; 10 = Exceptional)
Contents of the presentation (see above checklist)
Accuracy of the presentation
Quality of visual aids/presentation slides
Applicability to epidemiology
Total
Comments:
_____/10
_____/10
_____/10
_____/10
_____/40
Part C – continued (after two detailed examples above)
9. Closing the Loop/Recommended Actions
Course Name: Community Health Promotion
Course Number: HS 104
Section: 1
Instructor: Robert Rink
PLO Evaluated: 6.1
Term: Spring Year: 2013
Instructions: Identify classroom assignments and/or activities related to the Program Learning Outcome(s) (PLO),
assigned and the percentage (%) of students demonstrating competence.
Number of Students Enrolled in Your Course =
PERCENTAGE OF STUDENTS
DEMONSTRATING COMPETENCE
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
95%
(103 out of
108)
91%
(98 out of
108)
N = 108 (students enrolled)
Assignments Related to Program Learning Outcomes - PLO(s)
PLO 6.1 - recognize the importance of honoring diversity, acting with civility, practicing
ethically, and promoting mutual respect when working with diverse individuals, groups, and
communities)
ASSIGNMENT: Online zoomerang survey after the HS 104 McKinley event that the students
performed. (note: online survey is usually taken by the student the same day or within two
days of their event)
Question #1 - This experience helped me better understand community health promotion—
95% of the HS 104 students agreed or strongly agreed with this concept, with the other 5%,
responding with a yes and no response.
Question #2 - I learned new things about community health from this experience---91% of
the HS 104 students agreed or strongly agreed with this concept, with 7% responding with a
yes and no response.
95%
(103 out of
108)
94%
(102 out of
108)
90%
(97 out of
108)
Place
the % of
students
below
Place
the % of
students
below
Place
the % of
students
below
Place
the % of
students
below
------
------
------
------
Question #3 - I appreciated being able to see class material in action at the event—95% of
the HS 104 students agreed or strongly agreed with this concept, with 4% responding with a
yes and no response.
Question #4 - I think that our project made a real difference for those who participated—94%
of the HS 104 students agreed or strongly agreed with this concept, with 5% responding with
a yes and no response.
Question # 5 - Participating in this event increased my confidence in my leadership ability—
90% of the HS 104 students agreed or strongly agreed with this concept, with 9% responding
with a yes and no response.
ASSIGNMENT: McKinley Reflection & Team Assessment paper that the HS 104 students write
after their McKinley event. (Note: written paper is submitted 10 days after McKinley event)
Data from reflective paper assessment was captured in the form of student articulated
themes related to two (2) SLO/CLOs. See Question # 1 below for results of analysis.
Short Answer: This information will be used as discussion points at a faculty meeting. Attach assignment
instructions and grading rubric after responding to questions 1-2 below.
1. Review of data results, expected, surprising, needs modification, or anticipated?
McKinley Reflection and Team Assessment papers - SLO/CLO 6 – N of papers assessed 60) - 5 themes emerged (viewed from the
students through an analysis of their papers.
1) We (the HS 104 students) make a lasting impression on the kids at McKinley for we are their role models on how to live
a healthy lifestyle.
2) The HS 104 students learned that community health promotion is really effective when there are a lot of people
participating and getting involved.
3) The HS 104 students have stated that they have learned how to be more confident in themselves and how to lead
better by example.
4) While It is important to understand community health promotion concepts, they are only meaningful when they are put
into action in the community.
5) The ability to impact others can simply be done by just talking to them and I learned that positive action or a gesture is
influential to kids.
McKinley Reflection and Team Assessment papers - (SLO/CLO 8 – N of papers assessed 60) - 4 running theme emerged viewed from the
students through an analysis of their papers.
1) There are other means to communicate and let others have fun even if you don't speak the same language as them.
2) That it takes teamwork to make a difference. We have to work together to make projects like this successful. This
includes putting in the time and effort to ensuring you have the necessary materials, back up activities, and a will to
educate others.
3) The most important thing I learned was that all of the parents and children that came to the event are grateful and
appreciate everything we do for them.
4) A small event like this can make a community very happy for I learned that the
simplest actions create a big impact
and that the children are smarter than I had realized.
Overarching comment) Never lose hope and always be confident because I have a role (whether as an insider or outsider) and
have the ability to help make change.
2. What planned changes or modification are you considering/implementing for improving the class
and/or assignments? Explain. No planned changes identified.
Part C – Item 9. Closing the loop recommendations - continued
Remaining PLO Data as noted in assessment calendar – for HS 135; HS 162 and HS 165 – The
undergraduate faculty discussed the successes and challenges in each course at their faculty curricular
retreat held in April 2014. Each instructor proposed assessment markers that could remain the same and
those that should be considered for modification in future data collections terms. No additional
information will be placed in this report regarding those conversations and adjustments.
10. Assessment Data – Reporting Tool
HEALTH SCIENCE PROGRAM - REPORTING TOOL - PLOs (serves both HS and RECL)
S A N J O SE ST AT E U NI V E R SI T Y
H E A L T H SC I E NC E AN D R E C R E A T I O N
FACULTY EVALUATION AND REPORTING TOOL
PROGRAM LEARNING OUTCOME: DIRECT MEASUREMENT
Course Name: HS _______
Course Number: ________ Section: ______
Instructor: ___________________________________________
PLO Evaluated (number placed here) : _____
Term: ______ Year: _______
Instructions: Identify classroom assignments and/or activities related to the Program Learning Outcome(s) (PLO), assigned and
the percentage (%) of students demonstrating competence.
Number of Students Enrolled in Your Course =
PERCENTAGE OF STUDENTS
DEMONSTRATING COMPETENCE
Assignments Related to Program Learning Outcomes - PLO(s)
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
INSTRUCTION: Type in a number and description of the PLO that was assessed.
INSTRUCTION: Specify assignment-direct measurement in this space.
Data placed to the left here.
Short Answer: This information will be used as discussion points at a faculty meeting. Attach assignment instructions and grading rubric.
1. Review of data results, expected, surprising, needs modification, or anticipated?
2. What planned changes or modification are you considering/implementing for improving the class and/or assignments? Explain.
11. Analysis
HEALTH SCIENCE DEGREE PROGRAM - RESPONSE: The Health Science program conducted a two day
curriculum retreat (April 25 & 28) with all full-time and part-time faculty teaching courses where PLO and
GE data is captured. The goal of the retreat was to determine successes in assessment collection and the
challenges and modifications to the process the faculty deemed important for the tenure/tenure track
faculty to consider going forward. The meetings were productive and netted valuable information that is
being considered for our assessment processes in the upcoming academic year and assessment cycle.
12. Proposed changes and goals
HEALTH SCIENCE DEGREE PROGRAM - RESPONSE: The faculty worked diligently to update and streamline
the UG PLOs in the Fall 2012 and Spring 2013 terms. Each has been aligned with the ULGs and a specific
undergraduate course from the required core courses. The set of nine PLOs at the time of this assessment
remain important markers for generation of student outcome information.
We have assessment schedules set for our PLOs. We continue to work with the full and part-time faculty
to develop robust and meaningful assessment tools and to that end have identified class learning linked
to specific outcomes. We have a new reporting tool used by all degrees in our department that is easy for
any faculty to report data and attach tools. Our assessment schedule has been put together in a
thoughtful manner; to assist in closing the loop as well as decrease the potential for assessment fatigue.