Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Health Science Major
Department:
Health Science
Department Chair:
Kathleen Roe
Phone:
4-2976
Report Prepared by:
Kathleen Roe
Phone:
4-2976
Under negotiation!
E-mail:
kmroe@casa.sjsu.edu
Next Program Review?
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please note:
*Nancy Hikoyeda had responsibility for coordinating data collection for these objectives. Unfortunately,
as she prepared to retire in May 2008, she forgot to do this. The oversight was only brought to
department attention in the summer, upon inquiry about the status of the report.
**Luckily, Kathleen Roe collect data on SLO#1 as part of accepting a new instructional assignment. The
data were presented to the faculty and used in broader program assessment.
Due to significant curricular changes and faculty transitions, we are conducting a complete review of our
undergraduate SLOs this semester, including assessment plans and responsibilities. Our current
structure is crushing us! This is on our October Department meeting – we will be able to update this chart
with our Fall 08 Assessment Report
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Program Assessment Report
Student Learning Outcome #1
Articulate a conceptual framework from the health and behavioral sciences to influence
individual and community health.
RECORD OF ASSESSMENT
I.
Data Collection:
a. S 08 – For this assessment cycle, how were the data collected and what were the
results?
Method:
The Social and Behavioral Diagnosis sections of the HS 159 Program Plan were
assessed using a rubric developed specifically for this purpose.
Results:
1) 20% of students exceeded the objective, 80% met the objective, 20% did not meet
the objective.
2) Students who had taken HS 104 in Fall 07 tended to do significantly better on this
SLO than those who took HS 104 in previous years
3) About 50% of students took advantage of TA and Peer TAs for reviewing drafts of
this part of the paper; Peer TAs felt that they were able to help 80% of those improve
their performance on this SLO. About 25% of students used the resources of the
Academic Writing Center and all were able to meet this objective.
II.
What have you learn about this Student Learning Outcome?
S 08 – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?

We are gratified by the overall finding but not satisfied. We need to do more to enhance
the writing ability of our majors – the profession and public health need this!

We are unclear about the “proximity to HS 104” finding – was it because students were
still excited about their introduction to community health promotion and the framework
from that course was still fresh? Was it because the same text that is used in HS 159
was introduced in 104 for the first time in Fall 07 and so students had more exposure to
theoretical frameworks before the course this time around? Was it because those who
took 104 – and introductory course – in the Fall and yet were able to get into 159 in the
Spring – graduating either in May or December 08 – were already more accomplished
students and better able to do this kind of work? Or was it because they had the same
instructor for the first time in both courses and there might have been a consistent
approach that made this easier (but not necessarily better).

MPH and Peer TAs played a critical role in helping students develop their conceptual
frameworks. However, it is not clear if the students seeking assistance and improving
their papers were already more motivated and thus likely to do better anyway. It is very
clear that the Writing Center is a critical resource for the most struggling writers.

Those who were concurrently enrolled in HS 100W had a far harder time on this SLO
(and other course requirements) and held back the overall class progress in contrast to
those who had successfully completed 100W in a previous semester.
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Program Assessment Report
III.
SAction Item(s) (if necessary):
F 08 – Based on the discussion in part II., what actions will the department take to improve
student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?

We will do the paperwork to require HS 100W prior to HS 159 (Fall 08)

We will instruct all advisor and peer advisors to encourage early WST and 100W so that
students have plenty of time (and advance warning) to meet the 100W prerequisite (Fall
08)

We will continue to provide TA support to HS 100W (Fall 08 and beyond)

We will thank the Writing Center for their obvious contribution to our students’ writing
ability (Fall 08)

We will continue to require the Edberg text in HS 104 (Fall 08)

We will explore other ways to enhance the quality of undergraduate conceptual
framework development prior to HS 159.
Student Learning Outcome #2
Use the principles and methods of community health promotion and disease prevention
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s) occurred
followed by a description of the activity(s).These dates and activities should correspond with the
“Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what
were the results?
II.
What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
III.
Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department
take to improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
Student Learning Outcome #3
Gather, critically analyze, describe, and disseminate health-related information.
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Program Assessment Report
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what
were the results?
II. What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
III. Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department
take to improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
Student Learning Outcome #4
Critically analyze the US health care system in the context of health needs and the design of other
health systems
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
II.
III.
Data Collection:
a. [SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what
were the results?
What have you learn about this Student Learning Outcome?
a. [SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for
this SLO?
Action Item(s) (if necessary):
a. [SEMESTER/YEAR] – Based on the discussion in part II., what actions will the
department take to improve student learning, e.g., program changes, changes in
pedagogy, process changes, resources requests, etc?
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Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #5
Work with integrity through ethical and collaborative practice
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
IV. Data Collection:
For this assessment cycle, how were the data collected and what were the results?
To be collected F 08 in HS 104 –
V. What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
VI. Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department
take to improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
Student Learning Outcome #6
Integrate knowledge and skills from general education with individual areas of advanced
specialization within the major
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
VII. Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what
were the results?
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Revised: 04/07/2008
Program Assessment Report
VIII. What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
IX. Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department
take to improve student learning, e.g., program changes, changes in pedagogy, process
changes, resources requests, etc?
Student Learning Outcome #7
Embrace intentional lifelong learning in order to be creative and effective citizens, professionals,
and leaders in an ever-changing world
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
II.
III.
Data Collection:
a. Data to be collected Fall 08 and Spring 09 through co-curricular participation logs and
electronic student survey – For this assessment cycle, how were the data collected and
what were the results?
What have you learn about this Student Learning Outcome?
a. [SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for
this SLO?
Action Item(s) (if necessary):
a. [SEMESTER/YEAR] – Based on the discussion in part II., what actions will the
department take to improve student learning, e.g., program changes, changes in
pedagogy, process changes, resources requests, etc?
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Revised: 04/07/2008