PROGRAM INFORMATION Program Assessment Report

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Program Assessment Report

PROGRAM INFORMATION

Degree Program(s): BS/MS

Department Chair: Dr. Heidi Pendleton

Department: Occupational Therapy

Phone: 924-3072

Report Prepared by:

Dr. Winifred Schultz-Krohn Phone: 924-3077

E-mail: Winifred@casa.sjsu.edu

Next Program

Review?

2014-2015

ARCHIVAL INFORMATION

Location: CCB 203

Note: Schedule is posted at: http://www.sjsu.edu/ugs/programplanning/

Person to Contact: Heidi Pendleton 924-3072

(Bldg/Room #) (Name) (Phone)

Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see, http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated? NO

Yes No If yes, please submit changes to j acqueline.snell@sjsu.edu

SCHEDULE OF ASSESSMENT ACTIVITIES*

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.

C = Collect data D = Discuss results I = Implement changes (if any)

#6

#7

#8

#9

#2

#3

#4

#5

Semester

Sem F

Yr 05

SLO↓

#1

Sem S

Yr 06

#10

#11

#12

C

C

C

C

C

D

D

D

C

C

C

D

Sem F

Yr 06

Sem S

Yr 07

C

C

D

D

D

I,C,D

I,C,D D

C

C

C

C

D

D

C

Sem F

Yr 07

Sem S

Yr 08

D

D

D

D

C

C

C

D

D

C

D

D

Sem F

Yr 08

Sem S

Yr 09

I, C

C

I, C

C

D

C

C

D

C

C

D

D

C

Sem F

Yr 09

Sem S

Yr 10

D

D

D

D

C

C

C

D

Page 1 of 15 Revised: 04/07/2008

Program Assessment Report

Student Learning Outcome #1

Demonstrate effective oral and written communication skills

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?

Fall 2008: Students will achieve a grade of C or better on the Mini-Proposal Assignment required in the

295A course to assess effective written communication. Data collected by Cara, Richardson, & Schultz-

Krohn. Data also collected on the number of written assignments returned to students due to excessive errors following Departmental Writing Standards. Please see attached Departmental Writing Standards.

Of a total of 72 students enrolled in three sections of this course the following data was collected:

Completion of the Mini-Proposal assignment at a grade of C or better: 72/72 students

Number of written assignments returned during the semester due to excessive errors per Departmental

Writing standards: 5/72

Spring 2009: Students will achieve a grade of C or better on specific assignments in OCTH 136 and

OCTH 122. Data to be collected on effective oral communication skills using the oral presentation assignment in the OCTH 136 by Glogoski. Data to be collected on effective written communication skills using the Diagnostic Paper in OCTH 122 by Andonian.

II. What have you learned about Student Learning?

[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?

Discussion: From previous data collection period it was determined that this SLO is important and no change in the SLO is needed. Previous discussions included the need to require students to meet current departmental writing standards. The Occupational Therapy Student Manual includes the Writing

Standards and faculty have instituted a policy whereby students with more than five novel grammatical errors and/or five novel APA errors will have the written work returned for revisions with an automatic 10% deduction in the total grade of the assignment. Additional data collected in the Fall 2008 semester in all three sections of OCTH 295A on the ability of students to demonstrate effective written communication skills.

Discussion of student performance for this SLO (data collected in the OCTH 295A course) to be scheduled for the February Occupational Therapy Faculty meeting.

Data is scheduled to be collected on this SLO through the OCTH 136 course by Glogoski during Spring

2009 semester to assess student performance in effective oral communication skills. Data is scheduled to be collected through the OCTH 122 course by Andonian during Spring 2009 semester to assess student performance in effective written communication skills. Discussion of data from Spring 2009 to be scheduled for Fall 2009 Occupational Therapy Faculty meeting.

Page 2 of 15 Revised: 04/07/2008

Program Assessment Report

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?

Discussion: Discussion of data collection through the OCTH 295A course from Fall 2008 semester to be included at the February 2009 Occupational Therapy Faculty meeting. Discussion of data from Spring

2009 to be scheduled for Fall 2009 Occupational Therapy Faculty meeting.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #2

Demonstrate a capacity for problem solving and critical analysis

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?

Spring 2009: Students will achieve a grade of C or better on the activities of daily living analysis assignment. Data to be collected by George & Koketsu in the two sections of the required OCTH 126 class Home Evaluation Assignment.

II. What have you learned about Student Learning?

[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?

Discussion: SLO is important and no change in the SLO is needed. Continue to collect data through the

OCTH 126 course to monitor student competence. Discussion of data from Spring 2009 to be scheduled for Fall 2009 faculty meeting.

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?

Discussion: SLO is important and no change in the SLO is needed. Continue to collect data through the

OCTH 126 course.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Page 3 of 15 Revised: 04/07/2008

Program Assessment Report

Student Learning Outcome # 3

Understand and be able to articulate the nature of occupation, adaptive skills, and roles of productive living

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?

Fall 2008: For the BS program all students must achieve a grade of C or better on a paper describing the nature of occupation, adaptive skills and roles of productive living. Data collected by Jean Koketsu in the required OCTH 110 class with 47/47 students achieving a C or better on this paper. Please see attached description of assignment.

For the MS program all students must achieve a grade of C or better on a paper describing the nature of occupation, adaptive skills and roles of productive living using the Occupational History assignment. Data collected by Andonian in the required OCTH 206 class with 43/43 students achieving a C or better on this paper. Please see attached description of assignment.

II. What have you learned about Student Learning?

[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?

Discussion: Outcome was successfully met and faculty will continue collecting data on this SLO. Further discussion scheduled for the February 2009 Occupational Therapy Faculty meeting.

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?

Discussion: Outcome was successfully met and faculty will continue collecting data on this SLO. Further discussion scheduled for the February 2009 Occupational Therapy Faculty meeting.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome # 4

 Understand occupational therapy’s theoretical base and models of 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.

Page 4 of 15 Revised: 04/07/2008

Program Assessment Report

I. Data Collection:

[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the results?

Fall 2008: For the BS program all students must achieve a grade of C or better on a paper describing occupational therapy’s theoretical base and models of practice. Data collected by Koketsu in the required

OCTH 110 class with 47/47 students achieving a C or better on this paper. Please see attached description of assignment.

For the MS program all students must achieve a grade of C or better on a paper describing occupational therapy’s theoretical base and models of practice. Data collected by Andonian in the required OCTH 206 class with 43/43 students achieving a C or better on this paper. Please see attached description of assignment.

II. What have you learned about Student Learning?

[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?

Discussion: Outcome was successfully met and faculty will continue collecting data on this SLO. Further discussion scheduled for the February 2009 Occupational Therapy Faculty meeting.

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?

Discussion: Outcome was successfully met and faculty will continue collecting data on this SLO. Further discussion scheduled for the February 2009 Occupational Therapy Faculty meeting.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #5

Articulate the importance of history and the philosophical base of the profession

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?

Spring 2008: Data collected in OCTH 204 using direct measure on written assignments. Criteria was set at a C or better for performance.

Data collected on all enrolled students by Professor Killingsworth and all students met criteria.

Page 5 of 15 Revised: 04/07/2008

Program Assessment Report

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 204 course.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 204 course.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #6

Demonstrate knowledge and appreciation of the roles of sociocultural, socioeconomic, diversity factors, and lifestyle choices in contemporary society

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?

Spring 2008: Data collected in OCTH 235 using direct measure on written assignments. Criteria was set at a C or better for performance.

Data collected on all enrolled students by Instructor Smith and all students met criteria.

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 235 course.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 235 course.

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Program Assessment Report

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #7

Demonstrate the ability to apply occupational therapy theory, and standardized and nonstandardized evidence-based assessments of clients ’ performance in all areas of occupation to achieve expected outcomes related to occupation

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?

Fall 2007: Demonstrate the ability to apply occupational therapy theory, and standardized and nonstandardized evidencebased assessments of clients’ performance in all areas of occupation to achieve expected outcomes related to occupation.

Data to be collected in OCTH 244 by course instructors: This is the faculty run clinic course where all students must successfully pass the competency evaluation with a performance of an equivalent of a letter grade of a “B” or better. Please see competency evaluation form addressing Evaluation of Client and Communication Skills.

All 29 students enrolled in this course met the competency evaluation at a satisfactory level using the

OCTH 244 competency form. Please see attached OCTH 244 competency form.

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Page 7 of 15 Revised: 04/07/2008

Program Assessment Report

Student Learning Outcome #8

Provide occupationally-based interventions determined by the needs of the client and the evaluation data, in collaboration with members of the intervention team (client, family, caregivers, and health care providers).

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?

Fall 2007: Provide occupationally-based interventions determined by the needs of the client and the evaluation data, in collaboration with members of the intervention team (client, family, caregivers, and health care providers).

Data to be collected in OCTH 244 by course instructors: This is the faculty run clinic course where all students must successfully pass the competency evaluation with a performance of an equivalent of a letter grade of a “B” or better. Please see competency evaluation form addressing Communication Skills and Treatment Application.

All 29 students enrolled in this course met the competency evaluation at a satisfactory level using the

OCTH 244 competency form. Please see attached OCTH 244 competency form.

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #9

Demonstrate professional behavior that upholds the ethical standards, values, and attitudes of the profession in establishing and maintaining a therapeutic relationship with clients

RECORD OF ASSESSMENT

Page 8 of 15 Revised: 04/07/2008

Program Assessment Report

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?

Fall 2007: Demonstrate professional behavior that upholds the ethical standards, values, and attitudes of the profession in establishing and maintaining a therapeutic relationship with clients.

Data to be collected in OCTH 244 by course instructors: This is the faculty run clinic course where all students must successfully pass the competency evaluation with a performance of an equivalent of a letter grade of a “B” or better. Please see competency evaluation form addressing Professional Behavior and Professional Growth and Attitude Development

All 29 students enrolled in this course met the competency evaluation at a satisfactory level using the

OCTH 244 competency form. Please see attached OCTH 244 competency form.

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 244 course. Curriculum sequence changes made to support student success in meeting this SLO by having all students take this course in the final year of the program.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #10

Demonstrate basic research skills including the use of statistics, tests, and measurements

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.

Page 9 of 15 Revised: 04/07/2008

Program Assessment Report

I. Data Collection:

[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the results?

Spring 2008: For the MS program all students must achieve a grade of C or better on a paper demonstrating basic research skills. This paper is a literature review and research proposal. Data collected on all enrolled students by Professors Glogoski and Cara in the required OCTH 295B class. All students met criteria.

II. What have you learned about Student Learning?

[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?

SLO is important and no change in the SLO is needed. Continue to collect data on this SLO through assignments in the OCTH 295B course for the final written project. Departmental Writing Standards were established to be used in all courses within the OT curriculum. These standards to be required of all students beginning Fall 2008.

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?

SLO is important and no change in the SLO is needed. Continue to collect data through the OCTH 295B course. Departmental Writing Standards were established to be used in all courses within the OT curriculum. These standards to be required of all students beginning Fall 2008.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #11

Exhibit the ability to use appropriate educational methods to address the needs of consumers

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?

Spring 2009: Students in the BS/MS program will achieve a grade of C or better on the teaching an activity assignment. Data to be collected by George & Koketsu in the two sections of the required OCTH

126 class using the Transfer Competency Assignment.

Spring 2009: Students in the MS program will achieve an equivalent of a letter grade of B or better on the teaching portfolio assignment. Data to be collected by Dressler in the required OCTH 220 class.

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Program Assessment Report

II. What have you learned about Student Learning?

[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?

Identified SLO is important and no change is needed. Continue data collection through stated courses.

The criteria for meeting the SLO in OCTH 220 was changed from performance at an equivalent of a letter grade of “C” or better to a letter grade of “B” or better in keeping with graduate level expectations.

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?

Identified SLO is important and no change is needed. Continue data collection through stated courses.

The criteria for meeting the SLO in OCTH 220 was changed from performance at an equivalent of a letter grade of “C” or better to a letter grade of “B” or better in keeping with graduate level expectations.

IV. Results:

What effect did the changes to the program or pedagogy in III have on student learning?

Student Learning Outcome #12

Apply principles of management and service delivery in the provision of occupational therapy to individuals and organizations

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?

Spring 2009: Students will achieve a grade of B or better on the final comprehensive project in the required OCTH 230 class. Data to be collected by Jabri

II. What have you learned about Student Learning?

[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?

Identified SLO is important and no change is needed. Continue data collection through stated courses.

The criteria for meeting the SLO in OCTH 230 was changed from performance at an equivalent of a letter grade of “C” or better to a letter grade of “B” or better in keeping with graduate level expectations.

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?

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Program Assessment Report

Identified SLO is important and no change is needed. Continue data collection through stated courses.

The criteria for meeting the SLO in OCTH 230 was changed from performance at an equivalent of a letter grade of “C” or better to a letter grade of “B” or better in keeping with graduate level expectations.

Spring 2009 Performance Data: Describe the direct assessment (performance) data that will be collected fall 2008 (‘C’ in F06 column of Table 2), how much and by whom. Be specific. For example:

Instructor for MATH 188 (30 students), Stone, gave 3 embedded exam questions and in his summary report indicated the % of students who met or did not meet SLO #2 .

SLO #

Data collected, how much, by whom

**

1

2

SLO: Demonstrate effective oral and written communication skills

Spring 2009: Students will achieve a grade of C or better on specific assignments in OCTH 136 and

OCTH 122. Data to be collected on effective oral communication skills using the oral presentation assignment in the OCTH 136 by Glogoski. Data to be collected on effective written communication skills using the Diagnostic Paper in OCTH 122 by Andonian.

SLO: Demonstrate a capacity for problem solving and critical analysis

Spring 2009: Students will achieve a grade of C or better on the activities of daily living analysis assignment. Data to be collected by George & Koketsu in the two sections of the required OCTH 126 class Home Evaluation Assignment.

11 SLO: Exhibit the ability to use appropriate educational methods to address the needs of consumers.

Spring 2009: Students in the BS/MS program will achieve a grade of C or better on the teaching an activity assignment. Data to be collected by George & Koketsu in the two sections of the required

OCTH 126 class using the Transfer Competency Assignment.

Spring 2009: Students in the MS program will achieve an equivalent of a letter grade of B or better on the teaching portfolio assignment. Data to be collected by Dressler in the required OCTH 220 class.

12 SLO: Apply principles of management and service delivery in the provision of occupational therapy to individuals and organizations

Spring 2009: Students will achieve a grade of B or better on the final comprehensive project in the required OCTH 230 class. Data to be collected by Jabri.

Spring 2009 indirect measures: No data collection planned.

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Program Assessment Report

Data Collection Method for SLO # 3 & 4

OCTH 206: Personal Occupational History Assignment

Since the course examines the importance of occupations in an individual’s life, this assignment is designed to have students analyze and describe their own occupational history. You should describe those occupations, whether work or leisure-related, that played a pivotal role in your own development.

Include how you came to be interested in the occupations, how you became proficient at them, and what these occupations mean to you. Please distinguish between occupations (i.e. reading, studying, writing), rather than roles (i.e. student). It makes sense to discuss occupations in the context of roles, but do not use the words interchangeably as they have distinct meanings within occupational therapy. The paper should be 4-5 pages Max., double-spaced.

Paper Clearly Written and Organized? (thoughts are organized, ideas are stated clearly, paper is proofread and without spelling/grammar errors, topic sentences are employed)

Appropriate Occupations Described? (Describe how these occupations were/are significant to you and how they played a pivotal role in your own development. Include at least three occupations. Include an analysis of the influence of these chosen occupations on your life)

Full Descriptions of Occupations Provided (how you became interested, how you became proficient, frequency/duration of occupations)

Discuss what the occupations mean to you?

(what did they mean for you at the time you engaged in them? What do they mean to you now in terms of your personal history? Do you still engage in these occupations? Which ones? Or why not?)

Data Collection Method for SLO # 3 & 4

OCTH 110 Introduction to Occupational Therapy

Week 3

WORKSHEET

History of OT

1. What major social influences gave rise to the field of OT?

2. Who are the key people who helped the OT profession evolve?

3. What key concepts have persisted throughout the history of OT?

4. How has the profession changed over time?

DUE: Week 4 OCTH 110 Introduction to Occupational Therapy

Week 4 WORKSHEET

Scope of Practice /Standards of Practice /Roles of OTR and COTA

1. What are the categories of OT personnel? What are the educational and fieldwork requirements for each?

2. What are the certification and professional requirements for an OTR and COTA?

3. What are the levels of performance or competency that an OTR advances through as they obtain experience?

4. What are the minimum standards for the OTR & COTA to practice in the U.S.?

5. Describe the OTR and COTA relationship. Explain how the OTR and COTA can function optimally as a team.

6. On the continuum of supervision describe these levels of supervision: continuous, close supervision, routine supervision, general supervision, minimal supervision (W & S, p. 943).

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Program Assessment Report

Due Week 5 OCTH 110 Introduction to Occupational Therapy

Week 5 WORKSHEET

Professional Organizations

OT Philosophy and Principles

Therapeutic Relationships

Professional organizations

1. Why do these professional OT organizations exist?

2. What are the benefits of belonging to AOTA, WFOT & OTAC?

3. What resources can each organization provide?

4. What other organizations related to OT do you know about?

Philosophy

1. How does occupational therapy view human beings?

2. What are core concepts of OT practice? (NOTE: Don’t just list these core concepts! They are central to the OT profession!)

OCTH 110 Introduction to Occupational Therapy

3. What are NOT core concepts of OT practice? Or, what concepts or views are contrary to OT core values?

4. What are the differences between occupation, activity & task?

5. What is meant by a client-centered approach? Give examples of how an OT can be clientcentered.

Therapeutic Relationships

1. What are characteristics of a therapeutic relationship? What are four essential skills required to build therapeutic relationships? (See H, S-C & O, Chapter 16, p. 235).

DUE Week 6 OCTH 110 Introduction to Occupational Therapy

Week 6 WORKSHEET

Ethics/ Ethical Dilemmas

1. What is a code of ethics?

2. What is the difference between ethical distress, ethical dilemma and locus of authority? (Note: See definitions in both W & S and H, S-C, O)

3. What are the seven AOTA ethical principles of practice? Describe each principle. As a group, give one example from your volunteer or work experiences where you have seen an OT use these principles in practice. (Note: Only one example for each principle per group required).

4. In Hussey, SabonisChafee and O’Brien there are six steps to solving an ethical problem (Chapter

7, p. 99). Use those steps in the ethical problem given to you in class.

DUE Week 7 OCTH 110 Introduction to Occupational Therapy

Week 7 WORKSHEET

Theory and Frame of Reference

1. What is a theory, model of practice and a frame of reference?

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Program Assessment Report

2. Why is it important to use a model of practice (MOP)? A frame of reference?

3. Briefly discuss the following MOP’s: Model of Human Occupation; The Person-Environment-

Occupation; and the Ecology of Human Performance? How are they different?

DUE Week 8 OCTH 110 Introduction to Occupational Therapy

Week 8 WORKSHEET

OT Integrated Services/Continuum of Care/Health Care Team

1. Describe an interdisciplinary team. (For questions 1, 2, 3 see W & S, Chapter 38)

2. List 10 medical/rehab or educational professionals that may possibly make up an interdisciplinary team that cares for one client.

3. How can an interdisciplinary team successfully treat a client?

4. Name and briefly describe three levels of care provided to clients by OT’s on a continuum of care?

5. In what kinds of settings do OT’s traditionally work? What are some non-traditional settings? (To talk about in your group: Was your volunteer work before you got into the OT program in a traditional OT setting or non-traditional? Describe to your group members)

DUE Week 9 OCTH 110 Introduction to Occupational Therapy

Week 10 WORKSHEET

Clinical Reasoning/Problem-based Learning

1. Define clinical reasoning.

2. Explain the five steps in the thought process of clinical reasoning according to Rogers and Holm

(See H, S-C & O chapter 17).

3. Define and give an example of all three elements of clinical reasoning: Scientific, Ethical and

Artisti c .

4. Mattingly & Fleming discovered that OTs used three strategies for clinical reasoning (procedural, interactive and conditional tracks). What kind of reasoning was used by your group in working on the ethical case study? Support your group’s decision.

5. Define the kind of clinical reasoning practitioners at the : novice practitioner, advanced beginner practitioner, competent practitioner, proficient practitioner and expert practitioner use. What kind of clinical reasoning do you think the newly graduated OTR uses? How would this differ from the

OTR with 10 years experience with the same population? Support your answer.

DUE Week 11

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