Health and Wellness
CSUN SLOs:
1. Students will examine the role of personal and public health and wellness in society.
2. Students will objectively analyze health factors, habits and beliefs that positively and
negatively impact health and wellness.
3. Students will identify and apply the individual and family money management practices
that promote financial health and wellbeing throughout various stages of the family life
cycle.
4. Students will identify the physical, psychological, and social benefits of regular physical
activity and proper nutrition on health and wellness.
5. Students will understand the barriers involved with behavior modification and will
identify the skills needed to facilitate motivation and behavior change.

Communication Studies 121: The Process of Interpersonal Communication
1. Students will differentiate between effective and ineffective interpersonal communication
in a variety of settings.
2. Students will demonstrate familiarity with contemporary research and thought in the field
of interpersonal communication.
3. Students will demonstrate interpersonal skills in dyadic and small group structured
communication exercises.

Health 2: Health and Fitness
1. Students will be able to articulate general fitness and nutrition information.
2. Students shall demonstrate an ability to evaluate fitness levels.
3. Students shall demonstrate the ability to evaluate a variety of dietary plans and nutritional
labeling.

Health 8: Women's Personal Health
1. Student’s will be able to state healthy behaviors for women in lowering risk factors for
the following diseases: diabetes, heart disease, sexually transmitted diseases, and
recognize their responsibility to their own health.
2. Student will be able to analyze symptoms of dis-ease and seek appropriate medical or
alternative medicine remedy.
3. Students will be able to recognize socio-cultural influences in their health.
4. Students will be able to recognize physical health issues relating to women. Topics like
breast cancer, menstruation, birth control, and menopause will be addressed.

Health 11: Principles of Healthful Living
1. Students will learn basic health principles that deal with mind, body, and spiritual aspects
of health.
2. Students will learn about diseases and contraindications to disease states such as cancer,
diabetes, sexually transmitted diseases, heart disease, and others.
3. Students will learn about cardiovascular disease risk factors that include controllable risk
factors as well as non controllable risk factors.
4. Students will learn basic fitness and nutrition principles.
5. Students will learn how to take their pulse and understand blood pressure.

Kinesiology 117: Introduction to Personal Training

Psychology 14: Abnormal Psychology
1. Students will be able to recognize and analyze various symptoms and diagnosis
various major abnormal behaviors.
2. Students will be able to apply either the biological, learning, psychosocial and
developmental influences of the major psychiatric disorders.
3. Students will be able to apply the diagnostic criteria in the assessment and diagnosis
of the major psychiatric disorders.

Psychology 16: Intimacy, Marriage and Family Relationships
1. Upon successful completion of this course, students will be able to utilize
psychological concepts and principles to enhance their relationships with family,
friends, and intimate others.

Psychology 41: Life Span Psychology: From Infancy to Old Age
1. Students will be able to differentiate among the core theoretical approaches to
understanding human development offered by stage theorists (Piaget: Cognitive,
Erikson: Psychosocial) and incremental change theorists (Watson: Behaviorism,
Bandura: Social Learning Theory).
2. Students will be able to identify the difference between Quantitative Research and
Qualitative Research and differentiate among classic developmental research designs
(longitudinal, cross-sectional).
3. Students will be able to distinguish among the various approaches to understanding
personality development (normative stage models, trait models “The Big 5”, timing
of events model/social clock, typological models).
4. Students will be able to apply their understanding of the Nature/Nurture issue to
various issues in human development, such as intelligence/intellectual abilities,
aggression, psychological disorders, sexual orientation, cognitive development, twin
studies.
5. Students will be able to demonstrate their understanding of the various temperament
types, attachment styles, and parenting styles by applying that understanding through
an examination of hypothetical scenarios.

Psychology 52: Psychological Aspects of Human Sexuality
1. Students will be able to critique their own beliefs and attitudes toward gender roles
and sexuality in light of current scientific research.
2. Student will be able to identify the relevant factors, such as personal values, needs
and interests, necessary for responsible decision making as it applies to sexual
activity and sexual health and its application to cross-cultural issues.
3. Students will be able to deconstruct and then differentiate the diagnostic criteria and
therapeutic treatments for sexual dysfunctions, atypical sexual variations and sexually
transmitted infections.

Psychology 60: Stress Management
1. Students will be able to design a model of how stress, risk factors and health are interrelated and choose the appropriate model to help reduce stress for themselves and
others.
Department: Health/PE/Fall 2013
Kelly
Course: Women’s Health 8 Instructor:
1. The second test is a true and false test of ten questions that assess the student’s ability to
demonstrate knowledge of health concerns relating women’s health and general nutrition
concepts.
2. The first assessment is a true and false test of ten questions that assess the student’s ability to
demonstrate knowledge in the subject area of women’s health and reproduction/pregnancy
concepts.
.
Attach additional pages as necessary.
Date Assessed
Explanation of
SLO #
Assessment
Attach
sample of
Assessed
These
assessments
were given
Fall, 2013
Example:
SLO # 1 - Fall 2013
Assessment Outcomes
Analysis: Reflective
Practices & Action Plan
How will the assessment results
inform teaching practices?
Did results meet expectations?
Are changes in curriculum
needed? Should a different
assessment tool be used? Are
additional resources warranted
for curriculum change?
assessment, rubric,
and/or grading criteria
The first assessment
measured student’s
knowledge and retention
of general nutrition
principles several
questions that relate to
women.
The outcomes of this
assessment revealed:
Results concluded that most
of the students had a positive
retention and demonstrated
proficient knowledge of
women’s related
reproduction, pregnancy,
and nutrition principles. The
results did meet the
expectation. (23% of
(Test of 10 questions/
50 Participants)
2 students answered 6/10
questions correctly.
4 students answered 7/10
questions correctly.
7 students answered 8/10
questions correctly.
13 students answered 9/10
questions correctly.
23 students answered
10/10 questions correctly.
The second assessment
measured the student’s
knowledge, identification,
and retention of specific
health issues related to
women specifically.
These questions were
related to reproduction
and pregnancy topics.
The outcome of this
assessment revealed the
following: (Test of 10
questions/ 50
participants).
4 students answered 7/10
questions correctly.
12 students answered 8/10
questions correctly.
26 students answered 9/10
questions correctly.
6 students answered 10/10
questions correctly.
Course Level Findings Summary
Action Plan
students scored 100% on the
nutrition test. 13% of
students scored a 90% on the
nutrition test) and (6% of
students scored 100% on the
reproduction test and 26%
scored 90% on the
reproduction test). However,
the goals are always to aim
for a better results and a
higher percentage of
student’s memorizing
women’s health principles
regarding nutrition and
reproduction concepts. It
will be a suggestion for
student’s to follow up with
their family health
practitioner and
gynecologist every year to
discuss blood work,
nutritional analysis, and
reproduction education, as
well as women’s physical
health monitoring. The
prevention of ill health
related conditions goes
beyond testing for
knowledge, but requires
action steps to further
facilitate positive state of
health consciousness.
Education is a proactive
measure against the
manifestation of disease
states.
The plan is to continue to create a comfortable
learning environment so women’s health
students can feel comfortable enough to learn
and share experiences related to their health.
The instructor will also seek new and inventive
ways of sharing the latest research in Women’s
Health, reproduction education, and nutrition
principles. The continual goal will be to suggest
to individual students to do their own research
on issues related to them specifically, advise
communication with a gynecologist, and regular
check- ups. The experience of health states and
knowledge of such information always is the
greatest teacher and motivator of change.
Encouraging experiential activities,
volunteering, and actively participating in one’s
own wellness process are the actions steps that
will facilitate the knowledge and optimal ideas
about health.
See above.
PIERCE COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Department:
Health/PE
Course:
Health 11 Fall 2013 SLO
1. Blood Pressure Monitoring helps student become aware of the potentials for hypertension or
high blood pressure.
Attach additional pages as necessary.
Date
Explanation of
Assessed
Assessment
Attach
sample of
SLO #
assessment,
rubric,
Assessed
Fall 2013
Example:
SLO # 1 Spring 2013
Assessment
Outcomes
and/or grading
criteria
Each student was
asked to get a their
blood pressure
reading to analyze
the possibilities for
hypertension and
high blood pressure
which is
characterized as a
cardiovascular
75% of students in
Health and Health
class demonstrated a
normal BP reading of
120/80 and below.
Approximately 20%
of students revealed
a higher BP reading.
5% of students
revealed a BP
Analysis: Reflective Practices
& Action Plan
How will the assessment results inform
teaching practices?
Did results meet expectations? Are
changes in curriculum needed? Should
a different assessment tool be used?
Are additional resources warranted for
curriculum change?
The importance of
understanding cardiovascular
disease risk factors is crucial
for preventing heart disease,
especially if hypertension runs
in the family. The blood
pressure reading analyzes two
numbers:
Systolic
Instruct
disease risk factor.
reading that was
lower than 100/70.
Findings suggested
that there was a
potential for
hypertension among
the 20% of students
with higher BP
reading of 129/90
and above. Students
with a lower BP still
may be at risk if
they are not
athletes or if they
do not exercise.
The top
Read as "117 over number,
76 millimeters of which is
mercury"
also the
higher of
the two
numbers,
measures
the
pressure
in the
arteries
when the
heart
beats
(when the
heart
muscle
contracts).
(2nd
number
Diastolic
The
bottom
number,
which is
also the
lower of
the two
numbers,
measures
the
pressure
in the
arteries
between
heartbeats
(when the
heart
muscle is
resting
between
beats and
refilling
with
blood).
This assessment was measured
by a blood pressure cuff and
sphygomometer. There is also
an electric machine that
individuals can use to get a BP
reading. This test is pretty
accurate and provides the
student with detailed
information. This method of BP
measurement will be standard
in my classroom.
Course Level Findings Summary
Cardiovascular Disease Risk Factors are
biophysical factors that have the potential for
developing heart disease in the individual.
Knowing which risk factors may exist in one’s
life and which ones may be passed on through
genes is very important to monitor to prevent
further complications or new complications
related to health habits and genetics.
Action Plan
To continue to ask students to monitor their
blood pressure to prevent hypertension a major
cardiovascular disease risk factor.
PIERCE COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Department: Health/PE
Course:
Health 11
1. This assessment is a Multiple Choice test of ten questions that assess the student’s ability to
demonstrate knowledge of Cardiovascular Disease Risk Factors. There was pretest and post test.
2.
3.
Attach additional pages as necessary.
Date
Explanation of
Assessed
Assessment
Attach sample of
SLO #
assessment, rubric,
Assessed
Assessment Outcomes
How will the assessment results
inform teaching practices?
Did results meet expectations?
Are changes in curriculum
needed? Should a different
assessment tool be used? Are
additional resources warranted
for curriculum change?
and/or grading criteria
Example:
SLO # 1 - Fall
2013
10 questions of true and
false testing. Each student
was graded and the
outcome grade was used to
calculate a final percentage
of overall student learning
out-come for the classes.
Analysis: Reflective
Practices & Action Plan
This assessment measured
student’s knowledge and
retention of cardiovascular
disease risk factors:
Factors that contribute to
heart disease such as high
blood pressure, smoking,
blood pressure, lack of
physical activity, high
cholesterol, diabetes,
obesity, and stress.
The final analysis of this
assessment on cardiovascular
risk factor revealed that 10%
(227 students) of the students
showed 100% proficiency on
the testing. The test also
revealed that 49% of (227
students) showed 90%
proficiency on the testing.
60% of (227students)
demonstrated below 90%
proficiency on the testing.
67% 0f (227) students
demonstrated below 80% on
test proficiency.
The Outcomes of this
assessment revealed: (Test
of 10 questions/237
participants.)
Results of the true and false risk
factor test revealed that most of
the health students (227)
demonstrated an average and
above average result on the
testing. However, the goals are
always to aim for better results
and a higher percentage of the
student’s memorizing
cardiovascular disease risk
factors. It will be a suggestion
for student’s to follow up with
their family practitioner every
year to discuss blood work and
necessary protocol related to the
prevention of developing
cardiovascular risk factors. The
instructor will also research and
Pretest (227 participants)
7 students answered 0-2
questions correctly.
39 students answered 3-4
questions correctly.
66 students answered 5-6
questions correctly.
39 students answered 7-8
questions correctly.
7 students answered 9-10
questions correctly.
Instruct
implement new teaching
methods that will foster
increased learning capabilities.
Post-Test (237 participants)
9 students answered 0-2
questions correctly.
58 students answered 3-4
questions correctly.
75 students answered 5-6
questions correctly.
77 students answered 7-8
questions correctly.
18 students answered 9-10
questions correctly.
Course Level Findings Summary
Results of the above assessment reveal a
positive outcome in the fact that most students
demonstrated an above average score on the
true and false cardiovascular risk factor
assessment test. There is room for
improvement as long as there are students who
did not score a 100% on the test.
Action Plan
The plan is to continue to create a comfortable
learning environment. This fosters a safe
environment for health students to learn and
share experiences related to their health. The
instructor will also seek new and inventive
ways of sharing the latest research in Health.
The continual goal will be to suggest to
individuals to do their own research on
cardiovascular disease risk factors related to
them specifically or that run in the family
genes. The experience of health states and
knowledge of such information always is the
greatest teacher and motivator of change.
Encouraging experiential activities,
volunteering, and actively participating in
one’s own wellness process are the actions
steps that will facilitate the knowledge and
optimal ideas about health.