Health Sciences
Results of Assessment
2001-2002 (submitted 11/13/02)
At the current time the only assessment data available in
addition to records of performance on locally prepared exams is a dissertation
study run in 1978 comparing board performance of students taking biomedical core
and the traditional science classes and a professional study which evaluated the
effectiveness of the concurrent high school program.
OUTCOMES AND DOMAINS
At the current time the majority of assessments are
cognitive based on locally-prepared examinations. For the past two years
student evaluations have been conducted in all classes which provides
affective information. There are affective data in the professional evaluation
done for the concurrent program. There will be affective data collected
concurrently with all the new studies described in the assessment plan.
ASSESSMENT METHODS
| Direct Methods of
Assessment |
Number of classes |
| Locally-prepared written
exams |
9 |
| Commercially-prepared
written exams |
2 |
| Performance/presentation |
1 |
| Case studies |
2 |
| Indirect Methods of
Assessment |
Number of classes |
| Student surveys |
9 |
| Department surveys |
9 |
| High School teacher surveys |
3 |
ASSESSMENT METHODS - ADMISSIONS ADVISEMENT
1. Pre-applicant survey (Hthsci 1101 and 1110 students)
Time Frame - Jan/Feb of each year
2. Admitted Students survey (Students in programs)
Time Frame - Spring (if programs will agree to allow us to mail survey
with acceptance notice)
3. DCHP Admissions Office Table of Contacts
Annual report of the number of phone calls, mailings, e-mails and
in-office contacts that staff have with students during an admissions cycle
(1 year).
4. DCHP Admissions Office Table of Applicants and Applicants Admitted
Annual report of the number of applicants to programs within the College
and those numbers that were actually admitted.
5. Pre-Application Meeting Evaluations
To be developed during the 2003-2004 academic year.
SIGNIFICANT CHANGES SINCE 1994
- A large concurrent program enrolling 700 students has
been started.
- A laboratory has been added to pathophysiology.
- A new mathematics course has been designed.
- Examinations have been rewritten to tightly correlate
with objectives.
- New teaching formats have been developed to serve
online, independent study and high school students.
STRENGTHS AND CHALLENGES
Strengths
- All courses are competency based and tightly tied to
measurable objectives which provides excellent opportunities to document
student learning.
- Students who are accepted into programs take national
board exams which allows outcome measurements with commercially-prepared
examinations.
- Faculty are comfortable with assessment tools and accept
the assessment process.
Challenges
- The majority of assessment studies are being done in
2002-2003. There are very little data from previous years.
- There are only 2.8 faculty in the department producing
over 9000 student credit hours. There is very little time for conducting
regular ongoing assessment studies.
- New teaching formats provide difficult assessment
problems to demonstrate students have comparable outcomes.
NEXT STEPS/ACTION ITEMS
- Complete the assessment activities listed in the
assessment plan.
- Institutionalize assessment processes which will insure
data are continuously collected.
- Implement needed changes based on data obtained this
year.
Mission Statement /
Student Learning Outcomes /
Curriculum Grid
/ Assessment Plan /
Contact Person
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