Health Sciences
Results of Assessment
2003-2004 (submitted 01/19/05)
1. Evaluate the new health professions mathematics
course.
Based on the outcome data submitted, the course was
approved in the Faculty Senate. In 2004-2005, comparisons of pre and post
Compass scores will be kept to track student learning.
2. Evaluate the new introduction to pharmacology
course.
Enrollment has increased from 10 to 35. Students now
have preprinted course notes and the instructor is using printed overheads.
Differences in student learning outcomes will be measured in 2004-2005. This
course will be designed for online students Spring semester for
implementation in Fall 2005.
3. Compare pathophysiology scores for students, who
take the biomedical core classes versus the traditional science classes.
A study run in the 1990's found that students taking
the traditional science classes on average scored 2% lower in
pathophysiology than those taking the biomedical core classes. This study
was replicated in 2003-2004. One of the most significant outcomes in the new
study was the individual student data which revealed that many students were
taking pathophysiology without completing the prerequisites in the proper
order or before they enrolled in pathophysiology. This has happened because
of the registration problems caused by requiring the prerequisites in the
registration program. These were removed to facilitate a smooth registration
process, and this allowed students without the proper prerequisites into the
course. This discrepancy forced us to group the data into 5 categories,
depending on when and how students took the prerequisites. Differences
between core students’ grades and alternate route students varied depending
on the category. In the category with students taking patho multiple times,
Core students averaged .5 G.P.A points or ˝ grade higher than the alternate
route. In the category when students took all the courses on time and in
correct order, the alternate route scored higher by .4 G.P.A. points. When
all categories were combined the differences, between the 2 routes were
negligible. In all categories, students who took the laboratory scored
between .5 G.P.A. points and .7 G.P.A. points higher.
4. Track and survey concurrent students.
This project will be done by an outside consulting
firm in 2004-2005.
5. Run group comparisons of students utilizing new
examinations in pathophysiology.
Group comparisons were run between the classes using
the old examinations which were not tightly tied to the course objectives to
the new examinations which gave students a minimum of 1 question per
objective. This project was completed in the Spring of 2004. The mean score
for 2003 Spring pathophysiology students was 71.1 or a C- versus students in
Spring 2004 where the mean scores was 76.7 or a C+ . These results are
opposite from the results run on Biomedical Core students before and after
the examinations were tied tightly to the objectives which resulted in a 4%
decrease in the average scores. In pathophysiology, the class covers a
massive amount of material. When the scope was narrowed, student performance
increased. In the Biomedical Core classes, increasing the number of
objectives tested, increased the scope of the examinations which resulted in
a decrease in the scores.
6. Survey data from students support the idea generated
from strategic planning that they would be interested in applying for an
Associate Degree in Health Sciences. Other data from the survey provided
feedback on services in the Admissions/Advising office.
Changes Implemented based on outcome results.
(1) With the outcome data from the pathophysiology
study, students are being heavily counseled to enroll in the laboratory
and not to take the course without completing all the prerequisites in
order.
(2) The department is trying to find some grant
funding to support distance learning students who are still scoring
consistently lower than campus students. Independent study courses will
all be switched to WebCT format Spring Semester 2005. This may improve
averages in that format to the online average.
(3) Given the approval of the mathematics course,
enrollment in the sections is increasing. Outcome data on Compass scores
will be collected in 2004-2005.
(4) An Associate Degree in Health Sciences is
designed and will be going through the approval process in 2004-2005
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