SJSU Annual Program Assessment Form Academic Year 2015‐2016

Instructions 1. Complete the attached form and submit it as an email attachment to Graduate and

Undergraduate Programs (academicassessment@sjsu.edu) on or before June 1, 2016.

2. Please copy your college’s Associate Dean (Pamela Richardson)and Assessment Facilitator (Emily Wughalter) on the email submission. Assessment Facilitators are also available to provide support - please feel free to contact them with any questions or concerns.

3. Completed forms will be posted on your Program Records webpage. Please note that this form has been updated since last year. We have made several minor changes that we believe will streamline the reporting process and increase focus on the implementation of changes based on assessment results (“Closing the Loop”). The program data elements (graduation rates, headcounts, SFR, etc.) have been dropped from this annual assessment report. This data is still available through the Institutional Effectiveness and Analytics (IEA) website and we encourage programs to examine this data on a regular basis. However, this information will only be required to be reported as part of the Program Planning process. This report is organized into three sections designed to organize your annual assessment efforts and to inform your department’s Program Planning. Here is the rationale behind each section.

Part A – The Big Picture

This section will likely only need to be prepared once at the beginning of your assessment cycle, although it should be reviewed each year and updated as necessary. This information should be included in each annual report, even if it has not changed.

This section lists your Program Learning Outcomes (PLOs) and, more importantly, how they connect with your curriculum within the program and the University Learning Goals (ULGs).

Finally, this section presents your assessment plan for the current planning cycle in the form of a multi-year schedule (usually 5 years, updated as part of Program Planning). This schedule should indicate which PLO(s) will be assessed each year, as well as your plans for implementing changes based on assessment results, and re-assessment after changes have been given time to take effect.

Part B – What We Did This Year

This section details your assessment efforts over the last year (AY 2015-16).

Which PLO(s) were assessed, how was the data collected, and what do the data tell you with regard to student achievement on this PLO? What do you plan to do, if anything, to improve future achievement levels (i.e., “close the loop”)?

Part C – Keeping Track of the Changes (“Closing the loop”)

This section is meant to keep a running record of your efforts to improve your students’ outcomes. This table should grow throughout your assessment cycle and will be an important part of your next Program Plan.

Create a new row in the table each time you propose a change as a result of your assessment efforts. Then be sure to keep track of your change efforts in subsequent years.

SJSU Annual Program Assessment Form Academic Year 2015‐2016

Department: Health Science and Recreation

Program: MPH, HS and RECL

College: Applied Sciences and Arts

Program Website: www.sjsu.edu/hsr

Link to Program Learning Outcomes (PLOs) on program website:

http://www.sjsu.edu/hsr/about/ProgramLearningOutcomes/index.html

Program Accreditation (if any):

MPH - http://www.sjsu.edu/hsr/academicprograms/mph/index.html RECL - http://www.sjsu.edu/hsr/academicprograms/recreation/COAPRT/

Contact Person and Email: Dr. Anne Demers, Chair HSR anne.demers@sjsu.edu

Date of Report: 6/1/2016

Part A (all 4 items are contained within each degree program table below). 1. List of Program Learning Outcomes (PLOs)

And 2. Map of PLOs to University Learning Goals (ULGs)

And 3. Alignment – Matrix of PLOs to Courses

And 4. Planning – Assessment Schedule

MPH – Masters of Public

Masters of Public Health – Assessment Calendar PLO Course F15 S16 F16 S17 F 17 S18 F18 S19 F19 S20

PLO 7, 8 HS 200 (F) C D/I C D/I C D/I C D/I C D/I

PLO 8 HS 201 (F) - - C D/I - - C D/I - -

PLO 1, 8 HS 261 F) C D/I C D/I C D/I C D/I C D/I

PLO 1 HS 262 (SP) D/I C D/I C - C D/I C - -

PLO 4, 8 HS 263 (F) C D/I C D/I C D/I C D/I - -

PLO 2, 7 HS 265 (SP) D/I - C D/I - C D/I - C D/I

PLO 5 HS 267 (SP) D/I C D/I C - C D/I C D -

PLO 1, 5, 8 HS 269 (SP) D/I C D/I C - C D/I -

PLO 2 HS 271 (F) - - C D/I C D/I - - - C

PLO 1, 2, 3, 4, 5, 8 HS 272 (SP) D/I C D/I C - - - C D/I -

PLO 3, 6 HS 276 (F) C D/I C D/I - - C D/I C D/I

PLO 6 HS 277 (SP) D/I - - C - C D/I - - C

PLO 8 HS 291A (SP) D/I - - C D/I C D/I - - C

PLO 2 HS 291B (F) - - C D/I C D/I - - C D/I

PLO 8 HS 291D (F) C D/I C D/I C D/I C D/I C D/I

PLO 1, 7, 8 HS 293 (SP) D/I C D/I C - C D/I - - C

PLO 5, 8 HS 295 (F) C D/I C D/I C D/I C D/I C D/I

Public Health Core Competencies and Course Where Assessed

The Professional CEPH Accreditation Standards Indicate the Use of Primary Courses and Course that Reinforce the Development of Competence

University Learning Goals

PLO1 Analyze and research emerging trends,

HS 201 - Groups and Training: R

HS 262 - Health Services Organization: R

HS 261 – Epidemiology: P

HS 269 – Applied Data Analysis: R

HS 261- Epidemiology: R

HS 267- Computational Public Health

Broad Integrative Knowledge

priorities, and assets to predict future individual and community health needs and opportunities based on historical foundations, societal changes, and current evidence, and to communicate their implications for public health and health promotion policy and practice.

HS 272 – Health Promotion Planning and Evaluation: P

HS 293 – Leadership Training for Health Professionals: R

Statistics: R

Intellectual Skills Applied Knowledge

PLO 2 Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological frameworks to design, plan, implement, evaluate, and disseminate health education and health promotion interventions and policy in accordance with public health objectives, community needs, and organizational and community goals.

HS 265 –Environ. Health: P

HS 271 – Theoretical Foundations of Public Health: P

HS 272 – Health Promotion Planning and Evaluation: P

HS 291B – Fieldwork Practicum: R

Specialized Knowledge Applied Knowledge

PLO 3 Provide technical assistance and act as a health education resource across a broad range of settings to promote community health through community building and organizing with identified stakeholders, including community members, consumers, health practitioners and health care providers, policy and decision-makers.

HS 201 – Groups and Training: R

HS 272 – Health Promotion Planning and Evaluation: R

HS 276 – Community Organization: P

Applied Knowledge

PLO 4 Apply administration principles and skills to manage human, fiscal, capital, and social resources when administering health education strategies, interventions, and programs.

HS 201 - Groups and Training: R

HS 263 - Principles & Skills of Health Administration: P

HS 272 – Health Promotion Planning and Evaluation: R

Broad Integrative Knowledge

PLO 5 Apply quantitative and qualitative data analysis principles and skills to community health education and promotion.

HS 267 – Computational Statistics-R

HS 269 – Applied Data Analysis: P

HS 272 – Health Promotion Planning and Evaluation: R

HS 295-Research Design and Methodology: R

Social and Global Responsibilities

PLO 6 Apply the principles and skills of effective inclusive and multicultural communication when working with individuals, groups, organizations, and communities from diverse cultures and backgrounds.

HS 201 - Groups and Training: R

HS 276 – Community Organization: P

HS 277- Multicultural Communication for Health Professionals:P

Specialized Knowledge Social and Global Responsibilities

PLO 7 Advance public health practice and the health education profession by drawing upon historical and contemporary contributions of the field and applying principles of social justice.

HS 200 - Contemporary Practice: Public Health, Health Promotion and Community Health Education: P

HS 265 –Environ. Health: R

HS 293 – Leadership Training for Health Professionals: R

Intellectual Skills Applied Knowledge

PLO 8 Adhere to standards for ethical practice and research based on their personal values and mission statements, institutional mandates, and the Code of Ethics for the Health Education Profession, in order to apply them to fields of public health and community health education.

HS 200 Contemporary Practice: Public Health, Health Promotion and Community Health Education: P

HS 201 - Groups and Training: R HS 261- Epidemiology - P

HS 263 - Principles & Skills of Health Administration: R HS 269 – Applied Data Analysis - R

HS 272 – Health Promotion Planning and Evaluation: R HS 295-Research Design and Methodology: P

HS 291D – Fieldwork Practicum: P

HS 293 – Leadership Training for Health Professionals: R

BS Health Science Degree

Bachelors of Science in Health Science – Assessment Calendar, Program and Learner Outcomes Table

University Learning

Goals

PLOs UG - HS

Course F15 S16 F16 S17 F17 S18 F18 S19 F19 S20

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 1 FOCUS Research, Population health Program Outcome Description Graduates will locate, evaluate, summarize, synthesize, and attribute information relevant to assessing and improving population health.

HS 161

C D I - - C D I - -

Broad Integrative Knowledge Social and Global Responsibilities

PLO 2 FOCUS Cultural humility with diverse populations. Program Outcome Description Learners will be able to describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality.

HS 135 C D I - - C D I - -

Applied Knowledge

PLO 3 FOCUS Professionalism, Ethics, Values Program Outcome Description Learners will demonstrate competence in understanding (1)

HS 165 - - C D I - - C D I

settings and roles, (2) skills for practice, (3) ethics, and (4) leadership and professional associations.

Specialized Knowledge Intellectual Skills Applied Knowledge Social and Global Responsibilities

PLO 4 FOCUS Social factors, Health disparities, Community health Program Outcome Description Learners will successfully prepare a community health plan that will include interventions that reflect "Best Practices" and recognize the value of partnerships, media advocacy and policy advocacy.

HS 159 D I - - C D I - - C

Applied Knowledge Social and Global Responsibilities

PLO 5 FOCUS Health Information, Technology Program Outcome Description Graduates will communicate health information in oral and written forms and through a variety of media and technology to diverse audiences.

HS 158 - - C D I - - C D I

Broad Integrative Knowledge

PLO 6 FOCUS Collaborative work Program Outcome Description Learners will collaboratively plan and implement community health events in partnership with local organizations.

HS 104 - C D I - - C D I -

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 7 FOCUS Qualitative and Quantitative Research, Evaluation Program Outcome Description Graduates will support the design and implementations of research to collect, analyze, and report qualitative and quantitative data to describe population health, evaluate health programs and policies, and improve population wellbeing.

HS 161 - C D I - - C D I -

Intellectual Skills Applied Knowledge

PLO 8 FOCUS Health services, Healthcare, Organizations Program Outcome Description Learners will write an original research paper evaluating health economics, financing, insurance theory and contemporary trends in health care organization, management and administration.

HS 162 - - - C D I - - C D

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 9 FOCUS Theory, Assessment, Evaluation Program Outcome Description Graduates will identify and apply theories of health, disease, and wellbeing in the planning, implementation, assessment and evaluation of health interventions.

HS 159 - - - C D I - - C D

BS Recreation

Bachelors of Science - Recreation – Assessment Calendar, Program and Learner Outcomes Table

University Learning Goals

PLOs CLO

Course F 15

SP 16

F 16

SP 17

F 17

SP 18

F 18

SP 19

F 19

SP 20

Broad Integrative Knowledge

PLO 1 FOCUS Conceptual. Professional. Delivery. Admin/Mgmt. CLO Learners will pass (at an 80% level or higher) a summative core curriculum exam administered during their required Pre-Internship Workshop.

RECL 170A

C C D I D C C D I C

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 2 FOCUS Programming. Events. CLO Learners will design a written program plan, implement a component of the plan, and evaluate both the implementation outcome and the designers’ performance.

RECL 132

C D/I - C D/I - C D/I - C

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 3 FOCUS Budget. Finance. CLO Learners will prepare electronic spread sheets calculating an operating budget, and/or a pricing plan supporting facility funding, in a manner consistent with professional guidelines and practice.

RECL 136

D I C D - C

D I - C

Broad Integrative Knowledge Applied Knowledge Social and Global Responsibilities

PLO 4 FOCUS Field Aspects. Internship. CLO Learners will successfully demonstrate professional behaviors from 6 to 10 approved national-standards-based competencies as evaluated by their external agency supervisors.

RECL 170B/C

D - C D/I - C D I C D

Applied Knowledge Intellectual Skills

PLO 5 FOCUS Professional. Written Communication. CLO Learners will produce persuasive, summative, and critically written documents which reflect professional guidelines and standards.

RECL 160

C D/I - C D/I - C D/I - C

5. Student Experience

a. How are your PLOs and the ULGs communicated to students, e.g. websites, syllabi, promotional material, etc.?

The HSR website is the main portal through which our PLOs and assessment outcomes are communicated to our students.

b. Do students have an opportunity to provide feedback regarding your PLOs and/or the

assessment process? If so, please briefly elaborate. The accrediting bodies for the MPH and RECL programs require that students provide substantive feedback to the faculty regarding their respective programs. This system of feedback is an agenda item to be discussed at the upcoming faculty assessment retreat AY 16-17.

Part B 6. Assessment Data and Results

(Please briefly describe the data collected for this report (e.g., student papers, posters, presentations, portfolios, assignments, exams). The instruments used to evaluate student achievement (e.g., rubrics or other criteria) and actual data (e.g., assignment description or instructions) should be attached as appendices.) MPH Data Results ULG PLO #, Program

Outcome Description

Course Number Description of Assignment and CLO

Data Threshold Indicating a “MET” Rating

Data Results

Reflection and Recommendations from Faculty. Proposed Changes

Broad Integrative Knowledge Applied Knowledge

PLO 5 Apply quantitative and qualitative data analysis principles and skills to community health education and promotion.

HS269C CLO 3 Interpret results from collected data. Quantitative Exam. Q#9. Determine whether there a significant difference in the overall pre-test mean knowledge scores regarding nutrition compared to post-test mean knowledge scores

80% of students will correctly determine whether there a significant difference in the overall pre-test mean knowledge scores regarding nutrition compared to post-test mean knowledge scores and will show the appropriate calculations (statistical test used, means and median scores, SD if appropriate, the test statistic, and p-value).

15 of 16 students (94%) correctly determined whether there a significant difference in the overall pre-test mean knowledge scores regarding nutrition compared to post-test mean knowledge scores and showed the appropriate calculations (statistical test used, means and median scores, SD if appropriate, the test statistic, and p-value).

No recommendations for modifications on the exam.

Broad Integrative Knowledge

PLO1 Analyze and research emerging trends, priorities, and assets to predict future individual and community health needs and opportunities based on historical foundations, societal changes, and current evidence, and to communicate their implications for public health and health promotion policy and practice.

HS269C CLO 4 Develop recommendations based upon evaluation or research results. Quantitative Paper Assignment For their video intervention, make recommendations based on evaluation findings. HS269C CLO 5 Report results in a format appropriate to its intended purpose. Quantitative Paper and Poster Assignment Provides interpretation and explanation of the evaluation results.

80% of students will develop recommendations based on evaluation findings that include, as appropriate, revisions to objectives, the video, methods, etc. 80% of students will be able to adequately provide an interpretation and explanation of the evaluation results including insights regarding the degree of effectiveness, etc.

16 of 16 students (100%) were able develop recommendations based on evaluation. 15 of 16 students (94%) adequately provided an interpretation and correct explanation of the evaluation results.

Given that only one student did not meet the standard, no suggestions for modifications on the assignments.

Intellectual Skills Applied Knowledge

PLO 2 Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological frameworks to design, plan, implement, evaluate, and disseminate health education and health promotion interventions and policy in accordance with public health objectives, community needs, and organizational and community goals.

HS272O CLO 6: Design a theory-based health promotion program for a selected community. Assignment: Program Proposal; theory section

95% of participants passed this section at 80% or higher. Of those, 14% between 80-89%; 81% > 90%

No suggestions for modifications on the assignment.

Specialized Knowledge Applied Knowledge

PLO 3 Provide technical assistance and act as a health education resource across a broad range of settings to promote community health through community building and organizing with identified stakeholders, including community members, consumers, health practitioners and health care providers, policy and decision-makers.

HS272O CLO 2: Use data sources to provide evidence to inform an intervention design within the social ecological context. leading indicators to address population health through program and policy design and interventions. Assignment: Planning Brief; Problem Statement Program Proposal; Problem Statement

86% of participants passed at >80% (59%=80-89; 27%=90+) 95% of participants passed at > 80% (86% >90%; 9% > 80-89%) 95% of participants passed at > 80% (5% =80-85%; 90% > 90%)

No suggestions for modifications on the assignments.

Intellectual Skills Applied Knowledge

PLO 8 Adhere to standards for ethical practice and research based on their personal values and mission statements, institutional mandates, and the Code of Ethics for the Health Education Profession, in order to apply them to fields of public health and community health education.

HS200O, HS200C CL0 5 Identify the key components of the code of ethics for the health education profession. Skills Assessment Module: Self-guided module providing background information on the establishment of the competencies and code of ethics; a skills matrix to identify individual

100% of participants successfully completed this assignment

CLO Met

mastery of the competencies; a description of the primary professional organizations and certifications for community health education and public health practice; and a discussion board to post comments and ideas on ways to gain more experience, both within the MPH curriculum and through extracurricular activities

HS Data Results ULG PLO #, Program

Outcome Description

Course Number Description of Assignment and CLO

Data Threshold Indicating a “MET” Rating

Data Results

Reflection and Recommendations from Faculty. Proposed Changes

Broad Integrative Knowledge

Social and Global Responsibilities

PLO 2 FOCUS Cultural humility with diverse populations. Program Outcome Description Learners will be able to describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality.

HS 135

Assignment 1: Class Activity (Getting to know each other) Assignment 2: Midterm Exam

100% of the students enrolled in the course being assessed should achieve a minimum grade of 80% on the assessed assignment.

NOT MET Assignment 1: 96% received credit.

MET Assignment 2: 100% correct for exam question #4; NOT MET 92% correct for exam question #6; NOT MET 92% correct for exam question #26

No suggestions for modifications on the assignments.

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 1 FOCUS Locate, evaluate, summarize, synthesize, and attribute information relevant to assessing and improving population health. Program Outcome Description Learners will be able to understand and interpret quantitative measure of population health, including incidence and prevalence of disease.

HS 161 SEC 5,6 & 1,2 Homework 3 is an individual assignment with 18 questions about quantitative assessment of the health of a population, including in an applied context. Final exam questions 19, 20, 28, 29, 30, 35, 36 assessed comprehensive understanding of these measures.

100% of the students enrolled will demonstrate a minimum of 80% competency on the outcomes assessed.

See data in two (2) tables below this specific table for exact results of outcome assessed

The majority of students are able to understand and interpret measures of population health. The exam questions that proved more challenging were those in the context of a complex study scenario. Students had difficulty identifying what the appropriate measure would be to use in the specific study context and then did not calculate the correct measure in the follow up question.

In the future, we will

give students more opportunities to practice determining which measure is the appropriate one to report.

Specialized Knowledge Intellectual Skills Applied Knowledge

PLO 7 FOCUS Support the design and implementation of research to collect, analyze, and report qualitative and quantitative data to describe population health, evaluate health programs and policies, and improve population wellbeing. Program Outcome Description Learners will frame an epidemiologic research hypothesis, identifying the exposure, outcome, and most appropriate study design.

HS 161 In class assignment #2 and Homework #2. These two assignments require students to locate and evaluate newspaper articles describing epidemiologic studies and identify whether the study was descriptive or analytic, articulate the research question or hypothesis, identify key study variables, and report the results.

100% of the students enrolled will demonstrate a minimum of 80% competency on the outcomes assessed.

NOT MET HW 2: Across two sections of the course, there were 6 Fs (1 student did not turn in the assignment and 5 turned in a partial assignment), 2 Bs, and 45 As. MET ICA 2: Across two sections, all 52 students who were present in class received full credit for the assignment.

The homework assignment could be revised to make it clear that partial completion leads to a failing grade. As this is only the second assignment of the course, students may not be aware yet how important their homework is to their grade and elect not to complete the assignment.

HS 161 – Fall 2015 % OF STUDENTS DEMONSTRATING COMPETENCE Assignments Related to Program Learning Outcomes – PLO 1

69% or below

70% to 79%

80% to 89%

90% or above

INSTRUCTION: Learners will be able to understand and interpret quantitative measure of population health, including incidence and prevalence of disease.

Place the % of students below

Place the % of students below

Place the % of students below

Place the % of students below

Homework Assignment 3

11% 15% 19% 56% Section 5, 6

0% 16% 8% 76% Section 1, 2

HS 161 – Fall 2015 PERCENTAGE OF STUDENTS ANSWERING QUESTION CORRECTLY

Assignments Related to Program Learning Outcomes – PLO 1

Q 7 Q 19 Q 20 Q 28 Q 29 Q 30 Q35 Q 36 INSTRUCTION: Learners will be able to understand and interpret quantitative measure of population health, including incidence and prevalence of disease.

93% 63% 63% 96% 63% 74% 89% 96% % of students correctly answering the question in Section 5,6

88% 88% 84% 96% 100% 80% 88% 84% % of students correctly answering the question in Section 1, 2

RECL Data Results ULG PLO #, Program

Outcome Description

Course Number Description of Assignment and SLO

Data Threshold Indicating a “MET” Rating

Data Results

Reflection and Recommendations from Faculty. Proposed Changes

Broad Integrative Knowledge

PLO 1 Learners will pass (at an 80% level or higher) a summative core curriculum exam administered during their required Pre-

RECL 170A (Pre-Internship) Students critically explore their professional values and career interests. Including career goal

100% secured an full-time internship (480/560 hours 12/16 week) within 2 terms following the successful completion of RECL 170A

Fall 2015 Data MET N = 27 100% met threshold

RECL 170A utilizing data on securing a full time internship within two semesters after successful completion of RECL 170A is the new assessment marker.

Internship Workshop. *** See note in Part B. Item 6 for additional information.

clarification, resume design and interviewing skill competence. At the conclusion, each student will successfully secure a full-time senior internship with an approved agency.

Further explanation is provided below in Part B. Item 6.

Learners will design a written program plan, implement a component of the plan, and evaluate both the implementation outcome and the designers’ performance.

RECL 132 Part 1 - students present program idea to obtain feedback on their program design. (assessment, strategic planning, program planning and promotions).

Part 2 - Implement a part of the team’s program by leading the class through an activity and receive evaluative information.

100% of those enrolled will meet a minimum grade expectation of a B grade.

Fall 2015 NOT MET N = 20 A’s = 70% (14 students) B’s = 25% (5 students) C’s = 0% (0 students) D’s = 0% (0 students) F’s = 5% (1 student)

The data indicate missing the expected threshold. The 1 student reported as failing the assignment also failed the course. Small N’s equal a skew in data results. With this information taken into account, no changes will be made to the assignment or the expectation of demonstrated performance.

Learners will produce persuasive, summative, and critically written documents which reflect professional guidelines and standards.

RECL 160 Students, in two-person teams, will conduct an abbreviated SOPARC analysis of an outdoor play area of their choosing. A report of the SOPARC analysis will be submitted.

100% of students will achieve a minimum of 80% on the assignment

Fall 2015 UNMET 96% of students earned a grade of at least 80% on the assignment. One student failed to submit the assignment.

The data indicate missing the expected threshold. The one1 student who did not meet the criteria, failed to submit the assignment. This student also failed the course. Given that only one student did not meet the performance threshold, no changes will be made to the assignment or the expectation of demonstrated performance.

7. Analysis

(Please discuss the findings and evaluate the achievement of PLOs and/or progress on recommended actions.) MPH Analysis HS269 This course has, as its focus, the collection, analysis and presentation of data. All students met the standards of the class and passed at 80% or higher. No changes to expectations will be made. Routine process evaluation revealed that students wanted to use actual examples of qualitative data while completing their Atlas.Ti assignment. Next year, the instructions will add this to their assignment in order to make the Atlas.Ti tutorial readily relevant to their learning needs. HS272 All students met the standards of the class, and passed at 80% or higher. No changes to assignments or expectations will be made. HS200 All students met the standards of the class, and passed at 80% or higher. One student did not pass the GWAR assignment and will be required to rewrite it. No changes to assignments or expectations will be made.

HS Analysis HS 135 – has as its focus both for the HS undergraduate program and as a GE course the following specific course learning outcomes. 1.

CLO 1: Describe values and lifestyles of selected ethnic and cultural populations. 2. CLO 2: Recognize similarities and differences in social practices of ethnic and cultural groups. 3. CLO 4: Apply knowledge of health beliefs and practices to counseling and communication situations with persons of various ethnic backgrounds. 4. CLO 8: Examine students’ own cultural backgrounds and communication with others. Two differing assignments are used to assess competence; an in-class “getting to know you” exercise as well as a mid-term built form course readings. Combined together, the faculty have determined that both assignments set the framework for assessing the students ability to develop competence in these 4 areas. No change is indicated to the assignments or the assessment markers.

HS 161 While most students met the standard for comprehension of this PLO, we identified a difficulty for some students in answering the most complicated of questions. We plan on increasing opportunities to apply this learning. In Spring 2016, we added questions into later homework assignments that give students an opportunity to practice with the concepts and added additional questions to the midterm. Students performed better in Spring 2016 in the midterm than they had in Fall 2015.

RECL Analysis RECL 170A The RECL faculty met in F 15 and engaged in a review of the curricular competencies identified in the Certified Park and Recreation Professional Examination. Competency categories were reviewed for congruency with the national recreation accreditation standards (COAPRT) and goodness of fit with our core classes. Information developed through discussion with other COAPRT-accredited universities indicates use of exit exams to demonstrate baseline professional competences are falling out of favor as a viable assessment tool. Still, faculty discussion concerning the usefulness of a core competency exam continues and such an exam remains a possibility. The faculty are also considering utilizing e-portfolios to assess demonstrated competence with specified tasks required of an entry level recreation professionals. More conversation is required to identify specific courses and targeted assignments contained within e-portfolios. Until the discussion to use e-portfolios or Linkedin has been fully explored, the faculty have agreed upon another competence measure. The RECL program will utilize data from RECL 170A on securing a full time internship within the two (2) semesters after successful completion of RECL 170. All tools used to track assessment will be updated to reflect this change.

RECL 132 Faculty determined no changes/adjustments would be made to the assignments as both courses are integral to the standards set by COAPRT – the national accrediting body for the Recreation degree. The dept. threshold standard for all data being assessed is that 100% of the enrolled students will reach a demonstrated competence level of 80% (B grade). We did not meet that threshold; however given that only one student failed to meet the competencies, we do not see a reason to change expectations or assignments.

RECL 160 Faculty determined no changes/adjustments would be made to the assignments as both courses are integral to the standards set by

COAPRT – the national accrediting body for the Recreation degree. The dept. threshold standard for all data being assessed is that 100% of the enrolled students will reach a demonstrated competence level of 80% (B grade). We did not meet that threshold; however given that only one student failed to meet the competencies, we do not see a reason to change expectations or assignments.

8. Proposed changes and goals (if any)

(Given your findings, please list the proposed changes and goals for the next academic year and beyond – that is, how will you “close the loop”?) HS269 - no change or modification indicated to competence measure being assessed in this course for the next academic year. HS227 - no change or modification indicated to competence measure being assessed in this course for the next academic year. HS200 - no change or modification indicated to competence measure being assessed in this course for the next academic year. HS 135 - no change or modification indicated to competence measure being assessed in this course for the next academic year.

HS 161 – develop additional opportunities to practice the concepts through homework.

RECL 170A - change in competence marker from exit exam to securing a full time internship by the end of RECL 170A.

RECL 132 - no change or modification indicated to competence measure being assessed in this course for the next academic year.

RECL 160 - no change or modification indicated to competence measure being assessed in this course for the next academic year.

Part C (This table should be reviewed and updated each year, ultimately providing a cycle-long record of your efforts to improve student outcome as a result of your assessment efforts. Each row should represent a single proposed change or goal. Each proposed change should be reviewed and updated yearly so as to create a record of your department’s efforts. Please add rows to the table as needed.)

Proposed Changes and Goals Status Update Overall Goal – Review Dept. Threshold At the HSR Assessment Results Retreat in AY 16-17 – review the dept. threshold standard of

100% of enrolled students will meet a competence grade of 80% or higher. Given the results of the data collected this term, it would be beneficial to revisit and discuss the current standard.

RECL 170A - PLO 1 Switch from exit exam to assessing the success of students in securing an internship in preparation for enrollment in RECL 170B and RECL 170C. Assess again Spring 2018 with data from assignment securing a full time internship. Goal – continue to explore possibility of using e-portfolios or LinkedIn to replace use of placement data.