School of Health Sciences

This report is a summary of the Health Sciences activities related to department-based assessment conducted throughout the 1996-97 academic year. The report was prepared by the school director with input from individual Health Sciences faculty and assessment activity reports received from four program areas (Community Health Services, Industrial Hygiene, Environmental Health, and the graduate program in Health Administration).

The school of Health Sciences is comprised of programs designed to serve students with diverse career interests in: Community Health Services, Environmental Health Science, Health Education, Health Administration, and Industrial Hygiene. The Health Administration program also has graduate concentrations in Acute Care Administration and Long-Term Care Administration. Individual program curricula prepare students to receive degrees in the Bachelor of Science in Environmental Health, Bachelor of Science in Health, Bachelor of Science in Industrial Hygiene, or a Masters in Health Administration. The Environmental Health Science program is nationally accredited by the Environmental Health Science and Protection Accreditation Council.

The following report will specifically respond to each question taken from the suggested guidelines for the 1997 Assessment Reports. It will also provide specific examples of assessment activities when possible.

The School of Health Sciences’ goals for student learning vary according to program area, however there are specific goals which are consistent throughout all programs. They include:

• All students will acquire a basic knowledge in health sciences and in their specific program area(s).
• All students will exhibit a balance of learned theory and practices within the work setting of their choice.
• All students will exhibit professional and ethical attitudes and behaviors.
• All students will have the ability to communicate effectively using oral and written techniques, along with other modern technological methods.
• All students will have the ability to analyze professional strengths, shortcominngs, and skill levels with regard to personal evaluations (i.e. self assessments)
• All students will utilize their knowledge base acquired in health sciences to synthesize creative and conceptual solutions to problems.
• All students will demonstrate an understanding of the availability, distribution, career path, and practice patterns of various types of health professionals in their specific program area(s).
• Graduate students will demonstrate advanced analytical skills and knowledge needed for administrative and research endeavors.

The School of Health Sciences’ goals were initially developed in the Fall of 1995, during a retreat at Lake Hope State Park. Health Sciences faculty met in their respective program areas for approximately three hours and developed specific program goals. Later, all program area faculty met to share and discuss their individual goals and to develop comprehensive school goals. All health sciences faculty were present, including faculty from the Zanesville and Eastern regional campuses.

The goals were slightly modified during the Fall 1996 faculty meeting to include an understanding that both graduate and undergraduate students should have the ability to communicate effectively using modern technological methods. In addition, a goal was added to insure that graduate and undergraduate students would be able to demonstrate their ability to synthesize and conceptualize solutions to problems. Also, both graduate and undergraduate students are now expected to demonstrate an understanding of the availability, distribution, career path and practice patterns of health professions in their respective program area(s).

Various testing instruments, methods, and processes were used to access student learning throughout the year. Listed below are the most measurable constructs that were used during the 1996-97 academic year to collect student learning assessment data.

• Completion of students’ evaluations of course instructor and course.
• Invited outside examiners from the health care industry and environmental and occupational health professionals to assess students’ presentations of projects.
• Analyzed performance on licensure and qualifying professional examinations.
• Evaluated student performance in internships, practica, and other field experiences from the students’ perspective, faculty members’ perspective, and the worksite preceptors’ perspective.
• Conducted student advisement evaluations that included an assessment of program courses and curricula (see appendix "A").
• Developed program advisory committees to assess curriculum development and students’ employability.
• Surveyed alumni and employers.

Minor changes have taken place since conducting last year’s assessment activities. An alumni and employers survey form was revised to better obtain information related to student learning for the environmental health and industrial hygiene programs. Also, a school-wide student advisement evaluation process has been officially implemented.

All of the data accumulated from the various assessment instruments, methods, and processes are thoroughly analyzed and diagnosed by individual program faculty and the school director to identify student learning strengths and weaknesses. Listed below is a detailed description of how each data collection method is utilized and the context in which they are analyzed and diagnosed.

• Completion of students’ evaluations of course instructor and course: Each course offered by health sciences faculty is evaluated by the students using quantitative data and comment sheets. Students are able to provide valuable information to faculty in relation to three broad categories; instructional delivery, instructional design, and course management. They are also given the opportunity to comment on the strengths and weaknesses of the course and provide input for course improvement. Course evaluation data are carefully scrutinized by faculty. As faculty acknowledge individual course deficiencies and make necessary adjustments to improve their courses, the entire program curriculum is strengthen, along with the enhancement of course delivery and student learning.
• Invited outside examiners used to assess students’ presentations of projects: Professionals from program related areas are invited to assess student projects and presentations using their "on-the-job" expertise to evaluate student learning. Outside examiners are provided a quantitative grading sheet with a comment section to assess students’ performances. Data from the evaluation sheets are tabulated and used to assess and enhance student learning. For example, in the HLTH 225 and 325 courses (Long-Term Care Administration I & II), nursing home administrators from the immediate area are used to evaluate students’ final projects and reports. Also, in several Industrial Hygiene and Environmental Health courses (IH 400, IH 405, IH 415, EH 310, EH 330, EH 430, & EH 457) practicing professionals are regularly used to demonstrate and assess students’ sampling procedures, survey techniques, projects and presentations.
• Analyzed performance on licensure and qualifying professional examinations: The number of students opting to take qualifying professional examinations for the first time are compared to the number of passing scores. This information provides some anecdotal data on strengths and weaknesses of student learning. Faculty in the undergraduate Environmental Health, Health Education and Health Administration programs, as well as the graduate Long-Term Care Administration program obtain student scores of state and national professional examinations and compare success rates on an annual basis.
• Evaluated student performance in internships, practica, and other field experiences: All field experiences are evaluated by the student, faculty, and worksite preceptor. Students are asked to complete an evaluation form or to write a one-to-two page synopsis of their field experience. Faculty are required to evaluate students’ projects and assess daily logs (journals). Worksite preceptors evaluate the students’ on the job performance on a day-to-day basis, along with completing a comprehensive quantitative and comment evaluation form. Faculty members have access to all assessment data that they analyze to determine the students’ final grade, as well as evaluate the strengths and weaknesses of the students’ performances.
• Conducted student advisement evaluations: All students will complete an advisement evaluation form during the spring quarter of each academic year. Beginning spring 1997 the forms are collected and tabulated by the school’s promotion and tenure committee to be used in Faculty Activity Reports. After the promotion and tenure committee has conducted their assessment, all forms are returned to individual faculty for self-assessment. Items relevant to student learning include questions related to course scheduling, course requirements, and professional development activities. These items are assessed by faculty members in relation to evaluating how student learning may be affected by the advisement process. As advisement evaluation data is tabulated and deficiencies noted and are corrected, improvements in course scheduling, course requirements, and professional development activities will be enhanced, thereby strengthening the overall curriculum in each program area.
• Developed program advisory committees: Program advisory committees are utilized to help develop practical based curricula that will address the needs of potential student employers. During program advisory committee meetings course syllabi are evaluated by practicing professionals to help insure the relevance of course content in relation to current employment needs. Curricula are reviewed at least every two years with courses being revised, deleted, or added. Such activities enhance student learning and employability. They also help to identify program curricula strengths and weaknesses. Currently program areas that are actively utilizing advisory committees include: Environmental Health, Industrial Hygiene, Community Health and the Long-Term Health Care concentration in Health Administration. Only the Industrial Hygiene and the Long-Term Health Care advisory committees met during the 1996-97 academic year. Both meetings were devoted primarily to preparing for their individual accreditation reviews that will take place during the 1997-98 academic year.
• Surveyed alumni and their employers: The Community Health, Environmental Health, and Industrial Hygiene programs have surveyed alumni and the Environmental Health and Industrial Hygiene programs have surveyed alumni and employers over the past two years. Data received from the surveys are used to obtain a better understanding of how well students are being prepared for employment opportunities, as well as real life situations. Program faculty scrutinize all data very carefully to determine if there are any consistent trends or significant learning deficiencies noted. According to the survey findings curriculum changes may occur or individual course revisions are identified. As a result of the most recent survey data, more emphasis is being placed on written communication skills in the Environmental Health and Industrial Health programs, along with computer and interpersonal skills. Also, the Community Health Service program has found it necessary to institute an exit interview for its graduates and to conduct a one-on-one interview with students at the end of their practicum and internship experiences.

Listed below are various types of evidence (assessment data) that are available which indicate that the school’s goals for student learning are being met. The goal(s) relevant to the data provided is in bold print.

• The track record of student employment after graduation for the Industrial Hygiene, Environmental Health, and undergraduate Long-Term Care Administration programs are available. Results for the three programs have all been over 90% for the past two years. Other programs’ data on employability are not available. (All students will exhibit a balance of learned theory and practices within the work setting of their choice).
• The pass rates for graduates opting to take licensure and qualifying professional examinations from the Environmental Health and undergraduate Long-Term Care Administration programs are available. Environmental Health graduates have a 94% pass rate for their state exam over a three year period, while undergraduate Long-Term Care Administration graduates have a 85% pass rate over two years. The average state passing rates are 84% and 80% respectively. (All students will acquire a basic knowledge in health sciences and in their specific program area(s)).
• Student evaluation reports for field experiences from all program areas requiring internships or practica are available. Over the past three years most reports have consistently been above average for all programs. Organizations, agencies, and educational institutions participating in student field experiences continue to routinely accept students from the various health sciences program areas. Several students are offered employment opportunities at their field experience sites after graduation as a result of their high quality performance. (All students will acquire a basic knowledge in health sciences and in their specific program area(s)). (All students will exhibit a balance of learned theory and practices within the work setting of their choice. All students will exhibit professional and ethical attitudes and behaviors).
• Student advisement evaluation forms for spring quarter 1997 are available for review. This is the first time that Health Sciences faculty have been officially evaluated in relation to advisement. Evaluation forms were just recently completed and have not been tabulated or analyzed. Upon initial review of the forms, most faculty will receive above average ratings. (All students will acquire a basic knowledge in health sciences and in their specific program area(s)).
• Student course evaluation forms (quantitative data only) for the past three years are available for review. Overall, most faculty have received above average ratings in the three broad categories evaluated; instructional delivery, instructional design, and course management. (All students will acquire a basic knowledge in health sciences and in their specific program area(s)).

The following information provides a clear indication that specific goals for student learning are not being accomplished in the School of Health Sciences. The related goal(s) for each item is provided in bold print.

• The pass rates for graduate students opting to take the Long-Term Care Administration licensure and qualifying professional examination have decreased over the past three years, from 83% to 71%. Faculty are currently investigating this problem to get an understanding as to why in an effort to develop a solution. (All students will acquire a basic knowledge in health sciences and in their specific program area(s)).
• Several student evaluation reports from internship and practicum preceptors have indicated a need for better computer skills. Student data from alumni surveys have also indicated a need for enhanced communication skills. (All students will have the ability to communicate effectively using oral and written techniques, along with other modern technological methods).

As a result of assessment activities in the School of Health Sciences, the following improvements and/or enhancements have been implemented.

• In order for students to conduct self-assessments in relation to their professional development, faculty are now required to develop competency levels through the use of individual course objectives. All students are expected to accomplish each course objective.
• Faculty are now encouraged to develop testing instruments, methods and processes that will evaluate student learning objectives by generating clear qualifiable outcome data. Faculty are also encouraged to develop and utilize multiple assessment measures for each learning objective in order to guard against giving undue weight to any single piece of outcome information.
• All program areas requiring field experiences (internships) have been asked to reexamine their field experience requirements and to insure that clear, explicitly stated goals and objectives are included. All goals and objectives are now required to match specifically desired outcomes using a variety of measurable assessment activities.
• An increased awareness of the need for program areas to maintain better ties with alumni and potential employers has developed. The Industrial Hygiene and undergraduate Long-Term Care Administration programs are currently conducting a survey of alumni and employers to obtain valuable information that will help to enhance curriculum development and impact student learning goals and objectives.
• The undergraduate Health Administration, Environmental Health, Industrial Hygiene, and Community Health Services programs are using more invited outside examiners from their respective health professions to assess students’ presentations, projects, and to conduct mock interviews.
• Based on anecdotal feedback from employers and alumni that more emphasis is needed on computer skills and interpersonal skills, the Industrial Hygiene program has developed specific learning goals and objectives to address these needs. In addition, outcome measures were also developed with an understanding that faculty must stay abreast of the rapidly changing technology in this area.

The following changes are recommended for the School of Health Sciences to improve the quality of the assessment process:

• Conduct an assessment workshop for faculty during the first week of fall quarter 1997, with regularly scheduled sessions throughout the academic year. The workshop would help faculty to get a better understanding of why there is such a need for assessment activities with the hope of obtaining an enhanced commitment to the assessment process. Ongoing sessions would emphasize assessment terminology, models, techniques, and other activities. The relationship between assessment activities and the accreditation process would also be highlighted.
• Continue to emphasize the assessment process in the school’s goals and objectives for 1997-98.
• Reactivate or develop new program advisory committees for all program committees that are not currently active. Use advisory committees to review and evaluate program assessment plans.
• Conduct an alumni and employer survey for all program areas that have not done so over the past three years.
• Develop an assessment plan for the graduate programs in Health Care Administration and Long-Term Care that will provide outcome assessment data related to the:

-- Quality of the programs

-- Skills and competencies required by employers

-- Students’ attitudes (intellectual, curiosity, ethics, cultural)

-- Professional examination and licensing results

-- Employment rates and employer satisfaction

• Develop program specific testing instruments, methods, and/or processes that will clearly assess students’ ability to utilize their knowledge base acquired in their program areas to synthesize creative and conceptual solutions to problems.
• Incorporate effective communication through modern technological methods in selected professional courses. This recommendation will help students stay abreast of worksite technological advances.
• Develop a testing instrument, method, or process that will clearly assess students’ ability to understand the availability, distribution, career path, and practice patterns of various types of health professionals in their specific program areas.