Assessment Process

THE HEALTH EDUCATION DEPARTMENT

SLO PROCESS

Health Education faculty have been working together to assess student learning outcomes (SLO) across all programs and courses.  Faculty have developed a system to document and monitor progress with course and program SLO assessment.   The system includes databases for tracking the assessment of SLOs for each course and program, and the revision of course outlines.  Forms have been developed to assess student achievement in meeting SLOs, and for summarizing SLO assessment outcomes at the course and program levels.

Health Education faculty have actively participated in the SLO assessment process with the goal of improving student achievement.  The SLO assessment process encouraged faculty to collaborate more closely than ever on the development of curricula resources including pedagogical approaches, assignments and grading rubrics.  Faculty are also increasingly engaging their students in explicit discussions about SLOs – how and why they are established, how they reflect standards of knowledge and practice in the fields of public health, medicine and mental health, and how to assess learning and mastery of core academic competencies. 

Based on data received from faculty in the fall 2012 semester, outcomes from the SLO assessment processes have included:

Increased knowledge and confidence about the development and assessment of SLOs;

Framing SLO assessment as a means to achieving increased student academic success and educational equity;

Increased faculty collaboration and sharing of curricula resources;

Development of new and revised teaching methods;

Development of new and revised classroom assignments;

Development of new and revised methods of evaluating student work (including grading rubrics);

Revisions to Course Outlines and course SLOs;

In addition to the formal SLO assessment process the Health Education Department  (HED) created a HED Student Equity Committee comprised of three faculty members to further our understanding and assessment of student achievement.

During the 2011-2012 academic year, the HED Student Equity Committee (SEC) met and conducted an analysis of student achievement using CCSF Decision Support System (DSS) data.  Analysis of the data found that students have higher rates of academic success in Health Education classes compared to overall CCSF averages.   Analysis included calculating the relative risks of success and average GPA among ethnic/racial groups as identified in DSS, with “white” as the reference group, with a primary focus on African American and Latino students.  Relative risks for Pacific Islander students were also calculated, but unreliable due to small sample sizes.

It was noteworthy that our CTE programs and Metro classes stood out as above our own department averages.  We identified courses where disparities were reduced to non-significant or where the course did better than the department average, and surveyed the students enrolled in Spring 2012 and conducted interviews with faculty instructors in these classes.  Based on the DSS data, student surveys and faculty interviews, the SEC concluded that factors that contribute to the student success in these classes/CTE programs may include; skills based learning related to real life/work and participatory pedagogy, high expectations, individual attention and extensive referrals for additional assistance for students, cohort models and pre-requisites. Results were summarized and shared in the Department Flex Day meeting, with a lively discussion of best classroom practices.  A report was sent to all department faculty.

What is Our Process?

1. We develop student learning outcomes, and assessment techniques for

    a) Each of our courses

    b) The Health Education Major

    c) The Metro program

    d) Each of our eight (8) CTE programs

2. We pursue an assessment process that involves regular review of our department mission statement and all course and program student learning outcomes, refining them as necessary and in order to meet the needs of our students and the college community.

3. We employ assessment methods that allow us to gather data on and continually review our effectiveness at achieving our departmental program and course level goals.

4. When we fail to reach goals or benchmarks, we develop new curricula, ideas, pedagogies, and support services to better meet our standards.

Implementation and Who Is Responsible?

1. Our SLO process—including department mission and course and program SLOs—is available online through the Department website and is maintained and is regularly updated by assigned members of the department based on faculty and institutional feedback.

2. The Department Chair and Assistant Chair lead all levels of department and program assessment.

3. The Department has a Metro Coordinator who helps coordinate all aspects of the program.

4. The Department has Coordinators for CTE certificate programs who coordinate all aspects of programs and SLO’s; Community Health Worker (includes Youth Worker and Post Prison Health Worker), Drug and Alcohol Studies, Health Care Interpreter, Community Mental Health, HIV/STI Prevention Education (Case Management and Group Facilitation).

5. We have assigned a Course Level Coordinator for courses with multiple sections. The Course Level Coordinators work with all faculty who teach a particular course to regularly assess the student learning outcomes in the class and brainstorm ways to improve as necessary.

6. We get continual feedback from department faculty on this entire process through FLEX meetings, and ongoing dialog and discussion with faculty and coordinators.

What Resources Are Available to Our Students?

We do not believe that courses’ learning objectives are achieved solely through class time. In addition, we expect students to take advantage of the following resources provided to improve their learning:

A.    The Link Center (MU301)

        1.     One-on-One mentoring

        2.     Waypass Program

        3.     Peer Care Management Program

        4.     Quiet Collaborative and Independent Study Space

        5.     Computer access

        6.     Loaner text books

B.    College Study Skills workshops

C.    Library Skills workshops

D.    The Learning Assistance Center

E.    Disabled Students Programs & Services

F.     Class Insight (Moodle) pages

G.    Faculty Office Hours

H.    Participation in Service Learning Projects

I.    Participation in ICC Club activities