Spring 2013 Course SLO Review

HLTH 88 - Family Systems: Theory and Practice - Stage 4 - Sal Nunez

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Student self-assessments (such as reflective journals and surveys) Student satisfaction surveys Capstone projects or final summative assignments
Assessment Description	Genogram self-discovery and evaluation, self-reflective activities, stigma and trauma related questions to increase awareness and understanding of complexities of working with diverse populations.
Learning Outcomes	All
Number of Sections	1
Number of Instructors	1
Number of Students	33

Data Analysis

Data Shared With	Faculty and staff within our department Faculty and staff from related programs/departments Faculty and staff from across the college Students CAB
Data Sharing Methods	Face-to-face meetings Email Shared document files
Data Summary	C. Formulate criteria for, and demonstrate competency in the applied practice of screening, intake, assessment and wellness and recovery action planning with diverse families. This SLO was evaluated in class through direct observation and by promoting discussions and assessing for the appropriate use of terminology, concepts, principles, and elements related to the recovery model in mental health and service delivery. The SLO was also evaluated through in class essay based on rubric. This SLO was assessed utilizing role plays and engaged in groups discussions in class. Direct observations were made that demonstrated the student’s learning and knowledge in this area. Additionally, students demonstrated proficiency by discussing the elements learned in a handwritten paper. Assignment: Role Play 90% Collaborative classroom work 90% Group work essay 95% Group work presentation 95% E. Integrate collaborative principles, motivational communication, affirmation statements, and basic systemic counseling techniques for working with families. This SLO was evaluated in class through direct observation and by promoting discussions and assessing for the appropriate use of terminology, concepts, principles, and elements related to the recovery model in mental health and service delivery. The SLO was also evaluated through in class essay based on rubric. This SLO was assessed utilizing role plays and engaged in groups discussions in class. Direct observations were made that demonstrated the student’s learning and knowledge in this area. Additionally, students demonstrated proficiency by discussing the elements learned in a handwritten paper. Role Play 90% Collaborative classroom work 90% Group work essay 95% Group work presentation 95% F. Demonstrate proficiency in supporting the family as they move through the process of recovery and life styles generated by chemical dependency. This SLO was evaluated in class through direct observation and by promoting discussions and assessing for the appropriate use of terminology, concepts, principles, and elements related to the recovery model in mental health and service delivery. The SLO was also evaluated through in class essay based on rubric. This SLO was assessed utilizing role plays and engaged in groups discussions in class. Direct observations were made that demonstrated the student’s learning and knowledge in this area. Additionally, students demonstrated proficiency by discussing the elements learned in a handwritten paper. Role Play 90% Group work essay 90% Group work presentation 95% I. Analyze their own behaviors and motivations within their family systems, evaluate the impact their experiences have on practice, and develop tools that will strengthen their professional work ethic. This SLO was evaluated in class through direct observation and by promoting discussions and assessing for the appropriate use of terminology, concepts, principles, and elements related to the recovery model in mental health and service delivery. The SLO was also evaluated through in class essay based on rubric. This SLO was assessed utilizing role plays and engaged in groups discussions in class. Direct observations were made that demonstrated the student’s learning and knowledge in this area. Additionally, students demonstrated proficiency by discussing the elements learned in a handwritten paper. Role Play 90% Collaborative classroom work 90% Group work essay 95% Group work presentation 95%
Analysis Summary	The data suggest students possess a strong working knowledge and competencies in theoretical and applied practice and capacity to support families in their recovery and wellness journey.
Next Steps Planned	Implement videos of wellness and recovery action planning and integrate more in class study guides.
Learning Outcomes	Refer to previous answers,

Tentative Future Plans

Term	Spring 2014
Activities	Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps Implementation of planned changes and reassessment
More Details	Review implementation of recommended changes, discuss outcomes with students, analyze data, and infuse changes in curricula.

SLO Details Storage Location

HARD COPY - In my personal filing system (my office)
HARD COPY - In a department filing system (department office)
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

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