Spring 2013 Course SLO Review

HLTH 103 - Community and Group Forums - Stage 5 - 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	In class group work, supportive learning groups, group facilitation practice in class, community diagnosing, final classroom presentation and research essay. Multiple choice mid-term examination evaluation content knowledge.
Learning Outcomes	F. Demonstrate proficiency in group leadership skills, administrative functions, and activity planning, including the actions necessary to start and maintain a group. 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: Project outline will address the principles and practical application of the recovery and wellness model related to groups 90% Mid-Term Exam 85% Supportive Learning Group 85% Group final research essay 90% Group final presentation 90% G. Apply recovery, strength-based facilitation strategies in diverse groups and behavioral health forums. 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. Wellness and Recovery Action Planning 90% Mid-Term 85% Group final research essay 90% Group final presentation 90% I. Demonstrate proficiency in guiding and managing group participant behavior, including conflict, disruptive, resistant, productive, and motivated, in community forums and group settings. 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. Wellness and Recovery Action Planning 90% Mid-Term 85% Group final research essay 90% Group final presentation 90% K. Describe different group categories and how they relate to specific populations and issues such as multiple diagnosis, relapse prevention, and community health education. 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. This SLO was assessed utilizing a mid-term exam where students were provided with a case study and then had to perform an assessment. In this exam students also had to answer questions related to working with individuals in a culturally sensitive manner. Direct observations were made during class where students engaged in role plays and group discussions, practicing performing psychosocial rehabilitative assessments. Used rubric for quantitative measures. Project outline will address the principles and practical application of the recovery and wellness model related to groups 90% Mid-Term Exam 85% Supportive Learning Group 85% Group final research essay 90% Group final presentation 90%
Number of Sections	1
Number of Instructors	1
Number of Students	34

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 Phone Shared document files
Data Summary	F. Demonstrate proficiency in group leadership skills, administrative functions, and activity planning, including the actions necessary to start and maintain a group. Project outline will address the principles and practical application of the recovery and wellness model related to groups 90% Mid-Term Exam 85% Supportive Learning Group 85% Group final research essay 90% Group final presentation 90% G. Apply recovery, strength-based facilitation strategies in diverse groups and behavioral health forums. Wellness and Recovery Action Planning 90% Mid-Term 85% Group final research essay 90% Group final presentation 90% I. Demonstrate proficiency in guiding and managing group participant behavior, including conflict, disruptive, resistant, productive, and motivated, in community forums and group settings. Wellness and Recovery Action Planning 90% Mid-Term 85% Group final research essay 90% Group final presentation 90% K. Describe different group categories and how they relate to specific populations and issues such as multiple diagnosis, relapse prevention, and community health education. Project outline will address the principles and practical application of the recovery and wellness model related to groups 90% Mid-Term Exam 85% Supportive Learning Group 85% Group final research essay 90% Group final presentation 90%
Analysis Summary	Based on the summary of measurements and data, approximately 90% of the students in this course are prepared to enter the workfield with excellent skills in group facilitation, community engagement, community needs assessment, cultural humility, and familiarity with the wellness and recovery model in mental health along with clarity of the standards of care in behavioral health.
Next Steps Planned	Incorporate Wellness and Recovery Action Planning videos from Mary Ellen Copeland and infuse overview and practice of trauma informed care in community mental health for Fall 2013.
Learning Outcomes	No answer

Changes

Details	Mid-term multiple choice to evaluate basic content knowledge.
Learning Outcomes	All

Tentative Future Plans

Term	Spring 2014
Activities	Analysis and discussion of assessment data and next steps
More Details	Continue reviewing data and feedback provided by students via qualitative reports, surveys, examination, and capstone projects.

SLO Details Storage Location

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

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