Spring 2013 Course SLO Review

HLTH 27 - Men's Health - Stage 5 - Tim Berthold

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Capstone projects or final summative assignments
Assessment Description	Faculty worked together to assess the % of students who scored 70-80% or higher on assignments linked to specific SLOs. Faculty evaluated data from four SLOs from the Fall of 2012. The % of students scoring 80% or higher on these assignments was documented and analyzed during a series of faculty meetings. Faculty evaluated data from three SLOs during the Spring of 2013 based on a collaboratively developed research paper and common grading rubric. The % of students scoring 70% or better on this assignment was documented and anlayzed.
Learning Outcomes	SLOs T, N, H and C from the Fall of 2012. SLOs A, B and C for the Spring of 2013.
Number of Sections	4 sections each semester
Number of Instructors	3
Number of Students	~150 Fall 2012; 141 for Spring 2013

Data Analysis

Data Shared With	Instructors of the same course (at CCSF) Faculty and staff within our department Students
Data Sharing Methods	Face-to-face meetings Email Shared document files
Data Summary	Faculty evaluated student performance on assignments - quizzes and papers - linked to four SLOs in the Fall of 2012. The percentage of students scoring 80% or higher was documented as follows: - 48% scored 80% or higher on the quiz related to drug and alcohol use; - 61% scored 80% or higher on the quiz related to sexually transmitted infections; -79% scored 80% or higher on the Personal Health Plan assignment; -79% scored 80% or higher on the Health Assessment assignment. For the Spring of 2013, 86% of students scored 70% or higher on the Personal Health Research Plan used to assess SLOs A, B and C. Approximately 14% of students received grades of "D" or lower.
Analysis Summary	Faculty noted that students scored higher on their written assignments than on quizzes. This may have been influenced by attendance (some students did not attend class on the days in which quizzes were administered) and the fact that quizzes depended largely on information presented during lectures. Faculty also felt pressured to cover all content for so many SLOs which seemed to prioritize memorization of specific health information assessed through quizzes. Faculty were not certain how to evaluate the meaning of the % of students scoring 80% or higher or grades of A and B on key assignments. They decided to focus on the % of students scoring 70% or higher - or doing passing work of "C" or better - for their Spring 2013 assessment of SLOs A, B and C. They were most concerned with the percentage of students passing and not passing their course. Faculty agreed that students who received grades of "D" or lower on the Spring 2013 assignment tended to have difficulty with attendance, timely submission of assignments, and with English language skills. Faculty felt strongly that the Course Outline was out-of-date and addressed too many SLOs. They approached faculty of the Women's Health course (HLTH 25) to broaden the conversation about course content, SLOs and assessment. Faculty of both HLTH 25 and HLTH 27 decided unanimously to significantly re-structure course outlines, SLOs and assessment methods. Men's Health faculty worked together on the new Course Outline, and to revise the Personal Health Research Plan assignment and grading rubric.
Next Steps Planned	As above, faculty re-wrote the Men's Health course outline, reducing SLOs and revising assessment methods. The new course outline was passed in the Spring of 2013. Faculty selected a new textbook and readings and collaborated on the development of a common culminating assignment and grading rubric.
Learning Outcomes	Faculty are working more closely together on the revision and development of the Men's Health course including the course outline, syllabi, selection of readings and development of assignments and grading rubrics. The faculty now meet regularly several times each semester to compare challenges and successes and support each other with SLO assessment and professional development.

Changes

Details	The Course Outline was revised. Faculty developed a collaborative culminating research assignment and common grading rubric. Faculty evaluated the % of students scoring a passing grade of 70% or higher on the selected assignment.
Learning Outcomes	Faculty were pleased with the strong work that students did in completing a challenging multi-part research paper that included developing a person health plan to change a health-related risk behavior. Students demonstrated strong research and writing skills, and the ability to critically analyze risk behaviors and the challenges of making and sustaining behavioral change. 86% of students received passing grades of 70% or higher on this challenging culminating assignment.

Details

The Course Outline was revised.

Faculty developed a collaborative culminating research assignment and common grading rubric.

Faculty evaluated the % of students scoring a passing grade of 70% or higher on the selected assignment.

Learning Outcomes

Faculty were pleased with the strong work that students did in completing a challenging multi-part research paper that included developing a person health plan to change a health-related risk behavior. Students demonstrated strong research and writing skills, and the ability to critically analyze risk behaviors and the challenges of making and sustaining behavioral change.

86% of students received passing grades of 70% or higher on this challenging culminating assignment.

Tentative Future Plans

Term	Spring 2014
Activities	Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps
More Details	Faculty will use the new Course Outline for the assessment of SLOs in the Spring of 2014 and will assess the % of students scoring 70% or higher on key assignments linked to the new SLOs. Faculty will continue to meet and collaborate together during the 2013-2014 academic year.

SLO Details Storage Location

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

Additional Highlights

The Men's Health course has been significantly updated and revised as a result of the SLO assessment process. The new course outline corresponds closely to current knowledge in the field. Faculty are collaborating more closely than ever and supporting each other's professional development by sharing pedagogical approaches and techniques and developing common assignments and grading rubrics.

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