Liberal Arts/Health Careers Opportunity(HCOP) 2016

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2015-2016)

Program Student Learning Outcomes (PSLOs)

At the completion of the Liberal Arts/ Health Careers Opportunity Program, the student will be able to:

  1. Describe the structure and function of organ systems in the human body.
  2. Demonstrate a solid foundation in basic biological sciences.
  3. Identify and describe different career opportunities in health care and allied professions.
  4. Identify, describe, and/or analyze issues relevant to human health.
  • I=Introduced
  • D=Demonstrated
  • M=Mastery at a level appropriate for graduation

LIBERAL ARTS/HEALTH CAREERS OPPORTUNITY PROGRAM MATRIX

Required Course:

HCOP_PSLO_1

HCOP_PSLO_2

HCOP_PSLO_3

HCOP_PSLO_4

SC101: Health Science

I,D

I,D,M

I,D,M

I,D,M

SC122A: Anatomy & Physiology I

I,D,M

I,D,M

I

I,D

SC122B: Anatomy & Physiology II

I,D,M

I,D,M

I

I,D

SC180: Microbiology

I

I,D,M

I;

I,D,M

SC230: Chemistry w/lab

I

I,M

I

I,D

SS/PY101: General Psychology

I

I,D

I

I,D,M

ED/PY201: Human Growth and Development

I

I,D

I,D

I,D,M

EN/CO205: Speech Communication

 

 

 

I

ANY 100 LEVEL OR ABOVE MATHEMATICS

 

 

 

I,D

SC112

I,D

I,D,M

I,D,M

I,D,M

PSLO Assessment Report Summary

What we looked at:
The Liberal Arts/ Health Careers Opportunity Program assessment focused on all four HCOP_PSLO during the academic year 2014-2015 (Fall 14 & Spring 15)

What we found:

  • HCOP_PSLO_1:Describe the structure and function of organ systems in the human body.
    Fall 2015-Anatomy & Physiology I (SC 122A)
    81% of students were able to describe the structure and function of organ systems in the human body based on the number of students passing the Anatomy and Physiology course with a score of 70% or better.
  • HCOP_PSLO_2:Demonstrate a solid foundation in basic biological sciences
    SPRING 2016-Microbiology (SC 180)
    Over 90% of students were able to demonstrate a solid foundation in basic biological sciences based on the number of students passing the Microbiology course with a score of 70% or better.
  • HCOP_PSLO_3:Identify and describe different career opportunities in health care and allied professions.
    FALL 2015-Human Nutrition (SC 112)
    80% of students were able to identify and describe different career opportunities in health care and allied professions based on the number of students passing the Human Nutrition course with a score of 70% or better.
  • HCOP_PSLO_4:Identify, describe, and/or analyze issues relevant to human health.
    SPRING 2016-Health Science (SC 101)
    70% of students were able identify, describe, and/or analyze issues relevant to human health based on the number of students passing the Health Science course with a score of 70% or better.

What we are planning to work on:

  • Program Student Learning Outcomes (PSLOs) have been modified to best fit all HCOP courses.
  • As indicated in the earlier Program Review, we are continuing to investigate the possibility of adding a science section to the College of Micronesia Entrance Exam (COMET). This will perhaps ensure that students deciding to take a "science major" are better prepared and/or can be placed better into appropriate programs/courses, especially to students who are looking into the science programs.
  • As discussed with the some of the Marine Science program members where more efforts and thoughts are being made to improve student study skills. This is a common issue seen in all disciplines, where new incoming students are enrolling into the college with weak study skills.
  • HCOP faculty members are working to improve survey tactics to determine the number of students who are currently seeking advance degrees related to HCOP.

Recommendations for students:

  • Take advantage of advertised tutoring opportunities with the Math&Science Division.
  • Review and revise notes after class and seek assistance if needed.
  • Submit all assignments.
  • Read your textbooks, notes and handouts before and after class, and also at home.
  • Plan ahead and always go to class prepared.
  • Talk to your advisor, get help if you are struggling and ask questions!

 


Program Data Sheet
September 2016

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap students
Health Career Opportunities Program AA Fall 2011 1 3 88 13 9 114
Health Career Opportunities Program AA Fall 2012   7 106 14 14 141
Health Career Opportunities Program AA Fall 2013 1 7 105 11 10 134
Health Career Opportunities Program AA Fall 2014 2 6 103 11 14 136
Health Career Opportunities Program AA Fall 2015   5 83 5 5 98
Health Career Opportunities Program AA Spring 2011   2 77 6 4 89
Health Career Opportunities Program AA Spring 2012   3 80 6 11 100
Health Career Opportunities Program AA Spring 2013   7 97 7 12 123
Health Career Opportunities Program AA Spring 2014 1 6 89 10 11 117
Health Career Opportunities Program AA Spring 2015   5 83 5 5 98
Health Career Opportunities Program AA Spring 2016   1 71   8 80

Credits by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap Credits
Health Career Opportunities Program AA Fall 2011 6 32 1224 152 112 1526
Health Career Opportunities Program AA Fall 2012   82 1412 172 147 1813
Health Career Opportunities Program AA Fall 2013 13 72 1387 129 132 1733
Health Career Opportunities Program AA Fall 2014 25 83 1310 111 172 1701
Health Career Opportunities Program AA Fall 2015   48 1066 54 61 1229
Health Career Opportunities Program AA Spring 2011   18 1068 87 46 1219
Health Career Opportunities Program AA Spring 2012   21 1106 76 122 1325
Health Career Opportunities Program AA Spring 2013   69 1280 89 139 1577
Health Career Opportunities Program AA Spring 2014 12 60 1207 103 134 1516
Health Career Opportunities Program AA Spring 2015   48 1066 54 61 1229
Health Career Opportunities Program AA Spring 2016   12 928   78 1018

Credits by Program and Campus

Program term Chuuk Kosrae National Pohnpei Yap Credits
LA/HCOP (AA) Fall 2011   240 1092 84 261 1677
LA/HCOP (AA) Fall 2012   225 1006 128 78 1437
LA/HCOP (AA) Fall 2013   134 1057 73 84 1348
LA/HCOP (AA) Fall 2014   72 817 84   973
LA/HCOP (AA) Fall 2015 42   941 42   1025
LA/HCOP (AA) Spring 2011   137 1119 84 90 1430
LA/HCOP (AA) Spring 2012   139 1071 124 163 1497
LA/HCOP (AA) Spring 2013     1150 94 172 1416
LA/HCOP (AA) Spring 2014   62 885 78 178 1203
LA/HCOP (AA) Spring 2015 57 116 907 84 182 1346
LA/HCOP (AA) Spring 2016 54   924   182 1160

Credits Enrolled, Attempted and Earned (averages)

Credits Enrolled, Attempted and Earned (averages) degree term credEnrollAvg credAttAvg credEarnAvg termGPAAvg
Health Career Opportunities Program AA Fall 2011 13.4 12.1 9.9 2.39
Health Career Opportunities Program AA Fall 2012 12.9 11.6 10.0 2.25
Health Career Opportunities Program AA Fall 2013 12.9 11.4 9.6 2.06
Health Career Opportunities Program AA Fall 2014 12.5 1496.0 10.2 2.44
Health Career Opportunities Program AA Fall 2015 12.5 11.9 10.8 2.50
Health Career Opportunities Program AA Spring 2011 13.7 12.4 9.9 2.19
Health Career Opportunities Program AA Spring 2012 13.3 11.4 9.8 2.31
Health Career Opportunities Program AA Spring 2013 12.8 11.0 8.9 2.07
Health Career Opportunities Program AA Spring 2014 13.0 11.5 9.9 2.15
Health Career Opportunities Program AA Spring 2015 12.5 11.9 10.8 2.50
Health Career Opportunities Program AA Spring 2016 12.7 11.5 9.9 2.24

Program Sections, Enrollment Ratio and Average Class Size

Program term section enrollMax enrollment enrollRatio AvgClassSize
LA/HCOP (AA) Fall 2011 23 519 468 90.2% 20.3
LA/HCOP (AA) Fall 2012 22 436 394 90.4% 17.9
LA/HCOP (AA) Fall 2013 23 459 355 77.3% 15.4
LA/HCOP (AA) Fall 2014 16 314 250 79.6% 15.6
LA/HCOP (AA) Fall 2015 17 349 270 77.4% 15.9
LA/HCOP (AA) Spring 2011 21 439 357 81.3% 17.0
LA/HCOP (AA) Spring 2012 20 471 376 79.8% 18.8
LA/HCOP (AA) Spring 2013 21 418 316 75.6% 15.0
LA/HCOP (AA) Spring 2014 19 392 344 87.8% 18.1
LA/HCOP (AA) Spring 2015 20 435 327 75.2% 16.4
LA/HCOP (AA) Spring 2016 17 352 312 88.6% 18.4

Persistence and Retention (new full time students)

MajorDescription degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
Health Career Opportunities Program AA 24 22 20 91.7% 83.3%
Major degree New FT Fall 2012 Persisted Spring 2013 Retained Fall 2013 Persistence Spring 2013 Retention Fall 2013
Health Career Opportunities Program AA 38 35 35 92.1% 92.1%
Major degree New FT Fall 2013 Persisted Spring 2014 Retained Fall 2014 Persistence Spring 2013 Retention Fall 2014
Health Career Opportunities Program AA 26 20 17 76.9% 65.4%
Major degree New FT Fall 2014 Persisted Spring 2015 Retained Fall 2015 Persistence Spring 2015 Retention Fall 2015
Health Career Opportunities Program AA 13 16 10 123.1% 76.9%
Major degree New FT Fall 2015 Persisted Spring 2016 Retained Fall 2016 Persistence Spring 2016 Retention Fall 2016
Health Career Opportunities Program AA 10 9   90.0% 0.0%

Course Completion & Withdrawals (Major)

Major degree term students ABCorP% ABCDorP% W%
Health Career Opportunities Program AA Fall 2011 598 70.2% 79.9% 7.5%
Health Career Opportunities Program AA Fall 2012 515 70.3% 80.0% 6.8%
Health Career Opportunities Program AA Fall 2013 589 62.8% 73.3% 11.9%
Health Career Opportunities Program AA Fall 2014 426 71.8% 82.0% 4.9%
Health Career Opportunities Program AA Fall 2015 368 79.3% 86.4% 4.1%
Health Career Opportunities Program AA Spring 2011 397 66.0% 77.6% 8.3%
Health Career Opportunities Program AA Spring 2012 443 66.6% 77.7% 12.4%
Health Career Opportunities Program AA Spring 2013 533 60.4% 70.7% 14.8%
Health Career Opportunities Program AA Spring 2014 474 65.2% 76.4% 11.2%
Health Career Opportunities Program AA Spring 2015 295 47.1% 68.1% 13.2%
Health Career Opportunities Program AA Spring 2016 316 67.72% 78.8% 8.5%

Course Completion & Withdrawals (Program)

Program term students ABCorP% ABCDorP% W%
LA/HCOP (AA) Fall 2011 501 64.9% 76.2% 7.6%
LA/HCOP (AA) Fall 2012 425 60.5% 75.8% 6.4%
LA/HCOP (AA) Fall 2013 403 51.9% 70.5% 11.9%
LA/HCOP (AA) Fall 2014 291 52.9% 66.3% 14.1%
LA/HCOP (AA) Fall 2015 295 47.1% 63.7% 13.2%
LA/HCOP (AA) Spring 2011 423 57.9% 67.8% 15.1%
LA/HCOP (AA) Spring 2012 443 54.9% 68.4% 14.9%
LA/HCOP (AA) Spring 2013 414 45.4% 56.0% 23.4%
LA/HCOP (AA) Spring 2014 344 54.7% 68.9% 16.3%
LA/HCOP (AA) Spring 2015 389 58.4% 74.4% 15.9%
LA/HCOP (AA) Spring 2016 334 53.3% 67.1% 15.3%

Graduates

Major degree AY2010/11 AY2011/12 AY2012/13 AY2013/14 AY2014/15 AY2015/16
Health Career Opportunities Program AA 17 35 18 15 26 19

Graduate Rates

Major degree Cohort cohort Graduation Rate 100% Graduation Rate 150% Graduation Rate 200%
Health Career Opportunities Program AA Fall 2008 FT 29 10.3% 34.5% 51.7%
Health Career Opportunities Program AA Fall 2009 FT 21 0.0% 23.8% 38.1%
Health Career Opportunities Program AA Fall 2010 FT 18 0.0% 11.1% 16.7%
Health Career Opportunities Program AA Fall 2011 FT 24 16.7% 29.2% 50.0%
Health Career Opportunities Program AA Fall 2012 FT 38 7.9% 28.9%  

 

  • "Program" information is based on Dickeson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
  • Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
  • Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
  • Persistence rates are based on Fall new students (full time) cohrots who return the following spring semester

Associate of Arts in Liberal Arts/ Health Career Opportunity Program

 

 

AP Full Official

 

Campus

National campus

AP Review Submission Date

 

Completed by

HCOP faculty

AR Review Cycle

AY2014, 2015
AY2015-2016

Program Goals

 

1. Describe the structure, function and basic pathologies of the human body.
2. Demonstrate a solid foundation in basic biological sciences.
3. Describe health care and allied professions and gain experience working effectively in groups and with health professionals to address human life sciences and health problems.
4. Discuss, analyze and interpret fundamental and current issues relevant to human life sciences and health problems and communicate information in a critical, scientific and technologically advanced manner.

Program History

 

The HCOP program was primarily created as an academic and practical response to the public health situation in FSM; namely the lack of professional, well-trained and skilled health care personnel and the shortage of opportunities for training and academic education in this field. Furthermore, the academic complexities of the healthcare system and the wide range of educational backgrounds and challenges faced by the potential “future” workforce meant a suitable and fitting program was required to help. HCOP began to provide this in 1980 and continues to grow and develop to suit the changing needs of its students and the realities and requirements of FSM within its health care system.

Program Description

 

The HCOP program is an opportunity for students who wish to enter studies in the healthcare environment. The primary aim is to provide students with the academic knowledge and skills required to thrive in this demanding field. A longer term aim is for the program to provide the academic “stepping stones” for students who wish to progress towards healthcare qualifications at a 4 year institution and ultimately become the future workforce in the healthcare industry for FSM and its surrounding nations.

Program Admission Requirements

 

Entry criteria;

  • High school graduation or GED
  • All candidates to sit the College of Micronesia – FSM entry test (COMET) and gain admission to the COM-FSM Degree Program.

Program Certificate/Degree Requirements

 

Total credits required for graduation : 66
Major credit requirements: 34
SC 101 Health Science (3)
SC120 Biology w/lab (4)
SC 122a Anatomy & Physiology I w/lab (4)
SC 122b Anatomy & Physiology II w/lab (4)
SC 180 Microbiology w/lab (4)
SC 230 Introduction to Chemistry w/lab (4)
SS/PY 101 General Psychology (3)
ED/PY 201 Human Growth and Development (3)
EN/CO 205 Speech Communication (3)
Math Elective (3)
Any 100 level or above mathematics (3)
Natural Sciences (3)
SC 112 Nutrition (3)

General Education credit requirements: 29 credits
English (9 credits)
EN 110 Advanced Reading (3); EN 120a Expository Writing I (3); EN 120b Expository Writing II (3)

Mathematics (3 credits)
Any 100 level or above mathematics course

Natural Sciences (7 credits)
A science course with Laboratory or AG 101, AG 110 or AG 140 (4); A non-lab science (3)

Social Sciences (3 credits)
SS 150 History of Micronesia (3)

Computer Applications (3 credits)
CA 100 Computer Literacy (3)

Exercise Sports Science (1 credit)
Exercise Sports Science course (1)

Humanities (3 credits)
Any course in art, music, history, culture, literature, philosophy, or language (3)

Open Elective credit requirements: 3 credits

Suggested schedule:
First Semester
EN 110 Advanced Reading................................3
EN 120a Expository Writing I............................3
MS 100 College Algebra....................................3
SC 120 Biology w/lab........................................4
Humanities Elective...........................................3
Total Credits:16

Second Semester
EN 120b Expository Writing II...........................3
SC 101 Health Science.....................................3
Any 100 level mathematics...............................3
SS 150 History of Micronesia............................3
SC 230 Chemistry.............................................4
Total Credits: 16

Third Semester
CA 100 Computer Literacy........................... ..3
ESS................................................................ ..1
SC 122a Anatomy & Physio. I w/lab...............4
Non lab science or AG 101..............................3
General Psychology....................................... .3
SC 112 Human Nutrition.................................3
Total Credits :17

Fourth Semester
ED/PY 201 Human Growth & Dev..................3
SC 101 Health Science.....................................3
Any 100 level mathematics...............................3
SS 150 History of Micronesia...........................3
SC 230 Chemistry.............................................4
Total Credits:16

 

Program Course Requirements and Enrollment

Fall 14

SP 15

Fall 15

SP 16

SC 101 Health Science (3)

138

183

81

79

SC 112 Nutrition (3)

53

27

43

26

SC120 Biology w/lab (4)

43

101

44

65

SC 122a Anatomy & Physiology I w/lab (4)

33

Not offered

31

Not offered

SC 122b Anatomy & Physiology II w/lab (4)

Not offered

30

Not offered

24

SC 180 Microbiology w/lab (4)

Not offered

20

Not offered

19

SC 230 Introduction to Chemistry w/lab (4)

25

28

43

29

SS/PY 101 General Psychology (3)

86

81

53

53

ED/PY 201 Human Growth and Development (3)

89

54

39

47

EN/CO 205 Speech Communication (3)

102

72

43

44

Comments: Enrollment is falling for all courses within this program.

Program Faculty

 

Dr. Don Buden
B.S., University of Miami, Florida USA
M.S., Louisiana State University, USA
Ph.D., Louisiana State University USA

Dr. Mihai Dema
B.S., University of Medicine, Romania
M.S., University of Medicine, Romania
M.D., University of Medicine, Romania

Dr. Kathy Hayes
B. Sc., University of Liverpool UK
Ph.D., University of Leeds, UK

Ms. Magdalena Hallers
AA, Community College of Micronesia
B.A., University of Guam
M. Ed., University of Guam

Ms. Jazmin Gonzales
BS. Central Philippines University
M.A., University of the Philippines

Ms. Pearl Habuchmai Olter Pelep
B.A. University of Hawaii-Hilo
M.A., San-Diego State University

 

Assessment of course student learning outcomes of program courses

The following shows the results for the assessment of CSLOs of all program


Course Student Learning Outcome for SC 120 Biology

 

SLO 1

SLO2

SLO 3

SLO 4

SLO 5

SLO 6

Number of Students

Spring 2014

33%

48%

23%

22%

36%

46%

50

Fall 2014

68%

41%

46%

68%

41%

64%

22

Spring 2015

59%

59%

30%

41%

36%

48%

44

Fall 2015

50%

34%

14%

39%

46%

23%

44

Spring 2016

34%

45%

37%

53%

47%

50%

38

Average

49%

46%

30%

45%

42%

47%

 

Comments: Average pass rates are all below 50% for these course SLOs indicating students are struggling to pass the course requirements.

Course Student Learning Outcome for SC 230 Chemistry

 

SLO1

2

3

4

5

6

7

8

9

10

11

12

13

14

Number of Students

Spring 2014

77%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fall 2014

77%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spring 2015

84%

 

 

 

 

 

 

 

 

 

 

 

 

 

20

Fall 2015

70%

 

 

 

 

 

 

 

 

 

 

 

 

 

17

Spring 2016

 

65%

71%

66%

74%

68%

52%

57%

56%

57%

 

 

 

 

29

Average

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Comments: Significant amount of data missing from tracdat making the assessment of the cSLOs difficult. This is perhaps due to the divisions still not replacing the instructor for this course and the course “covered” by existing faculty while this position remains unfilled. This will have led to confusion on who is responsible for inputting the data and carrying out the assessments. Please refer to the recommendation section where this issue is addressed.

Course Student Level Outcome for SC 122A Anatomy and Physiology 1

 

SLO1

SLO 2

Number of students

 

Fall 2014

100%

100%

16

 

Fall 2015

100%

100%

30

 

Average

100%

100%

 

 

Comments: Students passing both course SLOs with 100% pass rate.

 

Course Student Level Outcome for SC 122B Anatomy and Physiology 2

 

SLO 1

 

Number of students

Spring 2014

72%

 

27

Spring 2015

72%

 

27

Spring 2016

100%

 

30

Average

81%

 

 

Comments: All course SLOs are being passed successfully with an average of 81%.

 

Course Student Level Outcome for SC 180 Microbiology

 

SLO 1

SLO 2

SLO 3

SLO 4

SLO 5

Number of students

Spring 2014

68%

62%

68%

73%

73%

19

Spring 2015

84%

68%

78%

73%

68%

19

Spring 2016

80%

70%

80%

70%

80%

19

Average

77%

66%

75%

72%

73%

 

Comments: All course SLOs are being passed with averages all above 60%

 

Course Student Level Outcome for SC 101 Health Science

 

 

SLO1

SLO 2

SLO 3

SLO4

SLO 5

SLO 6

Number of students

Spring 2014

 

 

 

 

 

 

 

Fall 2014

64%

 

 

 

 

 

54

Spring 2015

 

65%

 

79%

69%

73%

 

Fall 2015

64%

60%

78%

 

69%

60%

 

Spring 2016

78%

62%

73%

62%

62%

58%

 

Average

 

 

 

 

 

 

 

Comments: Data is missing or not correctly inputted into tracdat for this course. Please refer to the recommendation section where this will be addressed.

 

Course Student Level Outcome for SC112 Intro to Human Nutrition

 

SLO 1

SLO2

Number of students

Spring 2014

71%

75%

21

Fall 2014

68%

64%

53

Spring 2015

73%

75%

22

Fall 2015

69%

61%

26

Spring 2016

 

 

 

Average

 

 

 

Comments: All course SLOs are being passed with over 65% pass rates.

14Assessment of program student learning outcomes

The HCOP program assessed all 4 PSLOs with the following results.

PSLO

Course

Date

Results and comments

PSLO_1: Describe the structure and function of organ systems in the human body

Anatomy & Physiology I
(SC 122A)

Fall 2014

81% of students were able to describe the structure and function of organ systems in the human body based on the number of students passing SC112A course with a score of 70% or better.

HCOP_PSLO_2:Demonstrate a solid foundation in basic biological sciences

Microbiology
(SC 180)

SPRING 2015

90% of students were able to demonstrate a solid foundation in basic biological sciences based on the number of students passing SC180 with a score of 70% or better.

HCOP_PSLO_3: Identify and describe different career opportunities in health care and allied professions.

Human Nutrition
(SC 112)

FALL 2015

80% of students were able to identify and describe different career opportunities in health care and allied professions based on the number of students passing SC112 with a score of 70% or better.

HCOP_PSLO_4: Identify, describe, and/or analyze issues relevant to human health.

Microbiology
(SC 180)

SPRING 2016

90% of students were able to demonstrate a solid foundation in basic biological sciences based on the number of students passing SC180 course with a score of 70% or better.

Health Science
(SC 101)

70% of students were able identify, describe, and/or analyze issues relevant to human health based on the number of students passing SC101 with a score of 70% or better.

Comments: Students appear to be successfully achieving all the PSLOs for HCOP with an average of 82% passing the courses that were used to address and assess the programs PSLOs.

Program enrollment (historical enrollment patterns, student credits by major)

 

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Students

Fall 2014

2

6

103

11

14

136

Spring 2015

0

5

83

5

5

98

Fall 2015

0

5

83

5

5

98

Spring 2016

0

1

71

0

8

80

Comments: The HCOP program has seen a decreasing trend in enrollment in this 2 year period. From 136 students enrolled in fall 2014 to 80 spring 2016. This decrease in enrollment is seen across all campuses except Yap which showed a slight increase in spring 2016.

Average class size

 

Term

Average class size

Fall 2014

15.6

Spring 2015

16.4

Fall 2015

15.9

Spring 2016

18.4

Comments: Fall semesters maintain average class size at approximately 15 whereas spring semesters see a rise reaching a high of 18 in spring 2016. This is most likely due to the enrollment of freshmen.

Course completion rate

 

Term

Course

Number of students

Completion rate (%)

Fall 2014

SC101

138

39.9

SC122a

33

81.8

SC122b

Not offered

Not offered

SC180

Not offered

Not offered

SC230

25

76

SC112

53

73.6

SC120

42

33.3

 

Spring 2015

SC101

183

54.6

SC122a

Not offered

Not offered

SC122b

30

96.7

SC180

20

95

SC230

28

53.6

SC112

27

66.7

SC120

101

45.5

 

Fall 2015

SC101

106

32.1%

SC122a

33

81.8%

SC122b

Not offered

 

SC180

Not offered

 

SC230

48

68.8%

SC112

49

57.1%

SC120

59

28.8%

 

Comments: Average completion rate for fall 2014 is 55%, spring 2015 = 69% and fall 2015 = 54% showing that overall completion rate is falling. The lowest completion rates are consistently for sc101 (Health Science) whereas the highest is for sc122 (Anatomy and Physiology).

Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)

 

New FT Fall 2014

Persisted Spring 2015

Retained Fall 2015

Persistence Spring 2015

Retention Fall 2015

13

16

10

123.1%

76.9%

New FT Fall 2015

Persisted Spring 2016

Retained Fall 2016

Persistence Spring 2016

Retention Fall 2016

10

9

 

90.0%

0.0%

Comments: Retention overall appears to drop over this time period.

Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

There is no current licensing or certification examination for the HCOP program

Graduation rate based on yearly number

 

Academic year

Number of graduates

2014/15

26

2015/16

19

Comment: Graduation rate has fallen by 7, however this is potentially lined to the observed decrease in enrollment.

Students seat cost

Information unavailable with IRPO

Cost of duplicate or redundant courses, programs or services

There are no duplicated or redundant courses in HCOP

Students’ satisfaction rate

In the 2014 Student Satisfaction Survey done by the college, it shows that majority of students strongly agree or agree that the program have performed well in serving their students.

Alumni data

1 graduate at UOG completing undergraduate courses in Nursing.
6 graduates at University of Hawaii at Hilo completing undergraduate courses.
2 graduates at University of Hawaii at Manoa completing undergraduate courses.
1 graduate at Fiji School of Medicine
1 graduate accepted at Fiji School of Medicine to start courses in January 2017

Employment data and employer feedback (employer survey)

No relevant employment data currently available.

Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

Not applicable

Transfer rate

Most of the graduates who pursued their education in another institution claimed that most of the courses were transferable to said institution.

Analysis and Recommendations

Findings
This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

Problems and concerns:

  • Program enrollment and thus course enrollment is falling and a growing concern for HCOP.
  • Tracdat data for course SLOs is intermittent for this assessment period for SC230 and SC101. This has made the review of certain aspects of the program difficult and the issue is addressed in the recommendation section below.
  • Chemistry instructor position, although currently covered, is still unfilled on a long term basis. This has caused complications in the inputting of assessment data for program review, but also causes concerns for the future and the programs ability to provide students with appropriate teaching of this demanding course.
  • Course completion rates are relatively low, with an average of 59% over the reporting period. Whether this is caused by students not being academically ready for a strongly science based program or more external factors such as withdrawals due to attendance is not yet known. Comparisons with other science based programs may shed light on any possible similarities regarding the student’s academic readiness for these more “science” type of programs.
  • Graduation rates are falling for this program perhaps due to a combination of falling enrollment and course completion rates impacting graduation. This is a growing concern for HCOP.
  • Students appear to be struggling to pass the course SLOs for sc180 (Biology). Whether this is a result of students academic readiness for this course or another factor needs to be addressed.

Successes and improvements:

  • Course level SLOs are overall being successfully passed with averages above 50% and some even at 100% woth the exception of sc180 (Biology).
  • Program level SLOs are being successfully passed with an average of 81%.
  • 11 graduates currently enrolled in healthcare related programs at tertiary level institutions. Although on paper a small number, this is still a major success for HCOP, particularly when considering the challenges faced by students to continue their education in this field.

Recommendations
This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

The following lists some recommendations for the HCOP program;

  • Missing data for course level assessment needs to be addressed immediately and improved with the assistance of all HCOP faculties. All course level data needs to be constantly and accurately inputted into tracdat to make it more readily available for assessment and review.
  • Improve program enrollment by developing a more rigorous, updated and appealing “advertising” of the program for potential students. This review has triggered a much needed update of the program history and description, which will help provide a more streamlined and relevant direction for the program in the future.
  • Improve the program through improving communication between HCOP faculty. All faculty within the HCOP program need to collaborate better amongst themselves to aid in the growth and development of the program. The program cannot thrive unless faculty work together, communicate effectively and help each other modernize, adapt and make HCOP stronger and more suited to the needs of the students. Perhaps monthly program meetings between HCOP faculty could help begin improving communication and opening up dialogue.
  • Collaborate and communicate more effectively with the Public Health program to minimize any duplicity of courses and content, utilize the skills and expertise of faculty and facilities within each program, improve program alignment, merge ideas, and/or the transfer of skills, expertise and facilities. These 2 programs are strongly linked in subject area and it would be beneficial to all if communication were improved.
  • Push to hire a permanent chemistry instructor as soon as possible to ensure this much needed course is more consistently taught by permanent faculty. If a permanent hire is not possible, the program and math/science division need to look at a more stable solution using existing faculty.
  • Look into ways of improving students overall science knowledge to help them be better prepared for the more academically challenging courses like sc180, sc230 and sc101. This could be in the form of tutoring, study groups, peer counseling, and student clubs associated with the program and other ways to support students and improve their overall science background.

 

 

 

Unit Assessment Report

Report Period: 2013-2014

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