Liberal Arts/Health Careers Opportunity(HCOP) 2016

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2016-2017)

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: Human Nutrition

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 2016-2017 (Fall 16 & Spring 17)

What we found:

  • HCOP_PSLO_1:Describe the structure and function of organ systems in the human body.
    Fall 2016-Anatomy & Physiology I (SC 122A)
    90% 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.
  • Spring 2017-Anatomy & Physiology II (SC 122A)
    Over 95% 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 2017-Microbiology (SC 180)
    Over 95% 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 2016-Human Nutrition (SC 112)
    Over 81% 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 2017-Microbiology (SC 180)
    Over 95% of students were able to identify, describe, and/or analyze issues relevant to human health based on the number of students passing the Microbiology course with a score of 70% or better.

What we are planning to work on:

  • HCOP Program Student Learning Outcomes (PSLOs) have been reworded to better reflect the content of all courses that make up the program.
  • Dialog with faculty of Public Health, and Nursing programs is planned with a view to gain further insight into possible ways of improving student study skills, particularly as related to a science curriculum. Discussions with faculty of the Marine Science Program on how to improve study skills reveal that the problem is widespread across many disciplines; many students enroll into the college with poor study skills and poor study habits.
  • HCOP faculty members are working to improve survey tactics to determine the number of students who are currently seeking advance degrees related to HCOP.
  • We recommend that the college administration adopt a universal mandatory attendance policy. The current, flexible policy, which leaves attendance requirements up to individual instructors gives students the impression that attendance is not all that important and results in a high rate of absenteeism that negatively impacts student success rate.

Recommendations for students:

  • Take advantage of advertised tutoring opportunities with the Math&Science Division.
  • Review and revise notes after class.
  • Submit all assignments in time.
  • Interact meaningfully with faculty.
  • Attend class regularly and arrive on time.
  • Continue to work with advisors, get help if you need, and ask questions.

 


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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