Liberal Arts/Health Careers Opportunity(HCOP) 2015

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2014-2015)

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 2014-Anatomy & Physiology I (SC 122A)
    73% 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 2015-Microbiology (SC 180)
    92% 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 2014-Human Nutrition (SC 112)
    73% 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 2015-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:

  • The Health Career Opportunity Program has been revised during spring 2015. 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 seeing in all disciplines, where new coming 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.
  • Still working with Dr. Gregory Dever, the Pacific Island Health Officers Association from John A. Burns School of Medicine on possibilities to get funding to strengthen HCOP students.

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
Spring 2014

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

0

7

106

14

14

141

Health Career Opportunities Program

AA

Fall 2013

1

7

105

11

10

134

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



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

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



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)

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 2013

 

 

1150

94

172

1203



Credits Enrolled, Attempted and Earned(averages)

Major

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

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



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%

20.30

LA/HCOP (AA)

Fall 2012

22

436

394

90.4%

17.9

LA/HCOP (AA)

Fall 2013

23

459

354

77.1%

15.4

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 2013

21

418

316

75.6%

18.1



Persistence and Retention (new full time students)

Major Description

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

20

20

 

100.0%

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

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

433

60.4%

70.7%

14.8%

Health Career Opportunities Program

AA

Spring 2014

474

65.2%

76.4%

11.2%



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)

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%



Graduates

Major

Degree

AY2010/11

AY2011/12

AY2012/13

AY2013/14

Health Career Opportunities Program

AA

17

35

18

 



Graduate Rates

Major

Degree

Cohort

Fall 2008 NE_FT

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

 

 

 

 

  • "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

Program Review (National Campus)

AP Full Official
Campus: National Campus
Completed by: Dr. Don Buden
AP Review Submission Date: March 31, 2014
AR Review Cycle: AY 2012-2013

  1. Program Goals
  2. Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduatiing students to acheive.

    1. Provide basic knowledge of human biological sciences in preparation for a career in health.
    2. Promote health and well being as they relate to the development of individuals, families, and communities.
    3. Orient students of employment opportunities in health systems supporting preventive and curative actions.

  3. Program History
  4. This section describes the history of the program. This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.

    The Federated States of Micronesia continues to be in serious need of indigenous medical and health professionals. Hospitals and clinics are short staffed and the few doctors are mainly those recruited from overseas. To meet the need for a strong base of skilled resident personnel trained in health related professions, the College of Micronesia-FSM was given the task of recruiting students to major in the fields of health and medicine. This resulted in the creation of the Health Care Opportunities Program (HCOP) in 1980. Since then HCOP has graduated several hundred students (e.g., 173 during the 15 year period 1992-2007; x¯ = 12 per year), many of whom continued their education and achieved advanced degrees in colleges and universities throughout the world. Some of these students returned to FSM to work within the medical field and have helped to build and improve the health and medical infrastructure. HCOP began with the recruitment of students from FSM, Palau and the Marshall Islands. HCOP specifically targeted and chose high quality students that could cope with the strong science, math and English element of the program. In addition, HCOP received funding of approximately $80,000 per year thus allowing the program to provide students with financial assistance and thereby aiding recruitment. Furthermore, summer intensive training in science, math and English was also provided. Project funding ended in 1997 and recruitment subsequently was confined to FSM, and without the stipend and summer training for students. The lack of funding had a detrimental effect on the program reducing recruitment as well as the academic quality of the students and their retention within the program.

  5. Program Descriptions
  6. The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.

    This program aims to strengthen the opportunity for students who wish to pursue health-related professions. The program offers a solid foundation of health-related courses necessary for succeeding at a four-year institution.

  7. Program Admission Requirements
  8. This section describes the requirements for admission into the program and other requisites.

    As per college policy (see current catalogue)

  9. Program Certificate/Degree Requirements
  10. This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

    1. Satisfactory completion of the applicable General Education core - 29 credits
    2. Satisfactory completion of the prescribed major courses - 34 credits
    3. Open Elective - 3 credits
    4. Graduation requirement – 66 credits

  11. Program Courses and Enrollment
  12. This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

    1. SS/PY 101 General Psychology
    2. ED/PY 201 Human Growth & Development
    3. Sc. 101 Health Science
    4. Sc. 120 Biology
    5. Sc. 112 Nutrition
    6. Sc. 122a Anatomy and Physiology 1
    7. Sc. 122b Anatomy and Physiology 2
    8. Sc. 180 Microbiology
    9. Sc. 230 Chemistry

    Program Data Sheet 2014 January

    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

    0

    7

    106

    14

    14

    141

    Health Career Opportunities Program

    AA

    Fall 2013

    1

    7

    105

    11

    10

    134

    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



    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

    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



    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)

    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



    Credits Enrolled, Attempted and Earned(averages)

    Major

    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

    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



    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%

    20.30

    LA/HCOP (AA)

    Fall 2012

    22

    436

    394

    90.4%

    17.9

    LA/HCOP (AA)

    Fall 2013

    23

    459

    354

    77.1%

    15.4

    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



    Persistence and Retention (new full time students)

    Major Description

    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%



    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

    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

    433

    60.4%

    70.7%

    14.8%



    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)

    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%



    Graduates

    Major

    Degree

    AY2010/11

    AY2011/12

    AY2012/13

    Health Career Opportunities Program

    AA

    17

    35

    18



    Graduate Rates

    Major

    Degree

    Cohort

    Fall 2008 NE_FT

    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%

    • Data based on SIS extracts December 2013 expect for graduates information.
    • Program" information is based on Dickeson's concept of a "progarm" 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

  13. Program Faculty
  14. This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

    1. Dr. Don Buden
      1. B.S., University of Miami, Florida USA
      2. M.S., Louisiana State University, USA
      3. Ph.D., Louisiana State University USA
    2. Dr. Mihai Dema
      1. B.S., University of Medicine, Romania
      2. M.S., University of Medicine, Romania
      3. M.D., University of Medicine, Romania
    3. Dr. Kathy Hayes
      1. B. Sc., University of Liverpool UK
      2. Ph.D., University of Leeds, UK
    4. Ms. Magdalena Hallers
      1. AA, Community College of Micronesia
      2. B.A., University of Guam
      3. M. Ed., University of Guam
    5. Ms. Jazmin Gonzales
      1. AA, Community College of Micronesia
      2. BS. Central Philippines University
      3. M.A., University of the Philippines

  15. Program Indicators
  16. This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

    Assessment of course student learning outcomes of program courses Describe the structure, function and basic pathologies of the human body Through the courses in Health Science, Anatomy and Physiology the students were given written exam and practical test to identify the anatomy of the human body and explain the function of the body organs.
    Acquire solid foundation in basic Biological sciences Assigned chapters notes were checked before every lecture to Assure preparedness before lectures and discussion. Written exams is given to measure retention lessons Several unit tests, midterm and final Exam were given
    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 advance manner. The students have to answer workbook in every laboratory classes and work in groups. Written test and practical test were given after every unit done
    Describe health care and allied professions and be prepared to work effectively with health professionals in groups to solve human life sciences and health problems Guest speakers invited to talk about the health profession, lectures and Video after which the students give a written report and test were given. Each group were assigned topics to work on and present class.
    Assessment of program student learning outcomes  
    Program enrollment (historical enrollment patterns, student credits by major)  
    Average class size  
    Course completion rate  
    Student persistence rate (semester to semester)  
    Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)  
    Success rates on licensing or certification exams (CTE, TP, Nursing, etc)  
    Graduation rate based on yearly number  
    Students seat cost  
    Cost of duplicate or redundant courses, programs or services  
    Students’ satisfaction rate  
    Alumni data  
    Employment data and employer feedback (employer survey) The above information is students list that are listed in my record book. There are students who took up HCOP but did not bother to see me as their adviser.

    A number of students finished after two and half years or three years.

    It is difficult to find out whether the student dropped out of school, came to continue and those that transferred and came back.

    To get hold of the former participants was the most difficult thing to do , the few that I was able to contact through phone calls and emails was trying, and for them to respond to the request was frustrating, either they are too busy or just no response at all.
    Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)  
    Transfer rate  

  17. Analysis
  18. 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.
    Barriers to Higher Education

    1. The high cost of achieving an education in a health or medical fields

      Disadvantaged students may have the academic ability but does not have the monetary assistance to continue their education in the health profession. And if there are financial aid and scholarships available it is limited and very competitive that many cannot avail to it.

    2. Lack guidance and encouragement from family and in high school.

      Many students have no encouragement from parents. Many parents do not have the education to give the advice and support.

      The exposure to health profession through high school teachers and counselor is limited or non-existent

    3. Relatively high failure rate after matriculation.

      Students have inadequate academic preparation for higher education, high deficiency in English, math and science. The young minds did not have proper training during the early years of their education.

    4. Most high school students have limited information about health careers.
    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.
    Program Objectives

    Goal 1 - Prepare students for a more advance and meticulous training in Science, Math and English that will help them focus to continue their studies in health and medical fields.

    Program objective:
    Encourage and support students whose educational background gives them difficulty in passing courses that makes doubly harder for them to continue their studies in the health fields.

    Talent Search
    So as to have a rich source of manpower, the training for the future medical professionals should not start from the first year of college but from the high school freshmen. Or even from the intermediate grades. Early identification program would involve both the prevention of academic deficiency and lower the challenge of remedial assistance for students. Creating a pipeline from high school to health or medical fields is important in increasing the number of students who are serious in going to medical or health professions.

    How to identify these students is a challenge. Early identification program would entail a lot of field work and follow up of students progress must be done as often as possible. The selected students must have a higher cut off score in English and Math compared to the test scores of other students

    In recruiting students a number of motivations should be given such as:

    1. Awards should be given such Monetary Award to students with a GPA no lower than 3.80.
    2. A stipend or allowance of $1.00 or whatever amount an hour. Three hours a week during the counseling and study hour. At the end of the study hour student must report on what was studied and assignment done. Student must be present all the time in order to avail for the allowance. Absence means deduction.

      If the allowance is 1.00 an hour that would be $12.00 a month and in seventeen week that would be about $50.00 plus a semester. The number of students must be limited to number that is manageable.

      In the past 30 students got $240.00 for the two years at COMFSM but there was no rule regarding attendance or maintaining a higher GPA or deduction if absent from the study hour. Hence absences were pretty high.

    3. The most important motivation is the promise of a full scholarship that would support the students throughout college, until they graduate from a health or medical field. But the student should maintain a grade point average of no less than 3.0 to continue to enjoy the financial assistance and must finish within the number of years required by their major.
    4. A reasonable dormitory fee should be included. An area should be for HCOP members only where they live, study and work and socialize with each other. Peer support will be good for the students.

    Activities and Work Plan

    1. A college representative will visit all high schools in the country for information dissemination regarding the HCOP plan.
    2. The principal will appoint the adviser. The adviser will choose possible students that have the intelligence, the discipline, and focus, and encourage them to major in Health or medical fields.

      (Should the extra responsibility for the teacher be paid or should it be considered part of her job? (If paid where will the money will come from?)

      Advisers will give a monthly report on activities.

    3. After graduating from High school, selected students will attend the six weeks summer enrichment program to prepare the participants for the regular school year and to strengthen participant’s performance on standardized test such as MCAT.

      This summer program should be designed in away that will help build self confidence and strengthen Science, English, physical science and Mathematical skills.

      (How many students should be selected from each island? How much should the summer stipend be?)

    4. If possible the students should be in the same class in all course
    5. A one hour study hour every other day is requirement with counselor or Tutor available to give help to the students.

Unit Assessment Report

Report Period: 2013-2014

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