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

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

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

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.

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

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

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

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

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

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

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.

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.

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.

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).

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

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.

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.