Assessment Plan For the Bachelor of Science in Health Education

Transcription

1 Plan For the Bachelor of Science in Health Education School of Allied Health Professions College of Health and Human Sciences Northern Illinois University Submitted to the College of Health and Human Sciences Curriculum Committee October 21, 2003 Revised October 23, 2003

2 I. PROGRAM OBJECTIVES Plan Bachelor of Science in Health Education School of Allied Health Professions College of Health and Human Sciences, Northern Illinois University Northern Illinois University's B.S.Ed. in health education is designed to provide a broad range of knowledge, skills, and competencies for students preparing to be school health educators. The major's knowledge base is drawn from the behavioral, biological, social, psychological, and political sciences to provide students with the depth and range of information necessary for understanding health issues in today's society. Graduates from the program are eligible to apply for Illinois Initial Teacher Certification in Health Education 6-12 and will demonstrate the ability to meet the following outcomes. 1. Content: s will apply an in-depth knowledge of social, mental, emotional, physical, and environmental health issues to of the content areas of mental and emotional health, personal health, family life, consumer health, nutrition, substance use and abuse, environmental health, prevention and control of disease, injury prevention and safety, and community health. 2. Theories and principles: s will apply the theories and principles of health promotion and disease prevention, including knowledge of the effects of social, cultural, and economic factors on the health of individuals, communities, and society. 3. of health and health education needs: a) s will evaluate sources and techniques for assessing health needs of diverse populations. b) s will obtain, interpret, and prioritize data in the development of a comprehensive health education program. 4. Planning health programs: s will develop a logical scope and sequence plan for health education that incorporates measurable objectives and evaluation criteria and utilizes key educational and community personnel. 5. Implementation of health programs: a) s will assess the efficacy of various health education curricular models pertaining to the major content areas in health education. b) s will select and use an array of strategies, including the integration of technology and language arts, capable of addressing the needs of diverse learners. 6. of health programs: a) s will evaluate the performance of class participants and program effectiveness through the use of valid and reliable measures. b) s will select and apply appropriate evaluation techniques. 7. Collaboration: a) s will identify and collaborate with key education and community personnel in the development and implementation of coordinated school health programs. b) HED Cooperating Teacher Results 1

3 s will apply knowledge, pursue continued professional growth, and follow ethical and legal expectations for health educators and resource persons. 8. Communication: s will effectively communicate health and health education needs in both verbal and written form to various audiences (e.g., students, parents, educational personnel, and other community members). II. EXPLANATION OF METHODS The following table includes the various methods currently being used to gather assessment data. = direct measure, = indirect measure Copies of actual survey instruments available on request. Method Description Timeline Person Portfolios Collection of exemplary assignments and selfreflections demonstrating achievement of outcomes and measures progress toward the objectives; evaluated by all program faculty and compared to exemplary assignments collected by faculty; used to evaluate overall preparation for classroom and identify program gaps in addressing objectives; portfolio format focusing on program assessment needs is currently being developed by the Committee on Initial Teacher Certification (CITC) and will be adopted as soon as available. Reviewed at the end of CAHL 301, 400, and student experiences ICTS Basic Skills Test Statewide teacher certification test of reading, writing, and computation administered by Illinois Certification Testing System through NIU Office of Testing Services; our student scores are compared to state averages and the scores of students in other teacher certification programs at the university. Must be passed prior to admission to CAHL 301 Health Education Undergraduate Academic Advisor 1,8 (written communication) ICTS Health Content Test Statewide teacher certification test of health content information administered by Illinois Certification Testing System through NIU Office of Testing Services; our student scores will be compared to state averages; program faculty members serve on test review panel to help assure that test covers content deemed appropriate for our students to know. Must be passed prior to student (CAHL 484/485) Health Education Undergraduate Academic Advisor 1 Midterm of Teacher Written surveys completed by all cooperating teachers and the university supervisor covering all aspects of candidate s performance in the classroom; results analyzed by program faculty. semester at midpoint of University Supervisors HED Cooperating Teacher Results 2

4 Method Description Timeline Person each student s placement Final (CAHL 484/485) Score sheet and summary statements describing candidate s readiness for classroom ; results analyzed by program faculty. semester, at end of student s placement University Supervisors Method Description Timeline Person (CAHL 405) Written survey completed by all teacher candidates to evaluate how well their clinical experiences and supervision prepared them for the classroom role; results analyzed by program faculty., at end of student semester University Supervisors; 5,8 Cooperating Teacher Cooperating teachers are surveyed to evaluate the extent to which program teacher candidates are prepared for classroom role; results analyzed by program faculty. Results table attached. At end of every fall and semester Alumni In addition to the university alumni survey, students in the health education program are asked more specific questions about their experiences at NIU and their perception of how well the program prepared them for their careers. Spring every two years: 2002, 2004, 2006, 2008 of Health Education Goals Teacher candidates are surveyed to evaluate the extent to which they feel prepared for their role as classroom teachers or health educators in other settings; results compiled and compared by faculty to identify areas of perceived program strength and weakness. During CAHL 400; at end of student semester Self- of Written rating by students reporting how well they believe they reflect the dispositional attributes of both the National Council for Accreditation of Teacher semester in 7,8 HED Cooperating Teacher Results 3

5 Method Description Timeline Person Dispositions Certification s (NCATE) and the NIU Conceptual Framework for teacher certification programs concerning professional attitudes and behaviors of prospective teachers. CAHL 301 Faculty of Dispositions Written rating of students dispositional attributes by all program faculty; self perceptions and faculty perceptions compared and used to identify areas of concern for program adjustment and referrals for outside support and remediation. Every based on majors taking CAHL 301 that academic year 7,8 Employer Employers of graduates are asked to evaluate the extent to which graduates are prepared for their professional roles; results shared with Advisory Committee for suggestions and potential program changes. In every two years: next survey in 2004 OUTCOMES BY METHODS tables demonstrating which outcomes are addressed by each method of assessment Direct Methods Portfolios ICTS Basic Skills Test ICTS Health Content Test Midterm of Teacher Final (CAHL 484/485) 1. Content X X X X X 2. Theories & Principles X X X 3. X X X 4. Planning X X X 5. Implementation X X X 6. X X X 7. Collaboration X X X 8. Communication X X X X HED Cooperating Teacher Results 4

6 Indirect Methods s (CAHL 405) Cooperating Teacher Alumni of HED Goals Self- and Faculty of Dispositions Employer 1. Content X X X X 2. Theories & Principles X X X X 3. X X X X 4. Planning X X X X 5. Implementation X X X X X 6. X X X X 7. Collaboration X X X X X 8. Communication X X X X X X HED Cooperating Teacher Results 5