Post on 31-Oct-2021
3211 Providence Drive
Anchorage, AK 99508-4614
T 907.786.1050, F 907.786.1426
www.uaa.alaska.edu/academicaffairs/
UAA Faculty Senate Academic Assessment Committee
Agenda: January 20, 2017
11:00am- 12:30pm, ADM 204
Skype for Business: Join online at https://meet.uaa.alaska.edu/macarlson/I6FZBWWQ
or Call 786-6755 and enter Conference ID 642461 (note distance instructions have changed)
1. Approval of Agenda
2. Approval of Minutes (p. 3-4)
3. Vice Provost report and discussion
Accreditation Self-Study and Open Forums
https://www.uaa.alaska.edu/academics/office-of-academic-affairs/institutional-self-
study/index.cshtml
Assessment SharePoint site: https://ir-
reports.uaa.alaska.edu/Assessment/Pages/Default.aspx
4. Assessment Plan Reviews
Assessment plans attached for your review. Links to the curriculum provided below.
11:00: Dental Hygiene AAS, Program Representative: Sandra Pence (p. 5-42)
https://nextcatalog.uaa.alaska.edu/courseleaf/courseleaf.cgi?page=/programadmin/149/
index.html&step=tcadiff
11:30: Applied Geological Sciences MS, Program Representatives: Simon Kattenhorn,
LeeAnn Munk, Jennifer Aschoff (p. 43-65)
https://nextcatalog.uaa.alaska.edu/courseleaf/courseleaf.cgi?page=/programadmin/289/
index.html&step=tcadiff
5. Information Items
Informational Changes
i. Nursing AAS (p. 66-88)
Upcoming Assessment Plans
o February 3rd: Refrigeration and Heating Technology AAS/UC, Residential and
Light Commercial Heating & Ventilation OEC, Commercial Refrigeration
Systems OEC (one plan)
Annual Academic Assessment Survey (April 1st – June 15th)
Institutional Self-Study Open Forums
o Standard 4 (Core Theme Analysis and Mission Fulfillment) Report
Draft Open Forum – Friday, February 24th, 9:00-11:00 in LIB 307 and
by distance Register
o Full Report Draft Open Forum – Late March or April (TBD)
General Education Assessment Workshops
AAC Agenda 1/20/17 1 of 88
3211 Providence Drive
Anchorage, AK 99508-4614
T 907.786.1050, F 907.786.1426
www.uaa.alaska.edu/academicaffairs/
Committee Members
Vacant, Faculty Senate Vacant, COE
Rachel Graham, Faculty Senate Kathi Trawver, COH
Jeff Hollingsworth, Faculty Senate Deborah Mole, Library
Brian Bennett, Faculty Senate Jennifer McFerran Brock, CoEng
Bill Myers, CAS Holly Bell, Mat-Su
Christina McDowell, CBPP Scott Downing, KPC
Thomas Harman, CTC Cynthia Falcone, Kodiak
X = Attendance
Scheduled Meeting Dates Academic Year 2017
Date Time Location
9/2 11:00-12:30p ADM 204
9/9 Assessment Seminar 9:00-12:30 LIB 307
9/16 11:30-1:00 (time change) ADM 201 (room change)
10/7 11:15-12:45(time change) ADM 204
10/21 11:15-12:30p (time change) ADM 204
11/4 Cancelled
11/18 Cancelled
12/2 Cancelled
1/20 11:00-12:30p ADM 204
2/3 11:00-12:30p ADM 204
2/17 11:00-12:30p ADM 204
3/3 11:00-12:30p ADM 204
3/17 Cancelled -
4/7 11:00-12:30p ADM 204
4/21 11:00-12:30p ADM 204
5/5 11:00-12:30p ADM 204
Academic Year 2017 schedule: 1st & 3rd Fridays unless otherwise noted
AAC Agenda 1/20/17 2 of 88
UAA Faculty Senate Academic Assessment Committee
Minutes: October 21, 2016
11:15am- 12:30pm (note time change), ADM 204
1. Approval of Agenda
Approved
2. Approval of Minutes
Approved
3. Vice Provost report and discussion
Accreditation Self Study: Standard 2, Core Theme Open Forums
Core Theme 5: Public Square (the morning of 10/21): Focused on Qualitative
Data and how we evaluate partnerships
Rich and productive conversations and observations
Two more open forums around core themes; Also ongoing workshops around
General Education
Reminder: Annual Academic Assessment Reports due by October 30, SharePoint site
Link
Sent message to Deans and Directors stating due date and instructions. Jenny
Murray in OAA is point of contact.
New CMS obliterated access to assessment plans on the web. OAA is working
to get these posted again. OAA will also post current plans to the SharePoint
site.
No personal identifiable information allowed in artifacts.
4. Assessment Plan Reviews
12:00pm: Surgical Technology AAS Assessment Plan: New Program (page 6)
Approved through COH curriculum; accredited through Commission on Allied
Health Program.
New program; will admit students and then have the site visit. Have a plan for
self-study
Mapping program to related instruction and where it is assessed.
Program to be presented to UAB and will address tools that show
computational outcome is met.
Discussion around how AAS degrees are designed to easily allow for GEs and
re-entry for Bachelor’s degree.
Discussion around seeing curriculum in addition to assessment plan; one
supports the other. Access to both in the electronic curriculum system.
5. Information Items
Discussion around student, not counted as success in terms of graduation, yet
extremely successful in finding her passion thanks to UAA course. How do we
define student achievement in terms of student goals, and not just our goals for
them?
AAC Agenda 1/20/17 3 of 88
Mathematics BA/BS Assessment Plan: Informational (page 18)
NWCCU Assessment Rubric (page 28)
Institutional Self-Study Open Forums: Public Square: Core Theme 5 (page 29)
General Education Assessment Workshop 2: Outcomes and Rubric (page 30)
Committee Members
Vacant, Faculty Senate Vacant, COE
X Rachel Graham, Faculty Senate X Kathi Trawver, COH
X Jeff Hollingsworth, Faculty Senate X Deborah Mole, Library
X Brian Bennett, Faculty Senate X Jennifer McFerran Brock, CoEng
Bill Myers, CAS X Holly Bell, Mat-Su
X Christina McDowell, CBPP X Scott Downing, KPC
Thomas Harman, CTC Cynthia Falcone, Kodiak
X = Attendance
Scheduled Meeting Dates Academic Year 2017
Date Time Location
9/2 11:00-12:30p ADM 204
9/9 Assessment Seminar 9:00-12:30 LIB 307
9/16 11:30-1:00 (time change) ADM 201 (room change)
10/7 11:15-12:45(time change) ADM 204
10/21 11:15-12:30p (time change) ADM 204
11/4 11:00-12:30p ADM 204
11/18 11:00-12:30p ADM 204
12/2 11:00-12:30p ADM 204
12/16 Cancelled -
1/6 Cancelled -
1/20 11:00-12:30p ADM 204
2/3 11:00-12:30p ADM 204
2/17 11:00-12:30p ADM 204
3/3 11:00-12:30p ADM 204
3/18 Cancelled -
4/7 11:00-12:30p ADM 204
4/21 11:00-12:30p ADM 204
5/5 11:00-12:30p ADM 204
Academic Year 2017 schedule: 1st & 3rd Fridays unless otherwise noted
AAC Agenda 1/20/17 4 of 88
Dental Hygiene
Educational Effectiveness
Assessment Plan
Version 7
Adopted by
The Dental Hygiene Program faculty: November 8, 2016
Submitted to the Academic Assessment Committee via:
CIM System
November 8, 2016
AAC Agenda 1/20/17 5 of 88
TABLE OF CONTENTS
Mission Statement _________________________________________________________________________ 3
Program Introduction ______________________________________________________________________ 3
Assessment Process ________________________________________________________________________ 3
Program Outcomes ________________________________________________________________________ 4
Table 1: Association of Assessment Measures to Program Outcomes ________________________________ 5
Assessment Measures ______________________________________________________________________ 6
Table 2: Program Outcomes Assessment Measures and Administration ______________________________ 6
Assessment Implementation & Analysis for Program Improvement _________________________________ 7 General Implementation Strategy ___________________________________________________________________________ 7 Method of Data Analysis and Formulation of Recommendations for Program Improvement ______________________________ 7 Modification of the Assessment Plan ________________________________________________________________________ 7
Appendix A: Written Examination ___________________________________________________________ 8 Measure Description: _____________________________________________________________________________________ 8 Factors that affect the collected data:_________________________________________________________________________ 8 How to interpret the data: _________________________________________________________________________________ 8
Appendix B: Case Presentation _____________________________________________________________ 16 Measure Description: ____________________________________________________________________________________ 16 Factors that affect the collected data:________________________________________________________________________ 16 How to interpret the data: ________________________________________________________________________________ 16
Appendix C: Professionalism Grade _________________________________________________________ 18 Measure Description: ____________________________________________________________________________________ 18 Factors that affect the collected data:________________________________________________________________________ 18 How to interpret the data: ________________________________________________________________________________ 18
Appendix D: Literature Review _____________________________________________________________ 20 Measure Description: ____________________________________________________________________________________ 20 Factors that affect the collected data:________________________________________________________________________ 20 How to interpret the data: ________________________________________________________________________________ 20
Appendix E: Competencies ________________________________________________________________ 23 Measure Description: ____________________________________________________________________________________ 23 Factors that affect the collected data:________________________________________________________________________ 23 How to interpret the data: ________________________________________________________________________________ 23
Appendix F: ADHA Membership ___________________________________________________________ 25 Measure Description: ____________________________________________________________________________________ 25 Factors that affect the collected data:________________________________________________________________________ 25 How to interpret the data: ________________________________________________________________________________ 25
Appendix G: Community Projects ___________________________________________________________ 26 Measure Description: ____________________________________________________________________________________ 26 Factors that affect the collected data:________________________________________________________________________ 26 How to interpret the data: ________________________________________________________________________________ 26
AAC Agenda 1/20/17 6 of 88
MISSION STATEMENT
The mission of the UAA Dental Hygiene Program is to educate students in dental hygiene to the
Associate of Applied Science degree level. The educational objectives of the Dental Hygiene Program
are to produce graduates who:
1. Have the technical skills and professional demeanor to perform occupationally-related
procedures.
2. Demonstrate academic and clinical proficiency necessary to succeed on national and regional
examinations.
3. Are prepared to perform occupational-related procedures in various settings.
4. Meet the occupational requirements of employers.
PROGRAM INTRODUCTION
To become licensed in dental hygiene in the State of Alaska, students must graduate from an American
Dental Association (ADA) accredited dental hygiene program. The ADA has specific accreditation
standards that must be met to maintain accreditation status. The UAA Dental Hygiene Program went
through accreditation renewal in 2014 and received approval without reporting requirements.
ASSESSMENT PROCESS OVERVIEW
This document defines the expected student learning outcomes for the dental hygiene program and
outlines a plan for assessing the achievement of the stated outcomes. ADA accreditation requires
publicly posted program competencies that demonstrate required skills and knowledge. These
competencies must be assessable and specific courses or activities must be identified that assess each
competency. Development of the outcomes in this plan consisted of initial development of program
competencies by faculty to meet accreditation standards, then application of these competencies as
outcomes in the UAA Assessment Plan to provide congruency.
The program competencies and assessment tools were reviewed by faculty prior to the Commission on
Dental Accreditation site visit in October 2007 and 2014 and were accepted by the ADA. They are
reviewed yearly by faculty in response to institutional changes, professional emphasis, student
performance in school and on national and regional examinations, and changes in professional research
data. Evaluation and revision are made during program faculty meetings or special meetings as
needed. The Dental Advisory Committee is consulted as needed, with formal meetings held once each
semester.
Assessment of outcomes is done at the end of the academic year. Faculty meet to share instrument
data from their courses and to discuss student performance in each outcome area. After frank
discussion, faculty grade student performance based on the assessment instrument data and faculty
discussion. Suggestions for improvement are also made at this time for implementation in the
following academic year, or as soon as is practical. An assessment report is written after the meeting
and sent out to faculty for review and approval.
AAC Agenda 1/20/17 7 of 88
PROGRAM STUDENT LEARNING OUTCOMES
Students graduating with an Associate of Applied Science Degree in Dental Hygiene will able to:
1. Provide and document dental hygiene care in a legal and ethical manner.
2. Exhibit professional behavior, including time management, risk management, and
respect of patients and co-workers.
3. Evaluate scientific literature relevant to dental hygiene.
4. Collect, analyze, and record data on the general and oral health status of patients.
5. Use critical decision making skills to develop a dental hygiene diagnosis, which will
provide a basis for interventions that are within the scope of dental hygiene practice and
determine the need for referral to appropriate health professions as needed.
6. Formulate dental hygiene care plans, including a planned sequence of educational,
preventive, and therapeutic services based on the dental hygiene diagnosis in
collaboration with the patient and other health care providers.
7. Deliver preventive and therapeutic care to achieve and maintain oral health utilizing
established infection control procedures, pain control measures, and ergonomic
practices.
Related instruction outcomes in communication, mathematics, and human relations:
a. Communicate effectively with patient and health professionals through oral and
written means.
b. Apply and use mathematical calculations for appropriate interventions,
including clinical indices and administration of local anesthesia.
c. Establish trusting relationships with diverse patients.
8. Evaluate the effectiveness of the implemented services, and modify as needed.
9. Promote the profession of dental hygiene through service and affiliations with
professional organizations.
10. Provide community oral health services.
Related instruction outcomes in communication, mathematics, and human relations:
a. Communicate effectively through oral and written means.
b. Apply and use mathematical calculations for appropriate interventions and/or
research statistics.
c. Establish trusting relationships with participants of community dental health
projects.
AAC Agenda 1/20/17 8 of 88
TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES
Outcomes
Wri
tte
n
exam
ination
Ca
se
pre
sen
tatio
n
Pro
fessio
na
lis
m g
rad
e
Lite
ratu
re
revie
w
Co
mp
ete
ncie
s
AD
HA
me
mb
ers
hip
Co
mm
un
ity
pro
jects
Provide dental hygiene care in a legal and ethical
manner. 1 1 0 0 0 0 0
Exhibit professional behavior, including time
management, risk management, and respect of
patients and co-workers.
0 0 1 0 0 0 0
Evaluate scientific literature relevant to
dental hygiene. 0 1 0 1 1 0 0
Collect, analyze, and record data on the general
and oral health status of patients. 1 1 0 0 1 0 0
Use critical decision making skills to develop a
dental hygiene diagnosis, which will provide a
basis for interventions that are within the scope
of dental hygiene practice and determine the
need for referral to appropriate health professions
as needed.
1 1 0 0 1 0 0
Formulate dental hygiene care plans,
including a planned sequence of educational,
preventive, and therapeutic services based on
the dental hygiene diagnosis in collaboration
with the patient and other health care
providers.
1 1 0 0 1 0 1
Deliver preventive and therapeutic care to
achieve and maintain oral health utilizing
established infection control procedures, pain
control measures, and ergonomic practices.
0 1 0 0 1 0 1
Evaluate the effectiveness of the implemented
services, and modify as needed. 0 1 0 0 1 0 1
Promote the profession of dental hygiene through
service and affiliations with professional
organizations.
0 0 0 0 0 1 1
Provide community oral health services. 0 0 0 0 0 0 1
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
AAC Agenda 1/20/17 9 of 88
ASSESSMENT MEASURES
A description of the measures used in the assessment of the program outcomes and their
implementation are summarized in Table 2 below. The measures and their relationships to the
program outcomes are listed in Table 1, above.
There is a separate appendix for each measure that shows the measure itself and describes its use and
the factors that affect the results.
TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION
Measure Description Frequency/ Start
Date
Collection
Method
Administered
by Written examination Paper or computerized testing in
various courses (DH A202, DH A222, DH A310, DH A311, DH A321) used for evaluating student knowledge. These are summative assessments.
As necessary Grading Faculty
Case presentation Student oral and written presentation of a clinical case. These are both formative and summative assessments, as the students demonstrate what they have learned up to that point in time, and also receive constructive feedback to improve their knowledge and skills for future cases.
Once per semester/ starts 2nd semester
Grading Faculty
Professionalism grade
Grade in clinical and laboratory courses based on grading rubric. The final grade is based on formative assessment throughout each semester.
Throughout each semester in applicable courses
Grading Faculty
Literature review Written and class discussion on professional literature assignments.
Throughout the two year curriculum
Discussion and written assignments
Faculty
Competencies Skill-based assessments in laboratory and clinical courses. These are summative, as students demonstrate competence in skills learned each semester.
As necessary Grading by observation using rubrics
Faculty
ADHA membership Student membership in the American Dental Hygiene Association.
Once per year in May
Contact with local component
Faculty
Community projects
Summative assessment of student group projects involving community involvement.
Spring semester Project grading
Faculty
AAC Agenda 1/20/17 10 of 88
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
This assessment plan is already in place. The Program’s 2007 American Dental Association’s
accreditation site visit resulted in development of Program Competencies (outcomes) and evaluation
mechanisms (assessment measures). Minor revisions have been made, but the framework and essential
components of this plan mirrors the one that was approved by the Commission on Dental Accreditation
Site Visit teams in 2007 and again in 2014. The current revision adds outcomes for related instruction
(required by NWCCU accreditation standards) and aligns outcome wording that had undergone minor
revision during a catalog copy change.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
Didactic and clinical faculty meet at the end of the academic year to review the plan in regard to
outcomes, measurement instruments, and process. Discussion of outcome achievement by students
stimulates suggestions for program improvement and honest evaluation of both student performance and
the assessment process. The information from this meeting is used by the Assessment Coordinator to
generate an assessment report. The report is sent electronically to faculty for review and comment, then
uploaded onto the appropriate website before the established institutional deadline.
Modification of the Assessment Plan
The faculty may decide to alter the assessment plan to meet institutional requirements, program needs,
or external accreditation standards. Changes may be made to any component of the plan, including the
outcomes, assessment measures, or any other aspect of the plan. Changes must meet American Dental
Association standards, and corresponding changes to posted Program Competencies must be made. The
changes will be approved by the faculty of the program. The modified assessment plan will be submitted
through the curriculum software and proceed through the established review/approval process.
AAC Agenda 1/20/17 11 of 88
APPENDIX A: WRITTEN EXAMINATION
Measure Description:
Paper or computerized testing in various courses (DH A202, DH A222, DH A310, DH A311, DH
A312, DH A321) used for evaluating student knowledge. These are summative assessments.
Factors that affect the collected data:
1. Standardized evaluation method that is common to all students
2. Student test-taking skills may impact quality of data
How to interpret the data:
Answer keys are used to grade examinations.
Examinations provide data on knowledge and application of knowledge.
Sample exam questions are provided on the following pages:
AAC Agenda 1/20/17 12 of 88
1. In choosing the oral physiotherapy aids that meet the patient’s needs, the clinician must
explain to the patient:
a. What is present in the oral cavity
b. What disease process is occurring
c. How the use of OPT aids will help the patient
d. Explain the consequences if the aids are not used
e. All of the above
2. In choosing OPT aids for the patient, it is best to:
a. Provide every aid available to ensure the patient has access to the various aids
b. Provide at least four various aids that will help in attaining and maintaining oral health
c. Explain brushing and flossing only. This will keep it simple for the patient
d. Individualize selection and use of aids based on patient’s needs while keeping it simple
for the patient
3. A patient presents himself for tooth brushing instruction. He is a fifteen-year-old with full
orthodontic appliances. Upon inspecting his mouth you find generalized plaque on the
orthodontic work. Which method of tooth brushing would you recommend to clean the
orthodontic appliances?
a. Circular
b. Charters
c. Bass
d. Modified Stillmans
e. Leonards
4. A patient has completed periodontal surgery. The dentist directs you to provide homecare
instruction to the patient emphasizing cleaning of the surgical site, but not to disrupt
healing. From the list below, what toothbrushing technique would be recommended?
a. Bass technique with extra soft bristle brush
b. Modified Stillmans technique with a extra soft bristle brush
c. Charters technique with a extra soft bristle brush
d. Circular technique with a extra soft bristle brush
5. The most common design of today’s toothbrush is:
a. Flat bristled, multitufted, end rounded
b. Flat bristled, multitufted, end flattened
c. Rippled, multitufted, flat bristled, end flattened
d. Rippled, single tufted, end rounded
6. End rounding refers to:
a. The design of the individual toothbrush bristle
b. The grouping together of a number of bristles
c. The shape of the head of the toothbrush
d. The shape of the handle of the toothbrush
e. None of the above
AAC Agenda 1/20/17 13 of 88
7. End rounding is important because by using this type of toothbrush bristle _____ can be
minimized.
a. Overhangs
b. Gingival recession
c. Plaque removal
d. b and c together
8. Power toothbrushes are indicated for patients who: 1) have fine motor skills impaired; 2)
are physically compromised; 3) are mentally compromised; 4) are medically
compromised; 5) patients with periodontal disease
a. 1 only
b. 2 and 3
c. 1, 2, and 3
d. 1, 2, 3, and 4
e. all of the above
9. When using the toothbrush, acute or chronic tissue problems along the facial gingival
margin surfaces of premolars and canines can be attributed to:
a. Incorrect bristle angulation
b. Incorrect placement of the toothbrush bristles
c. Too vigorous a brushing stroke
d. Use of a hard bristle brush
e. All of the above
10. The situation below may be caused by improper tooth brushing. If tooth brushing
technique is corrected, the situation will heal to normal, healthy tissue.
a. Gingival recession
b. Rolled firm gingiva
c. Gingival clefting
d. Abrasion of the cementum
11. Which type of heart murmur(s) would usually necessitate antibiotic premedication: 1)
organic; 2) functional; 3) congenital
a. 1 only
b. 2 only
c. 3 only
d. 1 and 3
e. All of the above
12. Angina pectoris is:
a. Transitory in nature
b. Irreversible
c. Signifies a potion of heart muscle dies
d. Indicates hypertrophic cardiomyopathy
AAC Agenda 1/20/17 14 of 88
13. Angina pectoris is usually treated with:
a. CPR
b. Antihistamine
c. Nitroglycerin
d. Insulin
14. When can a patient who has experienced a myocardial infarction be seen for dental hygiene
therapy?
a. 1-3 months after the attack
b. 3-6 months after the attack
c. 6 months or longer after the attack
d. None of the above. Patients with history of coronary thrombosis shouldn’t be treated
15. Your patient indicates she needs to sleep propped up in bed with 4 pillows so that she can
breathe while she sleeps. This statement would alert you to which medical situation?
a. Myocardial infarction
b. Cardiac arrhythmias
c. Hypertension
d. Congestive heart failure
e. Coronary heart disease
16. Gingival hyperplasia may be exhibited by patients who:
a. Have diabetes
b. Have epilepsy
c. Suffered a myocardial infarction less than six months ago
d. Are allergic to penicillin
17. When recording the blood pressure, the lower reading:
a. Reflects the minimal pressure that is constantly sustained by the arteries
b. Is the maximal pressure that the arteries undergo when the heart is working
c. That is most influenced by external factors
d. Refers to the pressure in the blood level at the point of ventricular contraction
18. In the UAA dental hygiene clinic, at which point would you consult with the clinic dentist
about a patient’s blood pressure? When the reading is:
a. 90/60
b. 120/80
c. 135/85
d. 139/80
e. 140/90
19. Which of the following is true of sickle scalers?
a. It is not suitable for heavy calculus
b. It allows very good tactile sensitivity
c. It is difficult to adapt to curved surfaces
d. It is always used subgingivally on facial surfaces of anteriors
e. All of the above
AAC Agenda 1/20/17 15 of 88
20. Which design feature(s) of the sickle limit(s) its use in subgingival areas?
a. A sharp pointed tip
b. Straight cutting edges
c. Sharp back of blade
d. Bulky blade
e. All of the above
21. When inserting an instrument subgingivally the face of the instrument is inserted at ___
degree angulation.
a. Nearly 0 degrees
b. 45 degrees
c. less than 90 and more than 45 degrees
d. 90 degrees
e. greater than 90 degrees
22. When moving or inserting an instrument into the sulcus, which stroke is used?
a. A channeling stroke
b. A gentle exploratory stroke
c. A gentle probing stroke
d. A working stroke
23. “Area-specific” curets:
a. Are designed to adapt to a specific area or tooth surface
b. Have two cutting edges per blade
c. Are the only curets suitable for root planing
d. Are used only in specific areas of the United States
24. A curet designed to scale and root plane anterior teeth with deep pockets will have a
a. Short, angled shank
b. Long, angled shank
c. Short, straight shank
d. Long, straight shank
25. The best way to examine the dorsum of the tongue is to:
a. Ask the patient to say “ah” and depress the tongue with the mouth mirror
b. Use a dental mirror for indirect vision
c. Extend the tongue fully by grasping the tongue with a gauze square and use direct
vision
d. Palpate between the thumb and index finger
26. The submandibular salivary glands are best examined by:
a. Transillumination
b. Digital palpation
c. Bidigital palpation
d. Manual palpation
e. Bimanual palpation
AAC Agenda 1/20/17 16 of 88
27. What would the general color of the skin be if a person was excited or had exerted
themselves?
a. Blue
b. Red
c. Yellow
d. Pale
28. A patient presents with a raised skin lesion. Which of the following clinical observations
should be considered a danger sign: 1) change in color to variegated shades; 2) change in
size that is sudden or continuous; 3) increase in elevation (becomes higher); 4)
decrease in swelling; 5) decrease in size?
a. 1 and 2 only
b. 1, 2, and 3
c. 4 and 5
d. 2, 3 and 4
e. all of the above
29. Which is the most common malignant neoplasm of the oral cavity?
a. Verrucous carcinoma
b. Basal cell carcinoma
c. Squamous cell carcinoma
d. Malignant melanoma
30. Of the following, which is the most common site in the oral cavity for oral cancer?
a. Attached gingival
b. Hard palate
c. Dorsal surface of the tongue
d. Lower lip
31. What is the term used for tissue consistency that would best describe the presence of a long
standing, chronic situation?
a. Retractable
b. Firm
c. Fibrotic
d. Spongy
e. Soft
32. What type of bleeding would one see in an acute inflammatory response?
a. Spontaneous
b. Delayed
c. Quickly clotting
d. b and c together
e. None of the above
33. On what structure of the oral mucosa would one expect to see stippling?
a. The attached gingiva
b. The alveolar mucosa
AAC Agenda 1/20/17 17 of 88
c. The junctional epithelium
d. The occlusal surfaces of molars and premolars
34. You are seeing a patient with generalized attachment loss of 1-2 mm with 6 mm attachment
loss on the distals of the second molars. How would the periodontal status of this patient be
described?
a. Generalized slight periodontitis with localized severe periodontitis
b. Generalized slight gingivitis with localized moderate periodontitis
c. Generalized moderate periodontitis
d. Localized moderate periodontitis
A thirteen-year old patient presents himself for dental hygiene treatment. Your examination indicates
the following: The medical history is WNL. Generalized, moderate plaque, localized spontaneous
bleeding with probing, generalized papillary edema with localized marginal inflammation. Probe
readings are generally 3-4mm. There is heavy supramarginal calculus on teeth #22-27. Moderate
localized supramarginal calculus on the buccals of numbers, 3, 14, and 15. Exploring subgingivally,
you find moderate, generalized subgingival calculus. The patient indicates he brushes once a day with
a medium bristle brush. Bitewing radiographs show no bone loss. There are overhanging restorations
on the mesial and distal margins of the MOD restorations on teeth #19 and 30. Clinical attachment
loss = 0.
1. The spontaneous bleeding is indicative of:
a. An acutely inflamed sulcus
b. A long-standing inflammation
c. Fibrotic tissue
d. Incipient gingival inflammation
2. Which instrument would be recommended to initially remove the calculus described on
teeth #22-27?
a. Posterior jacquette scaler
b. Anterior sickle scaler
c. Columbia 13/14
d. Barnhart 5-6
e. Gracey 1-2
3. Given the following instruments, which instrument would be the instrument of choice for
removing calculus on the buccal of #14?
a. A mini five
b. An after five Gracey 1-2
c. A Gracey 7-8
d. A Gracey 13/14
4. What type of pocketing would you suspect in this situation? 1) infrabony;
2) suprabony; 3) true pocketing; 4) pseudopocketing
a. 1 and 3
b. 1 and 4
c. 2 and 3
d. 2 and 4
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5. What is the cause of bleeding in this situation? :)
a. Bacteria
b. Overhanging restorations
c. Poor home care
d. Calculus
e. All of the above
6. The MOD restoration is an example of which classification of restoration using Black’s
system?
a. Class I
b. Class II
c. Class III
d. Class IV
e. Class V
7. What factor(s) would contribute to the accumulation of calculus on the buccals of #3, 14
and 15?
a. Saliva from Stensen’s duct
b. Saliva from the sublingual gland
c. Saliva from the submandibular gland
d. Saliva from Whartons duct
8. What toothbrushing technique would benefit this patient’s gingiva?
a. Stillmans
b. Bass sulcular
c. Charters
d. Scrub brush
9. What OPT aid would you recommend for deplaquing the interdental area of #22-27?
a. Floss
b. Bridge cleaners
c. Interproximal brush
d. Perio aid
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APPENDIX B: CASE PRESENTATION
Measure Description:
Student oral and written presentations of a clinical case. These are required the second, third, and
fourth semesters. They are both formative and summative assessments, as the students demonstrate
what they have learned up to that point in time, and also receive constructive feedback to improve their
knowledge and skills for future cases.
Factors that affect the collected data:
Patient cooperation: Patients must return for multiple appointments so the student can complete the
required tasks. If a patient is non-compliant, the student may have to start over at a late date and
compromise the quality of the case presentation.
How to interpret the data:
The grading rubric used to evaluate the case presentation is on the following page.
The data quantify student knowledge and ability to comprehensively apply knowledge and skills
learned.
This measure demonstrates students’:
Legal and ethical behavior in a clinical situation
Ability to acquire and critically analyze clinical information
Critical thinking skills in developing a dental hygiene diagnosis and need for referral
Ability to formulate a dental hygiene care plan, include collaboration with other health care
providers
Ability to deliver care and maintain the oral health of patients
Related instruction skills in communication, computation, and relationship-building
Ability to evaluate the effectiveness of services rendered, and the knowledge to modify
treatment as needed based on patient response
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Case Presentation Grading Rubric
Written Report and Oral Presentation (100 points total)
Points Possible
Comments Points
Grammar, terminology
1-2 errors=8-9; 3-4 errors =6-7; >4 errors=0-5
10
Professional presence
Professional dress, demeanor, slides
5
Content -
Organization/sequencing/format
10
Completeness of relevant info -
Subjective Data CC, personal, medical, dental profiles, obtained by the student making presentation
10
Objective Data Summaries EO, IO, Dental, Occlusion, Perio (including post-tx measurements for 2nd year only),
Accretions (Plaque scores are encouraged), Radiographs, Photos: pre/post (post 2nd year
only) and good quality; all but radiographs
must be obtained by the student making presentation
15
Diagnosis (Assessment) Lists needs, problems, contributing factors of perio/dental condition, and risk assessments,
nutritional analysis (prn)
15
Treatment Plan Systemic, emergency, debridement, OHI,
referrals prn, hard tissue finishing (e.g. Fl, removal of overhangs and defective
restorations), re-eval of periodontal therapy, maintenance/recall interval
20
Prognosis
5
Treatment rendered, post treatment evaluation periodontal summary—2nd year only
Included in
treatment
plan score
Ability to knowledgably answer questions
5
Professional conduct during other presentations (Can be a negative grade if
student has multiple incidences of unprofessional
conduct.)
5
Ethics related to patient care Appropriate Not appropriate
Notes on ethics:
Point Total 100
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APPENDIX C: PROFESSIONALISM GRADE
Measure Description:
Grade in clinical and laboratory courses based on grading rubric. The final grade is based on formative
assessment throughout each semester.
Factors that affect the collected data:
1. Ability of faculty to observe and record student behavior: If faculty do not observe and record
infractions, then the data is irrelevant. It is fairly impossible to observe all students at all times.
2. Faculty calibration for grading: Some subjectivity is inherent in this process, and can result in
variances.
How to interpret the data:
Criteria for professionalism grading is listed on the following page.
Professionalism is essential in dental hygiene. Dental employees are expected to:
Be timely, well-groomed, and respectful
Exhibit professional manners and good judgment
Maintain proper infection control and accurate records
Be responsible for equipment and supplies
The professionalism grade provides this information regarding our students’ behavior.
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Professionalism Grading Rubric
CRITERIA PTS CRITERIA PTS
Is punctual in attendance at each class session. (see note) 10: Always on time
5: Late by <15 minutes 1-3 times (unexcused) 0: Late by < 15 minutes more than 3 times (unexcused)
-10: Each additional unexcused tardy <15 minutes
-25 : Each unexcused. tardy 15-60 mins late; >60 mins = absence -50: Each unexcused absence
Maintains complete and accurate records.
10: Student & patient records are complete and orderly.
5: Student & patient records mostly complete and somewhat organized 0: Student & patient records not complete or organized
Is appropriately attired and groomed. 10: Always appropriately attired and groomed
5-9: Occasional grooming/uniform errors 0: > 5 grooming/uniform errors
Performs lab duties as scheduled.
5: Always performs tasks and rarely needs reminding
3: May forget tasks and sometimes needs reminding 0: Often forgets tasks and requires much supervision
Interacts with peers and faculty in a professional manner. 10: Always professional interaction 5: Occasional unprofessional interaction
0: Frequent unprofessional interaction or single major incident
-5: For each additional major incident
Maintains instruments and supplies in an appropriate condition.
5: Instruments & supplies neat and in excellent condition 3: Instruments & supplies sometimes disorganized
0: Instruments & supplies usually disorganized and/or in
poor condition
Promotes team relationships. 5: Excellent team player—always helps others
3: Good team player—often helps others
0: Poor team player—puts self interests before others
Performs daily operatory maintenance as specified.
5: Daily operatory maintenance always performed
3: Daily operatory maintenance usually performed
0: Daily operatory maintenance often not performed, or reminders are often needed
Exhibits good judgment.
5: Makes wise decisions 3: Occasionally exhibits poor judgment
0: Often exhibits poor judgment
Manages time in a manner which allows optimum learning.
5: Excellent time management; Uses time wisely 3: Good time management; occasionally wastes time
0: Poor time management: often wastes time
Maintains OSHA standards. 10: Rarely has lapse in infection control
5: Lapses in infection control average ~ 1/week
0: Commonly has lapses in infection control
Completes requirements by due dates. 10: All requirements/assignments completed by due dates
5-9: Occasionally late on a requirement/assignments
0: Frequently late on requirements/assignments
Completes tasks within a reasonable time.
10: Always or almost always finishes in given time period
5: Often takes additional time to complete tasks
0: Almost always takes additional time to complete tasks
NOTE: Excused tardy may include weather-related events but must be accompanied by lead faculty notification PRIOR to class start time or
else will be treated as an unexcused tardy.
NOTE: Early departure from class without faculty permission will be counted as an unexcused tardy.
Column totals:
Professionalism Total Grade:
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APPENDIX D: LITERATURE REVIEWS
Measure Description:
Written and class discussion on professional literature assignments
Factors that affect the collected data:
1. Written literature evaluation is mostly objective based on rubric, providing a stable effect on
results.
2. Class discussion is varied and quality is dependent of literature selection.
3. Student participation can vary depending on interest and personality.
How to interpret the data:
A rubric for the written literature review is on the following page.
The written report and class discussion provide insight into student understanding of proper research
methodology and student ability to critically analyze scientific literature.
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Criteria for Professional Literature Review
Criteria Pts Self Evaluation
Instructor Evaluation
A Overall description of the article
1 Title concise and descriptive
2 Author’s affiliations & credentials noted
a Researcher has satisfactory reputation for well-conducted research
b Researcher is not affiliated with a commercial firm
3 Article found in reputable, peer-reviewed journal
a Journal has an editorial review board; articles are peer-reviewed prior to publication
b Journal is affiliated with a learned society, professional group, specialty group, or reputable scientific publisher
c Journal is not a “popular” magazine sponsored by a cause or published by a commercial firm
d Concisely written using a scientific style
4 Data published indicate current knowledge & are not outdated by more recent research
B Author has qualifications to write the article
1 Author’s current or past position supports expertise in a particular area
2 If reporting research results, there is evidence of finances & facilities to support the research
C References are available for articles
1 References are comprehensive, accurate, & reputable
2 Given the topic, there is an appropriate number of current references, although older references may be indicated for historical purposes or because
D Research problem is clearly, accurately, & completely described
1 Purposes of the study are clearly stated
2 There is a thorough review of the literature
3 Important terms &concepts are defined adequately
4 Hypotheses or objectives are adequate & clearly stated; hypothesis or objective follow directly from the problem statement
E Prospective & retrospective research require a different evaluation & materials & methods section
1 Characteristics of the population sampled are described; allocation of groups outlined if a clinical trial
2 Sampling techniques are described & adequate
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Criteria Pts Self Evaluation
Instructor Evaluation
3 There is evidence of no bias in selection or assignment of objects or persons in the sample
4 Research design is described; there is control indicated for variables that might influence the results; comparability of experimental & control groups is evident’ limitations of the design are pointed out
5 Tests & instruments used give reasonable measures of the factors under study
a Tests & instruments used are valid & reliable
b Conditions in which measurements are made are described
c Duration of study is appropriate
6 All factors needed to test the hypotheses or achieve the objectives are included in the analysis
a Statistical tests are described; general-purpose computer programs for data analysis are specified
b Hypotheses are tested through statistical analysis
7 Findings are presented in a clear manner
a Data tables & figures are clear, easy to understand, & titled
b Data are presented in a straightforward manner; authors report statistical method used & reason for selection
8 Discussion highlights significant issues from the research
a Author may speculate on the significance of the findings
b Strengths & limitations of the study are stated
c Treatment or study complications & adverse effects are reported
d Results are related to the current literature & implications for practice or the profession
9 Conclusions are supported by the methods used & the findings
Total Points
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APPENDIX E: COMPETENCIES
Measure Description:
Skill-based assessments in laboratory and clinical courses. These are summative, as students
demonstrate competence in skills learned each semester.
Factors that affect the collected data:
1. Scoring is somewhat subjective.
2. Poor faculty calibration can result in grading variation.
3. Students get nervous and may not perform to their best ability.
How to interpret the data:
Each skill has a specifically designed task analysis that lists each step or criteria. Faculty observe each
student on each task, and students must perform to a pre-determined skill level to pass. This data
demonstrates student skill competency.
A sample task analysis sheet is provided on the following page.
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APPENDIX F: AMERICAN DENTAL HYGIENE ASSOCIATION
Measure Description:
Inquiry to American Dental Hygiene Association (ADHA) regarding the membership status of the two
student cohorts. The request is for a numerical value only, not for names.
Factors that affect the collected data:
Ability to contact and receive information from local/state/national organization. Currently the UAA
Dental Hygiene Program and the components of the ADHA have a good working relationship.
How to interpret the data:
Membership in a professional association exposes the student to benefits of participation in a
professional association and promotes the profession.
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APPENDIX G: COMMUNITY PROJECTS
Measure Description:
Student group projects involving community involvement
Factors that affect the collected data:
A portion of this measure is based on participation in required and voluntary community activities, so
data is fairly consistent. Grading can be somewhat subjective, but use of a rubric limits subjectivity.
How to interpret the data:
It is ethically responsible for professionals to participate in community service activities. By requiring
students to participate in community activities for diverse groups, the Dental Hygiene Program exposes
students to diversity, the need for community service, and the personal satisfaction that can be
obtained.
Project implementation requires formulation of a health care plan for a group of people, delivery of a
service based on the plan, and evaluation of that service. Public health service is an integral
component of the dental hygiene profession.
This project also reveals the students’ related instruction skills in communication, computation, and
relationship-building.
Grading rubrics for the project are provided on the following pages:
(These rubrics are formatted for landscape orientation and were converted to portrait for inclusion in
this document, creating a less-than-optimal view.)
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.
FIELD EXPERIENCE PROJECT DEVELOPMENT RUBRIC
[DHA324 COMMUNITY DENTAL HEALTH I: PROJECT DEVELOPMENT RUBRIC] Spring, 2010
Criteria Well Developed 10 points
Developing/Acceptable 8 points
Needs Improvement 6 points
APA style and Paper Format
References are properly cited within the paper. Reference page is properly completed with a few errors. Paper includes a title page, headings and page numbers at the top right. Indented paragraphs and double-spacing are used in the text.
References within paper and on reference page need minor revisions. Minor revisions to other APA format and style are needed.
Reference style for in-text citations and on reference page needs major revision. Major revisions to other APA format are needed. Paper format is not followed and key components are missing.
Writing Style (See Writing Rubric)
Communicates information effectively and efficiently. Uses complex and varied sentence structure. Effective word choice. Scientific writing style is used: economy of words, contractions and personal pronouns avoided, past tense is used to refer to others’ work, active verbs. Topics in the body of the paper transition to each other within a paragraph, between paragraphs, and between sections.
Communicates information using appropriate sentence structure and word choice. Minor improvements in scientific writing style or use of transitions are needed
Lack of communication of information. Persistent errors in grammar, sentence structure, spelling, or usage. Major improvements in scientific writing style or use of transitions are needed.
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Introductory & Conclusion Paragraph (no header needed when using APA formatting)
Paper contains an introductory paragraph that introduces the topic and highlights the content of the paper. Conclusion brings summary and closure.
Paper contains an introductory paragraph that introduces the topic OR highlights the content of the paper. Conclusion includes summary OR brings closure.
No introductory is written or the content of the paragraph does not introduce the topic and introduce the content of the paper. No conclusion is written.
TASK ANALYSIS
Target Population Identified
Baseline information of target population provided, i.e. demographics, etc. Description of site where services will be provided includes detailed information. References for any data sources included.
Baseline information of target population included but provides minimal description of characteristics of the group. References for any data sources included.
Baseline information of target population and description of site for project is vague and lacking detail.
Oral Health Problem Description
Oral health risk factors and needs of the population are clearly documented and supported by evidence-based literature from credible sources using APA format with only minor errors. Cultural competence is demonstrated in identifying the needs of the population.
Oral health risk factors and needs are described and documented; some assumptions are made in descriptions without adequate evidence-based literature or use of questionable sources. APA format is used with at least 1 major error. Some attempt to incorporate cultural competence is made.
Oral health factors and needs are described, but not supported by evidence-based literature using APA format with both major and minor errors. No attempts or references to cultural competence are provided.
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INSTRUCTIONAL OBJECTIVES
Goal analysis identifies initial outcomes of instructional intervention. Determines prerequisite knowledge.
Initial outcomes and prerequisite knowledge is identified.
Initial outcomes and prerequisite knowledge is somewhat identified.
Initial outcomes and prerequisite knowledge is not identified.
Cognitive, psychomotor and affective objectives are written appropriately. All aspects of the goal analysis are covered by the objectives
Objectives are written with the highest level possible with an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Goal analysis and objectives are congruent.
Some objectives are written with the highest level possible with an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Most of the content in the goal analysis is covered by the objectives.
None of the objectives are written at the highest level possible or do not include an action verb, subject content reference and optional parts such as level of achievement and conditions of performance. Most of the content in the goal analysis is not covered by the objectives.
INSTRUCTIONAL PLAN & STRATEGIES
Planning and Assessment
Steps follow a logical sequence of events. Assessment plan is thoughtful. Community need is well documented and demonstrated with attempts to incorporate health beliefs.
Steps for the project plan make sense, but may not follow a logical order. Assessment plan covers most aspects. Community need is well documented and demonstrated with attempts to incorporate health beliefs.
Steps do not make sense considering the data and information presented. Gaps in the assessment exist leaving questions about community’s needs.
Pre-Instructional Strategy Description
Strategy orients the learner to all of the
Strategy orients the learner to most of the
Strategy orients the learner to the minority
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Active Learning Strategy Description Post-Instructional Strategy Description
content in the presentation. Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. A tentative plan of the Learners’ Assessment and Evaluation of Student Learning is described.
content in the presentation. Strategy meets three of the four: Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. A tentative plan of the Learners’ Assessment.
of the content in the presentation. Strategy meets two or less: Strategy engages the learner with the content. Generative or instructional strategies promote active learning. The activity is described in detail. The activity meets one or more of the objectives. No tentative plan is described.
APPENDIX
Lesson Plan is included as an Appendix
A copy of the Lesson Plan is formatted as in the example and provided as an Appendix.
A copy of the Lesson Plan is provided as an Appendix, but not formatted properly.
No copy is provided in an Appendix.
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FIELD EXPERIENCE PROJECT EVALUATION RUBRIC
Criteria Well Developed 10 points
Developing/Acceptable 8 points
Needs Improvement 6 points
APA style and Paper Format
References are
properly cited
within the paper.
Reference page is
properly
completed with a
few errors. Paper
includes a title
page, headings
and page numbers
at the top right.
Indented
paragraphs and
double-spacing
are used in the
text.
References within
paper and on reference
page need minor
revisions. Minor
revisions to other APA
format and style are
needed.
Reference style
for in-text citations
and on reference
page needs major
revision. Major
revisions to other
APA format are
needed. Paper
format is not
followed and key
components are
missing.
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Writing Style (See Writing Rubric)
Communicates
information
effectively and
efficiently. Uses
complex and
varied sentence
structure.
Effective word
choice. Scientific
writing style is
used: economy of
words,
contractions and
personal
pronouns
avoided, past
tense is used to
refer to others’
work, active
verbs. Topics in
the body of the
paper transition to
each other within
a paragraph,
between
paragraphs, and
between sections.
Communicates
information using
appropriate sentence
structure and word
choice.
Minor improvements in
scientific writing style
or use of transitions are
needed
Lack of
communication of
information.
Persistent errors in
grammar, sentence
structure, spelling,
or usage.
Major
improvements in
scientific writing
style or use of
transitions are
needed.
Introductory & Conclusion Paragraph (no header needed when using APA formatting)
Paper contains an introductory paragraph that introduces the topic and highlights the content of the paper. Conclusion brings summary and closure.
Paper contains an introductory paragraph that introduces the topic OR highlights the content of the paper. Conclusion includes summary OR brings closure.
No introductory is written or the content of the paragraph does not introduce the topic and introduce the content of the paper. No conclusion is written.
PRESENTER SELF-ASSESSMENT
Preparation Criteria
Each criterion is used to assess performance.
Three of the four areas are addressed in the paper.
Two or less of the four areas are
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Organized and prepared for the presentation.
Prepared current and up-to-date information on topic.
Knew topic thoroughly.
Understood the needs of the audience.
Devised proper instruction for target audience.
Selected appropriate presentation method(s) (Lecture, PPT, discussion, etc.) to keep the audience interested.
Reasoning is provided to explain the assessment. Areas of strength and areas needing improvement are included. Explanation of improvement for future performance is discussed.
addressed in the paper.
Effective Delivery Criteria
Provided an overview to the topic content to gain interest and curiosity on the subject matter.
Adapted presentation to surroundings, which includes the audience.
Used time wisely so the presentation flowed smoothly.
Maintained eye contact with the audience.
Each criterion is used to assess performance. Reasoning is provided to explain the assessment. Areas of strength and areas needing improvement are included. Explanation of improvement for future performance is discussed
Three of the four areas are addressed in the paper.
One of the three areas is addressed in the paper.
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Used varied tones (versus a monotone voice) and an audible volume.
Reduced distracting mannerisms (such as saying OK a million times or twirling hair).
Enthusiastic, but relaxed during the presentation. Presented material in a clear and concise manner.
Presented information at a comfortable pace for the audience.
Fostered interaction between the teacher and leaner in a considerate and genuine manner.
Used praise and encouragement during interaction with learners.
Used an active learning strategy to engage the learners
Allowed time for questions and responded to students in an appropriate manner.
Provided humor, examples, stories,
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visual aids, or handouts to make the information more applicable, understandable, and interesting.
Was flexible and anticipated unforeseen situations.
At the end, summarized the purpose and the content of the presentation.
PROGRAM EVALUATION: RESULTS OF EVALUATION OF STUDENT LEARNING
Evaluation of Student Learning Results
Summary of results in the written and visual form. Results are easy to read.
Summary of results in the written and visual form. Results are fairly easy to read.
Summary of results in the written or visual form. Results are not easy to read.
Evaluation of Student Learning
Realistic judgment is made about students leaning meeting the instructional objectives based on the results of student learning.
Judgment is made about students leaning meeting the instructional objectives partially based on the results of student learning.
Unrealistic judgment is made about students leaning meeting the instructional objectives by not using results of student learning.
YOUR REFLECTION AS AN EDUCATOR
Reflection of Instructional Design Process during Development Phase
Reflection includes what was learned as an educator and describes insights or epiphanies.
Reflection includes what was learned as an educator or describes insights or epiphanies.
Reflection does not include what was learned as an educator and describe insights or epiphanies.
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Reflection of Instructional Design Process during Evaluation Phase
Reflection includes what was learned as an educator and describes insights or epiphanies. Evidence from textbooks or other resources is used.
Reflection includes what was learned as an educator or describes insights or epiphanies.
Reflection does not include what was learned as an educator and describe insights or epiphanies.
Change for Future Presentations
Changes discussed are based on the results of the CAT or Learner Reflection, Student Learning, and Your Reflection as an Educator. Uses examples as evidence.
Changes discussed are based on two of the three areas.
Changes discussed are based on one of the three areas.
APPENDIXES
Learner Evaluation is included in an Appendix
A copy of the Learner Evaluation distributed to students is provided as an example in an Appendix
No copy is provided in an Appendix
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Master of Science, Applied Geological Sciences Page 1 of 23
Master of Science, Applied Geological Sciences
Academic Assessment Plan
Adopted by
The Department of Geological Sciences faculty: 11/30/2016
Submitted to the Office of Academic Affairs: 11/30/2016
for review by The Academic Assessment Committee of the Faculty Senate
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Master of Science, Applied Geological Sciences Page 2 of 23
TABLE OF CONTENTS
Mission Statement _________________________________________________________________ 3Program Introduction ______________________________________________________________ 3
Assessment Process Introduction _____________________________________________________ 3Program Objectives and Student Learning Outcomes _____________________________________ 4
Table 1: Association of Assessment Measures to Student Learning Outcomes _________________ 5Assessment Measures _______________________________________________________________ 6
Table 2: Assessment Measures and Administration _______________________________________ 6Assessment Process ________________________________________________________________ 7
General Implementation Strategy __________________________________________________________________ 7Description of Faculty Involvement ________________________________________________________________ 8Modification of the Assessment Plan _______________________________________________________________ 8
Appendix A: Direct Course Level Assessment ___________________________________________ 9Measure Description: ___________________________________________________________________________ 9Factors that affect the collected data: _______________________________________________________________ 9How to interpret the data: ________________________________________________________________________ 9 Table: Outcome 1: an ability to use rigorous methods of scientific analysis: ________________________________ 10 Table: Outcome 2: an ability to demonstrate mastery of graduate-level geological sciences theory: _____________ 11 Table: Outcome 3: an ability to conduct advanced geological sciences research and/or demonstrate technical skills application: __________________________________________________________________________________ 12 Table: Outcome 4: an ability to apply the scientific method to graduate-level problems in one or more focus areas: 13 Table: Outcome 5: an ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs: ___________________________________________________________ 14 Table: Outcome 2 Assessment Example: ___________________________________________________________ 15
Appendix B: Exit Survey __________________________________________________________ 16Measure Description: __________________________________________________________________________ 16Factors that affect the collected data: ______________________________________________________________ 16How to interpret the data: _______________________________________________________________________ 16 Sample exit survey: ____________________________________________________________________________ 16
Appendix C: Thesis Defense/Comprehensive Exam _____________________________________ 22Measure Description: __________________________________________________________________________ 22Factors that affect the collected data: ______________________________________________________________ 22How to interpret the data: _______________________________________________________________________ 22
Appendix D: Thesis or Project ______________________________________________________ 23Measure Description: __________________________________________________________________________ 23Factors that affect the collected data: ______________________________________________________________ 23How to interpret the data: _______________________________________________________________________ 23
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Master of Science, Applied Geological Sciences Page 3 of 23
MISSION STATEMENT
The Department seeks to provide the highest quality of education through a learning environment that enables and inspires students to succeed academically and professionally, provides the highest quality instruction, fosters research and other creative activities, and instills a desire to embrace life-long learning.
PROGRAM INTRODUCTION
The Geological Sciences Program falls within the College of Arts and Sciences at University of Alaska Anchorage. The Master of Science in Applied Geological Sciences (MSAGS) program prepares
students for work in a multitude of careers that require a deep and broad foundation in the geological sciences. These include careers in environmental geosciences, the oil and gas industry, minerals and mining, and state and federal agencies. A master’s degree in applied geological sciences implies not only an enhanced level of understanding of the fundamentals of geological sciences, but also an applied skillset that allows students to apply advanced concepts of geological sciences to problem-solving.
The MSAGS has a thesis and a non-thesis option. The thesis option includes a focus on skills related to the acquisition of new knowledge and is designed for students who wish to pursue higher entry level positions into jobs or to eventually pursue a Ph.D. degree. The non-thesis option is designed for students who wish to further emphasize applied geological sciences and prefer to substitute additional classroom education and a comprehensive written exam or a project and comprehensive oral exam for graduate research experience.
ASSESSMENT PROCESS INTRODUCTION
The Geological Sciences faculty have adopted three Program Objectives and four Student Learning Outcomes for the MSAGS degree. Outcome assessment and implementation of continuous improvement is the responsibility of the faculty of the Geological Sciences (GS) Program.
The outcomes assessment strategy of the GS Program is voted upon by the GS faculty. The faculty select the measures that will be used to assess each outcome. Individual faculty members agree to implement recommendations from peers on a volunteer basis. Among other duties, the Director of the Department keeps central records of all assessment activities, prepares reports, and coordinates with the Dean of CAS.
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Master of Science, Applied Geological Sciences Page 4 of 23
PROGRAM OBJECTIVES AND STUDENT LEARNING OUTCOMES
Program Objectives
The UAA applied geological sciences graduate program objectives are to provide graduates with:
1. Graduate-level technical knowledge within geological sciences. 2. An ability to conceive and conduct graduate-level geological sciences research (thesis option
only) and problem solving. 3. An ability to effectively communicate and apply graduate-level geological sciences concepts and
technical skills.
Student Learning Outcomes
In keeping with the above objectives, the expected student learning outcomes of the UAA MSAGS program include an ability to:
1. Use rigorous methods of scientific analysis. 2. Demonstrate mastery of graduate-level geological sciences theory. 3. Conduct advanced geological sciences research and/or demonstrate technical skill application. 4. Ability to apply the scientific method to graduate-level problems in one or more focus areas of
geological sciences. 5. Work effectively within the professional framework of geological sciences careers or be prepared
for Ph.D. research programs.
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Master of Science, Applied Geological Sciences Page 5 of 23
TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO STUDENT LEARNING OUTCOMES
Outcomes
Dire
ct
CLA
Exit
Surv
ey
Com
p.
Exam
Proj
ect o
r Th
esis
1. Use rigorous methods of scientific analysis 1 1 1 1
2. Demonstrate mastery of graduate-level geological sciences theory. 1 1 1 1
3. Conduct advanced geological sciences research and/or demonstrate technical skills application. 0 1 0 1
4. Ability to apply the scientific method to graduate-level problems in one or more focus areas of geological sciences
1 1 0 1
5. Work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs.
0 1 0 1
0 = Measure is not used to measure the associated outcome. 1 = Measure is used to measure the associated outcome.
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ASSESSMENT MEASURES
A description of the measures used in the assessment of the student learning outcomes and their implementation are summarized in Table 2 below. The measures and their relationships to the student learning outcomes are listed in Table 1, above. There is a separate appendix for each measure that shows the measure itself and describes its use and the factors that affect the results.
TABLE 2: ASSESSMENT MEASURES AND ADMINISTRATION
Measure Description Frequency/ Start Date
Collection Method
Administered by
Direct Course Level Assessment
Graded student work from selected courses to measure the level of outcome achievement.
Spring and Fall semesters, beginning Fall 2017
Evaluation by course instructors
Course instructors
Indirect Course Level Assessment
Survey given to graduating students in which students self-assess their perceived level of outcome achievement.
Spring and Fall semesters, beginning Fall 2017
Surveys given by computer or hard copy
Graduate advisor
Thesis Defense/Compreh
ensive Exam
Student performance on comprehensive written or oral exam required for completion of the MSAGS degree. Project and thesis students take an oral exam as part of their defense, and non-thesis students may opt for a written exam instead of a project.
Spring and Fall semesters, beginning Fall 2017
Evaluation done by student’s graduate committee
Graduate committee
Thesis or Project Student performance on written document and oral presentation associated with project or thesis.
Spring and Fall semesters, beginning Fall 2017
Evaluation done by student’s graduate committee
Graduate committee
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ASSESSMENT PROCESS
General Implementation Strategy The College of Arts and Sciences administration is responsible for:
• Providing sufficient financial and staff support for the implementation of this plan.
• Ensuring faculty assessment efforts are appropriately reflected in annual workload agreements.
The GS Program faculty are responsible for:
• Performing assessment as an integral part of teaching activity (course level assessment).
• Participating in meetings to discuss development and implementation of the assessment plan.
• Participating in meetings to discuss interpretation of the data and implementation of continuous improvement, particularly relating to the GS curriculum.
The Chair of the Department Curriculum and Assessment Committee is responsible for:
• Keeping central records of all assessment activities.
• Preparing reports related to assessment activities, subject to the approval of the GS faculty.
• Coordinating with the UAA Academic Assessment Committee.
The Director of the GS Department is responsible for:
• Presiding at GS faculty meetings in which assessment issues are discussed.
• Communicating the assessment-related activities and needs of the GS Department to the College of Arts and Sciences administration.
Of the four assessment measures used to assess the MSAGS Program, three will occur as students prepare to finish their degrees (exit survey, comprehensive exam, and thesis/project report). Assessment data will be taken on these three items for every student. Direct CLA will be carried out on a schedule that complements the already-existing assessment program for the BSGS degree. The GS faculty operate on an assessment timeline wherein an assessment occurs every year. Assessment data will be used to prepare an Outcomes and Objectives Assessment Report for the BSGS degree that is ultimately reviewed by the Department Director and the Dean of CAS. At these times, assessment data from the MSAGS program will be gathered into the same report and assessed in parallel with the undergraduate program.
The first full round of assessment for the BSGS Program was completed in AY2016-17. The next round of assessment will be completed in AY2017-18. It is anticipated that the first round of assessment for the MSAGS will be completed in AY2019-20 when the core MSAGS courses have been implemented and the first MSAGS graduates complete their MS degree program.
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Description of Faculty Involvement The GS faculty are ultimately responsible for all aspects of the assessment process. Development of assessment plans:
• Assessment plans are implemented following a vote of the GS faculty at a faculty meeting attended by a quorum.
Implementation of assessment measures:
• Course instructors of the assessed course collate examples of student work and perform preliminary analysis and interpretation before turning the data over to the Chair of the Department Curriculum and Assessment Committee.
• Other, additional assessment activities are encouraged, and are initiated by individual faculty members or special committees on a volunteer basis. The formation of special committees for the purpose of assessment is subject to a vote by the GS faculty. These individual faculty members of special committees are responsible for preliminary analysis and interpretation of the data.
Recommendations for continuous improvement:
• The Chair of the Department Curriculum and Assessment Committee prepares reports on the findings of assessment activities, which may contain analysis of the data and recommendations for continuous improvement. These reports are subject to the approval by the full GS faculty before adoption or dissemination.
• GS faculty member instructors may take action for continuous improvement within their own courses as suggested by the results of their assessment activities and the assessment activities of their colleagues.
• Recommendations for actions to be taken for continuous improvement at the Department level may be suggested by any GS faculty member, to be discussed at a GS faculty meeting. These suggestions may include:
o Changes in course content, sequencing, or prerequisites.
o Substitution, creation, or deletion of courses in the current curriculum.
o Changes in instructor assignments.
o Changes in advising methods.
o Additions or replacement of equipment, such as lab equipment, vital to effective instruction or thesis research.
Modification of the Assessment Plan Potential changes to the assessment plan may be suggested by any faculty member to be discussed at one of the regular faculty meetings. Changes to the assessment plan are implemented following a discussion and a vote at a faculty meeting at which a quorum (2/3 of full-time faculty) is present.
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APPENDIX A: DIRECT COURSE LEVEL ASSESSMENT
Measure Description: Course instructors will evaluate student work to measure the level of outcome achievement. Assessment tools may include quiz and exam questions, projects, laboratory reports or other writing assignments, in-class presentations, or other materials deemed appropriate by the instructor. Instructors may choose which assessment tool or tools they wish to use.
Factors that affect the collected data:
• Clarity of the assignment or question. • Student motivation. • Instructor bias in evaluating results. • Instructor style with respect to grading.
How to interpret the data: Instructors may choose one of two methods for assessing outcomes and/or individual performance indicators. Instructors may choose to assess student work based on one of the attached rubrics, or to examine student grades on exam questions or projects that relate to particular outcomes or performance indicators. The procedure for direct CLA using one of the attached rubrics is as follows:
1. Rate each student according to one of the attached rubrics on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.”
2. Determine the percentage of students who have shown “Satisfactory” or “Excellent” achievement of the outcome.
The procedure for direct CLA using student grades is as follows: 1. Choose a project or exam problem which relates directly to a particular outcome or
performance indicator. 2. Determine the percentage of students whose grades put them in the categories of “Excellent,”
“Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of courses within the MSAGS program, and will also be used by the course instructor to gauge student learning effectiveness at the course level. A sample Student Outcome Report for direct CLA is shown below. Rubrics for all Outcomes follow.
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Outcome 1: an ability to use rigorous methods of scientific analysis Performance
Indicator Poor Developing Satisfactory Excellent
1. Identifiesappropriatetoolsforagiventask
Does not demonstrate understanding of appropriate tools for a given task
Demonstrates limited understanding of appropriate tools for a given task
Demonstrates satisfactory understanding of appropriate tools for a given task
Demonstrates exceptional understanding of appropriate tools for a given task
2. Understandsadvantagesanddisadvantagesofthechosentoolinrelationtopossiblechoices
Cannot describe advantages and disadvantages of a particular tool, or description is incorrect
Can provide limited description of advantages and disadvantages of a particular tool
Can provide satisfactory description of advantages and disadvantages of a particular tool
Provides exemplary description of advantages and disadvantages of a particular tool
3. Utilizesthetoolusingcorrecttechnique
Is unable to utilize the tool using correct technique
Ability to utilize the tool is limited
Utilizes the tool in a satisfactory manner
Demonstrates exceptional mastery of the correct technique for using the tool
4. Assessesthevalidityoftheresultsoftheanalysis
Is unable to assess the validity of the results
Makes limited attempts to assess the validity of the results
Assesses the validity of the results in a satisfactory manner
Assesses the validity of the results in an exceptional manner
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Outcome 2: an ability to demonstrate mastery of graduate-level geological sciences theory
Performance Indicator
Poor Developing Satisfactory Excellent
1. Selectsappropriatetheory,modelorgoverningequation
Does not demonstrate understanding of appropriate theory
Demonstrates some idea of appropriate theory
Selects appropriate theory for the problem
Judgment exceeds expectations when selecting theory for problem
2. Understandssimplifyingassumptionsorlimitationsofthechosenmodel
Does not demonstrate understanding of simplifying assumptions or limitations
Demonstrates incomplete understanding of simplifying assumptions or limitations
Demonstrates understanding of simplifying assumptions or limitations
Demonstrates particularly thorough understanding of limitations of model
3. Implementstheory,modelorgoverningequationcorrectlytoperformanalysis
Is unable to implement theory to perform analysis
Begins analysis but is unable to see it to completion
Implements theory correctly to perform analysis
Implements theory to perform analysis in a way that exceeds expectations
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Outcome 3: an ability to conduct advanced geological sciences research and/or demonstrate technical skills application
Performance Indicator Poor Developing Satisfactory Excellent 1. Demonstratesan
understandingoftheproblemstatementortechnicalskillapplication
Does not demonstrate understanding of the problem
Demonstrates limited understanding of the problem
Can explain the problem statement in a satisfactory manner
Demonstrates exceptional insight into the problem statement
2. Explainsresearchorprojectinthecontextofcurrentstateoftheartusingavarietyofreferences
Limited or no effort to explain work in context of current state of the art
Attempts to explain work in context of current state of the art but is unsuccessful
Explains work in context of current state of the art in a satisfactory manner
Demonstrates exceptional understanding of work in context of current state of the art
3. Providesappropriatedataandanalysistoaddressanidentifiedgeologicproblem
In unable to provide data or analysis of the problem
Provides incomplete data or analyses to address the problem
Provides satisfactory data and analyses to address the problem
Provides data and analyses that exceed expectations
4. Assessesvalidityofconclusionsbasedoninsightfromanaloggeologicsystemsordatasets
Makes no attempt to validate the solution/validation method incorrect
Makes limited attempts to validate the solution
Assesses the validity of the solution using an appropriate technique
Uses multiple techniques to assess validity of solution
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Outcome 4: an ability to apply the scientific method to graduate-level problems in one or more focus areas
Performance Indicator
Poor Developing Satisfactory Excellent
1. Appliesthescientificmethodtocontributeunderstandingofspecificscientificissue
Does not apply the scientific method, or the use of the scientific method is especially poor
Limited attempts to apply the scientific method
Demonstrates a reasonable use of the scientific method appropriate to the project
Shows exceptional use of the scientific method which exceeds expectations
2. Definesclearhypothesesandrelevanthypothesistests
Does not define hypotheses or relevant hypothesis tests
Attempts to define hypotheses and relevant hypothesis tests, but they are unclear
Defines clear hypotheses and relevant hypothesis tests appropriate to the project
Defines exceptionally clear hypotheses and relevant hypothesis tests
3. Createsafinalproductforevaluation
Does not create a final product, or the final product is especially poor
Makes a start on a final product but is unable to defend all aspects of the project
Creates a satisfactory final product and can defend all aspects of the project
Creates an exceptional final product and the defense of the project exceeds expectations
4. Evaluatesaspectsofthedesign
No appropriate application of the scientific method
Limited application of the scientific method
Satisfactory application of the scientific method
Exemplary applicatio of the scientific method
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Outcome 5: an ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs
Performance Indicator
Poor Developing Satisfactory Excellent
1. Communicateswithcommitteeandothercolleaguesinaclear,professional,andtimelymanner
Does not communicate, or communicates sporadically and/or unprofessionally
Attempts at professional communication are uneven
Communicates to a satisfactory level
Demonstrates exceptional effort at communication
2. Offersandacceptsconstructivecriticism
Ignores or takes offense to constructive criticism; offers criticism unconstructively
Limited ability to accept criticism; limited ability to offer constructive criticism
Offers and accepts constructive criticism
Exceeds expectations when offering and accepting constructive criticism
3. Participatesinacommunityofprofessionals
Does not interface with other professionals
Limited participation in a community of professionals
Participates in professional development/ networking activities
Exceptional level of participation in community of professionals
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Student Outcome Report for Course Instructor: Outcome 2 Course title: Geol A490/690 Instructor: Aschoff
Number of students: 10 Semester: Fall 2014
Assessment Rubric:
Outcome 2: an ability to demonstrate graduate-level geological sciences theory
Performance Indicator
Performance Indicator
Performance Indicator
Performance Indicator
Performance Indicator
1. Selectsappropriatetheory,orgeologicmodel
Does not demonstrate understanding of appropriate model
Demonstrates some idea of appropriate model
Selects appropriate model or theory for the problem
Judgment exceeds expectations when selecting model for problem
2. Understandsuncertainty,assumptionsandlimitationsofthechosengeologicmodel
Does not demonstrate understanding of uncertainty, assumptions or limitations
Demonstrates incomplete understanding of uncertainty, assumptions or limitations
Demonstrates understanding of uncertainty, assumptions or limitations
Demonstrates particularly thorough understanding of geologic model
3. Communicatesthetheoryorgeologicmodelbasedondata
Is unable to implement theory or model to perform analysis
Begins analysis but is unable to see it to completion
Implements theory or model correctly to perform analysis
Implements theory or model to perform analysis in a way that exceeds expectations
Summary of results:
Number of Students Achieving this Level
PI Assessment
method
Poor (1) Developing
(2)
Satisfactory (3) Excellent
(4)
% Students
scoring 3 or
4
1 Field Exercise 0 3 6 1 70%
2 Final/capstone
Project
0 2 6 2 80%
Direct Assessment Action: For PI 1, students were assigned a field exercise that required them to independently collect, analyze and integrate disparate geologic data to build a complex geologic interpretation and explain this in written form. They worked in groups of two, and their project reports were assessed. PI 2 involved assessment of the final/capstone, core-description project that required them to collect, analyze and integrate geologic data to build a complex geologic interpretation/model and present results in the form of a professional poster presented to the local community (consisting of scientists and general public). Comments and Proposed Improvement:
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APPENDIX B: EXIT SURVEY
Measure Description: The Graduate Exit Survey is given to students about to receive their MSAGS degrees. This survey is a form of indirect assessment which asks students to rate both their own understanding of the student outcomes and the quality of the MSAGS program at delivering these Outcomes.
Factors that affect the collected data:
• Clarity of survey questions. • Student bias in answering survey questions. • Differing student perception of the terms “Poor,” “Below Expectations,” “Satisfactory,”
“Exceeds Expectations,” and “No Opinion.”
How to interpret the data: As an indirect assessment method, self-assessment by students arguably is not as accurate a method of outcomes assessment as direct evaluation of student work. However, there is value in collecting feedback from students who have completed the degree program and are able to comment on the program in its entirety. It is valuable to ascertain whether a gap exists between student performance/preparedness and student perception of performance/preparedness. The data will be analyzed to show which aspects of the curriculum for which the students identify as having only a “Poor,” “Fair” or “Good” understanding. Improvements in those areas can then be discussed by the Department Curriculum and Assessment Committee.
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The Geological Sciences Department implements an outcomes-based assessment program to enable continuous improvement of our MSAGS program. As part of this effort, we survey graduating students to get their feedback on our program. Your responses will help us determine how well we are doing and what we can do to better serve our students, alumni, and the geosciences community.
1. With what type of Master's degree will you be graduating?
Thesis
Non-thesis, professional project
Non-thesis, comprehensive exam
2. In what capacity did you attend UAA while enrolled in the MSAGS program?
Full-time, research assistantship
Full-time, teaching assistantship
Full-time, self-funded
Part-time, while working
Part-time, self-funded
Other – please add comments below
MSAGS Exit Survey 2018
General Information
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3. If you completed a thesis or professional project, what was the area of emphasis?
Applied Environmental Geology
Applied Petroleum Geoscience
Applied Mineral Resources
Depositional Systems and/or Stratigraphy
Geochemistry
Geophysics or Petrophysics
Hydrogeology
Igneous Petrology, Metamorphic Petrology, or Geochronology
Quaternary Geology, Glacial Geology, or Permafrost
Planetary Geology
Structural Geology
4. What is the next step in your career?
I have accepted a permanent position (describe below)
I will continue my current employment (describe below)
I will continue my graduate education in a Ph.D. program (describe below)
Do not know
Comments
5. If you completed a thesis or project, what is its publication status?
Submitted or published in a peer-reviewed journal
Manuscript is being prepared for submission to a peer-reviewed journal
Presented research at a conference
None of the above
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The UAA MSAGS program has adopted several outcomes that we expect our students to achieve upon completion of the MSAGS degree. Please rate your own knowledge/skills in each of these areas, as well as the program's effectiveness in teaching you the knowledge/skills relative to each objective. Please feel free to use the space after the list to expand on any of your responses or for additional comments.
6. An ability to use rigorous methods of scientific analysis
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
7. An ability to demonstrate mastery of graduate-level geological sciences theory
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
MSAGS Exit Survey 2018
Student Outcomes
What was your ability before enrolling in the MSAGS program?
What is your ability now?
How well did the program do in teaching this skill?
What was your ability before enrolling in the MSAGS program?
What is your ability now?
How well did the program do in teaching this skill?
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8. An ability to conduct advanced geological sciences research and/or demonstrate technical skills application
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
9. An ability to apply the scientific method to graduate-level problems in one or more focus areas
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
10. An ability to work effectively within the professional framework of geological sciences careers or be prepared for Ph.D. research programs
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
11. Comments (if any)
What was your ability before enrolling in the MSAGS program?
What is your ability now?
How well did the program do in teaching this skill?
What was your ability before enrolling in the MSAGS program?
What is your ability now?
How well did the program do in teaching this skill?
What was your ability before enrolling in the MSAGS program?
What is your ability now?
How well did the program do in teaching this skill?
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12. Indicate your level of satisfaction with each of the following aspects of your experience as a graduate student at UAA. Feel free to include additional comments.
Poor Below Expectations Satisfactory Exceeds Expectations No Opinion
Comments (if any)
13. List the main strengths of the MSAGS program at UAA.
14. List possible areas of improvement for the MSAGS program at UAA.
15. Would you recommend the MSAGS program to other prospective graduate students?
Yes
No
Unsure
MSAGS Exit Survey 2018
Additional Information
Quality of Instruction
Quality of Advising/Mentoring
Quality of Computing Resources
Quality of Facilities
Quality of Graduate Students
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APPENDIX C: THESIS DEFENSE/COMPREHENSIVE EXAM
Measure Description: This measure uses student performance on the thesis defense or comprehensive exam required for completion of the MSAGS degree. Project and thesis students take an oral exam as part of their defense, and non-thesis students may opt for a written exam instead of a project. Comprehensive exams are set by each student’s graduate committee according to his or her specific areas of study.
Factors that affect the collected data:
• Clarity of the questions from different committee members. • Student motivation. • Committee member bias in evaluating results. • The fact that each student will have a different committee.
How to interpret the data: Committee members will assess student performance on the appropriate outcomes using rubrics similar to those presented in Appendix A (Direct CLA) on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of the MSAGS degree program, in this case the coursework combined with committee advising.
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APPENDIX D: THESIS OR PROJECT
Measure Description: This measure examines student performance on a written document and oral presentation associated with the student’s thesis or project. Assessment of both the written report and oral presentation are completed by the student’s graduate committee.
Factors that affect the collected data:
• Clarity of the questions from different committee members. • Student motivation. • Committee member bias in evaluating results. • The fact that each student will have a different committee.
How to interpret the data: Committee members will assess both the written report and the oral presentation on the appropriate outcomes using rubrics similar to those presented in Appendix A (Direct CLA) on a scale of “Excellent,” “Satisfactory,” “Developing,” or “Unsatisfactory.” These data will be used to suggest the effectiveness of the MSAGS degree program, in this case the coursework combined with committee advising.
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ASSOCIATE OF APPLIED SCIENCE NURSING
Academic Assessment Plan Assessment 2015-2016
Academic Assessment Plan Updated by:
Pamela J. Grogan, MN, RN
Assistant Professor
Chair, Associate Program
Submitted to Dr. Barbara Berner
School of Nursing: October 31 2016
Submitted to the Academic Assessment Committee via:
ayaac@uaa.alaska.edu
October 31, 2016
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TABLE OF CONTENTS
INTRODUCTION .......................................................................................................................................... 3
MISSION, VISION AND VALUES .................................................................................................................... 3
PROGRAM STUDENT LEARNING OUTCOMES ................................................................................................ 4
ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES ......................................................... 4
EFFECTIVELY COMMUNICATE IN WRITING AND ELECTRONICALLY WITH HEALTH TEAM MEMBERS, PATIENTS AND THEIR FAMILIES. .................................................................................................................................. 4
ASSESSMENT MEASURES .................................................................................................................................... 6 PROCESS ................................................................................................................................................................ 8
ASSESSMENT IMPLEMENTATION AND ANALYSIS FOR PROGRAM IMPROVEMENT ........................................ 8 GENERAL IMPLEMENTATION STRATEGY ............................................................................................................. 8 METHOD OF DATA ANALYSIS AND FORMULATION OF RECOMMENDATIONS FOR PROGRAM IMPROVEMENT............................ 8 MODIFICATION OF THE ASSESSMENT PLAN .................................................................................................................. 9
APPENDIX A: ............................................................................................................................................. 10 MEASURE DESCRIPTION .................................................................................................................................... 10
UAA AAS SON SIX TERM GRADUATION RATES ........................................................................................... 10 AY 2013 ............................................................................................................................................................. 10 AY 2014 - IN PROGRESS ......................................................................................................................................... 10 AY 2015 - IN PROGRESS ......................................................................................................................................... 11
APPENDIX B: NCLEX PASS RATE ................................................................................................................. 12 MEASURE DESCRIPTION .................................................................................................................................... 12 FACTORS THAT AFFECT THE COLLECTED DATA ................................................................................................. 12
APPENDIX B: ............................................................................................................................................. 16
STANDARDIZED NURSING EXAMINATIONS FROM ...................................................................................... 16
HESI/EVOLVE ............................................................................................................................................ 16 TOOL DESCRIPTIONS: ............................................................................................................................................. 16 FACTORS AFFECTING THE COLLECTION OF THE DATA: ..................................................................................... 16 HOW TO INTERPRET THE DATA: ........................................................................................................................ 17
AAS NURSING GRADUATE AND EMPLOYER SURVEYS ................................................................................. 19 TOOL DESCRIPTION: .......................................................................................................................................... 19 FACTORS THAT AFFECT THE COLLECTED DATA: ................................................................................................ 19 HOW TO INTERPRET THE DATA: ........................................................................................................................ 19
APPENDIX C: ............................................................................................................................................. 20
APENDIX D: .............................................................................................................................................. 22
(MONTH AND YEAR) GRADUATING CLASS ................................................................................................. 22
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Introduction The Associate in Applied Science, Nursing Science Program (AAS) began at Anchorage
Community College in 1971. The University of Alaska, Anchorage (UAA) relocated the program to
the College of Vocational and Technical Education in 1987. The School of Nursing (SON) established
in 1991, incorporated the nursing programs within the College of Health, Education and Social
Welfare which in 2002, later became the College of Health (COH).
The AAS program accepts 24 Anchorage students in the fall and spring semesters. Across
Alaska the AAS program offers nursing education in 13 outreach locations. Two of the outreach
cohorts offer yearly admission in the fall semester; Fairbanks (16), Kenai (8), while Kodiak (8) and
Juneau (10) admit every other year during the fall term. Other outreach sites include, Sitka, Nome,
Bethel, Mat-Su, Dillingham, Kotzebue, Ketchikan, Homer, and Valdez. The AAS program opens
admission to 8 Licensed Practical Nurses (LPN/LVN) during the fall and Spring admissions at various
locations within Alaska. The interest in the AAS program has remained consistent throughout Alaska
with 400 possible applicants during the current academic year.
In 1976, the AAS program received national accreditation from the National League for
Nursing Accrediting Commission (NLNAC). The AAS program continues to meet the standards and
criteria for accreditation from the national accrediting commission renamed, the Accreditation
Commission for Nursing Education (ACEN).
Mission, Vision and Values
The mission of University of Alaska School of Nursing is to promote health and wellbeing by
preparing nurses in leadership, nursing science, practice, the part and practice and service to work with
diverse populations in a variety of health care settings with a special focus on the needs of Alaska.
Vision
The vision of the school of nursing is to be a leader in the transformation of nursing in Alaska
dedicated to improving local and global health outcomes.
Values
Excellence: we strive for the best, to continually improve ourselves and our endeavors.
Respect: we treat each person in a manner that recognizes their intrinsic value as a human
being.
Integrity: we demonstrate unwavering honesty and decency.
Caring: We display kindness and concern for all, especially those in need.
COH NLN MERGED VALUES SON VALUES Excellence/Innovation Excellence Excellence Excellence
Respect Collaboration Diversity Respect/Collaboration Respect/Collaboration
Integrity Integrity Integrity Integrity
Caring Caring Caring Caring
Discovery Discovery/Diversity/Caring
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Program Student Learning Outcomes
Students graduating with an Associate in Applied Science, Nursing Science will be able to:
Utilize critical thinking skills to assess and diagnose nursing needs and to prioritize, plan, implement, and evaluate care for patients and their families in institutional and community based settings.
Effectively communicate verbally, in writing and electronically with health team members, patients and their families.
Plan, implement and evaluate care that is safe, evidence-based, caring, and developmentally and culturally sensitive within ethical, legal and professional standards.
Coordinate care of small groups of patients in collaboration with other members of the health care team.
Develop a plan for lifelong learning and continuing professional development.
ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES
The AAS Nursing Program has annually assessed program Outcomes using the ACEN Standard 6 accreditation guidelines. According to the ACEN 2017 criteria, “Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education unit” (ACEN Accreditation Manual, Standard 6). In May 2010, the AAS Nursing Program established five Program Outcomes for annual
assessment, one for each of the Graduate Outcomes of the AAS Nursing program.
Shown in Table 1, Program Student Learning Outcomes (PSLO’s) and current measures used evaluate students’ attainment of knowledge and skills related to each specific outcome.
Table 1
Outcomes 0 = Measure not used to evaluate associated outcome. 1= Measure is used to evaluate outcome.
STU
DEN
T R
ECO
RD
S
HES
I EX
AM
SC
OR
ES
NC
LEX
PA
SS R
ATE
S
AN
D P
RO
GR
AM
REP
OR
TS
AA
S N
UR
SIN
G
GR
AD
UA
TE S
UR
VEY
S
EMP
LOY
ER S
UR
VEY
Effectively communicate in writing and electronically with health team members, patients and their families.
0 1 1 1 1
Utilize critical thinking skills 0 1 1 1 1
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to assess and diagnose nursing needs and to prioritize, plan, implement, and evaluate care for patients and their families in institutional and community based settings.
Plan, implement and evaluate care that is safe, evidence-based, caring, and developmentally and culturally sensitive within ethical, legal and professional standards.
0 1 1 1 1
Coordinate care of small groups of patients in collaboration with other members of the health care team.
0 1 1 1 1
Develop a plan for lifelong learning and continuing professional development.
0 1 1 1 1
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ASSESSMENT MEASURES
Shown in Table 2, A description of the measures used in the assessment of the program objectives and implementation.
TOOL DESCRIPTION FREQUENCY/START DATE
COLLECTION METHOD
ADMINISTERED BY
NCLEX-RN pass/non-pass report.
Alaska Board of Nursing posts passing candidate names and send reports to the SON Director.
After each graduation until all graduates have tested.
View BON web sites or reports.
National Council State Boards of Nursing.
HESI Standardized Exam Scores
HESI Evolve Standardized exams.
HESI Admission Assessment Exam is used to evaluate academic knowledge in English, math, and science as well as learning and personality styles.
HESI exams are utilized throughout the curriculum in key nursing courses to evaluate PLSO’s.
Start date 2010
Used in all core courses.
Exams given near the end of the semester in core nursing courses.
AAS Nursing Faculty and Scored by HESI Evolve.
AAS Graduate Survey Results
The AAS Program developed tool designed to measure graduate perception of program outcomes.
Annual since 1900’s.
Mailed one-year post graduation or soon as possible after 1 year.
2015 began using
AAS Program Chair assisted by AAS Program Evaluation Committee and administrative assistants. The
AAC Agenda 1/20/17 71 of 88
Solicits demographic data and uses Likert scale to measure perceptions of skill with: Use of Nursing Process, Communication, Organization, Critical Thinking and Therapeutic Nursing Interventions.
the UAA Qualtrics database to email surveys.
data is analyzed using IBM SPSS.
AAS Nursing Graduate Employer Survey
The AAS Program developed tool designed to measure employer perception of graduate outcomes. Uses Likert scale to measure perceptions of graduate skill with: Use of Nursing process, Communication, Organization, Critical Thinking and Therapeutic Nursing Interventions.
Annual since 1900’s
Mailed to graduates one-year post graduation to give to their employer.
AY 2015 began using UAA Qualtrics data collection system to email surveys to employers.
AAS Program Chair, AAS Program Evaluation Committee, assisted by administrative assistants. Data is evaluated using the IBM SPSS data tool.
AAC Agenda 1/20/17 72 of 88
Process
The University of Alaska (UAA), School of Nursing (SON), Associate of Applied Science Program
has been accredited since 1976 from the Accreditation Commission for Education in Nursing (ACEN)
formerly known as The National League for Nursing Accrediting Commission (NLNAC). In meeting
the requirements for ACEN accreditation the AAS Nursing Program developed a systematic program
evaluation plan based on the standards and criteria with interpretive guidelines published by the ACEN
in 2013 and later revised in 2017.
ASSESSMENT IMPLEMENTATION AND ANALYSIS FOR PROGRAM
IMPROVEMENT
GENERAL IMPLEMENTATION STRATEGY
The Associate Degree Nursing Program Assessment Plan strategy is for data to be collected from each
cohort as appropriate throughout the program, upon graduation, after licensure and at one-year post-
graduation. Data is reviewed by the Chair of the AAS Program, AAS program evaluation committee
and the curriculum committee. Faculty members are provided the results at the AAS program
meetings and the annual Spring Curriculum Workshop. The Alaska State Board of Nursing receives
an annual report of the data results.
Nationally standardized nursing examinations are given to students near the end of their core
nursing courses each semester in the AAS program. The Health Educational Systems Inc. (HESI)
exams are provided by Evolve Elsevier. Exams include: NCLEX-RN pass rates are monitored and
calculated as results become available from the Board of Nursing or other sources. Graduate and
Employer surveys are mailed out one year after graduation: each summer to Anchorage graduates and
each spring to AAS Outreach program (distance) graduates. Responses to the surveys are entered into
SPSS for analysis and reports are generated and presented to faculty and stakeholders annually.
Trended and aggregate data from all sources are reported to the AAS nursing faculty, the UAA
Educational Effectiveness Report and the Alaska Board of Nursing annually by the Chair of the
program or beginning in 2008 by other designated AAS faculty persons as responsibility shifts toward
a newly formed Program Evaluation Committee.
Method of Data Analysis and Formulation of Recommendations for Program
Improvement
SPSS is utilized for statistical analysis of graduate and employer surveys as well as the HESI
results. Analysis is completed by the AAS Program Chair or other designated AAS faculty persons.
The annual AAS Curriculum Workshop at the close of each spring semester is utilized to review
trended and aggregate data and evaluate for changes needed to the AAS program based on the data
results. The AAS Program Evaluation Committee (PEC) gathers and analyzes the data prior to
presenting the information to the faculty.
Recommendations by the Associate Program Evaluation Committee were made in 2015 and carried
forward to 2016. Faculty reviewed the current curriculum and program requirements in an effort to
reduce the number of credit hours required for completion.
The following are examples of the recommendations:
AAC Agenda 1/20/17 73 of 88
Level the curriculum to establish a cohesive flow and build on previous learned skills
Change course content, sequencing and structure
Change admission requirements
Change in admission ranking
Evaluate current testing policy and make adjustments as needed
Develop absence policy
Modification of the Assessment Plan
Changes approved by the faculty of the program and updated modifications of the assessment plan will
be forwarded to the Office of Academic Affairs, the Dean’s Office, and the Director of the School of
Nursing.
AAC Agenda 1/20/17 74 of 88
Appendix A:
MEASURE DESCRIPTION
Graduation rates are calculated as percentages of students who enter the program each term and
completed the program in 6 semesters. The percentage not completing the program in this time is
examined for reason(s). Attrition may be due to a variety of factors which are not listed in the table
(i.e. academic or personal). The benchmark for the AAS Program is 85% of undergraduate students
who enter the AAS program graduate within six semesters. The benchmark was met for the academic
year 2013 with the remainder of the years pending. Graduation implies that students have successfully
met the program and student learning outcomes.
UAA AAS SON Six Term Graduation Rates
AY 2013
Year - category 4 terms 5 terms 6 terms
Fall 2013 - traditional 77.8% 82.2% 82.2%
Spring 2014 - traditional 89.5% 89.5% 93.0%
2013 - traditional 83.7% 85.9% 87.6%
Fall 2013 - LPN 66.7% 83.3% 83.3%
Spring 2014 - LPN 85.7% 85.7% 85.7%
2013 - LPN 76.2% 84.5% 84.5%
2013 combined 80% 85.2% 86.1%
2013 UAA standard 85%
AY 2014 - in progress
Year - category 4 terms 5 terms 6 terms
Fall 2014 - traditional
Spring 2015 - traditional
2014 - traditional
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Fall 2014 - LPN
Spring 2015 - LPN
2014 - LPN
2014 - combined
UAA standard 85%
AY 2015 - in progress
Year - category 4 terms 5 terms 6 terms
Fall 2015 - traditional
Spring 2016 - traditional
2015 - traditional
Fall 2015 - LPN
Spring 2016 - LPN
2015 - LPN
2015 - combined
UAA standard 85%
AAC Agenda 1/20/17 76 of 88
Appendix B: NCLEX PASS RATE
MEASURE DESCRIPTION
The NCLEX-RN exam also known as the Nation Council Licensure Examination developed by the
National Council of State Board of Nursing is a computer based adaptive exam given to determine an
applicant’s ability to function in a entry-level nursing role.
Question categories:
Safe and Effective Care Environment
Management of care
Safety and Infection Control
Health Promotion and Maintenance
Psychosocial Integrity
Physiological Integrity
Basic Care and Comfort
Pharmacological and Parenteral Therapies
Reduction of Risk Potential
Physiological Adaptation
FACTORS THAT AFFECT THE COLLECTED DATA
UAA AAS School of Nursing
First-Time NCLEX Pass Rates 2013-2015
FALL 2013
Site/Category Number of Students
First Time Pass Number
First Time Pass Percentage
Traditional: 69/76 =
90.79%
Anchorage 30 24 80% LPN: 2/3 = 66.67%
Fairbanks 15 15 100%
Homer 7 6 85.71% Overall Pass Rate Fall 2013
Juneau 8 8 100% 71/79* = 89.87%%
Ketchikan 7 7 100%
Kotzebue 2 1/1 unknown Unable to calculate
Matsu 8 8 100%
Total 77
LPN 3 2 66.67%
SPRING 2014
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Site/Category Number of Students
First Time Pass Number
First Time Pass Percentage
Traditional: 42/48= 87.50%
Anchorage 31 29 93.55% LPN: 6/7=85.71%
Kenai 7 7 100%
Kodiak 8 6 75% Overall Pass Rate Spring 2014
Kotzebue 1 0 0% 48/55 = 87.27%
Valdez 1 0 0%
Total
48
Academic Year 2013 119/134=88.81%
LPN 7 6 85.71%
2013 UAA mean = 88.81%
National mean = 81.43%
FALL 2014
Site/Category Number of Students
First Time Pass Number
First Time Pass Percentage
Traditional: 39/41 = 95.12%
Anchorage 22 21 95% LPN: 4/6 = 66.67%
Bethel 6 5 83.33%
Dillingham 2 2 100% Overall Pass Rate Fall 2014
Nome 2 2 100% 43/47 = 91.49%
Sitka 9 9 100%
Total 41
LPN 6 4 66.67%
Spring 2015
Site/Category Number of Students
First Time Pass Number
First Time Pass Percentage
Traditional: 49/56* = 85.96%
Anchorage 24 20 / 1 unknown 83.33% LPN: 5/6 = 83.33%
AAC Agenda 1/20/17 78 of 88
Fairbanks 16 15 93.75%
Juneau 9 8 88.89% Overall Pass Rate Spring 2015
Kenai 8 6 75% 54/62* =87.10%
Total 57
Academic Year 2014 97/109=88.99%
LPN 6 5 83.33%
2014 UAA mean = 88.99%
National mean = 79.26%
Fall 2015
Site/Category Number of students
First Time Pass Number
First Time Pass Percentage
Traditional - 37/44*= 86.05%
Anchorage 22 16 pass /4 fail/ 2 unknown
16/20 = 80% LPN 5/5 = 100%
Homer 8 5 pass / 2 fail / 1 not yet taken
5/7= 71.43%
Ketchikan 7 6 85.71% Overall Pass Rate Fall 2015
Matsu 7 7 100% 42 /49* = 85.71%
Valdez 3 3 100%
Total 47
AAC Agenda 1/20/17 79 of 88
LPN 5 5 100%
* 3 students have not taken NCLEX or no information yet. Percentage reflects those taken.
Spring 2016
Site/Category Number of students
First time pass number
First time pass percentage
Traditional - 45/52= 86.5%
Anchorage 27 19 Pass/4 fail/ 4 unknown
19/23 = 82.6% 4 unk.
LPN 2/3=66.7%
Fairbanks 14 13 Pass/1 unknown 13/13 =100% - 1 unk.
Kenai 8 6 75% Overall Pass Rate Spring 2016
Kodiak 8 7 87.5% 47/55=85.4%
Total 57
LPN 4 2 Pass/1 fail/1 unknown 2/3 = 66.67%
2015 UAA mean = in progress
National mean = 82.00%
AAC Agenda 1/20/17 80 of 88
APPENDIX B:
STANDARDIZED NURSING EXAMINATIONS FROM
HESI/EVOLVE
Tool Descriptions:
HESI/EVOLVE has multiple testing resources for nursing with national norms statistically established
and continually revaluated and adjusted. The information in this appendix was obtained from
HESI/EVOLVE web site which explains and describes the development and use of standardized
nursing examinations.
https://evolve.elsevier.com/
The Exams used by the AAS Nursing Program to measure outcomes are:
HESI Medical Surgical Nursing Exam: includes sub measures for Critical Thinking, Nursing
Process and Client Needs categories (Safe Effective Care, Physiologic Integrity, Psychosocial
Integrity, and Health Promotion), as well as for ACEN Accreditation Categories, and NLN
Core Competency Categories, QSEN competencies.
HESI Psychiatric Nursing Exam: includes sub measures for Critical Thinking, Nursing Process
and Client Needs categories (Safe Effective Care, Physiologic Integrity, Psychosocial Integrity,
and Health Promotion), as well as for ACEN Accreditation Categories, and NLN Core
Competency Categories, and QSEN competencies.
HESI Maternal and Child Health Nursing- includes measures for care of patient needing
antenatal, prenatal, and postpartum care. (Safe Effective Care, Physiologic Integrity,
Psychosocial Integrity, and Health Promotion), as well as for ACEN Accreditation Categories,
and NLN Core Competency Categories, and QSEN competencies.
HESI Pediatric Exam: Care of the pediatric patient throughout the lifespan. (Safe Effective
Care, Physiologic Integrity, Psychosocial Integrity, and Health Promotion), as well as for
ACEN Accreditation Categories, and NLN Core Competency Categories, and QSEN
competencies.
HESI Exit Exam: Evaluates measures for care of patients throughout the lifespan. (Human
flourishing, Nursing Judgment, Nursing Practice, Professional Identity, Spirit of Inquiry) and
QSEN competencies (Patient Centered Care, Teamwork and Collaboration, Evidence Based
Practice, Quality and Safety).
FACTORS AFFECTING THE COLLECTION OF THE DATA:
Testing is completed near the end of the students’ core nursing courses each semester of the nursing
program. One factor affecting the testing is the need to test graduates-to-be at a variety of times
throughout the last semester based on their schedules and access to the testing. The HESI Medical-
AAC Agenda 1/20/17 81 of 88
Surgical Test is given in NURS A225: Medical-Surgical Nursing II and NURS A250: Psychiatric
Nursing. Each test counts as 5% of the students’ grade in the 100 level courses and 10% of the overall
grade in the 200 level core courses. Faculty members in the last semester courses have been
encouraged to explain the significance and value of these exams for the students and for the assessment
of the educational program.
HOW TO INTERPRET THE DATA:
The data are interpreted and graded utilizing the mean scores for each group in the areas being
examined by the standardized examinations and by comparison to the national norms on the exams.
Since the implementation of the HESI and other testing, curriculum changes the students’ continue to
have high pass rates on HESI and NCLEX-RN. Faculty members remain confident the program is
offering the students’ a program consistent with professional standards.
The tables and graphs that follow show trends from the 2014 and 2015 HESI Exit Exam results.
AAC Agenda 1/20/17 82 of 88
Table 4: 2014-2015 UAA Associate Degree Student HESI Exit Exam Result
TABLE 3
HESI EXIT EXAM
COMPETENCIES
2014
SPRING
2014 FALL 2015
SPRING
2015 FALL AVERAGE
Human Flourishing 848 836 879 847 852.5
Nursing Judgment 885 829 846 842 850.5
Nursing Practice 889 830 835 842 849.0
Professional Identity 887 804 820 841 838.0
Spirit of Inquiry 969 723 875 907 868.5
EXIT HESI QSEN
COMPETENCIES
2014
SPRING
2014 FALL 2015
SPRING
2015 FALL AVERAGE
Pt- centered Care 886 806 824 826 835.5
Teamwork &
Collaboration
866 818 814 784 820.5
Evidence Based
Practice
886 829 843 841 849.75
Quality 914 823 859 823 854.5
Safety 893 822 853 834 850.5
AAC Agenda 1/20/17 83 of 88
AAS NURSING GRADUATE AND EMPLOYER SURVEYS
TOOL DESCRIPTION:
Graduate and Employer Surveys:
These tools are AAS Nursing Program developed survey instruments designed to gather demographic
information from graduates and employers along with perceptions of graduate preparedness in the
following areas: utilization of nursing process, communication skills organizational skills , therapeutic
nursing interventions and critical thinking skills plus overall satisfaction with the AAS program.
FACTORS THAT AFFECT THE COLLECTED DATA:
The biggest factor affecting the data collected is the low return rate on the mailed-out surveys.
Graduates are asked to give the employer survey to their employer and thus this return rate is even
lower than that for the graduates. The survey was professionally printed in 2006 to hopefully increase
ease of completion and return. Also the forms were printed with numbers to be used in tracking the
return of forms and thus allowing for a second mailing to those who did not return surveys. Even with
these measures the return rate has not increased significantly. The Dec. 2006 graduate survey had only
one survey returned and is currently in process of being re-surveyed in hopes of obtaining a better
response rate. Working nurses are busy and may not feel they have time to complete the survey.
Faculty has been asked to personally encourage the students near graduation to expect the survey in
about one year and to please complete and return it for the benefit of the program.
HOW TO INTERPRET THE DATA:
Data from each returned survey are entered into an SPSS data file for analysis. This allows for
reporting of descriptive statistics including frequencies, percentages and measures of central tendency.
Data is thus aggregated and reported annual so that trends may be noted through longitudinal gathering
and reporting of data.
The next pages include copies of the survey tools and a sample report of the information from the tool.
Benchmarks and grading are used to see if outcomes were met. The Likert scale is 1-4 from lowest to
highest rating and the benchmark for meeting outcomes is mean score greater than or equal to 3 on the
scale.
.
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APPENDIX C:
University of Alaska Anchorage
Associate Degree Nursing Program
Graduate Follow-Up Survey
(Month and Year of Graduation)
1. Are you currently employed as a Registered Nurse? _____ Yes _____ No
If yes, please complete A-E below:
a. Are you employed in the state of Alaska? _____ Yes _____ No
b. Primary role in which employed: (choose one) _____Staff nurse _____Educator
_______Supervisor/manager ______ Utilize Review/Quality Assess. Other(list) ________
c. Primary place of employment as a Registered Nurse since graduation:
_____ Hospital _____ Long term care facility Other(list)__________
_____ Clinic/office _____ Home health agency
d. Length of time employed in this setting: ____ < 3 months ____ 3 – 6 months
____ 6 – 9 months ____ > 9 months
e. Is your employment: ____ full-time ____ part-time ____ pool/registry
2. How soon following your graduation were you able to secure nursing employment?
_____ Within 3 months _____ Within 1 year
_____ Within 6 months _____ Have not found employment
3. Since your graduation, have you:
a. taken Continuing Education courses? _____ Yes _____ No
If Yes, approximately how many courses: _____
b. volunteered your nursing expertise? (community) _____ Yes _____ No
c. joined the American Nurses Association(ANA)? _____ Yes _____ No
d. participated in the activities sponsored by State NA or ANA _____ Yes _____ No
e. joined and/or participated in any specialty nursing groups? _____ Yes _____ No
f. made plans to further your formal nursing education? _____ Yes _____ No
If yes, please specify:________________________________
4. Please estimate the degree to which your nursing studies at UAA assisted you in the following:
Utilization of the Nursing Process
Ability to: Very
Little
Very
Much
a. assess developmental stage and needs for individual patient 1 2 3 4
b. identify nursing diagnosis based upon assessment data 1 2 3 4
c. plan individualized total nursing care based upon the identified
needs of the patient
1
2
3
4
d. prioritize and implement nursing care 1 2 3 4
AAC Agenda 1/20/17 85 of 88
e. evaluate degree to which planned and implemented nursing care
led to achievement of patient outcomes and revise care as needed
(over, please complete page 2)
1
2
3
4
Communication Skills
Ability to: Very
Little
Very
Much
a. communicate with patients/significant others
1 2 3 4
b. communicate with individuals from diverse backgrounds
1 2 3 4
c. communicate with co-workers and other health team members
1 2 3 4
Organizational Skills Ability to:
a. prioritize nursing needs for groups of patients
1 2 3 4
b. manage and coordinate the care for a small group of patients
utilizing allied health personnel
1 2 3 4
Critical Thinking Skills Ability to:
a. analyze the significance of clinical data and select appropriate
strategies based upon this analysis
1 2 3 4
b. use past experiences to anticipate and formulate further courses
of action
1 2 3 4
c. reflect on own behavior and identify methods to strengthen
performance
1 2 3 4
Therapeutic Nursing Interventions Ability to:
a. demonstrate expertise with basic psychomotor tasks (e.g., asepsis
hygiene, nasogastric tubes and tube feeding, Foley catheters)
1
2
3
4
b. demonstrate expertise with more complex tasks (e.g., I.V.’s,
tracheal suctioning, emergencies)
1
2
3
4
c. correctly administer medications 1 2 3 4
d. plan, implement and evaluate nursing care which follows
ethical and legal standards
1
2
3
4
e. plan and implement patient education and discharge plans 1 2 3 4
f. identify and assess current trends in health care 1 2 3 4
f. Rate your overall satisfaction with your nursing education at
UAA:
Low
1
2
3
High
4
5. Please identify weaknesses of the nursing studies that you completed at UAA:
_________________________________________________________________________________
__________________________________________________________________________________ 6. Please identify strengths of the nursing studies that you completed at UAA:
_________________________________________________________________________________
_________________________________________________________________________________
Please return form in the postage paid envelope provided
AAC Agenda 1/20/17 86 of 88
APENDIX D:
University of Alaska Anchorage Associate Degree Nursing Program
Employer Survey
Graduate Follow-Up Evaluation
(Month and Year) Graduating Class
1. Please estimate the degree to which you feel the employee is able to accomplish the following:
Utilization of the Nursing Process
Ability to: Very
Little
Very
Much
a. assess developmental stage and needs for individual patient
1 2 3 4
b. identify nursing diagnosis based upon assessment data 1 2 3 4
c. plan individualized total nursing care based upon the
identified needs of the patient
1
2
3
4
d. prioritize and implement nursing care
1
2
3
4
e. evaluate degree to which planned and implemented nursing
care led to achievement of desired patient outcomes and
revise care as needed and appropriate
1 2 2 4
Communication Skills
Ability to:
a. communicate with patients/significant others
1 2 3 4
b. communicate with individuals from diverse backgrounds
1 2 3 4
c. communicate with co-workers and other health team members
1 2 3 4
Organizational Skills
Ability to:
a. prioritize nursing needs for groups of patients
1 2 3 4
b. manage and coordinate the care of small groups of patients
utilizing allied health personnel
1 2 3 4
Critical Thinking Skills
Ability to:
a. analyze the significance of clinical data and select
appropriate strategies based upon this analysis
1 2 3 4
b. use past experiences to anticipate and formulate further
courses of action
1 2 3 4
c. reflect on own behavior and identify methods to strengthen
performance
1 2 3 4
(over, please complete back side, p. 2)
Therapeutic Nursing Interventions
Ability to: Very
Little
Very
Much
AAC Agenda 1/20/17 87 of 88
a. demonstrate expertise with basic psychomotor tasks (e.g.,
asepsis, hygiene, nasogastric tubes and tube feeding, Foley
catheters)
1
2
3
4
b. demonstrate expertise with more complex tasks (e.g., I.V.’s,
tracheal suctioning, emergencies)
1
2
3
4
c. correctly administer medications
1 2 3 4
d. plan, implement and evaluate nursing care which follows
ethical and legal standards
1
2
3
4
e. plan and implement patient education and discharge plans
1 2 3 4
f. identify and assess current trends in health care
1 2 3 4
2. Please rate your OVERALL satisfaction with employee’s first
year of performance as an entry level RN.
1
Low
2
3
4
High
3. Please identify any areas in which you feel your employee could have been better prepared
while a nursing student at UAA: (please include another page if need more space
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