Informe Anual de Assessment del Aprendizaje Estudiantil

2011-2012

Programa de Nutricin y Diettica

Elsa Pinto Lpez

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING PART I CAMPUS MISSION DOMAINS Academic Program or Major: _____Nutrition and Dietetics______________________________
Campus Mission Domains Student Learning Objectives
Demonstrate effective and professional oral and written communication in Spanish and English

Academic Year: 2011-2012 Comparison of expected outcomes with the actual findings

Activities and instruments used to collect information (direct or indirect measures)

Oral presentation Laboratory report Paper/report

Evaluation Criteria
Organization of information Sentence structure and grammatical errors

Transforming actions to be implemented

Effective Communication

NUTR 4175 Expected outcomes = 80% Actual finding = 64% NUTR 4158 Expected outcomes = 80% Actual outcomes = 88% NUTR 4198, NUTR 4042, NUTR 4158 Expected outcomes = 75% Actual finding = 76%

Revise instrument and develop strategies to improve written communication in courses or supplemental workshops with the English department.

Critical Thinking

Research and creation

Demonstrate critical analysis such as identifying a problem and able to make recommendations to solve it. Able to use the nutrition care process to make decisions, to identify nutrition-related problems and determine and evaluate nutrition interventions, including MNT, disease prevention and health promotion. Able to develop outcome measures, use informatics principles and technology to collect and analyze data for assessment and evaluate data to use in decision-making.

Paper/report Laboratory report Case Study

Identification of the problem Analysis of the problem Creativity Opinion/ideas

Critical thinking exercises must be integrated within courses.

Laboratory report Paper/report

Rubric to evaluate the selection of outcome measures and data analysis in a research proposal

NUTR 4198 Expected outcomes = 75% Actual finding = 85%

Continue with activities

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____

Date submitted: __8/2012____

II. Summary of Assessment carried out: In an additional sheet of paper, briefly describe the assessment activities undertaken, the assessment instruments used, how the instruments were developed, and how was the information collected analyzed. Please include the assessment instruments used. Discuss how the proposed transforming actions will be assessed. The student learning assessment of the Nutrition and Dietetics Program is designed based on the student learning objectives, now known as knowledge requirements established by the Accreditation Council in Education in Nutrition and Dietetics (ACEND). The agency provides 17 knowledge requirements, the graduates of our Nutrition Program should be able to acquire. In addition, to meet the institutional assessment requirements the Program has integrated the UPR domains into the student assessment plan. The 2011-2012 academic year assessment plan was designed to measure effective communication, critical thinking and research and creation. Each of these is part of the campus mission domains and are aligned within the knowledge requirements as established by the accrediting agency. A rubric was designed to measure two domains: effective communication and critical thinking. Five criterion were used to measure measuring critical thinking and these were adapted from a rubric published by George Mason University. Two additional criteria were added to the rubric in order to measure effective communication. The rubric was provided during a faculty meeting for revision and considered as adequate. The domains were planned to be measured in three courses NUTR 4197, NUTR 4158, NUTR 4042. Table 1 presents the results for these domains. Effective communication Nutrition students in the supervised practice in nutrition education (NUTR 4175) must prepare, coordinate and participate in a nutrition fair that is held each semester in the programs main hallway area. This is a high traffic area because it leads directly to the bank. During this activity students must prepare a plan that includes learning objectives and content of their specific contribution to the fair. They are instructed to present their chosen or assigned topic in a professional and adequate manner. The professor of the course evaluates the plan and later on revises the presentation materials and handouts they may prepare for the event beforehand. We have continued to use this activity to measure various domains and knowledge requirements within our assessment plan. During this year it was used to measure: effective communication and content of the discipline, specifically being able to prepare an educational intervention appropriate for the target audience. During the months prior to the fair professors met to review the rubric. It had been discussed in previous meetings related to assessment that the rubric may not adequately capture the information needed. Therefore, criteria in the rubric were revised and it was decided to administer the rubric collectively to assure reliability of the instrument. The rubric is included in the Appendix and it consists of two different evaluations: 1) assessment of the oral presentation provided by students to the public 2) assessment of the materials and printed documents including the plan that was designed for the activity. Data from the rubric was analyzed in an Excel spreadsheet to determine frequency of the ratings for each criterion the rubric included. The activity is usually conducted in pairs and last year in many cases presentations were done by three students. This was a challenge when administering the rubric because only 5 rubrics were administered as they applied to the group and not to each student individually. The need to administer one rubric per student seemed necessary and will be done this way in the following semesters. Reliability could not be measured due to the small amount of data. Effective communication was also measured in another course (NUTR 4158) were students are also required to present a topic and where they are evaluated on their oral and written communication skills. A same criterion was used to assess oral communication and written communication was assessed using two criteria: 1) organization of the information provided and construction of sentences 2) Presence of grammatical errors. These criteria have been incorporated within the critical thinking rubric included in the appendix. The outcome for effective communication was above the expected in the NUTR 4158 course while it was below expected in the NUTR 4175 course. The sequence of these courses within the curriculum is not far apart and for some students these courses may be taken concurrently. It is our understanding that the experience of presenting to a general public during the nutrition fair rather than to their classmates may contaminate the adequate assessment of this domain. Nevertheless, effective Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

communication did not meet expected outcomes. We expect to discuss this at the end of the semester to develop strategies that can help students improve written and oral communication.

Critical thinking Critical thinking has been measured in our Program for two consecutive years. The rubric was adapted last year from a rubric published by the George Mason University and is also included in the appendix. Last year the outcome was below the expected in the three courses it was measured. This year outcome was as expected when taken the mean score of the entire rubric into account as shown in table 1. Table 1. Preliminary results of student learning assessment on critical thinking Range of score (maximum score = 4) >3 (rated as good or above) 2 (rated as regular) 1 (rated as deficient)

Critical thinking

19 (76%) 6 (24%) 0

However, when criteria is broken down and examined, the majority of the students are not rated in the good or above range. A comparison between last year (2010-2011) and this year (2011-2012) shows there were improvement in the course NUTR 4198 specifically the criteria of identifying the problem. This may be due to more specific instructions to students and a more thorough discussion of the rubric. There also was improvement in credibility of sources which may respond to the use of information technology modules being used in some courses within the curriculum. These modules were developed by librarians at the College within CITEC.

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

Figure 1. Comparison of 2011 versus 2012 results of assessment of critical thinking among nutrition students

Among the actions to close the loop an upcoming presentation to the professors of the program is expected to generate a discussion to improve critical thinking skills as it relates to being able to analyze problems and suggest solutions (creativity). Research and creation Research and creation is being measured specifically with the following objective: Students will be able to develop outcome measures, use informatics principles and technology to collect and analyze data
for assessment and evaluate data to use in decision-making. A rubric is used in the course NUTR 4198 to evaluate an end of semester project were student must prepare and present a research proposal. Item number #14 of the rubric (see appendix) inquires about the students ability to identify adequate outcome measures for their research project. They are expected to select the appropriate instrument to measure specific variables. This outcome was achieved above the expected.

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____

Date submitted: __8/2012____

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING PARTE II - KNOWLEDGE, SKILLS, OR ATITUDES OF THE ACADEMIC PROGRAM OR MAJOR Academic Program or Major: ____Nutrition and Dietetics_____________________________________
Knowledge, Skills or Attitudes of the Academic Program or Major Activities and instruments used to collect information (direct or indirect measures)
Educational plan Delivery of nutrition intervention

Academic Year: 2011-2012

Student Learning Objectives

Able to develop an educational session or program/educational strategy for a target population

Evaluation Criteria
1. Educational program is adequately designed for a specific population 2. External evaluator will rate the interventions as adequate for target population Accurate description of health care delivery systems and food and nutrition services policies and regulations.

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

Content of the discipline

1. Expected outcomes =90% Actual outcome = 87.5% 2. Expected outcomes = 85% Actual outcome = 88.8% n/a

The educational plan was reviewed and corrected with the students. Professors met to review rubric. It was revised and used by various professors.

Content of the discipline

Information Technology

Able to explain the impact of health care policy and administration, different health care delivery systems and current reimbursement issues, policies and regulations on food and nutrition services Able to use current information technologies to locate and apply evidence based guidelines and protocols.

Paper/report Case study Oral presentation

Adequate use of relevant, valid and authoritative references.

Expected outcome = 75% Actual outcome = 95%

Continue with activities

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____

Date submitted: __8/2012____

II. Summary of Assessment carried out Able to develop an educational session or program/educational strategy for a target population The objectives measured as part of the skills of the academic program are part of the knowledge requirements established by the accrediting agency. As mentioned above, the nutrition fair where students participate is a course where several competencies/skills can be measured. The rubric used for this activity includes the assessment of the appropriateness of the educational session based on the target audience and its educational level. Characteristics such as the vocabulary used the content of the information, the usefulness of the information to the public, whether the learning objective was met and the materials designed and prepared. Students are rated during the nutrition fair but also the semester is filled with similar activities students conduct in various settings. These include, Head Start Programs, Nursing Homes, Preschools, Elementary schools, Wellness Programs among others. The same rubric is provided to the main contact at these centers for them to assess the students performance. Data from these rubrics indicates 95% of the students were rated as excellent in their educational intervention by external reviewers. Expected outcome was surpassed.

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

Appendix

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

Universidad de Puerto Rico Facultad de Ciencias Naturales Programa de Nutricin y Diettica NUTR 4175 Prctica de Enseanza en Nutricin Evaluacin de Hojuelas, Carteles y Arreglo de Tabln de Anuncios Nombre del estudiante: __________________________________________________________________ Centro de Prctica: _____________________________________________________________________ Actividad (ej: nombre de la hojuela): _______________________________________________________ Criterios Planificacin y Preparacin Excelente (4) El estudiante planific y dise un boceto del trabajo con tiempo. Consult con el profesor por lo menos 1 semana antes de la actividad. No tiene errores de contenido. Usa un vocabulario adecuado para la clientela. Incluye y define trminos que pueden ser nuevos para ellos. La informacin en nutricin est diseada para la audiencia. Las recomendaciones nutricionales son especficas y que el pblico puede implementar. Utiliza adecuadamente los principios de la teora de color en el diseo del material. Demuestra su creatividad de manera sobresaliente Bueno (3) El estudiante planific y dise un boceto del trabajo. Consult con el profesor por lo menos 4 das antes de la actividad. Tiene un error mnimo de contenido. Usa un vocabulario adecuado para la clientela. Incluye 1-2 trminos que pueden ser nuevos para ellos pero no los define. La mayora de la informacin en nutricin est diseada para la audiencia. Provee algunas recomendaciones especficas que el pblico puede implementar. Utiliza bastante adecuadamente los principios de la teora de color en el diseo del material. Demuestra bastante creatividad Satisfactorio (2) El estudiante present un boceto del trabajo por lo menos 2 das antes. Debe Mejorar (1) El estudiante no present un boceto del trabajo.

Contenido

Tiene un error moderado de contenido. Usa un vocabulario adecuado para la clientela. No incluye trminos que pueden ser nuevos para ellos. La informacin en nutricin no est diseada para la audiencia. Provee al menos 1 recomendacin especfica que el pblico puede implementar. Utiliza satisfactoriamente los principios de la teora de color en el diseo del material. Demuestra satisfactoriamente su creatividad

Tiene varios errores de contenido. Usa palabras o frases que la clientela no entiende.

Uso de Vocabulario (comunicacin efectiva)

Utilidad del contenido para el pblico

La informacin en nutricin no est diseada para la audiencia. No provee recomendaciones especficas que el pblico pueda implementar. No utiliza satisfactoriamente los principios de la teora de color en el diseo del material. No se demuestra creatividad en el trabajo.

Uso del color

Creatividad

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

Evaluacin de presentacin oral para ferias o demostraciones Criterios Proyeccin y claridad Excelente (4) Se muestra confiado(a), articulacin de palabras es clara, demuestra entusiasmo. Mantiene contacto visual con el pblico, no utiliza manerismos que puedan distraer la atencin. Bueno (3) Se muestra bastante confiado(a), articula bien la mayora de las palabras, demuestra bastante entusiasmo en la presentacin Mantiene contacto visual con el pblico la mayor parte del tiempo, utiliza muy pocos manerismos que distraigan la atencin. Utiliza un Utiliza un vocabulario adecuado vocabulario adecuado para la clientela. la mayor parte del Incluye y define tiempo, define la trminos que pueden mayora de los ser nuevos para ellos. trminos que pueden ser nuevos La presentacin La presentacin incluy evidencia o mencion evidencia y datos que la algn dato que la audiencia percibe audiencia percibe como vlidos como vlidos La vestimenta es La vestimenta es apropiada para la bastante apropiada actividad. para la actividad. Satisfactorio (2) Se muestra poco confiado(a), articula bien pocas de las palabras, demuestra poco entusiasmo Ocasionalmente hace contacto visual con el pblico, utiliza bastante los brazos distrayendo la atencin. Vocabulario es mayormente inadecuado para la clientela. Define muy pocos trminos que pueden ser nuevos. La presentacin no mencion evidencia o dato que apoye el contenido de la misma. La vestimenta es poco apropiada para la actividad. Debe Mejorar (1) No se muestra confiado(a), articulacin de palabras es pobre, no demuestra entusiasmo No hace contacto visual, utiliza manerismos que distraen la atencin

Contacto visual y lenguaje no verbal

Vocabulario

El vocabulario no es adecuado, no define trminos que pueden ser nuevos para la clientela. La presentacin no mencion evidencia o dato que apoye el contenido de la misma. La vestimenta no es apropiada para la actividad.

Credibilidad

Presentacin y apariencia Evaluador: Fecha: Comentarios:

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____

Nombre del estudiante: Fecha: Curso: Profesor: Trabajo se entreg en ingls o espaol (circule)

Rbrica de pensamiento crtico comunicacin efectiva y destrezas de informacin* Evaluacin 3 (Mostly 2 (Needs competent) improvement)
Identifica el problema pero no lo describe completamente Consider al menos un punto de vista alterno Algunas ideas nuevas, refleja cierta reflexin y consideraciones del tema El problema o situacin se menciona pero la descripcin es muy ambigua Provee cierto anlisis de al menos un punto de vista. Muy pocas ideas, se basa primordialmente en la repeticin de las ideas de otros autores o individuos. El estudiante presenta su opinin del tema de forma limitada a travs de una serie de argumentos. En varias ocasiones sus argumentos son claros, fundamentados o persuasivos. La informacin carece de cierta organizacin y algunos prrafos no estn construidos adecuadamente. Los detalles se presentan con cierto orden lgico. La coherencia y la fluidez en la transicin de algunas ideas son aceptables. Algunas oraciones son claras, estructuradas o variadas. Presenta varios errores gramaticales u ortogrficos (4 a 5 por pgina) y en ocasiones interfieren con el sentido de las oraciones y la lectura del ensayo.

Criterios
1. Identificacin del problema

4 (Highly competent)
Lo identifica claramente, de forma explcita Consider mltiples puntos de vista

1 (Not competent)
El problema o situacin no se presenta. Ignora y no presenta ningn punto de vista alterno. No presenta ninguna idea sobre el tema, solo menciona y resume ideas de otros autores. El estudiante presenta su opinin del tema de forma limitada a travs de una serie de argumentos que no son claros, fundamentados o persuasivos o no presenta una opinin del tema. La informacin est desorganizada y los prrafos no estn construidos adecuadamente. Los detalles que se representan tienen poco o ningn sentido de organizacin. El escrito es incoherente y la transicin de ideas es pobre o ninguna. La mayora de las oraciones no son claras, estructuradas o variadas. Presenta muchos errores gramaticales u ortogrficos (6 mas por pgina) y estos interfieren constantemente con el sentido de las oraciones y a lectura del ensayo.

2. Anlisis del problema

4. Creatividad refleja el compromiso del estudiante en el estudio del tema

Provee/incluye ideas nuevas, refleja la integracin del estudiante al tema y sus reflexin del mismo El estudiante presenta su opinin del tema a travs de una serie de argumentos claros, bien fundamentados y persuasivos

5. Opinin

6. Organizacin COMUNICACIN EFECTIVA

La informacin est bien organizada y los prrafos estn bien construidos. Los detalles se presentan en orden lgico. El escrito tiene coherencia y presenta fluidez en la transicin de las ideas.

Estructura de las oraciones y errores ortogrficosgramaticales COMUNICACIN EFECTIVA

Las oraciones son claras, estructuradas y variadas. Esencialmente no presenta errores gramaticales u ortogrficos lo que facilita la lectura del ensayo.

El estudiante presenta su opinin del tema a travs de una serie de argumentos claros. En la mayora de las afirmaciones se evidencia un grado de persuasin o justificacin. La informacin est bien organizada y los prrafos construidos adecuadamente. Los detalles se presentan con un orden lgico. La mayor parte del escrito es coherente y tiene fluidez en la transicin de las ideas. La mayora de las oraciones son claras, estructuradas y variadas. Presenta algunos errores gramaticales u ortogrficos (2 a 3 por pgina), pero stos no interfieren con el sentido de las oraciones y la lectura del ensayo.

Assessment Coordinator: __Elsa Pinto_______ Department Chair: ____Brenda Toro____ Date submitted: __8/2012____