Aba Healthcare Administration

ABA – HEALTHCARE ADMINISTRATION PROGRAM ASSESSMENT REPORT: AY 2012-2013

Program Rationale/Purpose Statement:

The purpose of the Tiffin University Management major with a concentration in Healthcare Administration is to promote, stimulate, and guide study, research, and professional career development in the area of Healthcare Administration. There is an increasing need for healthcare workers and this degree will enable students to be involved in an administrative capacity in any healthcare environment

Marketing / Recruitment Target Statement:

It is clear that there will an increasing need for healthcare workers and healthcare administrators in the near and distant future. Recent government reports indicate the healthcare will continue to grow as will the need for those who can manage the workers in this field.

Program Learning Outcomes:

TU ABA HCA Intended Outcomes Outcome Mapping SCANS - Competencies (1989): F1. Reading, Intended Outcomes 1: (D – Career Readiness – F2. Writing, F3. Arithmetic, F4. Mathematics, Program Specific) USA- Lumina Degree Qualifications Profile Students will demonstrate comprehensive for ASSOCIATE DEGREE LEVEL: knowledge of healthcare administration Describes diverse positions, Engaging diverse concepts. perspectives, Examines a range of perspectiv..., Illustrates core concepts SCANS - Competencies (1989): F1. Reading, Intended Outcomes 2: (D – Career Readiness – F2. Writing, USA- Lumina Degree Qualifications Profile Program Specific) Integrate the healthcare management theories, for ASSOCIATE DEGREE LEVEL: principles and practices for future application. Communication fluency, Generates student artifacts SCANS - Competencies (1989): F1. Reading, F17. Integrity and Honesty, F2. Writing, F3. Intended Outcomes 3 Arithmetic, F4. Mathematics, F5. Listening, F6. Students in the Associate’s degree programs will Speaking, be measured following the College’s general USA- Lumina Degree Qualifications Profile education outcomes assessment plan #2 through for ASSOCIATE DEGREE LEVEL: Applies #8. recognized methods in ..., Communication fluency, Generates student artifacts, Illustrates contemporary termi..., Quantitative Fluency SCANS - Competencies (1989): C13. Interprets and Communicat..., F2. Writing, F7. Creative Intended Outcomes 4: (D – Writing Abilities) Thinking, All students will meet the writing across the USA- Lumina Degree Qualifications Profile curriculum requirements. for ASSOCIATE DEGREE LEVEL: Communication fluency, Generates student artifacts, Written case study

Goals of the Program/Corresponding Classes: Healthcare Administration Knowledge. MGT280 Integrate the healthcare management theories, principles and practices for future application. MGT240 General Education. As defined by the GEC outcomes assessment plan Writing across the curriculum. MGT201

Program Executive Summary:

For the Academic Year 2012-2013, the Associates Degree in Business – Healthcare Administration (HCA) experienced a broad range of success on multiple academic fronts. Successes include the detailed instruction in the HCA courses necessary for students to improve writing skills. Also, pass rates of core HCA are above expectation. In terms of improvements, HCA courses (e.g., MGT 151, etc.) have specific areas, based on results of assessment data analysis where student could improve knowledge and skill within the discipline, including areas such as Medical Terminology. However, more granular outcome criteria must be established before further investigation can occur.

Section One: Describe all department activities with respect to improving student learning in the major. This may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.

Section Two: Describe which program goal(s) in the Major Program Plan was assessed during the academic year.

Section Three: Describe analysis of assessment data and action plans for upcoming academic year.

Intended Outcomes/Assessment Criteria:

Intended Outcome 1: (D–Career Readiness–Program Specific) Students will demonstrate comprehensive knowledge of healthcare administration concepts.

Assessment Criteria: A comprehensive final project will be assessed for healthcare administration majors in MGT 280 Special Topics in Healthcare. Seventy percent of students will obtain a score of 70% or higher.

Section One - Activity Statement:

This assessment was not completed because MGT 280 (capstone) was not offered.

Section Two - Results of Outcomes Activity: 2012-2013 Met/Not Met Data Details

No data Course was not offered.

Section Three - Analysis and Action Plans:

Not applicable.

A new OA plan for the HCA program will be developed along with the re-development of HCA courses to include original lectures and practice environments.

Intended Outcome 2: (D–Career Readiness–Program Specific) Integrate the healthcare management theories, principles and practices for future application.

Assessment Criteria: A minimum of 80 % of students will achieve an average grade of “B” or better on a healthcare management plan completed in MGT 240 Healthcare Office Management.

The comprehensive management plan for MGT 240 is administered via the Learning Management System. Results are exported and analyzed for content knowledge and skill as well as achievement of course and program outcomes. This outcome is considered met according to the established criteria. This was achieved through selective assignment of qualified adjuncts, regular reminders from leadership regarding the importance of consistent approaches to leadership, and the provision of the proper instruments in the Learning Management System. Section Two - Results of Outcomes Activity: 2012-2013 Met/Not Met Data Details MGT 240 Met Summary of Findings: Summer I: n=5; 80% - A, 20% - F Summer II: Not offered Fall I: n=11; 37% - A, 27% - B, 18% - C, 18% - F Fall II: Not offered Spring I: n=6; 34% - A, 34% - B, 17% - C, 17% - F Spring II: Not offered

For 2013-2014, it is recommended to monitor qualities of student work justifying a D or lower, compiling differences between AF and F, with analysis for each grade level.

Intended Outcome 3: Students in the Associate’s degree programs will be measured following the College’s general education outcomes assessment plan #2 through #8.

Assessment Criteria: All assessments will follow the appropriate testing and/or rubrics. General Education plan is attached to this document.

All (100% of) assessments were implemented consistently at the course level for the AAGS core courses, including Discussions, Assignments, and Projects due in each course. This was achieved through selective assignment of qualified adjuncts, regular reminders from leadership regarding the importance of consistent approaches to leadership, and the provision of the proper instruments in the Learning Management System. Consistent application includes analysis of course pass rates.

Section Two - Results of Outcomes Activity: 2012-2013 Met/Not Met Data Details Pass Rates Met Summary of Findings: Pass Rate Data of General Education Courses: On the attached report compiled by the Dean, the color red means the pass rate is below 50%, orange means 51-74%, and green means 75% or higher. These ranges may be unconventional; however, some trends can be identified as result. For example, courses most consistently with a pass rate below 50% include: CIS 101, 111; ENG 100; FIN 101; MAT 100; MGT 121.

Consistent Met Periodic and systemic review of courses illustrated that faculty were Use of administering and students were submitting universally consistent Assessments assignments which were assessed by faculty using consistent instruments (i.e., rubrics).

Pass Rate: Recommendations: Investigate specific assignments, techniques, and other phenomenon that are contributing the lowest pass rates (CIS 101, 111; ENG 100; FIN 101; MAT 100; MGT 121). Establish curricular and instructional revision plans.

Intended Outcome 4: (D – Writing Abilities) All students will meet the writing across the curriculum requirements.

Assessment Criteria: All courses identified as a Writing Intensive Course in the Academic Bulleting will have at least one writing assignment and use the Writing Across the Curriculum grading rubric to assess the writing ability of students. A mean score of 3.5 is expected.

The Final Paper for ENG 142 is administered via the Learning Management System. Results are exported and analyzed for content knowledge and skill as well as achievement of course and program outcomes. This outcome is considered met according to the established criteria. This was achieved through selective assignment of qualified adjuncts, regular reminders from leadership regarding the importance of consistent approaches to leadership, and the provision of the proper instruments in the Learning Management System.

Section Two - Results of Outcomes Activity: 2012-2013 Met/Not Met Data Details ENG 142 Met Summary of Findings: Summer 2012, Terms 1 and 2: Citations and Punctuation were the two lowest mean ratings (2.87 and 2.95 out of 5.0 respectively); therefore, are below Acceptable levels. Structure, Format and Language, and Grammar were at or above Acceptable. Fall 2012, Terms 1 and 2: No rubric criteria were below Acceptable levels. No rubric criteria were above Target. Combined Terms: No bimodal relationships. Predominately scored at Level 4 across terms. Distribution consistent across terms: Level 4 most frequent, Levels 5 and 0 (zero) least frequent. Level 0 highest in Spring 2013. This appears to reflect variation in assessment criteria. Recommend clear training.

Summary of Findings: Given the included data set, the following conclusions can be made. Overall, the frequency of No Effort rating is directly tied to course completion or extended absence, but not incomplete grades or lacking of effort. In other words, No Effort is awarded when a student is no longer making an an effort to complete work, and is directly tied to those earning an AF for extended absence. As a strength, students have performed consistently at the Satisfactory (or higher) level in Punctuation and Capitalization, Grammar, and Formal and Professional Language. Insufficient and Below Average ratings did not exceed 10%. As an area for improvement, Citations exceeded the 20% threshold for Insufficient and Below Average (21%); therefore, this is an instance deserving of specific attention and discovery.

Recommendations: Summer 2012, Terms 1 and 2: Further study of deficiencies in Citations and Punctuation. Monitor for trends with categories near Acceptable as administrations and sample sizes increase. Fall 2012, Terms 1 and 2: Data are indicative of Acceptable student performance. Monitor trends to ensure more needy areas gain priority. Combined Terms: Determine the nature of the increases Level 0 scores in Spring 2013. For 2013-2014, provide opportunities to train faculty and calibrate use of specific assessment instruments. Monitor all rubric criteria for changes in performance by instructor, section, or cohort. Engage Library and Faculty in discussions regarding citations and instruction to improve this aspect of student performance. Also, make recommendations to IT teams to properly identify absent students in data set to accurately determine those who are absent versus delinquent submissions.

Updated: October 2010