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Jacqueline Butsavage
NHE 611 Final Project-Program Assessment Plan-Curriculum Map
Pennsylvania College of Health Sciences/ Radiography Program Assessment Plan

1) Radiography Program of Health Science, Associates in Applied Science Degree

2) Pennsylvania College of Health Science Radiography Program sustains the educational goals through the mission statement to
provide the health care community with educated, professionally competent, and entry-level radiographers (PA College of Health
Sciences Catalog, 2019, p. 36).

As a community-focused institution, PA College of Health Sciences builds and supports the communities by offering varying
educational programs to promote ongoing intellectual growth and character development by promoting value and commitment to the
community. The PA College of Health Sciences institutional mission is to educate for excellence in health care, leadership, and
continuous acquisition of knowledge (PA College of Health Sciences Catalog, 2019, p. 5). The core purpose of the college, faculty,
and staff is that the institution is at the center of our students’ learning universe (PA College of Health Sciences Catalog, 2019, p. 5).
PA College of Health Sciences is committed that a graduate will be able to complete the following:

3) Institutional Learning Outcomes (ILOs) of PA College of Health Sciences are focused on knowledge, skill, and abilities that the
graduates will be able to demonstrate upon completion of a program and function as a professional in clinical setting and within
society. Every PA College of Health Sciences graduate of an Associate’s Degree and higher are expected to demonstrate with the
following ILOs that align with include the Radiography Program of Health Science, Associates in Applied Science Degree.

 Integrate the sciences, humanities, and professional education theory to practice making a positive contribution to the
community.

 Demonstrate the knowledge of and respect for diversity, beliefs, and practices of all in academic and professional settings.

 Utilize creative and critical thinking while demonstrating leadership, professional values, and ethics in health care practice.

 Communicate effectively and respectfully with the patient and members of the health care setting promoting restoration and
maintenance of health.
 Acknowledge awareness of citizenship and civic responsibility to health care professional practice assuming lifelong learning.
(PA College of Health Sciences Catalog , 2019, p. 5).

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 Information Literacy: A graduate will be able to identify information, be able to critically think, apply, access, collect, analyze,
evaluate, organize, interpret, synthesis, creativity, metacognition, and engage information or data legally and ethically using
credible sources to support the reasons and purpose of an assignment (Suskie, 2018, p. 43).
 Written Communication: A graduate will be able to demonstrate the capacity to effectively communicate their thoughts, to
receive information, and instructions to correctly and independently perform radiographic procedures (PA College of Health
Sciences Student Handbook, 2019, p. 41). The student will have the ability to write and demonstrate proper grammar and
sentence structure that represents their thoughts and viewpoints at a professional academic level.
 Oral Communication: A graduate will have the capacity to and be able to effectively converse concepts and principles with
faculty members, fellow students, clinical staff, and patients in order to receive information, respond to verbal and nonverbal
communication (PA College of Health Sciences Student Handbook, 2019, p. 41).
 Clinical Observation and Analysis: A graduate will observe materials in learning environment, integrate the knowledge,
experience, to distinguish changes, to be able to recognize and inspect details and small items for the purpose of radiographic
film quality. Evaluating patients accurately and completely, assessing skills (PA College of Health Sciences Student
Handbook, 2019, p. 41).
 Proper physical mechanics: A graduate will utilize appropriate personal and patient positioning for general care and
emergency treatment for diagnostic procedures, proper positioning using appropriate body mechanics when transferring,
lifting, and positioning patients. A student will able to adjust, manipulate, and move radiography equipment, radiographic
cassettes, and use portable fluoroscopic machines, computers, and peripherals (PA College of Health Sciences Student
Handbook, 2019, p. 41).

4) LEARNING OPPORTUNITIES.

List Program Learning Goals or Outcomes (PLOs):

Upon completion of the radiography program, the learner will be able to:

1. Function as a competent, entry level radiographer in the cognitive (knowledge) and psychomotor (skills) learning domains.

2. Demonstrate a commitment to professional ethics, attitudes and behaviors.

3. Apply theoretical knowledge and critical thinking to clinical practice.

4. Communicate effectively and respectfully with the patient and members of the health care team.

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5. Utilize clinical experience and critical thinking as the basis for professional practice.
(PA College of Health Sciences Catalog, 2019, p. 36).

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Use a “curriculum map” (see below) to illustrate which courses and requirements help student meet the intended program outcomes. Ideally, the program
will introduce students to each outcome early in the program (indicated by an “I” on the curriculum map). The outcomes are then reinforced, and students
practice throughout the program (“R”). Near the end of the program, students can demonstrate mastery (“M”) and the program collects evidence of that
learning (“A”). Tip: When possible and appropriate, include the type of assignment/activity associated with the learning outcome.

Curriculum Map
Courses/Requirements*
The learner will
Course 1
BIO 175 Human Anatomy
& Physiology (A&P) I
Course 2
RAD 101 Radiographic
Procedures I
Course 3
BIO 176 Human Anatomy
& Physiology (A&P) II
Course 4 Other*
RAD 105 Radiographic
Procedures III
(* Required activities or experiences not associated with a particular course. Examples: national licensure exam; presentation at
department symposium; service learning; comprehensive exam; dissertation; exit interview)
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STUDENT LEARNING OUTCOMES (SLOs)
Level of Outcome 1: Outcome 2: Outcome 3: Outcome 4: Outcome 5:
Competence* Verbally Apply the Explain the Perform laboratory Identify the A&P of the
* communicate with appropriate A&P physiological techniques needed for human body system effects
patients and fundamental to systems effected caring and positioning by common disorders and
healthcare team radiographic in the human patients according to the diseases with their effects
members the basic procedures and body to the system effected by the on the human body by
A&P concepts and equipment use. disease process radiographic procedure to analysis and interpretation
principles, using impact on that the case studies by showing described in an 8-10-page
appropriate system. the results in a 12-slide clinical research paper
terminology for to power point presentation. presentations to the
the radiography radiography department
program. for review.
Basic I I I I I
Intermediate R R R R R
Advanced M R M R M/A
Common disorders &
diseases effects explained
in an 8-10-page clinical
research paper .
Advanced M R M M/A M/A
Case studies and 12-slide Disorders & diseases
power point presentation detected through
submitted to radiography radiographic analysis and
department for review. interpretation presentations
described in an 8-10-page
clinical research paper.
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**Key:
I = Introduced M = Mastery at the senior level or graduate level
R = Reinforced/practiced A = evidence collected and analyzed

5) LONG RANGE PLANNING

Outcomes Assessed Evidence to be Method of Assessment Resources Needed Faculty Involved

Collected (note if direct or indirect)
Year 1 1,3,5 Discussion boards, Face-to-face class Course Faculty
class presentation, Direct and Indirect Online discussion
minute papers, and forums
exams and quizzes
Year 2 2,3,4 Focus discussion Laboratory classes Course Faculty
groups, class Direct with models
presentation, lab Lecture stand for
testing practical presentations
Year 3 1,3,5 Case study power Power point Course Faculty
point presentation, Direct and Indirect presentation
case study report Technical support
papers, reflective availability
journal reports
Year 4 N/A
Year 5 N/A

Radiographers will perform various radiographic/X-ray examinations procedures on virtually every organ and or body region, utilizing
radiographic and digital imaging equipment and computers. A radiographer can come in contact with patients of all ages, with
varying levels of health, ranging from routine check-ups to trauma patients that are severely injured. A radiographer must be able to
meet the healthcare needs of the patient while providing excellent care and service to meet the diagnostic needs ordered by the
physician. A radiographer is an integral part of a healthcare team, using skills, talents, and education to provide patients with the
needs in a professional manner. The Radiography Program is designed to educate students in the science of radiography. Students are
instructed in a classroom and at multiple clinical facilities. Upon completion of the program a graduate is awarded an Associate in

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Applied Science degree and are eligible to take the American Registry of Radiologic Technologists (ARRT) registry examination (PA
College of Health Sciences Catalog, 2019, p. 36). This degree can be attained within two-three years, or a total of five semesters.

According to PA College of Health Sciences benchmarks and standards are a 100% employment rate since 2014/ $59,520 median
salary/ 19,000 new job openings, as of 2017 at PA College of Health Science first attempt pass rate on the credentialing examination
was 15/16 a 94% passing rate (PA College of Health Sciences academic website, 2019). A student can further continue their
education to be specialized in vascular imaging, mammography, radiation therapy, computed tomography, and magnetic resonance
imaging (PA College of Health Sciences Catalog, 2019, p, 36).

6) DISTRIBUTION. It is important to distribute or publish these items in the following ways: (please use an X to mark how these
items will be distributed or describe under other)

PUBLICATION LOCATION or DISTRIBUTION

Other
(please describe,
e.g. department
Annual Course meeting, advising
ITEM Catalog Website Reports Brochures Syllabi session)
Program mission X X Final Course
X X
Review
Student learning X X Course Introduction
X X
objectives/ outcomes
Learning opportunities X Course Introduction
X X X
(curriculum map)

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Final Program Assessment Plan Project

Educational assessment is important because it represents the best instructional pathway that ties

all stakeholders involved in the process towards achieving the highest course learning outcomes and to

help ensure most effective learning environment for students. Assessment is supporting quality

educational instruction through evaluating student learning and development. The practice of

assessment can be comprehensive and a formative and summative experience in identifying student

learning within a course or a program (Suskie, 2018). Embedded assessment strategies are directly or

indirectly evaluating the probability of achieving educational outcomes that benefit the intent of the

student. Assessment can pose questions of reliability and validity, referring to the methods of accuracy

and fairness of the results or data gathered and usefulness of the information and the impact on student

learning (Tai, & Adachi, 2017). Assessment is anticipated to increase and encourage the mutual

engagement made by educators, faculty, staff, and students to support an ideal learning experience

enhancing knowledge, skills and attitude (MSCHE, 2007). Assessment strategies and tools are needed

to give a reasonably accurate and truthful reflection on what students have learned (Suskie, 2018). The

institutional assessment of student learning and achievement demonstrates educational effectiveness.

The institution’s administration structure incorporates research and scholarship in learning, quality

improvement, and encourages an institution’s organization and governance (MSCHE, 2006). Without

an effective educational assessment strategy, there is simply no educational sustainability within the

institution. Effective educational assessment must be fair, unbiased, and conducted ethically by giving

students a wide opportunity to learn course content prior to assessment and informing them of the

purpose of the assessment in order to ensure the most accurate results (Suskie, 2018).  Assessment

strategies from a course, program, and institutional level are indicative of the top educational programs.

Without assessments, it will be difficult to have any consistent level of educational integrity and validity
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throughout the college. Assessment is important and effective when it is guided by three fundamental

principles ensuring and improving educational quality, stewardship, and accountability (Suskie, 2018).

When the information is gained through assessment, it is utilized in order to shape and develop

curriculum, teaching goals and strategies to most effectively serve the student population, the institution

will excel at achieving its mission statement (Suskie, 2018). Student’s educational goals and

accomplishments need to be coherent with the appropriate program of education, degree level,

institutional mission and goal, with expectations of higher learning (MSCHE, 2018). There is an

ongoing and continuous improvement of pedagogy and curriculum in every academic program and

educational support service (MSCHE, 2015). Being cognizant of planning and budgetary provision of

educational programs or services available, keeping foremost improvements of key indicators of

learners’ success, retention, graduation, transfer, and educational placement rates (MSCHE, 2015).

Recurring educational assessment of effectiveness processes are used to set a baseline and establish

standards and to cause improvements in operational educational learning standards (MSCHE, 2015).

Institutions of higher learning have to strive toward effective educational assessment. Institutions with

strong assessment platforms are linked to positive feedback and reflection, will sustain an educational

environment that nurtures its faculty and students towards achieving strong learning metrics.

Curriculum Mapping

Curriculum mapping purpose is important for educational institutions, it serves as planning tool

that allows decision-makers to align their curricula with the required standards and assessment

practices (Shilling, 2013). As a consequence, these learning institutions must continuously strive to

ensure that their mission, vision, and goals are attainable and sustainable through designing and

refining curriculum and teaching strategies, which is achieved by having a well-designed curriculum

map (Curriculum Decisions, 2018). Curriculum maps have the potential to become the center for
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making decisions about teaching and learning by analyzing the results of assessment tools (Curriculum

Decisions, 2018). A curriculum map is a chart or designing instrument that plots the key learning

elements in a course, program, or curriculum describing the learning expectations and experiences that

will be achieved (Suskie, 2018, p. 76). Curriculum maps are important because it provides a

framework from which institutional decision makers and faculty are guided and strive to make the best

educational environment possible for their students.

Challenges and Advantages to Curriculum Mapping

As with any teaching tool, there are challenges and advantages to using curriculum map as a

framework. One challenge of curriculum mapping is that it is not a spectator’s sport, for proper

instructional effectiveness is only possible when the educators’ have ongoing and continuous

improvement, preparation, and active participation of pedagogy in every academic program to make it

effective (Curriculum Decisions, 2018). Depending upon the type of framework used, the most

common foundational elements will include structured content, skills, and assessments aligned to

academic standards (Curriculum Decisions, 2018). Despite these challenges, there are advantages to

using curriculum maps by serving as an important tool for institutions to achieve effective learning

goals that respect the institutions mission and vision in serving its community and students. Mapping

gives educators an opportunity to exchange information about instructional practices based on real-

time classroom metrics (Shilling, 2013). It helps to ensure that there is a cohesiveness within a course,

program, and institution that is aligned with standards as like the Middle States Commission on Higher

Education. A well-planned curriculum map helps to setup short-term and long-term instructional

goals, eliminate gaps and unproductive repetitions in the curriculum, and provide better alignment of

the curriculum with required standards (Shilling, 2013). Each learning experience is unique to assess

and require a unique approach to making an assessment, deciding what to teach students and making
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sure they are learning that information thereby providing a great education (Suskie, 2018). The

assessment results of student learning ensure and improve educational quality and the evidence result

of student learning is accountability (Suskie, 2018). Assessing student learning is to provide students

with the best possible education, giving students specific, measurable, attainable, outcomes that are

realistic and tangible. A curriculum map is an educational framework from which institutional

decision-makers, educators, staff, and faculty are guided and strive to make key learning elements

describing the learning expectations and experiences that will be achieved in an educational

environment.

Final Project Personal Reflection

The final project is bittersweet, finishing up another, and final Master’s course. I only have the

final practicum course to take and finish up my Master’s degree. The final project is also an eye-

opening experience to know what some of the processes are to be an educator. I really have learned

true respect for an educator. There is a lot more I have learned after taking curriculum design and

educational assessment. I now understand all the work educators have to teach a class and then when

the Middle State Commission of Higher Education comes in for an inspection. I have experienced

when Joint Commission and Comprehensive Stroke Accreditors came to the hospital for inspections. I

speculate that they have the same relevance on employment as for educator’s accreditors evaluation. I

have learned the potential use of a course in connection with an institutional accreditation goals. The

final assessment curriculum map project has helped me understand that there is a lot of behind the

scenes work that an educator does to instruct students and to save the future of the educational system.

The culture of assessment will forever be implanted in my mind and with all these educational

perspectives. I have a better understanding after working on the final project and gained experience

about inform decision making to effects to improve student learning outcomes.

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References

Curriculum Decisions (2018). Curriculum mapping basics. Retrieved from

http://www.curriculumdecisions.com/curriculum-mapping-basics/.

Middle States Commission on Higher Education. (MSCHE), (2006). Characteristics of excellence in

higher education: Requirements of affiliation and standards for accreditation. (12th ed.).

Philadelphia, PA: The Commission.

Middle States Commission on Higher Education. (MSCHE), (2007). Student learning assessment:

Options and resources. (2nd ed.). Philadelphia, PA: The Commission.

Middle States Commission on Higher Education. (MSCHE), (2015). Standards for accreditation and

requirements of affiliation. (13th). Philadelphia, PA: The Commission.

Middle States Commission on Higher Education. (MSCHE), Dates of Evaluation: [March 11-14,

2018]. Team report to the commission on higher education city university of New York

(CUNY) York College. Philadelphia, PA: The Commission.

Pennsylvania College of Health Sciences, (2019). Retrieved from https://www.pacollege.edu/wp-

content/uploads/Student_Handbook. pdf. https://www.pacollege.edu/wp-

content/uploads/College-Catalog.pdf. https://www.pacollege.edu/academics/.

Shilling, T. (2013). Opportunities and challenges of curriculum mapping implementation in one school

setting: Considerations for school leaders. Journal of Curriculum and Instruction (JoCI), 7(2),

20-37. doi:10.3776/joci.2013.v7n2p20-37

Suskie, L. (2018). Assessing student learning: A common sense guide. (3rd ed.). San Francisco,

CA: Jossey-Bass.

Tai, J., & Adachi, C. (2017). Peer assessment and professional behaviours: what should we be

assessing, how, and why? Medical Education, 51(4), 346–347.