Radiologic Science
- Mission Statment
The mission statement for the Radiologic Sciences Program incorporates the philosophy of the program and is as follows.
- The mission of the Weber State University Radiologic Sciences Program is to adhere to the mission and goals of the University and the Dumke College of Health Professions in serving the needs of the medical community and assisting the students in the development of their potential as technologists and as human beings.
Goals stemming from the mission statement are:- The primary educational goal of the Radiologic Sciences Program is to use resources to equip students with the knowledge and skills needed to live effectively and to provide the knowledge, skills and judgment needed to render quality health care services.
- A second goal is to broaden the students’ knowledge within the professional discipline and to maintain professional competency through a desire to participate in life-long learning.
Objectives to assist in attaining the mission and goals are to:
- Maintain curricula based on current practices and a competency-based clinical evaluation system.
- Integrate the didactic and clinical educational components to promote effective learning.
- Promote a sense of professionalism and a desire to learn through role-modeling, mentoring and teaching practices.
- Instill an appreciation of racial, cultural and human diversity.
- Advocate the value of human dignity and ethical conduct.
Mission Statement Consistency:
- The Radiologic Sciences Program mission statement, goals and objectives are integral to the mission statement of Weber State University (WSU) and the Dumke College of Health Professions. For example, WSU is committed to offering both vocational and professional educational programs to prepare students for immediate employment or further study. The Radiologic Sciences Program cluster is based upon a career ladder concept which provides lateral and/or vertical career mobility; the curriculum is designed to introduce new concepts and technological advances in medical imaging and radiation therapy; transmission of values and learning in the affective domain are incorporated into the curriculum throughout the program to promote the maintenance of human dignity; critical or analytical thinking and writing are stimulated through classroom interactions, assignments, research and projects; problem-solving skills are refined in the clinical education setting, in the laboratories, as well as the classroom; students are encouraged to attend professional society meetings, lectures and cultural activities to expand their knowledge; and students are given projects which are designed to stimulate life-long education and self-development.
- Student Learning Outcomes
- Certificate
Students completing the Limited Radiographer Certificate will demonstrate the following Radiologic Sciences learning outcomes
- Patient Care and Education
- Professional Development and Research
- Biologic Effects and Safety
- Clinical Competency and Medical Ethics
- Procedures, Anatomy, and Pathophysiology
- Instrumentation and Quality Control
- Associate Degree
Students completing the Associate of Applied Science in Radiography will demonstrate the following outcomes:
- Patient Care and Education
- Professional Development and Research
- Biologic Effects and Safety
- Clinical Competency and Medical Ethics
- Procedures, Anatomy, and Pathophysiology
- Instrumentation and Quality Control
- Bachelor Degrees
Students completing the Radiologic Science Bachelor Degree will be able to demonstrate the following outcomes:
- Patient Care and Education
- Professional Development and Research
- Biologic Effects and Safety
- Clinical Competency and Medical Ethics
- Procedures, Anatomy, and Pathophysiology
- Instrumentation and Quality Control
If you wish to view area emphases' competencies, click on the tabs at the bottom of the curriculum grid in the area below.
- Certificate
- Curriculum Grid
- Program and Contact Information
Radiologic Science Information:
- The Weber State University Radiologic Sciences Program evolved from two hospital-based radiography programs that were conducted by St. Benedict’s Hospital and Dee Memorial Hospital. From 1967 to 1970, the hospital-based programs arranged to have students complete general education courses at Weber State College, while the professional courses were still being taught at the hospitals. In 1969, the Utah Board of Regents assigned the primary role for radiologic sciences to Weber State College. Beginning autumn quarter in 1970, the hospitals gave up sponsorship of the programs and Weber State College assumed responsibility of the radiography programs with all classes taught on campus. The first class of Weber State College graduates completed the program in the spring of 1973.
- The Nuclear Medicine and Radiation Therapy programs were approved by the Utah Board of Regents in 1976 and the Diagnostic Medical Sonography Program was approved in 1980. As innovative technological imaging modalities were developed during the 1980s, additional programs in Computed Tomography, Magnetic Resonance Imaging, Cardiovascular-Interventional Technology and Advanced Radiography were added to the program cluster. An emphasis in Mammography was added in the early 1990s. More recently the Radiologist Assistant program was developed. Mammography was changed to Women’s Imaging and in 2009 the Masters of Sciences in Radiologic Sciences was approved.
- During the early 1980s, the Utah Board of Regents approved the baccalaureate degree level in allied health sciences, which allowed the advanced radiography and the medical imaging specialty areas and radiation therapy to become an educational career ladder for technologists. Adding these advanced imaging areas to the program has proven to be beneficial to the medical community by producing highly-skilled health care workers throughout the state and allows graduates to pursue upward career mobility.
- Due to campus-wide budget reductions in the mid-80s, the faculty were confronted with the possibility of discontinuing the advanced speciality modalities. Rather than discontinuing the programs and leaving the medical community without a manpower source, the faculty, with the permission of the dean and WSU administration, elected to move the programs to the Division of Continuing Education. The programs have been self-sustaining programs since that time.
Outreach Program:- The Weber State College Radiologic Sciences faculty was approached in 1978 to conduct a radiography program in Panguitch, UT in an effort to meet the manpower needs of the rural facility. Students were accepted into the Outreach program beginning autumn semester of 1979. Soon after, other rural hospitals in the state requested students for their facilities. In 1982, Dixie Medical Center in St. George and Valley View Hospital in Cedar City were added as clinical sites. The radiography program is designed to move into an area, educate and train students and when the need is met, the program can be moved to another site. The three main sites for the program are Price, St. George and Cedar City which provide qualified workers for the southern Utah areas and the Uintah Basin area. Locations where the radiography program has been conducted in rural areas are as follows:
Kanab Panguitch Tooele
Fillmore Delta Tremonton
Nephi Moab Richfield
Vernal Roosevelt Beaver
Monticello Blanding Payson
- In addition to the radiography program, Nuclear Medicine, Diagnostic Medical Sonography and Radiation Therapy programs have also been conducted at various rural sites as need dictates.
- In an agreement between the faculty and the WSU administration in 1994, students at the St. George, Cedar City and Price, UT sites were included into the campus program as budget-related. The faculty agreed to maintain a minimum of three sites in the outreach program and the classes are considered as part of the faculty teaching load.
- In 1992, the Utah State Board of Regents approved a proposal to incorporate clinical sites in surrounding states when Western Wyoming Community College in Rock Springs, WY requested that Weber State University assume responsibility for their radiography program. Permission granted by the Board of Regents allowed several clinical sites to be added. The program operates in the same manner as the Outreach program, meaning when the need is met, the program can be moved to a different site. The current sites are as follows:
Evanston, WY Cortez, CO Riverton, WY
Rawlins, WY Durango, CO Twin Falls, ID
Jackson Hole, WY Farmington, NM
Douglas, WY Montpelier, ID
- In 1998, Weber State University assumed the management of a hospital-based program in cooperation with Intermountain Health Care-Utah Valley Regional Medical Center. This program is considered on- campus and budget-related. This is a shared financial agreement between WSU and Intermountain Health Care. The current sites are as follows:
Provo, Utah Orem, Utah American Fork, Utah
Heber City, Utah
The Department of Radiologic Sciences conducts programs in:
Radiography Diagnostic Medical Sonography Radiation Therapy
Nuclear Medicine Magnetic Resonance Imaging Computed Tomography
Mammography Advanced Radiography Women’s Imaging
Radiologist Assistant Cardiovascular-Interventional Technology
Contact Information:
Radiologic Sciences Programs Primary Faculty Contact Secondary Faculty Contact Certificate Programs Cardiographic Technician (EKG) Christopher Steelman, MS
R.T.(R)(CI)(ARRT), RCIS, FACVP
Assistant Professor
Marriott Health Sciences Building
Room 363L
(801) 626-6126
csteelman@weber.eduDr. Tanya Nolan, EdD
R.T.(R)(ARRT), RDMS
Department Chair
Marriott Health Sciences Building
Room 363F
(801) 626-8172
tanyanolan@weber.eduLimited Practical Technologist (LPT) Dr. Taylor Ward, PhD
R.T.(R)(CT)(MR)(ARRT)
Assistant Professor
Marriott Health Sciences Building
Room 363E
(801) 626-6617
taylorward2@weber.eduVictor Shane Clampitt, MSRS
R.T.(R)(MR)(ARRT), MRSO (MRSCTM)
Associate Chair, Assistant Professor
Marriott Health Sciences Building
Room 363A
(801) 626-8701
victorclampitt@weber.eduRadiologic Technology (AAS) Dr. Tanya Nolan, EdD
R.T.(R)(ARRT), RDMS
Department Chair
Marriott Health Sciences Building
Room 363F
(801) 626-8172
tanyanolan@weber.eduVictor Shane Clampitt, MSRS
R.T.(R)(MR)(ARRT), MRSO (MRSCTM)
Associate Chair, Assistant Professor
Marriott Health Sciences Building
Room 363A
(801) 626-8701
victorclampitt@weber.eduAdvanced Radiologic Sciences (BS) Advanced Radiography Dr. Robert J. Walker, PhD
R.T.(R)(CT)(MR)(QM)(ARRT), FASRT
Dumke Endowed Professor
Marriott Health Sciences Building
Room 363G
(801) 626-7165
rwalker2@weber.eduDr. Tanya Nolan, EdD
R.T.(R)(ARRT), RDMS
Department Chair
Marriott Health Sciences Building
Room 363F
(801) 626-8172
tanyanolan@weber.eduInterventional Radiography Dr. Laurie Coburn, EdD
R.R.A., R.T.(R)(CV)(ARRT), RPA
Assistant Professor
Marriott Health Sciences Building
Room 363C
(801) 626-6514
lauriecoburn@weber.eduChristopher Steelman, MS
R.T.(R)(CI)(ARRT), RCIS, FACVP
Assistant Professor
Marriott Health Sciences Building
Room 363L
(801) 626-6126
csteelman@weber.eduComputed Tomography Dr. Taylor Ward, PhD
R.T.(R)(CT)(MR)(ARRT)
Assistant Professor
Marriott Health Sciences Building
Room 363E
(801) 626-6617
taylorward2@weber.eduRex Christensen, MHA
R.T.(R)(CT)(MR)(ARRT), CIIP, MRSO (MRSCTM)
Associate Professor
Marriott Health Sciences Building
Room 363D
(801) 626-8112
rexchristensen@weber.eduDiagnostic Medical Sonography (DMS):
Medical, Cardiac, & CardiovascularDr. Tanya Nolan, EdD
R.T.(R)(ARRT), RDMS
Department Chair
Marriott Health Sciences Building
Room 363F
(801) 626-8172
tanyanolan@weber.eduAmbree Penrod, M.Ed.
R.T.(R)(ARRT), RDMS
Assistant Professor
Marriott Health Sciences Building
Room 363K
(801) 626-6089
ambreepenrod@weber.eduMRI Rex Christensen, MHA
R.T.(R)(CT)(MR)(ARRT), CIIP, MRSO (MRSCTM)
Associate Professor
Marriott Health Sciences Building
Room 363D
(801) 626-8112
rexchristensen@weber.eduVictor Shane Clampitt, MSRS
R.T.(R)(MR)(ARRT), MRSO (MRSCTM)
Associate Chair, Assistant Professor
Marriott Health Sciences Building
Room 363A
(801) 626-8701
victorclampitt@weber.eduNuclear Medicine Victor Shane Clampitt, MSRS
R.T.(R)(MR)(ARRT), MRSO (MRSCTM)
Associate Chair, Assistant Professor
Marriott Health Sciences Building
Room 363A
(801) 626-8701
victorclampitt@weber.eduDr. Kim Parkinson, DHSc
R.T.(R)(MR)(ARRT), MRSO (MRSCTM)
Assistant Professor
Marriott Health Sciences Building
Room 363H
(801) 626-6818
kimparkinson@weber.eduRadiation Therapy Dr. Casey Neville, DHSc
R.T.(R)(ARRT)
Associate Professor
Marriott Health Sciences Building
Room 363 B
(801) 626-6068
caseyneville@weber.eduDr. Laurie Coburn, EdD
R.R.A., R.T.(R)(CV)(ARRT), RPA
Assistant Professor
Marriott Health Sciences Building
Room 363C
(801) 626-6514
lauriecoburn@weber.eduWomen's Imaging Ambree Penrod, M.Ed.
R.T.(R)(ARRT), RDMS
Assistant Professor
Marriott Health Sciences Building
Room 363K
(801) 626-6089
ambreepenrod@weber.eduDr. Tanya Nolan, EdD
R.T.(R)(ARRT), RDMS
Department Chair
Marriott Health Sciences Building
Room 363F
(801) 626-8172
tanyanolan@weber.edu - Assessment Plan
*The curriculum grid above is used for all direct measures of learning. All courses utilize pre- and post-testing with multiple choice questions, case studies, simulated clinical scenarios, and imaging, as appropriate. All AAS students complete a Case Study and all BS students complete a BS Thesis project. Additionally, all students must meet the requirements for eligibility to ARRT, ARDMS, and/or ARRT certification examinations, as appropriate. The pass rate for these examinations is monitored as an effective external measurement.
Objective Internal Measurement External Measurement Data/Evidence of Learning Patient Care & Education
The student will demonstrate:
a) appropriate patient education, safety, and comfort skills.
b) acceptable methods of infection control and prevention
c) appropriate patient monitoring and the administration of contrast, as appropriateSuccessful Completion of Courses listed under the Patient Care category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional Certification Pass RatesFormative Assessment:
a) Students discuss appropriate patient care skills within online and face to face discussions.
b) Students demonstrate patient care skills through clinical education and simulation.
c) Students participate in cultural competency activities (such as Study Abroad) and complete case study and thesis research regarding various pathologies and patient populations.
Summative Assessment:
a) Students complete clinical competencies related to patient care.
b) Students complete comprehensive examinations and successfully pass patient care sections of their Board examinations.
c) Students complete research products with diverse patient populations and pathological findings.
d) Faculty review individual course, graduate, and employer evaluations.Professional Development & Research
The student will demonstrate:
a) a sense of professionalism and a desire to learn.
b) skills as mentors and leaders and learn the value of strategic planning.
c) literature and data gathering and appropriate articulation of finding through professional writing.Successful Completion of Courses listed under the Professional Development & Research category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional organization (i.e. ASRT, SDMS) membership and participationFormative Assessment:
a) Students participate in case studt and original research in independent study and thesis coursework.
b) Students have opportunities to participate in mentoring activities that promote leadership skills and collaboration.
c) Students use sound research principles, resources, and grammar.
Summative Assessment:
a) Students complete case studies and original research that is written and presented in class.
b) Students may present research via presentations and/or posters for professional organizations.Clinical Competency & Medical Ethics
The student will demonstrate:
a) legal, professional, and ethical responsibility.
b) clinical competency.Successful Completion of Courses listed under the Clinical Competency & Medical Ethics category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional Certification Pass RatesFormative Assessment:
a) Students discuss professionalism, medical ethics, and law during online and face to face courses and incorporate current literature from professional sources.
b) Students simulate procedures via role play and/or simulation technology.
c) Clinical instructors/preceptors evaluate their student(s) multiple times throughout the semester on professionalism, patient care, and competency.
Summative Assessment:
a) Students must submit a comprehensive application for certification examinations that outline the professional and ethical responsibilities of a certified professional.
b) Students document clinical hours, competencies, and evaluations as evidence of their certification eligibility.
c) Certification pass rates are reviewed annually.Procedures, Anatomy, and Pathophysiology
The student will demonstrate:
a) knowledge of anatomy, sectional anatomy, physiology, and pathophysiology.
b) proper evaluation and critique of images demonstrating anatomy and pathology.Successful Completion of Courses listed under the Procedures, Anatomy, and Pathophysiology category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional Certification Pass RatesFormative Assessment:
a) Students simulate procedures via role play and/or simulation technology.
b) Students identify anatomy and pathology in case review and case study presentations.
Summative Assessment:
a) Students complete comprehensive examinations, and student scores are compared to certification requirements and outcomes.
b) Certification pass rates are reviewed annually.Instrumentation & Quality Control
The student will demonstrate:
a) an understanding and proper use of protective monitors (i.e. radiation badges), when applicable.
b) appropriate application of technical training and equipment.
c) the ability to produce appropriate and diagnostic quality images.
d) accurate interpretation of quality assurance (QA) tests.Successful Completion of Courses listed under the Instrumentation & Quality Control category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional Certification Pass RatesFormative Assessment:
a) Students simulate procedures via role play and/or simulation technology.
b) Students simulate changes in technology and/or QA tests that demonstrate varied levels of compliance.
Summative Assessment:
a) Students complete comprehensive examinations to demonstrate knowledge of equipment, technology, and quality assurance.Biological Effects and Assessment
The student will demonstrate:
a) appropriate patient safety, as appropriate per emphasis. This includes biological effects and radiation safety, MRI safety, and appropriate use of MI and TI in sonography.
b) appropriate radiation protection for procedures utilizing ionizing radiation.Successful Completion of Courses listed under the Biological Effects and Assessment category per appropriate emphasis and/or degree a) Graduate Surveys and Advisory Board Evaluations and Recommendations
b) Professional Certification Pass RatesFormative Assessment:
a) Students simulate and practice radiation safety via role play and/or simulation technology.
Summative Assessment:
a) Students complete comprehensive examinations in patient safety and biological effects.
b) Students gain pertinent signatures from certified experts in their field of study during clinical education.
Assessment Plan - All students will complete the courses in each of the 5 categories as required within their emphasis with a summative assessment of 80% or higher. Timeline Objective Emphasis - Data Reviewed Program Faculty Engagement Course specific projects and grades are monitored and reviewed at the end of each semester.
Composite scores, certification exams, and clinical performances are reviewed annually.Patient Care & Education Certificate - Simulation Projects
AAS - Simulation Projects & Clinical Competency
BS - Simulation Projects & Clinical CompetencyFaculty supervise simulation projects at WSU campus and clinical competencies are supervised by affiliate clinical instructors. All students must complete 100% of all certifying competencies to quality for board examinations. Professional Development & Research Certificate - Case studies
AAS - Case studies
BS - ThesisAll faculty assist students in their reserach and education for case studies and BS thesis. Clinical Competency & Medical Ethics Certificate - Simulation Projects
AAS - Clinical Education Competency & Review of Professional Ethics and Federal Regulations
BS - Clinical Education Competency & Review of Professional Ethics and Federal RegulationsStudents within the certificate program complete regular hand-on lab experiences and simulated projects on computer software. Within the AAS and BS emphases, simulation projects and clinical logbooks are reviewed by WSU faculty on a regular basis and are graded based on clinical skills, behaviors in professionalism, patient care, and clinical hours. All students must complete 100% of all certifying competencies to qualify for board examinations. Procedures, Anatomy, and Pathophysiology Certificate - Anatomy and Procedures comprehensive final
AAS - Clinical Competency & Anatomy and procedures course finals
BS - Clinical Competency & Anatomy and procedures course finalsCertifed faculty educate students in several body systems and procedures as related to their specialties. All students must achieve above 80% or higher in these courses, and each student must complete 100% of all certifying competencies to qualify for board examinations. Instrumentation & Quality Control Certificate - Simulation Projects
AAS - Simulation Projects & Clinical Competency
BS - Simulation Projects & Clinical CompetencySimulation projects and clinical competencies cannot be achieve without an understanding of instrumentation, equipment, and quality control. Faculty assist students during simulation to appropriately utilize the equipment and apply principles of physics to quality imaging and patient safety. All students must achieve above 80% or higher in these courses, and each student must complete 100% of all certifying competencies to qualify for board examinations. Biological Effects & Assessment Certificate - Simulation Projects
AAS - Simulation Projects & Clinical Competency
BS - Simulation Projects & Clinical CompetencyAll students within the clinical emphasis receive training in Biological Effects and Safety. These principles are effectively tested upon during certification examinations and faculty prepare students through comprehensive practice examinations on which students must achieve 80% or higher. Comprehensive External Assessments are reviewed annually & composite scores are reviewed every 3 years. Comprehensive Review: External Sources - Employment rates
- Advisory Board surveys
- Graduate surveys
- Institutional review
- Student course evaluations
- Student exit evaluations
- Clinical experience and certification examination results
In addition to the information above, the following is collected externally to inform us of our graduates' critical thinking, clinical competency, research skills, and program effectiveness. - Assessment Report Submissions
- 2021-2022
(Answers from BS in Radiologic Science Report)
1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students?
Recruiting and marking in national two year radiography programs that do not have a bachelor program option.
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like?
Better access to campus demographic and statistical data when planning for creating and measuring assessment practices and policies.
4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office? Staff from OIE will reach out to you in the next few months to assist in finalizing that data submission as well as gather information for concurrent Gen Ed assessment.
None of the courses in Radiologic Sciences are offered through Concurrent Enrollment.
The full report for the Bachelor of Science in Radiologic Science is available for viewing.
The full report for the Associate of Applied Science in Radiography is available for viewing.
- 2019-2020
No report submitted.
- 2017
Radiologic Sciences underwent a program review for the 2016/17 academic year. The documents are available.
- 2016
1) Based on your program’s assessment findings, what subsequent action will your program take?
-
The department maintains a strategic plan that takes annual review into consideration as we develop new programs, purchase educational material, hire new staff and faculty and position the department and our graduates for future success.
Based on the 2015/2016 undergraduate program assessment the follow actions or event were put into place.
- The Sonography program continues to upgrade and facilitate better clinical, lab and didactic time frames for the students and learning outcomes. Additional new sonography equipment has been purchased this past year that will allow for the development and instruction of MSK (musculoskeletal Ultrasound). We hired additional lab assistants to help with the load and time commitment of the DMS simulation labs. These changes in the program have made it easier and more efficient for student sonographers to enter clinical in the second semester of the program provide for better quality and patient safety.
- In 2015-16, the department employs 9 adjuncts and 7 lab assistants that have helped with faculty load and student simulated clinical scenarios.
- The clinical competency evaluation system requiring the verification of clinical competency by the radiologist or the supervising technologist is reviewed and revised annually to meet certification agencies requirements and programmatic requirements. This assessment now connects didactic course with clinical lab simulation and direct patient care in a clinical environment.
- New 3D lab construction has been completed. Perkins, ARCC, and private donor funds were obtained to upgrade the 3D lab, RIS/PAC software and ShaderWare radiographic simulation programs.
- Inter-professional education course work in Cone Beam CT, reconstruction, segmentation and modeling has been developed in conjunction with the Department of Dental Hygiene.
- The Website has been to more users friendly and provides current and up to date information.
- Student evaluations of clinical education sites have been reviewed with each of the clinical sites and changes made to better facilitate the clinical education for students and provide appropriate clinical education that is required for ARRT clinical competencies.
- The independent study program in 2015/16 has graduated an addition 28 Bachelors of Science degree students. A new landing page was created by CE to assist with recruiting students for the independent study program. Additional work continues with cooperate contracts and potential programs with the military.
- The curricula for the programs were reviewed and appropriate changes made. All 5000 number course were eliminated or moved to 6000 level course to be consistent with University policy. Other small changes in course content and delivery have also been completed.
- The computer lab and clinical energized labs have been update with new technology and software.
- Additional combination or add on skills need to be added such as MRI, CT, PET Scanning, SPECT Scanning, MSK ultrasound, and more inter-professional education opportunities. Additional opportunities should be provide to student to obtain and understand the needs for global health competencies.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
- The Department has worked hard to create an assessment plan that evaluates student performance in didactic course, to simulated labs, to direct patient care competencies and ultimately to a national certification score.
3) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.
The graduating seniors from thirteen options in The Bachelors of Sciences, Department of Radiologic Sciences are evaluated in a variety of ways:
- Twelve of the thirteen options take national certification examination we average 94% pass rates and are 5 to 8 percentage points higher than national average.
- Each course of study has a Registry review/prep course embedded in the curriculum. These course are 49—numbered courses.
- The student in the nonclinical track (Advanced Radiology) are usually student who want to get to PA programs or position themselves for more rapid advancement in the profession. Each year 3 to 5 student are accepted into physician assistant programs.
- Each student does an exit interview with their respect faculty advisor. The student also may request to have an exit evaluation with the department chair. During this interview the program of study is reviewed to including such things as textbooks, program delivery, testing, time and course content, application to clinical practice, the clinical site is evaluated, availability and helpfulness from faculty and staff and employment at the time of graduation is also reviewed.
- We do follow up graduate surveys and employer surveys every three years.
The information obtained is reviewed by the faculty assigned to the specific course of study, the department chair and our advisory committees. Any trends are discussed by the entire faculty and staff and, if appropriate, our clinical community partners. If there are issues that need to be addressed with other students in the department then the department chair will discuss these issues with students to assure that any issue they might have can be addressed before graduation.
The full report is available for viewing.
-
- 2015
1) Based on your program’s assessment findings, what subsequent action will your program take?
- The department maintains a strategic plan that takes annual review into consideration as we develop new programs, purchase educational material, hire new staff and faculty and position the department and our graduates for future success.
The full report is available for viewing.
- The department maintains a strategic plan that takes annual review into consideration as we develop new programs, purchase educational material, hire new staff and faculty and position the department and our graduates for future success.
- 2014
Strengths:
- Clinical-based curriculum
- Dedication of faculty and staff
- Strong undergraduate programs at Associate and Bachelor levels
- Strong support from community partners
- Collaborative student working groups
- Diverse student population
Weaknesses:
- Current program is focused on cardiac imaging
- Need for additional faculty and resources
- Non-focused research agenda
- Lack of funding for graduate research and publication assistance
Enhancing strengths:
- Expand the course offerings
- Hire new faculty as appropriate
- Continue to expand partnerships around the country
- Expand student recruitment for a diverse student population
Ameliorating Weaknesses:
- Expand electives to include orthopedics and women & children imaging
- Create a style guide to be used by student and faculty
- Employ research assistant
- Employ statistician
- Consider a research agenda
- Create an elective course in grant writing
- Create a course for continued registration for students whom do not complete the thesis
- Try to identify funding sources for graduate research
The full report is available for viewing
- 2013
1) The Diagnostic Medical Sonography program was restructured to facilitate better clinical, lab and didactic time frames for the students and learning outcomes. Additional new sonography equipment has been purchased and the department has been able to obtain two additional machines from vendors to assist with the Lab experience. We have also hired several lab assistants to help with the load and time commitment in these labs. These changes in the program have made it easier and more efficient for student sonographers to enter clinical in the second semester of the program. The instructor for the Radiation Therapy resigned her position without notice fall of 2011. After discussion with the faculty in the department, the Dean and the advisory committee it was decided that we would manage the program internally and adjunct faculty would be utilized to teach the program. The first year of registry scores and pass rates increased significantly. In the summer of 2012 the new adjuncts were paid development money to update all courses, course materials and tests to meet current practice and ARRT content specifications. During the last year the programs certification pass rate continued to improve and actually increased overall by 8%.
2) The instructor for the Radiation Therapy resigned her position without notice fall of 2011. After discussion with the faculty in the department, the Dean and the advisory committee it was decided that we would manage the program internally and adjunct faculty would be utilized to teach the program. The first year of registry scores and pass rates increased significantly. In the summer of 2012 the new adjuncts were paid development money to update all courses, course materials and tests to meet current practice and ARRT content specifications. During the last year the programs certification pass rate continued to improve and actually increased overall by 8%.
3) The Department now employs 7 adjuncts that have helped with faculty load. We were also able to hire additional staff to assist with overall department management.
4) The clinical competency evaluation system requiring the verification of clinical competency by the radiologist or the supervising technologist continues to be revised and streamlined to meet certification agencies requirements.
5) New 3D software has been purchased by the Department to be used for the PACS and RIS system in the department.
6) 3D technology enhancements have been added to a number of courses and labs.
7) The electronic bulletin board has been updated and refined to post information for students and clinical faculty. The student handbook and clinical information is also available to the clinical faculty to assist with clinical education.
8) Student evaluations of clinical education sites have been reviewed with each of the clinical sites and changes made to better facilitate the clinical education for students and provide appropriate clinical education that is required for ARRT clinical competencies.
9) The independent study program has reviewed all files and contacted student to re-activate their file for degree completion.
10) The curricula for the programs were reviewed and appropriate changes made.
To view the full report select this link: Radiologic Science 2012/13 Annual Assessment Report
- 2021-2022
- Program Review