weber state university annual assessment of evidence of … · 2014. 3. 7. · chemistry, organic...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Chemistry Academic Year of Report: 2012-2013 Date Submitted: Report author: Contact Information: H. Laine Berghout Phone: 801-626-6354 Email: [email protected]

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A. Brief Introductory Statement: Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No further

information is needed. We will indicate “Last Reviewed: [current date]” on the page.

If the information is not current, please provide an update:

The chemistry program introductory statement has been updated from that displayed on the assessment site. The new statement is:

Chemistry

The Department of Chemistry is housed within the College of Science. It is approved and certified by the American Chemical Society (ACS). Two options are offered that lead to the Bachelor of Science degree in Chemistry. Option 1 specifically meets all the requirements of the ACS and the graduates' names are submitted to the ACS and certified by the department. Option 2 provides a solid foundation in chemistry that is suitable for Pre-Medical, Pre-Dental, Pre-Pharmacy, and other Pre-Medical Professional students. The Chemistry Teaching Major leads to a Bachelor of Science Degree with secondary education licensure. The Chemistry minor, Chemistry Teaching Minor, and a Bachelor of Integrated Studies, BIS, emphasis in Chemistry is also available. The two-year Chemical Technician Program, leading to an Associate of Applied Science Degree or a Certificate of Skill Proficiency, is designed to emphasize skills required for employment as a technician in chemical laboratories. The chemistry faculty’s range of expertise includes Analytical Chemistry, Biochemistry, Inorganic Chemistry, Organic Chemistry, and Physical Chemistry.

Chemistry Department Website

Contact Information Dr. Laine Berghout Weber State University 2503 University Circle Ogden, UT 84408-2503 Science Lab Bldg, Rm 502M (801) 626-6952

http://www.weber.edu/portfolio/departments.html

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B. Mission Statement Please review the Mission Statement for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update:

The chemistry program mission statement has been updated from that displayed on the assessment site. The new statement is:

Chemistry Mission Statement

The mission of the Chemistry Department is to provide chemistry majors with the skills and knowledge of chemistry they need to successfully pursue their chosen professional careers and other activities following graduation from Weber State University. Included with this goal is the more global application to provide a solid theoretical and experimental chemistry foundation for other majors across campus, including but not limited to: Physics, Microbiology, Botany, Zoology, Geosciences, Criminalistics, Allied Health, Pre-Engineering, Pre-Profession students, and a general liberal education in chemistry for non-science majors (general education). The Department also provides services that require chemical expertise at the University and in our community. Faculty members are involved in community science and research projects which promote science education at all levels. Along with the faculty members, chemistry students render significant service each year at events such as the Utah State Science and Engineering Fair and Science Olympiad. The five main chemical expertise areas are: physical, analytical, organic, inorganic, and biochemistry. The Department seeks to foster and promote learning and proficiency in each of these areas.

Our vision for the Weber State University Chemistry department is to be recognized as Utah’s leader in undergraduate chemistry education by providing a highly versatile four-year American Chemistry Society certified program with outstanding faculty and specific strengths in analytical and medicinal chemistry, offering a strong two-year chemical technician degree, and fostering meaningful relationships with industry and government agencies.


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C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed.

If they are not current, please provide an update: The chemistry program student learning outcomes have been updated from that displayed on the assessment site. The outcomes

are: Chemistry Student Learning Outcomes

At the end of their study at WSU, students in this program will have knowledge and comprehension of the core concepts of Chemistry. Additionally, students will have developed:

1. Problem-solving skills. Chemistry majors should be competent problem-solvers. They should be able to identify the

essential parts of a problem and formulate a strategy for solving the problem. They should be able to estimate the solution to a problem, apply appropriate techniques to arrive at a solution, test the correctness of their solution, interpret their result and connect it to related areas of chemistry.

2. Laboratory skills. Chemistry majors should be competent experimentalists. They should be able to design and set up an experiment, collect and analyze data, identify sources of error, interpret their result and connect it to related areas of chemistry.

3. Presentation skills. Chemistry majors should be able to express (orally and in writing) their understanding of core chemical principles, the results of experiments, the analysis of problems and their conclusions.

4. Computer skills. Chemistry majors should be competent users of basic software, such as word processing, spreadsheet, and graphing programs. Strong presentation and organizing skills are complimented with computer knowledge in graphing and spreadsheets.


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D. Curriculum Please review the Curriculum Grid for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as “Last

Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

The chemistry program curriculum grid has been updated from that displayed on the assessment site. The new grid:

Chemistry Curriculum Grid

Note: The scale of one to three indicates the extent that the course curriculum is intended to address each Student Learning Outcome. One = minimal, Three = significant. Learning-outcomes will be assessed in courses rated 3 and for some rated 2.

Course #/Title Student Learning Problem-solving

Student Learning Laboratory skills

Student Learning Presentation skills

Student Learning Computer skills

CHEM 1210 Principles of Chemistry I

2 2 1 1

CHEM 1220 Principles of Chemistry II

2 2 1 1

CHEM 2310 Organic Chemistry I 3 2 1 1

CHEM 2320 Organic Chemistry II 3 2 1 1

CHEM 3000 Quantitative Analysis 3 3 1 1

CHEM 3020 Computer Applications

3 1 1 3

CHEM 3030 Quantitative Analysis 3 2 1 1

CHEM 3050 Instrumental Analysis

3 3 1 2

CHEM 3060 Applied Analysis 2 3 1 2


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CHEM 3070 Biochemistry I

3 2 1 1

CHEM 3080 Biochemistry II

3 1 1 1

CHEM 3090 Biochemistry Techniques

3 3 2 2

CHEM 3400 Symmetry and Applied Math

2 1 1 2

CHEM 3410 Physical Chemistry I 3 3 2 2

CHEM 3420 Physical Chemistry II 3 3 2 2

CHEM 4540 Spectrometric Separations

3 3 2 2

CHEM 4600 Inorganic Chemistry 3 2 1 1

CHEM 4700 Special Topics Varies Varies Varies Varies

CHEM 4800 Independent Research

3 Varies 1 1

CHEM 4990 Senior Seminar

2 1 3 2

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E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if the plan current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed.

If the plan is not current, please provide an update: The chemistry program assessment plan has been updated from that displayed on the assessment site. The new plan is included

below.

The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year.

Please review the plan displayed for your department at the above site. The plan should include a list of courses from which data

will be gathered and the schedule, as well as an overview of the assessment strategy the department is using (for example,

portfolios, or a combination of Chi assessment data and student survey information, or industry certification exams, etc.).

Please be sure to include your planned assessment of any general education courses taught within your department. This information

will be used to update the General Education Improvement and Assessment Committee’s planning documentation.

Chemistry Assessment Plan

Assessment of Chemistry Program learning outcomes is an ongoing process. The following table outlines the program’s strategy for assessing learning outcomes. Required courses within the program are assessed each year for those intended learning outcomes most closely related to each course. Periodic program reviews provide a longer-term perspective of the efficacy and efficiency of chemistry courses and the program as a whole. Learning Outcome Assessment Measure When Assessed

1. Knowledge & Comprehension of the core concepts of Chemistry

i. Quizzes, exams, graded homework assignments and laboratory reports.

ii. ACS Chemistry Standardized Exam National Scores

iii. GRE, DAT, & MCAT Science Scores iv. Graduation Exit Survey

i. Throughout the curriculum ii. End of organic series

iii. at graduation iv. at graduation


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2. Problem Solving Skills i. Quizzes, exams, graded homework assignments and laboratory reports.

ii. ACS Chemistry Standardized Exam National Scores

iii. GRE, DAT, & MCAT Science Scores iv. Graduation Exit Survey

i. Assessed in courses rated 2 or 3 for problem solving skills

ii. End of organic series iii. At graduation iv. At graduation

3. Laboratory Skills i. Laboratory technique, notebook, and reports. ii. GRE, DAT, & MCAT Science Scores

iii. Graduation Exit Survey

i. Assessed in courses rated 2 or 3 for problem solving skills

ii. At graduation iii. At graduation

4. Presentation Skills i. Oral presentations and written reports ii. Graduation Exit Survey

i. Assessed in courses rated 2 or 3 for presentation skills

ii. At Graduation 5. Computer Skills i. Quizzes, assignments, and laboratory reports

requiring computerized data organization, analysis, and presentation.

ii. Graduation Exit Survey

i. Assessed in courses rated 2 or 3 for presentation skills

ii. At Graduation

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F. Report of assessment results for the most previous academic year:

The following tables summarize the assessment activities for the 2012-2013 academic year.

a. Evidence of Learning: Courses within the Major CHEM 1220

Evidence of Learning: Courses within the Major

Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Development of problem solving skills

Measure 1: Chemistry 1220 Exam 1 covering kinetics (rates and mechanisms of chemical reactions) and equilibrium.

Measure 1: 80% of students will score above 69% on the exam.

Measure 1: 72% of students scored above 69%.

Measure 1: 72% of Students demonstrated competence in these topics.

Measure 1: Faculty are discussing (and some even agree to) using standard exams to discuss in what areas students are struggling. This faculty is also using new methods of teaching, i.e., using some POGIL and Phet activities.

Measure 2: Exam 2 covering acid-base equilibria and ionic equilibria in aqueous systems. Measure 3:

Measure 2: 80% of students will score above 69% on the exam. Measure 3:

Measure 2: 58% of students scored above 69%. Measure 3:

Measure 2: 58% of students demonstrated competence in these topics. Measure 3:

Measure 2: Faculty are discussing (and some even agree to) using standard exams to discuss in what areas students are struggling. This faculty is also using new methods of teaching, i.e., using some POGIL and Phet activities. Measure 3:

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Exam 3 covering entropy, free energy, and the direction of chemical reactions, electrochemistry. Measure 4: Exam 4 covering coordination compounds, nuclear chemistry, and basic organic chemistry (hydrocarbon naming and functional groups).

80% of students will score above 69% on the exam. Measure 4: 80% of students will score above 69% on the exam.

54% of students scored above 69%. Measure 4: 68% of students scored above 69%.

54% of students demonstrated competence in these topics. Measure 4: 68% of students demonstrated competence in these topics.

Faculty are discussing (and some even agree to) using standard exams to discuss in what areas students are struggling. This faculty is also using new methods of teaching, i.e., using some POGIL and Phet activities. Measure 4: Faculty are discussing (and some even agree to) using standard exams to discuss in what areas students are struggling. This faculty is also using new methods of teaching, i.e., using some POGIL and Phet activities. Additionally, this faculty will not cover organic chemistry basics in future classes to give more time to other class topics.

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Laboratory skills Measure 1: Lab reports that depend on understanding of lab concepts and technique.

Measure 1: 90% of students will score above 69% on the exam.

Measure 1: 98% of students scored above 77%.

Measure 1: Students are mastering lab concepts and techniques.

Measure 1: This faculty plans to discuss why students do well in lab but not so on exams.

Evidence of Learning: Courses within the Major CHEM 2310








Knowledge & comprehension of the core concepts of chemistry

Measure 1: Chemistry 2310 Performance comprehensive final exam.

Measure 1: The average on the final exam will be at least 140 out of 200

Measure 1: The average of the final exam for Fa12 was 13.2

Measure 1: Class performance fail slightly below projected score.

Measure 1: Look at problems missed by 25% of the class and cover those topics in greater depth in the future.

Measure 2: Chemistry 2310 Midterm exams

Measure 2: The average of the 3 midterm exams average will be >70%.

Measure 2: The average of the 3 midterm exams was 69%.

Measure 2: Class missed projected average by 1% point.

Measure 2: Make note of commonly missed problems. Hold review sessions.


Measure 1: Chemistry 2310 Performance on comprehensive final

Measure 1: The average on the final exam will be at least 140 out of 200.

Measure 1: The average of the final exam for Fa12 was 132.

Measure 1: Class performance fail slightly below projected score.

Measure 1: Look at problems missed by 25% of the class and cover those

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exam. topics in greater depth in the future.


Measure 2: The average of the 3 midterm exams average will be >70%.

Measure 2: The average of the 3 midterm exams was 69%

Measure 2: Class missed projected average by 1% point.

Measure 2: Make note of commonly missed problems. Hold review sessions.

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Laboratory skills build organic chemistry laboratory skills foundation

Measure 1: Pre-laboratory and laboratory report scores (based on several different lab text procedures).

Measure 1: Median lab report score should be 15 to 25.

Measure 1: Median lab scores are compared to those of prior semesters.

Measure 1: Final median lower than 15 indicates inferior performance or procedure flaw(s).

Measure 1: Procedures reviewed for clarity and errors, and are revised. Problem topics reviewed in class.

Measure 2: Lab final exam score

Measure 2: Median lab final score should be 60-80%.

Measure 2: Median lab scores are compared to those of prior semesters.

Measure 2: Median lab final score lower < 15 indicates inferior performance or exam flaw(s).

Measure 2: Exam analysis: lab final questions missed by > 50% of students are reviewed and/or revised.

Computing skills Measure 1: Pre-laboratory and laboratory report scores (based on several different lab text procedures).

Measure 1: Median lab report score should be 15 to 25.

Measure 1 Median lab scores are compared to those of prior semesters.

Measure 1: Final median lower than 15 indicates inferior performance or calculation flaw(s).

Measure 1: Assigned calculations reviewed for clarity and errors, and are revised.

Measure 2: Lab final exam score

Measure 2: Median lab final score should be 60-80%.

Measure 2: Median lab score is compared to those of prior semesters

Measure 2: Median lab final score lower < 15 indicates inferior performance or exam flaw(s).

Measure 2: Exam analysis: lab final questions missed by > 50% of students are reviewed and/or revised.

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Measure 1: Performance on the ACS standardized exam, which contains material from both semesters of Organic Chemistry.

Measure 1: The average on the ACS exam will be at least 65 out of 100 and at least 20% of the class will score +90%.

Measure 1: Over the Fa12, Spr13, Su13 semesters the average was 68% with the low being 65%. The average for students scoring 90+% on the ACS was 30% with the low being 21%.

Measure 1: Through all 3 semesters, students scored above the indicated threshold in both ACS average and percent of students scoring 90+%.



Measure 2: The average of the 4 midterm exams averages will be >70%.

Measure 2: Over the 3 semesters, 2 of the classes met the average with values of 75% & 80%. Su13, taught at an accelerated pace average 68%.

Measure 2: Class averages during Summer semesters are commonly low due to accelerated pace. The other classes met the threshold.

Measure 2: Make note of commonly missed problems. Hold review sessions. Look into acquiring an SI for Summer semester.


Measure 1: Performance on the ACS standardized exam, which contains material from both semesters of Organic Chemistry.

Measure 1: The average on the ACS exam will be at least 65 out of 100 and at least 20% of the class will score +90%.

Measure 1: Over the Fa12, Spr13, Su13 semesters the average was 68% with the low being 65%. The average for students scoring 90+% on the ACS was 30% with the low being 21%

Measure 1: Through all 3 semesters, students scored above the indicated threshold in both ACS average and percent of students scoring 90+%.


Measure 2: Measure 2: Measure 2: Measure 2: Measure 2:

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Chemistry 2320 Midterm exams

The average of the 4 midterm exams averages will be >70%.

Over the 3 semesters, 2 of the classes met the average with values of 75% & 80%. Su13, taught at an accelerated pace average 68%.

Class averages during Summer semesters are commonly low due to accelerated pace. The other classes met the threshold.

Make note of commonly missed problems. Hold review sessions. Look into acquiring an SI for Summer semester.

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Evidence of Learning: Courses within the Major CHEM 2325 Lab








Laboratory skills Develop skills related to reaction procedure, purification and analysis

Measure 1: Comparison of overall percentages.

Measure 1: Class average will be a B grade or higher.

Measure 1: 4 of the labs taught average of B+ and the other was a B.

Measure 1: All 5 of the labs taught met this threshold.

Measure 1: No curricular or pedagogical changes needed at this time.

Measure 2: Score on lab final where available.

Measure 2: Class score on final will be at least 60%.

Measure 2: Lab final was only given in 2 of the labs in the Sp13 semester. One average was 57% and the other 66%

Measure 2: The lab that failed to meet the threshold only had 5 students. The lab that met projection had 25 students.

Measure 2: Greater emphasis on retention of info.. Perhaps increase contribution to overall grade.

Computing skills Calculate and interpret data.

Measure 1: Comparison of overall percentages.

Measure 1: Class average will be a B grade or higher.

Measure 1: 4 of the labs taught average of B+ and the other was a B.

Measure 1: All 5 of the labs taught met this threshold.

Measure 1: No curricular or pedagogical changes needed at this time

Measure 2: Score on lab final where available.

Measure 2: Class score on final will be at least 60%.

Measure 2: Lab final was only given in 2 of the labs in the Sp13 semester. One average was 57% and the other 66%.

Measure 2: The lab that failed to meet the threshold only had 5 students. The lab that met projection had 25 students.

Measure 2: Greater emphasis on retention of info.. Perhaps increase contribution to overall grade.

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Evidence of Learning: Courses within the Major Chem 3000









Measure 1: Exams All exams are essay-style to assess student mastery of problem solving skills.

Measure 1: 70% of students will score above 70% of all possible exam points

Measure 1: 85% of students had more than 70% of all possible exam points. The range was from 61% to 99%.

Measure 1: The average overall exam score was 81%, indicating that the majority of students successfully learn the concepts of analytical chemistry and how to solve related problems.

Measure 1: Continue the current format to teaching quantitative analysis in CHEM 3000. Even those students who did score below 70% were able to pass the course.

Measure 2: Graded homework assignments to help students learn effective problem solving strategies. Measure 3: Chemistry 3000 Students maintain a laboratory notebook where all data and analyses are recorded. Notebooks are regularly collected and reports are scored on completeness, accuracy, and precision of data analysis. This requires students to apply the

Measure 2: Target homework score of 75%. Measure 3: Target laboratory score of 75% represents good mastery of problem solving.

Measure 2: 83% average, ranging from 62% to 100%. Only 8% of students scored less than 75% of points. Measure 3: Student average laboratory scores are over 86%. The range is from 79% to 96%.

Measure 2: Students who complete the homework assignments regularly seem to acquire the problem solving skills. Measure 3: CHEM 3000 laboratory notebooks and reports are highly effective for teaching students problem solving skills related to analytical chemistry.

Measure 2: No curricular or pedagogical changes needed at this time. Measure 3: No curricular or pedagogical changes needed at this time.

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problem solving skills learned in the lecture portion of the course.

Laboratory skills Measure 1: Laboratory sills are assessed through review of laboratory notebooks and reports, and by observation of students as they work. Analytical laboratory skills are assessed by grading student reports on accuracy and precision of their data, including a statistical measure of the confidence level of their results based on uncertainty in their laboratory technique.

Measure 1: Target laboratory score of 75% represents good mastery of analytical laboratory skills.

Measure 1: Student average laboratory scores are over 86%. The range is from 79% to 96%.

Measure 1: CHEM 3000 is a highly effective course for teaching students the quantitative laboratory skills that are essential for an analytical chemist.

Measure 1: Continue to assess and identify areas where student performance can be improved.

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Evidence of Learning: Courses within the Major Chem 3020









Measure 1: Students analyze data in a series of 20 computer spreadsheet activities throughout the course.

Measure 1: 80% of students successfully complete 5 specific spreadsheet activities designed as measurement tools.

Measure 1: Student-generated spread-sheets are collected and analyzed. Example copies of student work are kept on file.

Measure 1: Each student’s 5 submitted spreadsheets are analyzed to determine if the objectives for the respective spreadsheets are being achieved. Each student will achieve a minimum score of 70% on each assignment.

Measure 1: If less than 80% of the students in the course are not reaching a minimum of 70% on each of the 5 spreadsheets, extra lecture time and more emphasis will be given to the topics covered in the one or more of the respective spreadsheet skills.

Computing skills Measure 1: Students analyze data in a series of 20 computer spreadsheet activities throughout the course.

Measure 1: 80% of students successfully complete 5 specific spreadsheet activities designed as measurement tools.

Measure 1: Student-generated spread-sheets are collected and analyzed. Example copies of student work are kept on file.

Measure 1: Each student’s 5 submitted spreadsheets are analyzed to determine if the objectives for the respective spreadsheets are being achieved. Each student will achieve a minimum score of 70% on each assignment.

Measure 1: If less than 80% of the students in the course are not reaching a minimum of 70% on each of the 5 spreadsheets, extra lecture time and more emphasis will be given to the topics covered in the one or more of the respective spreadsheet skills.

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Measure 1: Exams All exams are essay-style to assess student mastery of problem solving skills.

Measure 1: 70% of students will score above 70% of all possible exam points.


Measure 1: The average overall exam score was 80%, indicating that the majority of students successfully learn the concepts of instrumental analysis and how to solve related problems.

Measure 1: Continue the current format to teaching instrumental analysis in CHEM 3050. Even those students who did score below 70% were able to pass the course. The department is considering using an ACS analytical chemistry exam for assessment.

Measure 2: Graded homework assignments to help students learn effective problem solving strategies. Measure 3: Chemistry 3050 Students maintain a laboratory notebook where all data and analyses are recorded. Notebooks are collected weekly. Reports are scored on completeness,

Measure 2: Target homework score of 75%. Measure 3: Target cumulative laboratory score of 75% represents good mastery of problem solving.

Measure 2: 93% average, ranging from 73% to 100%. Only 6% of students scored less than 75% of points. Measure 3: Student average cumulative laboratory scores are over 90%. The range is from 77% to 97%.

Measure 2: Students who complete the homework assignments regularly seem to acquire the problem solving skills. Measure 3: CHEM 3050 laboratory notebooks and reports are highly effective for teaching students problem solving skills related to instrumental analysis.

Measure 2: No curricular or pedagogical changes needed at this time. Measure 3: No curricular or pedagogical changes needed at this time.

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accuracy, and precision of data analysis. This requires students to apply the problem solving skills learned in the lecture portion of the course.

Laboratory skills Measure 1: Laboratory sills are assessed through weekly review of laboratory notebooks and reports, and by observation of students as they work. Analytical laboratory skills are assessed by grading student reports on accuracy and precision of their data, including a statistical measure of the confidence level of their results based on uncertainty in their laboratory technique.

Measure 1: Target cumulative laboratory score of 75% represents good mastery of analytical laboratory skills.

Measure 1: Student average cumulative laboratory scores are over 90%. The range is from 77% to 97%.

Measure 1: CHEM 3050 is a highly effective course for teaching students the instrumental analysis laboratory skills that are essential for an analytical chemist.


Measure 2: Effective laboratory notebook keeping skill is evaluated with a laboratory notebook final. Students are

Measure 2: Target laboratory notebook final score of 70% represents good mastery of laboratory notebook keeping

Measure 2: Student average laboratory notebook final scores are 75%. The range is from 49% to 94%.

Measure 2: While the average score is satisfactory, the low end of the range is a concern.

Measure 2: Put emphasis on mentoring students who seem to struggle with keeping detailed notes during the

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asked to answer questions about the experiments they performed during the semester. They have access to their own laboratory notebook for this exam practices for a analytical chemist working in a laboratory.

skills semester.

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Evidence of

Learning: Walker,

Biochemistry I (Spring semester

2013)

Measurable Learning Outcome

Students will gain…

Method of Measurement

Direct and Indirect Measures*



Interpretation of Findings Action Plan/Use of Results

Knowledge & comprehension of the core concepts of biochemistry

Measure 1: Exams and graded assignments –A combination of exams and graded assignments to provide formative assessment of student learning throughout the semester.

Measure 1: Average exam scores above 70%

Measure 1: Average exam scores vary significantly between semesters. Average scores during Spring, 2014 were near 73%, but varied between 70% and 81%.

Measure 1: Exam scores indicated Spring 2014 that most students learned the concepts but the variance of scores relative to topic shows that the presentation of some topics needs to be examined. For example, the calculation-intensive and graphical interpretation of enzyme activities. This was not expected, since this evaluation parameter was lower than in average student exam scores over the last 5 years.

Measure 1: Average exam scores were sufficient to identify a proficiency in understanding biochemistry topics, in this case enzyme activities. To improve enzyme kinetics understanding, next semester more lecture time will be devoted to problem solving and data analysis focused on enzymes. Extra assignments will be given as well as laboratory exercises will reinforce these skills.

Laboratory skills Measure 1: Biochemistry laboratory activities are designed to reinforce topics learned in lecture. In

Measure 1: Target – 80% of the students should average at

Measure 1: During Spring 2013, 90% of the students averaged 75% or above for laboratory activities. The scores ranged from 50-94% of

Measure 1: Biochemistry lab activities are highly effective for teaching students the laboratory skills that are essential for a biochemist. Assessment of laboratory skills is difficult to

Measure 1: CHEM 3070: Continue to assess and identify areas where student performance can be improved.

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addition, biochemistry lab skills are important. Laboratory skills are assessed through review of student laboratory reports, and by observation of students as they work.

least 75% for all laboratory reports.

total points possible for each lab activity.

measure. Students do well in analyzing data and presenting their results but they often miss the bigger picture in experimental design.

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Evidence of Learning:

CHEM 3080 (Johnson -

Spring 2013)








Problem solving skills

Measure 1: Exams All exams are essay-style. Essay exams provide greater insight into a student’s understanding of the core concepts that are being taught and detailed information regarding mastery of problem solving skills.

Measure 1: 80% of students will score above 70% of all possible exam points


Measure 1: The average overall exam score was 85%, indicating that the majority of students successfully learn the concepts of biological chemistry and how to solve related problems.

Measure 1: Continue the current format for teaching core concepts in Biochemistry II - CHEM 3080. All students finished with a C grade or higher in this course.

Measure 2: Graded homework assignments to help students learn effective problem solving strategies.

Measure 2: Target homework score of 80%.

Measure 2: 88% average, ranging from 82% to 98%. No student scored less than 80% of the total points.

Measure 2: Students who complete the homework assignments regularly seem to acquire the problem solving skills.


Presentation Skills

Measure 1: Students are required to synthesize a 5 page written formal report. The assignment requires the student to find 3 journal

Measure 1: Target score is 80% out of 25 points. Measures include: Grammer and style of writing - 10 points; Topic - 5 points; Thoroughness of

Measure 1: The student average for the written assignment was 88%. All students scored above the 80% target.

Measure 1: Written assignments are highly effective in assessing the student’s ability to read the literature and


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articles describing a current topic in biochemistry research and present the work as a review of the 3 articles.

review - 5 points; and Presentation, which includes references and bibliography - 5 points.

formulate a logical response to what is currently happening in biochemical research.

Laboratory skills

Measure 1: There is no laboratory section associated with this class. However, the students are taught about specific biochemical techniques that are used in the lab.

Measure 1: Target is to include questions on the 1st exam that tests the student’s knowledge of how these laboratory techniques actually work. Students should be able to score at least 70% on these particular questions.

Measure 1: Student average exam question scores. 85% of the students scored 70% or better on 5 questions directed toward laboratory techniques.

Measure 1: Including questions on Exam 1 about laboratory techniques is an effective way of assessing the student’s understanding regarding the theory behind biochemical laboratory procedures.


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Evidence of Learning:

CHEM 3090 (Johnson -

Spring 2013)







Problem solving skills

Measure 1: Exams 1 final exam is given from this 1 hr laboratory class.

Measure 1: 70% of students will score above 70% or above on the final exam.

Measure 1: 50% of students had more than 70% on the final exam.

Measure 1: The average exam score was 80%, indicating that at least half of the class thoroughly understood the lab assignments and problem solving skills required to be successful in the lab. The other half, that did not meet the minimum measure of 70%, could not demonstrate an appropriate understanding of what they learned in the laboratory.

Measure 1: Continue the current format in teaching with emphasis on working towards an understanding of laboratory procedures and final reports. Will work with the students to improve the intellectual connection between theory and experimentation.

Measure 2: Students maintain a laboratory notebook where all data and analyses are recorded. Notebooks are regularly collected and reports are scored on completeness, accuracy, and precision of data analysis. Some of mathematical calculation models are given to the

Measure 2: 80% of the students should have 90% or higher on all laboratory notebooks and laboratory reports.

Measure 2: 80% of the students had more than 90% of the total laboratory points.

Measure 2: Students who complete the lab notebooks and assignments regularly seem to acquire the problem solving skills necessary to do well with data collection and analysis.


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students because they are too complicated for derivation.

Measure 3: Prelaboratory assignments are given to help the students learn the proper problem solving skills needed for a given lab assignment. These assignments are completed at home with all information and example problem solving provided in the laboratory manual.

Measure 3: Target prelaboratory score of 100% represents good mastery of problem solving necessary for a given laboratory exercise. Since these assignments are completed in advance of the laboratory exercise, it is expected that the students will complete these assignments with a score of 100%.

Measure 3: Student average prelaboratory scores are over 95%. The range is from 90% to 100%.

Measure 3: Prelaboratory assignments appear to be effective for teaching students problem solving skills related to the analytical skills that will be needed for a given laboratory exercise.


Laboratory, computer, and presentation skills

Measure 1: Laboratory skills are assessed through review of laboratory notebooks and reports, and by observation of students as they work. Analytical laboratory skills are assessed by grading student reports on accuracy and precision of their data, including a statistical measure of the confidence level of their results based on uncertainty in their laboratory technique. The students are also required to present their data in a scientific report format with proper computer generated graphs.

Measure 1: Target laboratory score of 75% represents good mastery of bioanalytical laboratory, presentation and computer skills.

Measure 1: Student average laboratory scores are over 90%. The range is from 86% to 99%.

Measure 1: CHEM 3090 is a highly effective course for teaching students the quantitative laboratory skills that are essential for a bioanalytical chemist.


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Measure 1: Chemistry 3410 Exams – All courses use written and/or multiple-choice exams to assess student understanding of chemistry concepts.

Measure 1: The average on the test was 65 out of 100.

Measure 1: Fall 12, the average was 65% out of 100.

Measure 1: Performing adequate.

Measure 1: Problem solving adequate.

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Measure 1: Chemistry 3420 Final Exam – All courses use written and/or multiple-choice exams to assess student understanding of chemistry concepts.

Measure 1: The average on the test was 65 out of 100.

Measure 1: Fall 12, the average was 65% out of 100.

Measure 1: Performing adequate.

Measure 1: Problem solving adequate.

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Measure 2: Chemistry 4540 Students maintain a laboratory notebook where all data and analyses are recorded. Notebooks are collected regularly. Students also prepare extensive formal and informal laboratory reports that include estimates of uncertainty based on laboratory technique. Reports are scored on completeness, accuracy, and precision of data analysis.

Measure 2: Target cumulative laboratory score of 80% represents good mastery of problem solving.

Measure 2: Student average cumulative laboratory scores are over 91%. The range is from 87% to 96%.

Measure 2: CHEM 4540 laboratory notebooks and reports are highly effective for teaching students problem solving skills related to advanced instrumental methods.


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Evidence of Learning: Courses within the Major Chem 4600 Lab

Evidence of Learning: Courses within the

Major


Students will…







Concepts related to lab are tested through weekly prelabs administered through Canvas

>70% scores Average scores are >90%

Students are demonstrating proficiency in advanced concepts

Continue to develop more engaging and challenging prelabs


In lab books and reports, students must solve complicated problems

Rubric used to grade lab books student scores above 70%

Average scores are >85%

Students are very capable of solving complex problems

Continue to develop problem solving skills by more advanced topics and materials.

Laboratory skills Students complete

difficult syntheses Students successfully complete 4 out of 6 syntheses

Most students complete at least 5

Students are developing excellent lab techniques and expertise

Continue to challenge students through new experiments.

Students carry out analyses of products using NMR, UV-Vis, X-ray diffraction and SEM.

Students successfully analyze all products in the lab

All students have been able to complete analyses of successful synthetic products

Students have learned excellent analytical skills by the time they complete this class- both by this class, but also through the entire chemistry curriculum

Continue to develop new instrumentation in the department and utilize it in new ways

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Presentation skills Primary mode of presentation is through notebook and reports

Rubric used to grade lab books student scores above 70%

Average scores are >85%

Student work is presented well in the notebooks and reports

Work with rest of department to develop a consistent rubric and procedure for laboratory notebooks.

Computing skills Students process data

with computer software associated with instruments

Submission of student data in all cases by modern computer software

All students have been capable of submitting work using modern software.

By the time students have reached this class, students are fully capable of using computers to analyze and present data.

Maintain computer use throughout curriculum

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Evidence of Learning: Courses within the Major 4700








Development of problem solving skills build understanding of basic NMR theory and solve related problems.

Measure 1: final exam performance (problems based on several different text problem sets and exam banks).

Measure 1: Final median score should be 60 - 80%.

Measure 1: Final median scores are compared to those of prior semesters.

Measure 1: Final median lower than 60% indicates inferior performance or exam flaw(s).

Measure 1: Exam analysis: problems missed by > 50% of students are reviewed for clarity and errors, and are revised as needed. Missed topics reviewed in class.

Measure 2: In class problem presentation

Measure 2: 70% of students should be able to solve problems


Measure 2: Student inability to solve problem indicates inferior performance or problem flaw.

Measure 2: Consult with student individually and provide guidance.

Laboratory skills Perform routine operations and experiments on Anasazi EFT-90 90 MHz multinuclear NMR spectrometer

Measure 1: Instrument exercise and assignment scores

Measure 1: Final median score for each assignment should be 15-20.


Measure 1: Final median lower than 15 indicates inferior performance or exercise flaw(s).

Measure 1: Assignments reviewed for clarity and errors, and are revised as needed. Missed topics reviewed in class.

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Measure 1: Chemistry 4990 Students produced a written research paper based on their CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: 90% of students will write a research paper based on their CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: 100% of students wrote a research paper based on their CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: Students successfully interpreted their CHEM 4800 research and created a journal-quality research paper.

Measure 1: When reflecting upon the students’ research experiences, a series of questions was created to give to students after their research was completed so that they could organize their research experiences. This document is also being used (academic year 2013/2014)to help assess if student research outside of WSU could count towards CHEM 4800 credit.

Presentation skills Measure 1: Students produced a written research paper based on each student’s CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: 90% of students will write a research paper based on their CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: 100% of students wrote a research paper based on their CHEM 4800 research that would be acceptable for submission to an undergraduate research journal.

Measure 1: Students successfully prepared and communicated their CHEM 4800 research in written form and created a journal-quality research paper.

Measure 1: To help students with their writing, peer review of all submitted work is currently being done (academic year 2013/2014).

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b. Evidence of Learning: High Impact or Service Learning

Measureable Learning Outcomes – High Impact or Service Learning Most of the courses that the Chemistry Department offers fall naturally into the category of “high impact” or “service learning” courses. Almost all chemistry courses include a “high-impact” hands-on laboratory component. Additionally, high-impact teaching techniques that encourage class participation and active learning have long been employed in all chemistry courses. Many courses include in-class demonstrations that require direct student participation and engagement. Some faculty use specific high-impact teaching techniques such as Process Oriented Guided Inquiry, POGIL, in their teaching. The latest high-impact teaching craze, the “Flipped Classroom” closely resembles the approach used in the hybrid CHEM 1210 course, which has now been taught for seven years – well before the term “Flipped Classroom” was coined. These courses are assessed as discussed in the Courses within the Major section above. The following courses are explicitly high-impact or service learning courses: CHEM 2890 & CHEM 4890 – Cooperative Work Experience CHEM 4800 – Research and Independent Study in Chemistry These courses have the same set of intended learning outcomes as other major courses but because of their less structured nature, the degree to which they address each outcome varies with the instructor and the semester. They are assessed largely through student reports and presentations in CHEM 4990, Senior Seminar. All chemistry majors take at least two credits of CHEM 4800, Research and independent Study in Chemistry, with one credit of CHEM 4990, Senior Seminar. Based on their CHEM 4800 and other research experience, CHEM 4990 students prepare a paper of publishable quality and format, and they give an oral presentation of their work. No table is provided for this section because it would be essentially the same as the table for Evidence of Learning for courses within the major above. Additional Information (if needed)

c. Evidence of Learning: General Education Courses

Measureable Learning Outcomes – Physical Science General Education

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The Chemistry Department offers multiple chemistry courses that satisfy the requirements for the Weber State University General Education Breadth Requirements for Physical Sciences: CHEM PS1010 – Introduction to Chemistry CHEM PS1050 – Introduction to General, Organic, & Biochemistry CHEM PS1110 – Elementary Chemistry CHEM PS1210 – Principles of Chemistry

CHEM PS1360 – Principles of Physical Science These courses satisfy all of the Natural Sciences and Physical Sciences Learning Outcomes: Foundations of the Natural Sciences Learning Outcomes After completing the natural sciences general education requirements, students will demonstrate their understanding of general principles of science:

1. Nature of science. Scientific knowledge is based on evidence that is repeatedly examined, and can change with new information. Scientific explanations differ fundamentally from those that are nor scientific.

2. Integration of science. All natural phenomena are interrelated and shared basic organizational principles. Scientific explanations obtained from different disciplines should be cohesive and integrated.

3. Science and society. The study of science provides explanations that have significant impact on society, including technological advancements, improvement of human life, and better understanding of human and other influences on the earth’s environment.

4. Problem solving and data analysis. Science relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

The Physical Sciences Learning Outcomes

Students will demonstrate their understanding of the following features of the physical world: 1. Organization of systems: The universe is scientifically understandable in terms of interconnected systems. The systems

evolve over time according to basic physical law. 2. Matter: Matter comprises an important component of the universe, and has physical properties that can be described

over a range of scales.

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3. Energy: Interactions within the universe can be described in terms of energy exchange and conservation. 4. Forces: Equilibrium and change are determined by forces acting at all organizational levels.

The following tables describe assessment of those Chemistry courses that provide general education credit in physical science.

Evidence of Learning: General Education Courses CHEM 1010 (online) Paustenbaugh

Evidence of Learning: General Education Courses







Learning Outcome 1: PS1

Measure 1: 18 multiple choice questions distributed over four exams

Measure 1: 50% of questions will be answered correctly by the students.

Measure 1: 58% of questions were answered correctly.

Measure 1: A majority of students have correctly answered questions pertaining to PS1.

Measure 1: A new class was created over the summer for academic year 2013/2014. Questions that were repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum will be amended to increase PS1 competency.

Learning Outcome 2:PS2





Measure 1: A new class was created over the summer for academic year 2013/2014. Questions that were repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum

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will be amended to increase PS2 competency.

Learning Outcome 3: PS3






Learning Outcome 4:PS4






Learning Measure 1: Measure 1: Measure 1: Measure 1: Measure 1:

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Outcome 5: S1 4 multiple choice questions distributed over four exams

50% of questions will be answered correctly by the students.

58% of questions were answered correctly.

A majority of students have correctly answered questions pertaining to S1.

A new class was created over the summer for academic year 2013/2014. Questions that were repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum will be amended to increase S1 competency.

Learning Outcome 6: S2




Measure 1: A majority of students have correctly answered questions pertaining to S2.

Measure 1: A new class was created over the summer for academic year 2013/2014. Questions that were repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum will be amended to increase S2 competency.

Learning Outcome 7: S3





Measure 1: A new class was created over the summer for academic year 2013/2014. Questions that were

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repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum will be amended to increase S3 competency.

Learning Outcome 8:S4





Measure 1: A new class was created over the summer for academic year 2013/2014. Questions that were repeatedly missed on 2012/2013 annual report will be inspected and if possible curriculum will be amended to increase S4 competency.

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Evidence of Learning: General Education Courses Chem 1010 Campbell


Measurable Learning Outcome Students will have developed:






1) The nature of science

Measure 1: 100 multiple choice questions from Exam 1

Measure 1: 60% of students will score 70% or better

Measure 1: 60% of students scored 70% or better

Measure 1: Students successfully demonstrated LO 1, 3, 6


Measure 2: Assignment 3, worth 100 points, preparation of a technical report from a choice of subjects including drugs, food, and chemotherapy, to include chemical structures and reactions.



Measure 2: Students successfully demonstrated LO 3

Measure 2: Self directed work at a topic of choice is a fruitful exercise for students

2) The integration of science




Measure 1: Students meeting the objective were slightly below target on LO 2.

Measure 1: Integration of concepts from submicroscopic to macroscopic may require additional focus in examples and exercises.

Measure 2: Two quizzes were completed on subject material

Measure 2: Two quizzes were completed on subject material



Measure 2: Interim quizzes are suggested to increase practice with these concepts.

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3) Science and society




Measure 1: Students successfully demonstrated LO 1, 3, 6


Measure 2: Assignment 3, worth 100 points, preparation of a technical report from a choice of subjects including drugs, food, and chemotherapy, to include chemical structures and reactions




Measure 2: Self directed work at a topic of choice is a fruitful exercise for students.

4) Problem solving and data analysis

Measure 1: Overall course grade

Measure 1: 60% of students will score a C grade or better

Measure 1: 71% of all students scored a C grade or better on the overall course

Measure 1: Students successfully demonstrated adequate understanding of the course.

Measure 1: Improve student performance by providing additional mathematical support in problem solving.

1) Organization of systems

Measure 1: 60 multiple choice questions from Exam 3, 80 multiple choice questions from Exam 4


Measure 1: 37% of students scored 70% or better; 50% of students scored 60% or better.

Measure 1: Students meeting the objectives were slightly below target

Measure 1: Calculation intensive section requires improved mathematical skills. Provide exercises using fundamental mathematical operations.

2) Matter Measure 1: 100 multiple choice

Measure 1: 60% of students will

Measure 1: 60% of students

Measure 1: Students successfully

Measure 1: No curricular or

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questions from Exam 1

score 70% or better scored 70% or better demonstrated LO 1, 3, 6

pedagogical changes needed at this time.

Measure 2: Assignment 3, worth 100 points, preparation of a technical report from a choice of subjects including drugs, food, and chemotherapy, to include chemical structures and reactions .




Measure 2: Self directed work at a topic of choice is a fruitful exercise for students

3) Energy Measure 1: multiple choice questions from Exam 3, 80 multiple choice questions from Exam 4





4) Forces Measure 1: multiple choice questions from Exam 3, 80 multiple choice questions from Exam 4





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Evidence of Learning: General Education Courses Chem 1050 online Seager









Measure 1: Exam question Which response is correctly classified as an observation?

Measure 1: 70% of students respond correctly to the question.


Measure 1: Students successfully demonstrated understanding.



Measure 1: Exam question



Measure 1: Students successfully demonstrated competence.












Measure 1: Students were just under the level of competence desired.

Measure 1: A little increase in emphasis needed in class and on assigned home work.







2) Matter Measure 1: Exam question





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3) Energy Measure 1: Exam question


Measure 1: 54% of students answered the questions correctly.



4) Forces Measure 1: Exam question





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Evidence of Learning: General Education Courses Chem 1110 online Seager






































2) Matter Measure 1: Exam question





3) Energy Measure 1: Exam question





4) Forces Measure 1: Measure 1: Measure 1: Measure 1: Measure 1:

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Exam question

70% of students respond correctly to the question.

90% of students respond correctly to the question.

Students successfully demonstrated understanding.

No curricular or pedagogical changes needed at this time.

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Evidence of Learning: General Education Courses Chem 1210 Herzog









Measure 1: Exam 1 and final exam questions

Measure 1: Average score of 70% or better.

Measure 1: Measure 1: Measure 1:


Measure 1: Exam 1-3 and final exam.


Measure 1: Average outcome 61.33

Measure 1: Student results are below target levels.

Measure 1: Reevaluate pedagogies regarding these topics and evaluate assessment method.


Measure 1: Pre-lab 8, report 12, and exam 3.



Measure 1: Students successfully demonstrated skills.



Measure 1: Lab report 2-3, report 10-11 and final exam.






Measure 1: Exam 1-2 and final exam questions.

Measure 1: Average of 70% or better.



Measure 1: No curricular or pedagogical changes at this time.

2) Matter Measure 1: Exam 1-3 and final exam questions.




Measure 1: No curricular or pedagogical changes

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at this time.

3) Energy Measure 1: Exam 2-3 and final exam questions.




Measure 1: No curricular or pedagogical changes at this time.

4) Forces Measure 1: Report 11 and exam 3 and final exam questions.



Measure 1: Students results are below target levels.

Measure 1: Reevaluate pedagogies regarding these below target levels. Topics and evaluate assessment method.

G. Summary of Artifact Collection Procedure

See tables in Section F above for course specific artifact collection procedures.

Artifact Learning Outcome Measured When/How Collected? Where Stored? (i.e. Final Project Rubric) (i.e. end of semester) (i.e. electronic copies) (i.e. Chi Tester Outcome Report) (i.e. 2-3 times per

semester) (i.e. electronic format, chi tester warehouse)

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Summary Information (as needed)

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Appendix A (Delete this page if it is not needed) Report of progress on ‘non-learning-outcome recommendations’ from previous 5 year program review (optional): Date of Program Review: #### Recommendation Progress Description Recommendation 1 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress Recommendation 2 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress Recommendation 3 Text of recommendation #### +1 progress #### +2 progress #### +3 progress #### +4 progress (add as needed)

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? [To answer this question, compare evidence from prior years to the evidence from the current year. Discuss trends of evidence that increases your confidence in the strengths of the program. Also discuss trends of concern (e.g. students struggling to achieve particular student outcomes).]

While admittedly qualitative in nature one of the most useful program assessment tools for the chemistry program remains the exit interviews held with all graduating chemistry majors during their last semester of coursework. The following summarizes this year’s responses. Graduation Exit Interview Responses Chemistry Department Interviewer: Dr. H. Laine Berghout Exit Interview Time: 60 minutes or less 2012/2013 Compilation of Comments: 13 interviewed students 1. Problem Solving: Do you feel capable of solving a variety of chemistry related problems?

Yes, I feel confident in my understanding of chemistry and my ability to solve chemistry problems.

Physics and P-Chem forces you to work out problems.

Yes. I feel like I’ve been exposed to a variety of problems in class and lab. I’ve learned good problem solving skills.

Yes, I feel like I can either solve the problem form things I’ve learned or be able to find a way to solve the problem.

Laboratory particularly beneficial, Chem 3000, 3050, and 4540.

Tough classes helped teach to stick to problems until solved.

Yes, I feel that during my time here I was presented with a lot of question/problems that really made me think outside the box and try a lot of different things especially P-Chem.

Yes, I feel like I can solve most problems, some problems I might have to use references.

Dimensional analysis has been of greatest benefit. Chem 4600 in particular.

Yes, I think the skills you’ve given students are very applicable in the work place, which helps a lot with troubleshooting.

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Especially the upper division labs were helpful.

Yes! Example of job - Pile of things to solve. Sample specify problem CaCl 2 caky project.

Even though I do not remember every concept from every class, I feel confident I learned concepts well enough that I am able to review and understand them as needed.

Yes, I feel my

weber state university annual assessment of evidence of … · 2014. 3. 7. · chemistry, organic...

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