2002-2003 Assessment Report for the Chemistry Department

Marietta College Chemistry Department 2003-2004 Assessment Report

I. Vision, Mission, Educational Goals, and Learning Outcomes of the

Chemistry Program

Vision of the Program: To be recognized by graduate and professional schools, industrial employers, and other undergraduate educational institutions as one of the best chemistry programs at any liberal arts college in the mid-west region.

Mission of the Program:

To graduate chemists and biochemists who are:

prepared for entrance into top-rated graduate and professional schools
prepared for entry-level positions in chemical industry and other chemistry-related fields
capable of becoming responsible, successful professionals and leaders in their chosen fields.

To contribute to the preparation of students in other science disciplines for their careers.
To contribute to the improvement of scientific and technological literacy, and the development of critical-thinking and problem-solving skills of all students as preparation for the world of work and responsible citizenship.
To maintain an ACS-approved chemistry program.
To attract well-qualified students, graduate 10-12 students per year, half as chemistry majors, with 60% of those graduates entering graduate or professional schools, including some of the top schools/programs in the country.
To increase the number of science majors enrolled in non-required chemistry courses and graduating with chemistry minors.
To increase the number of non-science majors enrolled in chemistry courses.

Educational Goals:

Provide chemistry majors with a strong background in the five major sub-disciplines of chemistry – organic, inorganic, physical, and analytical chemistry and biochemistry – with up-to-date course work in each area.

2. Provide biochemistry majors with a strong background in organic and analytical chemistry and biochemistry, while emphasizing the interface between chemistry and biology.

3. Provide students with relevant laboratory and research experiences designed to deepen their understanding of chemical principles, while simultaneously teaching students safe, responsible laboratory practices.

4. Demonstrate the use of modern technology in chemistry by giving students direct, hands-on experiences with up-to-date instrumentation, computer software, and methods of information retrieval, both in course work and in the laboratory setting.

5. Provide students with opportunities, through regular coursework and research experiences, to practice active learning and develop their critical thinking, communication, and technical skills.

6. Provide opportunities for students to become familiar with the chemical professions and professional activities of practicing chemists and biochemists.

7. Provide students with a more holistic view of chemistry through emphasis on its interdisciplinary nature by using specific examples to illustrate connections between chemistry and other science areas and the liberal arts.

Learning Outcomes:

In order to achieve the seven educational objectives of the Chemistry program, graduates of the program must demonstrate that they have achieved the following outcomes (all outcomes relate to goals 1 and 2 above. Additional specific ties to goals 3-7 are noted in parentheses):

LABORATORY SKILLS

· Design and conduct experiments (3,5)

· Analyze experimental data (3,4)

· Assess chemical safety issues (3)

· Perform both quantitative and qualitative analysis (3,4)

· Synthesize chemical products (3)

· Purify chemicals (3,4)

· Separate chemicals via chromatography and other means (3,4)

· Use instrumentation to collect and interpret data (3,4)

· Use instrumentation to perform both quantitative and qualitative analysis (3,4)

· Use instrumentation for the separation of chemicals (3,4)

· Analyze samples via spectroscopic methods (3,4)

· Perform electrochemical experiments (3,4)

· Prepare samples for instrumental analysis (3,4)

· Use computers for data acquisition, analysis, and manipulation (3,4)

· Perform basic molecular modeling experiments (3,4)

· Use chemical-structure drawing programs (3,4)

CLASSROOM/THEORETICAL SKILLS

· Read and understand chemical literature (6,7)

· Express chemical concepts both in written and oral formats (5, 7)

· Demonstrate an understanding of the scientific method (5,6)

· Relate theory to experimental results (3,6)

· Understand the relationship between chemistry and other disciplines (7)

· Assess the quality of reported data (3, 5, 6)

· Solve problems (3-6)

· Demonstrate an understanding of thermodynamics

· Demonstrate an understanding of kinetics

· Demonstrate an understanding of equilibrium

· Demonstrate an understanding of reaction mechanisms

· Demonstrate an understanding of quantum theory

· Demonstrate an understanding of bonding theory

· Demonstrate an understanding of spectroscopy

· Demonstrate an understanding of catalysis

· Demonstrate an understanding of molecular structure

· Demonstrate an understanding of synthesis

· Demonstrate an understanding of nomenclature

· Demonstrate an understanding of periodic trends

· Demonstrate an understanding of instrumental theory and design (4)

· Use mathematical applications to solve chemical problems

· Demonstrate an understanding of macromolecules

· Demonstrate an ability to work in groups or teams (6)

· Learn improved study skills (5)

II. Improvements to be Implemented in the 2004-2005 Academic Year as a

Result of 2003-2004 Assessment Efforts

These are addressed on page 33.

III. Satisfaction of Learning Outcomes and Educational Goals Based on

2003-2004 Program Assessment

In an attempt to put together a coherent assessment strategy, we held weekly department meetings throughout the fall 2002 semester and into the spring 2003 semester. Initial meetings were brainstorming sessions in which we attempted to define the essential learning outcomes required of a degree in chemistry or biochemistry at Marietta College. These brainstorming sessions eventually resulted in the list of approximately forty learning outcomes outlined in section 1, which were subsequently assigned to seven different categories, according to their appropriate place in the curriculum. These seven categories were designated as:

1. Experimental Skills

2. Instrumentation Skills

3. Computer Skills

4. Theoretical (Classroom) Skills

5. Experiential Learning Skills

6. Graduate and Professional School Skills

7. “World of Work” Skills

The next step in the development of our assessment plan was to identify the places where each skill was expected to be met within our curriculum. This included not only courses in which a skill would be taught, but also other academic activities such as field trips, guest speakers, chemistry club, professional meeting attendance, and participation in science fairs. Each of the approximately 15 courses offered within the department, as well as this list of other activities was assessed on an individual basis to determine which learning outcomes should be met by that activity or course. The tables on the next three pages are the result of this detailed process.

Experimental Skills

Desired Outcome	101	133 134	190	231	305 306	331	332	408	495 496	352	422
General Conduct Experiments	X	X	X	X	X	X	X	X	X	X	X
Design Experiments	X	X	A	A			A	A	X		R
Analyze/Interpret data	X	X	X	X	X	X	X	X	X	X	X
Chemical safety	X	X	X	X	X	X	X	X	X	X	X

Specific Separation techniques	X	X	X		X			X	X		X
Quantitative analysis		X	X	X		X	X	X	X		X
Qualitative analysis	X	X	X		X			X	X		X
Synthesis			X		X				X	X
Purification			X	X	X				X	X	X
Sample preparation			X	X		X	X	X	X	X	X

Instrumentation Skills

Desired Outcome	101	133 134	190	231	305 306	331	332	408	495 496	352	422
General Collect/Interpret data	X	X	X	X	X	X	X	X	X	X	X

Specific Spectroscopy			X		X	X	X	X	X	X	X
Quantitative analysis		X	X	X	A	X	X	X	X		X
Qualitative analysis			X		X			X	X		R
Separation techniques			X		A			X	X	X
Sample preparation			X		X	X	X	X	X	X	R
Electrochemical methods			X	X			X	X	X

Experiential Learning Skills

Desired Outcome	Field Trips	Chem Club	Seminars	Professional Meeting Attendance	Science Fair Participation
Exposure to Current Research	X	X	X	X
Exposure to Graduate School	X	X	X	X
Introduction to Chemical Industry	X	X		X	X
Real world applications of Chemistry	X	X	X	X	X
Attendance at professional meetings		X	X	X

X = the outcome should currently be met in the designated activity or course

A = the outcome may be added to material covered in the activity or course

Blank = the outcome is not appropriate for the activity or course

R = removed this year because has now been deemed inappropriate for the class

Theoretical (Classroom) Skills

Desired Outcome

General

101

131

132

133

134

231

303

304

305

306

331

332

351

408

495

496

343

352

420

422

Chem

Club

Field

Trips

Read/understand chemical literature

Written communication (scientific)

Oral communication (scientific)

Scientific method

Relate theory and experiment

Relationship between chemistry and other disciplines

Assess quality of data

Problem Solve

Discipline-Specific

Thermodynamics

Kinetics

Equilibrium

Macromolecules

Reaction Mechanisms

Quantum Theory

Bonding Theory

Spectroscopy

Molecular Structure

Synthesis

Catalysis

Nomenclature

Trends in Periodic Table

Math applications to chemistry

Instrument theory and design

Graduate School Skills

Desired Outcome

101

131

132

133

134

231

303

304

305

306

331

332

351

408

495

496

343

352

420

422

Chem

Club

Field

Trips

Study skills

Ability to ask questions

Gain confidence as a scientist

Attend Chemistry Meetings

Chemical safety

D = the outcome is likely met in some, but not all, senior capstone projects

Computer Skills

Desired Outcome

101

131

132

133

134

231

303

304

305

306

331

332

351

408

495

496

343

352

420

422

Data acquisition

Data analysis

Data manipulation

Molecular modeling

Structural drawing

World of Work Skills

Desired Outcome

101

131

132

133

134

231

303

304

305

306

331

332

351

408

495

496

343

352

420

422

Chem

Club

Field

Trips

Analytical techniques

Oral communication

Written communication

Attend Chemistry Meetings

Real world application of chemistry

Group/team work

Chemical safety

Note: Chem 375 was not included in these tables because it has not been offered for a number of years.

The final step in the development of our comprehensive assessment plan was to develop the tool(s) that will enable us to properly assess our success or failure in achieving our learning outcomes. To this point, four tools have been selected for our departmental analysis. While more tools are likely to be developed for the future, our current approach is to use a combination of the following:

1. Student surveys for each of our courses (and different sections of the same course)

2. Rubrics (primarily for assessment of our senior year capstone student presentations and for laboratory reports in general chemistry)

3. Standardized exams

4. Course-embedded questions (primarily will be used for general education assessment)

The assessment rubrics are currently being modified for the assessment of this year’s capstone students. Data from last year’s rubrics are included on pages 30-31.

Currently, the only course using a standardized exam is CHEM 303-304. Results from this exam are presented later in this report.

Course-embedded questions were successfully used on the final examination in CHEM 132 last spring. The data from this assessment technique have been analyzed and will be included as a part of our general education assessment report.

The primary tool that will be used for assessment of the department as a whole is the individual course student surveys that we began to develop last spring based on our vision, mission, academic goals, and learning outcomes. These surveys were designed with two purposes in mind. First was to assess the students’ perception of their abilities to achieve each learning outcome, and second was to assess the students’ perception of the professor’s effort in helping them achieve the indicated outcome. The rationale behind this two-tiered assessment approach was that we wanted to be certain that the students’ achievement (or lack thereof) was directly related to the professors’ efforts in teaching the material. In other words, if a student failed to achieve a learning outcome (or numerous learning outcomes), it is very important for us to determine whether that was a result of a lack of effort by the student or whether it was a failing of the faculty. Similarly, if a student was achieving most of the learning outcomes, then it was important to know whether that was due to contributions from the faculty or whether the outcomes would have been achieved even without the efforts of the faculty. A sample student survey (CHEM 132) is shown on the next three pages.

SAMPLE ASSESSMENT FORM (CHEM 131-132)

The purpose of this assessment form is to collect information about your perception of the year-long general chemistry sequence. This includes your ability to master the material, as well as your professor’s (or professors’) effort in teaching you the material. This form is part of an ongoing assessment process that the chemistry department has undertaken in order to improve the quality of courses we offer, as well as to enhance student learning.

Circle the answer to both parts of each question that best reflects your perception of the general chemistry sequence. Please answer as truthfully as possible. YOUR ANSWERS WILL BE CONFIDENTIAL.

GENERAL KNOWLEDGE

1. I have learned how the scientific method is used in the study of chemistry.