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: 

  1. 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. 
  2. To contribute to the preparation of students in other science disciplines for their careers.
  3. 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.
  4. To maintain an ACS-approved chemistry program. 
  5. 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. 
  6. To increase the number of science majors enrolled in non-required chemistry courses and graduating with chemistry minors. 
  7. To increase the number of non-science majors enrolled in chemistry courses.

 

Educational Goals:

  1. 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

 

 

 

 

 

 

X

A

X

X

X

X

X

X

X

 

Written communication (scientific)

X

 

X

X

X

X

X

A

X

X

X

 

X

X

 

 

Oral communication (scientific)

X

 

 

 

 

 

 

X

X

X

X

X

 

 

X

 

Scientific method

X

X

X

X

X

X

X

X

X

X

X

X

X

X

 

 

Relate theory and experiment

X

X

X

X

X

X

X

 

X

X

X

X

X

X

 

 

Relationship between chemistry and other disciplines

X

X

 

 

X

 

X

X

X

X

 

 

X

X

X

X

Assess quality of data

 

X

X

X

 

X

X

 

X

X

 

X

 

X

 

 

Problem Solve

X

X

X

X

X

X

X

X

X

X

X

X

R

X

 

 

Discipline-Specific

Thermodynamics

 

 

 

X

 

R

 

 

X

 

X

 

X

 

X

 

 

D

 

X

 

X

 

X

 

 

 

Kinetics

 

X

R

 

X

X

X

 

 

D

X

X

X

X

 

 

Equilibrium

 

X

R

X

X

X

X

 

 

D

X

X

X

X

 

 

Macromolecules

 

 

 

 

X

A

X

 

 

D

 

 

X

X

 

 

Reaction Mechanisms

 

 

 

 

X

X

X

X

 

D

X

X

X

 

 

 

Quantum Theory

 

 

 

 

 

 

X

X

 

D

 

 

 

 

 

 

Bonding Theory

X

X

X

 

X

 

X

X

 

D

X

X

 

 

 

 

Spectroscopy

 

 

X

 

X

X

X

 

X

D

X

X

 

 

 

 

Molecular Structure

X

X

X

 

X

 

X

X

 

D

X

X

X

 

 

 

Synthesis

 

 

 

 

X

X

 

 

 

D

X

X

 

 

 

 

Catalysis

 

X

 

 

X

X

 

 

 

D

X

X

X

X

 

 

Nomenclature

 

R

 

X

X

 

 

 

 

D

X

 

X

R

 

 

Trends in Periodic Table

X

X

 

 

X

 

 

X

 

D

X

 

 

 

 

 

Math applications to chemistry

X

X

X

X

 

X

X

X

X

D

 

 

 

X

 

 

Instrument theory and design

 

 

 

 

 

 

 

 

X

D

 

 

 

 

 

 

 

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

X

X

R

X

X

X

X

X

X

X

X

X

X

X

X

 

 

Ability to ask questions

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Gain confidence as a scientist

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Attend Chemistry Meetings

 

 

 

 

 

 

 

 

 

 

?

 

 

 

 

X

X

Chemical safety

 

 

X

X

 

X

X

X

X

X

X

 

X

 

X

X

X

 

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

 

 

X

A

 

A

X

X

 

X

X

A

A

 

X

Data analysis

 

 

X

X

 

A

X

X

 

X

X

A

A

R

X

Data manipulation

 

 

X

 

 

A

X

X

 

X

X

A

 

R

X

Molecular modeling

 

A

X

 

 

X

X

X

 

 

X

X

A

 

 

Structural drawing

 

A

 

 

 

X

 

 

A

 

X

X

A

 

 

 

 

 

 

 

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

 

 

X

X

 

X

X

X

 

X

X

 

 

 

X

 

 

Oral communication

X

 

 

 

 

 

 

 

X

A

X

X

X

 

 

X

 

Written communication

 

 

X

X

 

 

X

X

X

X

X

X

X

X

X

 

 

Attend Chemistry Meetings

 

 

 

 

 

 

 

 

 

 

X

 

 

 

 

X

X

Real world application of chemistry

X

X

R

 

X

 

 

 

X

X

X

X

X

X

X

X

X

Group/team work

X

 

X

 

X

X

X

X

 

X

 

 

 

 

X

X

X

Chemical safety

X

 

X

X

 

X

X

X

 

X

X

 

X

 

X

X

X

 

 

 

 

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.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor                       

 

2.        I have learned how to relate the results of chemical experiments to the theory of those experiments.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor                       

 

3.        I have learned about the relationship between chemistry and other disciplines. (e.g. biology, math, physics, etc.)

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

4.        I have learned how to solve chemical problems.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

 

 

SPECIFIC CONTENT KNOWLEDGE

 

5.        I have learned how thermodynamics (enthalpy/entropy/free energy) determine the results of chemical reactions.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

 

 

 

6.        (Spring)  I have learned how kinetics (rates of reactions) influence the results of chemical reactions.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

7.        (Spring)  I have learned how to determine and interpret equilibrium in chemical reactions.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

8.        (Fall)  I have learned about the theory of bonding. (e.g. orbitals, bonds, lone pairs, etc.)

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

9.        (Fall)  I have learned about the structure of molecules. (e.g. bond angles, molecular shapes, hybridization, etc.)

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

10.     (Spring)  I have learned how catalysts affect the rates of chemical reactions.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

11.     (Fall)  I have learned about the relationship between the location of atoms on the periodic table and their properties (e.g. acidity, size, electronegativity, reactivity, etc.).

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

12.     I have learned about real-world applications of chemistry.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

13.     I have learned how to apply mathematical principles to solving chemistry problems.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

PROFESSOR'S EFFORT:                        Very good             Good                      Fair                         Poor

 

 

LIFE BEYOND CHEM 131-132

 

14.     My study skills have improved as a result of taking these courses.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

15.     My ability to ask and answer scientific questions has improved as a result of taking these courses.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

16.     After completing these courses, I am confident that I can succeed as a scientist.

 

MY ABILITY:                                               Strongly Agree     Agree                     Disagree                                Strongly Disagree

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IV.     2003-2004 Data Collected and Their Analysis

 

      A.  COURSE SURVEYS

 

      During the fall and spring of the 2003-2004 academic year, we collected assessment data in eight courses (which ultimately covers 12 different courses).  This data included:

1.      67 students in CHEM 132 (survey covers CHEM 131 and 132)

2.      69 students in CHEM 134 (survey covers CHEM 133 and 134)

3.      10 students in CHEM 231

4.      13 students in CHEM 304 (survey covers CHEM 303 and 304)

5.      11 students in CHEM 306 (survey covers CHEM 305 and 306)

6.        5 students in CHEM 408

7.        8 students in CHEM 420 (fall)

8.        7 students in CHEM 422 (fall)

 

      After collecting the surveys, we assigned values to each of the student responses.  In the area of “my ability”, values were assigned as:

       4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree

 

 In the area of “professor’s effort”, values were assigned as:

       4 = very good, 3 = good, 2 = fair, 1 = poor

 

We then set the following goals for the individual course data:

·        The AVERAGE score for every learning outcome should be ≥ 3.0 for both the students’ abilities and faculty efforts

·        No learning outcome should have more than 20% of respondents’ scores < 3.0

 

      Any learning outcome that fails to meet one, or both, of the above guidelines will result in departmental discussions as to how we can successfully achieve the desired outcome.  (In some cases, we determined that the learning outcome really did not belong in a particular class.  Changes to this year’s surveys and/or learning outcome tables based on these decisions are noted in the tables.)  In cases where a learning outcome is not met but should have been, departmental discussions take place to determine whether changes in the presentation of the material are necessary or whether additional data is needed before a change is made.  Each outcome that is not achieved is analyzed on an individual basis.

 

      The data for each of the courses are presented below.  An analysis of the data is presented at the end of the tables.  Those outcomes that failed to meet our minimal standards are highlighted in the tables.  All other outcomes that were outlined in the above table have been met.  A copy of the survey questions for each course is available upon request from the Department of Chemistry.

 

 


 

 

 

 

 

CHEM 131-132 (2003-2004)

 

Students were surveyed about numerous specific/general topics covered in Chem 131-132. 

Each student gave a response of "strongly agree", "agree", "disagree", or "strongly disagree".

These responses were assigned values of 4, 3, 2, and 1, respectively.

Below are the average scores for each question as well as the percent of respondents who

fell into the "disagree" or "strongly disagree" category.

 

An average response of <3.0 was deemed unacceptable.

>20% of respondents answering "disagree" or "strongly disagree" was deemed unacceptable.

Average scores of 3.0-3.1 and/or if 15-20% responded <2.5 are also noted.

 

A comparison was also made between this year and last year.

A drop in overall average (>0.2) or an increase in the number of "negative" responses (>5.0%) is noted.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2002-2003

 

 

2003-2004

 

Difference

 

AVG

% < 2.5

 

AVG

% < 2.5

 

(current- previous)

Scientific Method

 

 

 

 

 

 

 

 

My Ability

3.17

4.2

 

3.22

4.5

 

0.05

0.3

Professor's Effort

3.29

8.3

 

3.23

7.5

 

-0.06

-0.9

 

 

 

 

 

 

 

 

 

Relate Results toTheory

 

 

 

 

 

 

 

 

My Ability

3.13

6.3

 

3.21

9.0

 

0.09

2.7

Professor's Effort

3.38

6.3

 

3.27

10.4

 

-0.10

4.2

 

 

 

 

 

 

 

 

 

Relationship to Other Disciplines

 

 

 

 

 

 

 

My Ability

3.10

10.4

 

3.25

4.5

 

0.15

-5.9

Professor's Effort

3.21

12.5

 

3.11

19.4

 

-0.10

6.9

 

 

 

 

 

 

 

 

 

Solve Chemical Problems

 

 

 

 

 

 

 

 

My Ability

3.35

6.3

 

3.36

6.0

 

0.00

-0.3

Professor's Effort

3.56

8.3

 

3.42

7.5

 

-0.14

-0.9

 

 

 

 

 

 

 

 

 

Thermodynamics

 

 

 

 

 

 

 

 

My Ability

3.04

10.4

 

3.31

6.0

 

0.27

-4.4

Professor's Effort

3.33

6.3

 

3.42

6.0

 

0.09

-0.3

 

 

 

 

 

 

 

 

 

Kinetics

 

 

 

 

 

 

 

 

My Ability

3.15

8.3

 

3.16

6.0

 

0.01

-2.4

Professor's Effort

3.40

8.3

 

3.26

9.0

 

-0.14

0.6

 

 

 

 

 

 

 

 

 

Equilibrium

 

 

 

 

 

 

 

 

My Ability

3.31

8.3

 

3.19

9.0

 

-0.12

0.6

Professor's Effort

3.58

4.2

 

3.35

9.0

 

-0.23

4.8

 

 

 

 

 

 

 

 

 

Bonding Theory

 

 

 

 

 

 

 

 

My Ability

3.17

14.6

 

3.24

7.5

 

0.08

-7.1

Professor's Effort

3.26

12.5

 

3.22

13.4

 

-0.04

0.9

 

 

 

 

 

 

 

 

 

 

CHEM 131-132 (2003-2004 continued)

 

 

 

 

 

 

 

 

 

Molecular Structure

 

 

 

 

 

 

 

 

My Ability

3.23

14.6

 

3.08

13.4

 

-0.15

-1.2

Professor's Effort

3.19

22.9

 

3.02

20.9

 

-0.17

-2.0

 

 

 

 

 

 

 

 

 

Catalysts

 

 

 

 

 

 

 

 

My Ability

3.29

6.3

 

3.40

1.5

 

0.10

-4.8

Professor's Effort

3.25

12.5

 

3.23

14.9

 

-0.02

2.4

 

 

 

 

 

 

 

 

 

Periodic Trends

 

 

 

 

 

 

 

 

My Ability

3.29

4.2

 

3.46

3.0

 

0.17

-1.2

Professor's Effort

3.35

10.4

 

3.43

7.5

 

0.08

-3.0

 

 

 

 

 

 

 

 

 

Real-World Applications

 

 

 

 

 

 

 

 

My Ability

3.10

12.5

 

3.21

9.0

 

0.10

-3.5

Professor's Effort

3.21

18.8

 

3.23

13.4

 

0.02

-5.3

 

 

 

 

 

 

 

 

 

Mathematical Principles

 

 

 

 

 

 

 

 

My Ability

3.42

2.1

 

3.34

6.0

 

-0.08

3.9

Professor's Effort

3.46

8.3

 

3.28

11.9

 

-0.18

3.6

 

 

 

 

 

 

 

 

 

Study Skills

 

 

 

 

 

 

 

 

My Ability

2.94

25.0

 

2.84

29.9

 

-0.10

4.9

 

 

 

 

 

 

 

 

 

Ask/Answer Scientific Questions

 

 

 

 

 

 

 

My Ability

3.04

16.7

 

3.05

10.4

 

0.01

-6.2

 

 

 

 

 

 

 

 

 

Gain Confidence

 

 

 

 

 

 

 

 

My Ability

3.25

12.5

 

2.88

23.9

 

-0.37

11.4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHEM 133-134 (2003-2004)

 

Students were surveyed about numerous specific/general topics covered in Chem 133-134. 

Each student gave a response of "strongly agree", "agree", "disagree", or "strongly disagree".

These responses were assigned values of 4, 3, 2, and 1, respectively.

Below are the average scores for each question as well as the percent of respondents who

fell into the "disagree" or "strongly disagree" category.

 

An average response of <3.0 was deemed unacceptable.

>20% of respondents answering "disagree" or "strongly disagree" was deemed unacceptable.

Average scores of 3.0-3.1 and/or if 15-20% responded <2.5 are also noted.

 

A comparison was also made between this year and last year.

A drop in overall average (>0.2) or an increase in the number of "negative" responses (>5.0%) is noted.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2002-2003

 

2003-2004

 

Difference

 

AVG

% < 2.5

 

AVG

% < 2.5

 

(current- previous)

Scientific Method

 

 

 

 

 

 

 

 

My Ability

3.18

2.3

 

3.25

1.4

 

0.06

-0.8

Professor's Effort

3.16

15.9

 

3.35

7.2

 

0.19

-8.7

 

 

 

 

 

 

 

 

 

Relate Results toTheory

 

 

 

 

 

 

 

 

My Ability

3.14

9.1

 

3.25

7.2

 

0.11

-1.8

Professor's Effort

3.25

15.9

 

3.42

5.8

 

0.17

-10.1

 

 

 

 

 

 

 

 

 

Solve Chemical Problems

 

 

 

 

 

 

 

 

My Ability

3.18

9.1

 

3.29

4.3

 

0.11

-4.7

Professor's Effort

3.27

15.9

 

3.36

5.8

 

0.09

-10.1

 

 

 

 

 

 

 

 

 

Assess Quality of Data

 

 

 

 

 

 

 

 

My Ability

3.20

11.4

 

3.36

4.3

 

0.16

-7.0

Professor's Effort

3.14

18.2

 

3.39

8.7

 

0.25

-9.5

 

 

 

 

 

 

 

 

 

Communicate through Writing

 

 

 

 

 

 

 

My Ability

3.14

11.4

 

3.04

17.4

 

-0.09

6.0

Professor's Effort

2.95

29.5

 

3.05

20.3

 

0.10

-9.3

 

 

 

 

 

 

 

 

 

Apply Mathematical Principles

 

 

 

 

 

 

 

My Ability

3.27

6.8

 

3.29

7.2

 

0.02

0.4

Professor's Effort

3.30

15.9

 

3.26

14.5

 

-0.03

-1.4

 

 

 

 

 

 

 

 

 

Conduct Chemistry Experiments

 

 

 

 

 

 

 

My Ability

3.50

2.3

 

3.53

4.3

 

0.03

2.1

Professor's Effort

3.45

11.4

 

3.54

4.3

 

0.09

-7.0

 

 

 

 

 

 

 

 

 

Design Experimental Procedures

 

 

 

 

 

 

 

My Ability

 

 

 

3.22

10.1

 

N/A

N/A

Professor's Effort

 

 

 

3.18

11.6

 

N/A

N/A

 

 

 

 

 

 

 

 

 

CHEM 133-134 (2003-2004 continued)

 

 

 

 

 

 

 

 

 

Analyze and Interpret Data

 

 

 

 

 

 

 

 

My Ability

3.18

6.8

 

3.34

1.4

 

0.16

-5.4

Professor's Effort

3.32

11.4

 

3.32

7.2

 

0.01

-4.1

 

 

 

 

 

 

 

 

 

Separation of chemicals

 

 

 

 

 

 

 

 

My Ability

3.43

4.5

 

3.34

4.3

 

-0.09

-0.2

Professor's Effort

3.39

11.4

 

3.35

5.8

 

-0.03

-5.6

 

 

 

 

 

 

 

 

 

Quantitative Analysis

 

 

 

 

 

 

 

 

My Ability

3.36

6.8

 

3.25

7.2

 

-0.11

0.4

Professor's Effort

3.45

6.8

 

3.40

7.2

 

-0.06

0.4

 

 

 

 

 

 

 

 

 

Qualitative Analysis

 

 

 

 

 

 

 

 

My Ability

3.30

6.8

 

3.25

7.2

 

-0.05

0.4

Professor's Effort

3.41

13.6

 

3.31

8.7

 

-0.10

-4.9

 

 

 

 

 

 

 

 

 

Quant. Anal. (Instrumentation)

 

 

 

 

 

 

 

My Ability

3.34

6.8

 

3.35

4.3

 

0.01

-2.5

Professor's Effort

3.32

18.2

 

3.18

18.8

 

-0.14

0.7

 

 

 

 

 

 

 

 

 

Collect/Interpret Data (Instrumentation)

 

 

 

 

 

 

 

My Ability

3.39

2.3

 

3.37

5.8

 

-0.02

3.5

Professor's Effort

3.43

4.5

 

3.28

11.6

 

-0.15

7.0

 

 

 

 

 

 

 

 

 

Molecular Modeling

 

 

 

 

 

 

 

 

My Ability

 

 

 

3.01

21.7

 

N/A

N/A

Professor's Effort

 

 

 

2.97

27.5

 

N/A

N/A

 

 

 

 

 

 

 

 

 

Ask/Answer Scientific Questions

 

 

 

 

 

 

 

My Ability

2.95

25.0

 

3.06

18.8

 

0.10

-6.2

 

 

 

 

 

 

 

 

 

Chemical Safety

 

 

 

 

 

 

 

 

My Ability

3.12

13.6

 

3.10

17.4

 

-0.01

3.8

 

 

 

 

 

 

 

 

 

Work in Groups/Teams

 

 

 

 

 

 

 

 

My Ability

2.88

29.5

 

3.16

15.9

 

0.28

-13.6

 

 

 

 

 

 

 

 

 

Gain Confidence

 

 

 

 

 

 

 

 

My Ability

2.93

25.0

 

2.96

26.1

 

0.03

1.1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHEM 231 (2003-2004)

 

Students were surveyed about numerous specific/general topics covered in Chem 303-304. 

Each student gave a response of "strongly agree", "agree", "disagree", or "strongly disagree".

These responses were assigned values of 4, 3, 2, and 1, respectively.

Below are the average scores for each question as well as the percent of respondents who

fell into the "disagree" or "strongly disagree" category.

 

An average response of <3.0 was deemed unacceptable.

>20% of respondents answering "disagree" or "strongly disagree" was also deemed unacceptable.

Average scores of 3.0-3.1 and/or if 15-20% responded <2.5 are also noted.

 

A comparison was also made between this year and last year.

A drop in overall average (>0.2) or an increase in the number of "negative" responses (>5.0%) is noted.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2002-2003

 

2003-2004

 

Difference

 

AVG

% < 2.5

 

AVG

% < 2.5

 

(Current-Previous)

Scientific Method

 

 

 

 

 

 

 

 

My Ability

3.12

0.0

 

3.10

0.0

 

-0.02

0.0

Professor's Effort

3.25

0.0

 

2.90

20.0

 

-0.35

20.0

 

 

 

 

 

 

 

 

 

Written Communication

 

 

 

 

 

 

 

 

My Ability

3.38

0.0

 

3.20

10.0

 

-0.18

10.0

Professor's Effort

3.38

0.0

 

3.20

10.0

 

-0.18

10.0

 

 

 

 

 

 

 

 

 

Relate Results to Theory

 

 

 

 

 

 

 

 

My Ability

3.25

0.0

 

3.40

0.0

 

0.15

0.0

Professor's Effort

3.38

0.0

 

3.30

0.0

 

-0.08

0.0

 

 

 

 

 

 

 

 

 

Assess Quality of Data

 

 

 

 

 

 

 

 

My Ability

3.88

0.0

 

3.70

0.0

 

-0.18

0.0

Professor's Effort

4.00

0.0

 

3.50

10.0

 

-0.50

10.0

 

 

 

 

 

 

 

 

 

Solve Chemical Problems

 

 

 

 

 

 

 

 

My Ability

3.50

0.0

 

3.60

0.0

 

0.10

0.0

Professor's Effort

3.50

0.0

 

3.30

10.0

 

-0.20

10.0

 

 

 

 

 

 

 

 

 

Conduct Experiments

 

 

 

 

 

 

 

 

My Ability

3.50

0.0

 

3.30

0.0

 

-0.20

0.0

Professor's Effort

3.50

0.0

 

3.20

0.0

 

-0.30

0.0

 

 

 

 

 

 

 

 

 

Analyze and Interpret Data

 

 

 

 

 

 

 

 

My Ability

3.50

0.0

 

3.20

0.0

 

-0.30

0.0

Professor's Effort

3.50

12.5

 

3.30

10.0

 

-0.20

-2.5

 

 

 

 

 

 

 

 

 

Chemical Safety

 

 

 

 

 

 

 

 

My Ability

3.25

0.0

 

3.20

0.0

 

-0.05

0.0

Professor's Effort

3.12

12.5

 

3.00

20.0

 

-0.12

7.5

 

 

 

 

 

 

 

 

 

Equilibrium

 

 

 

 

 

 

 

 

My Ability

3.50

12.5

 

3.40

0.0

 

-0.10

-12.5

Professor's Effort

3.38

25.0

 

3.40

0.0

 

0.02

-25.0

 

 

 

 

 

 

 

 

 

CHEM 231 (2003-2004 continued)