Chemistry Department Student Learning Outcomes Assessment

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1 Chemistry Department Student Learning Outcomes Assessment Prepared by Anne Marteel-Parrish, Ph.D. Professor of Chemistry and Chair Frank J. Creegan Chair in Green Chemistry Chemistry Department-SLOA-Page 1

2 Table of Contents a. Summary of the Chemistry Department s recent changes responding to previous assessment b. Presentation of student learning outcomes data (as they relate to our goals) for c. Analysis of student learning outcomes data as they relate to recent changes d. Recommendations arising from this year s assessment of student learning outcomes Chemistry Department-SLOA-Page 2

3 a. Summary of the Chemistry Department s recent changes responding to previous assessment One change and an addition have been implemented this past year in the Chemistry Department. In the opinion of the Chemistry Department faculty members, these were necessary to continue to improve the assessment of our students learning outcomes. 1) The change is the implementation of a new seminar course titled Preparing our chemistry majors for the 21 st century. This seminar course works to prepare our chemistry majors for their future professional career so they become successful professionals and experts in the chemistry field. It is expected that our majors 1) become proficient at literature searching, reading and interpreting, 2) increase their awareness about societal and ethical issues either professionally or as citizens and have the background to constructively engage in debates, 3) understand the variety of career options available to chemists, and 4) are involved in a course relying on critical analysis, decision-making within a context, effective oral, written, and visual communication, and cooperative teamwork (skills rarely emphasized in a single chemistry course). Therefore, at the end of this course, the following 4 Cs will have been practiced and mastered: Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation. This course, which is replacing a two two-credit sequence in seminar, serves the purpose of a Disciplinary Research and Writing course meeting the W-3 requirement. It is to be offered annually in the spring and is a required course for all juniors majoring in chemistry. It also fulfills four out of the six current learning goals for our department as mentioned below. Finally it tentatively incorporates two new goals (Goals#7 and 8) in the chemistry major as proposed below. These two new goals are only suggested goals (by Anne as she designed this course) and haven t been approved by the department. The following four learning goals are fulfilled in one course: Goal #2: Effectively use the chemical and other scientific literature Objective a. Students will be able to use the peer-reviewed scientific literature effectively and evaluate technical articles critically. Objective b. Students will know how to search and retrieve specific information from the chemical literature, including using Chemical Abstracts and related databases. Chemistry Department-SLOA-Page 3

4 Goal #4: Develop effective oral, written, and visual scientific communication skills while gaining professional preparation and exposure Objective a. Students will be able to present information in a clear and organized manner. Objective b. Students will be able to write well-organized and concise reports in a scientifically appropriate style. Objective c. Students will be able to use technology such as wordprocessing programs, chemical structure drawing programs, and computerize presentations in their communication. Goal #5: Develop team skills Objective a. Students will be able to work effectively in a group to solve scientific problems. Objective b. Students will be effective leaders as well as effective team members. Objective c. Students will be able to work collaboratively with a diverse group of peers. Goal #6: Develop proper concern for scientific ethics Objective a. Students will conduct themselves responsibly and be aware of the role of chemistry and contemporary societal and global issues. Objective b. Students will understand the role of ethics in scientific research and publication. The following two new goals are proposed in response to the design of this new seminar course: Goal #7: Apply scientific expertise to societal issues either professionally or as citizens Objective a. Students will show their scientific expertise regarding a contemporary societal/moral issue either professionally or as citizens. Chemistry Department-SLOA-Page 4

5 Objective b. Students will be able to provide relevant information in structured arguments to address contemporary issues related to chemistry while working collaboratively. Goal #8: Infuse sustainability science literacy through chemistry education Objective a. Students will be able to connect/apply their knowledge of chemistry to a global sustainability challenge that defines the 21 st century. Objective b. Students will be able to address the role of chemistry in solving (or trying to solve) a global sustainability challenge that defines the 21 st century. As a side note, the other two existing goals (for a total of eight overall goals) are: Goal #1. Develop problem solving, the ultimate goal of a chemical education Goal #3. Develop proper concern for laboratory safety. According to the guidelines and evaluation procedures for Bachelor s Degree Programs, in order to prepare students to enter the workforce or postgraduate education, programs must provide experiences that go beyond chemistry content knowledge to develop competence in other critical skills necessary for a professional chemist. Table 1 summarizes the learning outcomes and the methods of assessment covered in this new course: Table 1: Learning outcomes and methods of assessment for the new seminar course. Learning Outcomes Search and use the chemical literature (Objectives 2a and 2b) Effectively communicate scientific material in oral, written, and visual formats while gaining professional preparation and exposure (Objectives 4a through 4c) Methods of assessment (assignments) Worksheet on literature searching developed in partnership with the information literacy librarian Oral: Participation grade involving in-class debates and discussions Mock interview (in collaboration with the Career Development Center) Questions for professionals in the field of chemistry (through Anne s alumni connections) Practice and final presentations Written: Chemistry Department-SLOA-Page 5

6 Ethics case study Resume building (in collaboration with the Career Development Center) Reflection article on mock interview Evaluation of peer reviewed article Abstract for final presentation Visual: Individual poster on sustainability science literacy Team website on societal issue related to chemistry Develop team skills while learning about societal issues related to chemistry (Objectives 5a through 5c) Develop a greater understanding and appreciation of scientific ethics (Objectives 6a and 6b) Apply scientific expertise to contemporary societal issues (Objectives 7a and 7b) Connect and apply knowledge to a global sustainability challenge of the 21 st century (Objectives 8a and 8b) Team website on societal issue related to chemistry Ethics case study Website on a societal/moral issue related to chemistry Poster on sustainability science literacy 2) The additional component is the implementation of areas of emphasis in the chemistry curriculum, which was approved in December As part of the most recent American Chemical Society () guidelines, the has encouraged chemistry departments to create tracks in the undergraduate chemistry curriculum. According to the guidelines, a degree track is described as a specialized, department-designed curriculum meeting the foundation, in-depth, and laboratory requirements with the goal of providing a coherent program based on [the department s] expertise and interest, to strengthen and develop the chemistry education of its students provided by the foundation course experience. In response to this request, we now offer Areas of Emphasis within the chemistry major at Washington College. This gives students the option to gain recognition for specialization within an area of chemistry, while ensuring sufficient breadth across the Chemistry Department-SLOA-Page 6

7 different sub disciplines. All students can still earn a B.S. in chemistry with or without certification, but students wishing to focus their studies may decide to choose their elective coursework in a way that allows them to complete an area of emphasis. If successful, this area of emphasis will be noted on a student s transcript at graduation. It is not the goal of this program to encourage more students to narrow their studies and students will not be required to select an area of emphasis. Ultimately, we hope this opportunity will increase student awareness for the many sub disciplines within chemistry and will aid our efforts to recruit new students to the college by showcasing the strengths and diversity of our faculty and curriculum. In designing these Areas of Emphasis we had four primary goals: (1) create coherent programs with sufficient breadth and depth, (2) capitalize upon and highlight the expertise of our faculty, (3) utilize courses currently offered within chemistry and related departments, and (4) imbed flexibility into each program to allow for student choice and freedom in departmental course scheduling. Taking these criteria into account, we developed the following optional areas of emphasis: Organic and Medicinal Chemistry Greener Materials Science Physical and Instrumental Chemistry Biophysics and Biological Chemistry Additionally, the Chemistry Department continued to use a rubric for SCE assessment for the fourth year and the standardized tests in introductory and foundation courses, as well as administered the Diagnostic of Undergraduate Chemistry Knowledge (DUCK) exam for all chemistry majors at the end of the spring semester for the third consecutive year. In order to maintain rigor in the development of effective oral and written scientific communication skills throughout existing disciplines, evaluation of lab reports and professional letters allows us to assess writing in the discipline starting with general chemistry up to 300-level courses such as chemistry of biological compounds and inorganic chemistry. b. Presentation of student learning outcomes data (as they relate to our goals) for Measurements of objectives listed under goals 1, 3 and 5 through tracking of topics: Due to the linearity of our program, a tracking system was developed to measure students progress over four years of undergraduate studies in chemistry. Topics from general chemistry have been tracked in organic chemistry for the past six years, in Chemistry Department-SLOA-Page 7

8 inorganic chemistry for eight consecutive semesters, in analytical chemistry for six consecutive fall semesters, and in physical chemistry for the past six years. Scores for each tracked topic were recorded and averages were tabulated (Tables 2-5). Chemistry Department-SLOA-Page 8

9 For organic chemistry: CHE 201 and CHE 202 Table 2: Average scores on tracked topics for organic chemistry. Tracked topic Average Lewis 62% 69% 77% 64% 80% 68% 70% structures 2.Hybridization 72% 89% 83% 75% 73% 72% 77% 3.Dipole 79% NA 85% NA NA NA 82% moments 4.Kinetics 75% 80% NA 63% NA 60% 70% 5.Resonance 56% 56% 59% 65% 80% 73% 65% structures 6.Functional 75% 82% 85% 69% 89% 84% 81% groups 7.Energy 63% 65% 77% 82% 75% 77% 73% 8.Acids and 77% 76% 75% 54% 43% 53% 63% bases 9.Amino acids 84% NA NA NA NA 85% 85% 10.Boiling 60% NA 61% 50% 60% 74% 61% points 11.Effective 83% 76% 77% 82% 85% 82% 81% writing skills (lab portion) Overall average score % For inorganic chemistry (usually offered in the ): CHE 311 Chemistry Department-SLOA-Page 9

10 Table 3: Average scores on tracked topics for inorganic chemistry. Tracked topic Spring Beginning/ End 2014 Beginning/ End 2015 Beginning/ End Average Lewis 79% 87% 48% 80% 90% 83%/93% 81.5%/92% 91.3%/90.1% 81.5% structures, VSEPR and hybridization 7.Energy 65% 81% 81% 76% %/NA 91.7%/NA 86.7%/NA 82.2% % 12.Stereoisom erism 86% 67% 60% 83% 83% NA/93% NA/93.8% NA/94.7% 82.6% 13.Points 72% 83% 78% 79% 89% NA/79% NA/73.8% NA/87.7% 80.2% groups and IR (functional groups) 14.MO 85% 91% 93% 87% 90% NA/92% NA/84.4% NA/91.7% 89.3% diagram 15.Solids 74% 80% % 82% NA/74% NA/81.4% NA/91.2% 82.3% 16.Coordinati on chemistry electron rule 19.Organomet allics % 86% 84% 85% 87% 94% NA/84% NA/80.2% NA/95.3% 86.9% 83% 90% 84% 90% 93% NA/89% NA/89% NA/84.3% 87.8% 56% 69% 75% 70% 84% NA/86% NA/82.2% NA/83% 75.7% Chemistry Department-SLOA-Page 10

11 20.Catalysis 68% 90 % 11. Effective 85% 89 writing skills % (lab portion) Overall average score % 46% 92% NA/82% NA/75.3% NA/86% 75.4% 78% 85% 88% NA/87% NA/87.5% NA/87.8% 85.9% 82.7% For analytical chemistry (only offered in the ): CHE 301 Table 4: Average scores on tracked topics for analytical chemistry. Tracked topic Average Stoichiometry 86% 89% 87% 89% 80% 85% 86% 22.pH 77% 72% 85% 93% 76% 94% 81% 23.Molarity 80% 89% 87% 89% 88% 88% 87% 24.Solubility 75% 63% 70% NA NA 76% 71% 25.Redox 82% 82% 83% NA 81% 80% 82% reactions 26. Nernst 71% NA 93% 79% 86% 62% 78% equation Overall average score % Chemistry Department-SLOA-Page 11

12 For physical chemistry: CHE 305 and CHE 306 Table 5: Average scores on tracked topics for physical chemistry. Tracked topic Average Ideal gas law 100% 83% 94% 81% 92% 93% 91% 28.Standard heats 100% 91% 78% 75% 83% 93% 87% of formation 29.Electrochemical 77% 94% NA NA NA 67% 79% cells 30.Half life 100% 70% 53% NA 80% NA 75% 31.Activation 67% NA 91% 65% 80% 100% 81% energy 32.Quantum 0% NA 85% 64% NA 96% 61% numbers 33.Electronic 100% 89% 72% 75% 80% 76% 82% configurations 1.VSEPR 85% 86% 85% 100% 89% 86% 89% Overall average score % Measurements of objectives listed under goal 3 through organic chemistry laboratory rubric: A rubric was designed in organic chemistry laboratory to assess proper concern for safety. Each semester of organic chemistry covers a total of six experiments. The average score regarding safety was 95.5% in the 2015 and 95.8% in the Spring The average score regarding safety was 97.7% in the 2014 and 99.6% in the Spring Measurements of objectives listed under goal 4 through writing assignments in general chemistry, organic chemistry, inorganic chemistry and chemistry of biological compounds: Table 6 summarizes the average scores obtained by students in writing assignments in general chemistry (lab reports and professional letters), organic chemistry (professional letters in both semesters), inorganic chemistry (lab reports), and in chemistry of biological compounds (final paper). Chemistry Department-SLOA-Page 12

13 Table 6: Average scores for writing in the discipline. General chemistry Organic chemistry Inorganic chemistry (lab reports) 2013: 84.6% 2014: 77.5% 2015: 80.3% 2013: 82.5% 2014: 82.7% 2015: 82.3% 2013: 87.4% 2014: 87.5% Chemistry of biological compounds 2013: 90.9% Spring 2015: 91.8% 2015: 87.8% Spring 2016: 93.2% Spring 2014: 84.8% Spring 2014: 81.2% Spring 2015: 84.9% Spring 2015: 86.6% Spring 2016: 86.2% Spring 2016: 86.6% Average: 83.0% Average: 83.7% Average: 87.6% Average: 92% Measurements of objectives listed under goals 2, 4 and 6 through seminar assessment up to 2015: The results of assessment for chemistry seminar for are presented in Table 7. Table 7: Average scores for chemistry seminar ( ). Chemistry Department-SLOA-Page 13

14 Learning Goal Search the chemical literature (objectives 2a and 2b) Interpret and synthesize the scientific literature (objectives 2a and 2b) Effectively communicate scientific material in written and oral formats (objectives 4a through 4c) Learn computer tools commonly used in the discipline (objective 4c) 2010 senior seminar 2011 senior seminar 2012 senior seminar Spring 2011 junior seminar Spring 2012 junior seminar Spring 2013 junior seminar 2013 senior seminar Spring 2014 junior seminar 2014 senior seminar Spring 2015 junior seminar 2015 senior seminar Average % 100% 90% 90% 90% NA NA 89% 97% 94% NA 92.5% 90% 89% 97% 83% 89% 87% 97% 92% NA 92% NA 91% 81% 88% 90% 89% 90% 90% 89% 89% 90% 89% 90.6% 89% 90% 96% 90% 90% 93% NA NA NA NA NA NA 92% Chemistry Department-SLOA-Page 14

15 Develop a greater understanding and appreciation of scientific ethics (objectives 6 a and 6b) Overall average score % 87% NA 96% 91% 93% 87% NA 88% NA 88% 89% 91% Table 8 presents the assessment data for the new seminar course, which was introduced in Table 1. Table 8: Average scores for the new chemistry seminar (SPRING 2016). Learning Outcomes Search and use the chemical literature (Objectives 2a and 2b) Effectively communicate scientific material in oral, written, and visual formats while gaining professional preparation and exposure (Objectives 4a through 4c) Methods of assessment (assignments) Worksheet on literature searching developed in partnership with the information literacy librarian: 91.8% Oral: Participation grade involving debates, discussions, and questions for professionals in the field of chemistry: 89.5% Practice presentation: 87.7% and final presentation: 92.3% Written: Ethics case study: 88.2% Resume building: 88.0% Reflection article on mock interview: 91.6% Evaluation of peer review article: 92.7% Abstract for final presentation: 95.2% Visual: Individual poster on sustainability science literacy: 89.0% Team website on societal issue related to chemistry: 87.9% Chemistry Department-SLOA-Page 15

16 Develop team skills while learning about societal issues related to chemistry (Objectives 5a through 5c) Develop a greater understanding and appreciation of scientific ethics (Objectives 6a and 6b) Apply scientific expertise to contemporary societal issues (Objectives 7a and 7b) Connect and apply knowledge to a global sustainability challenge of the 21 st century (Objectives 8a and 8b) Team website on societal issue related to chemistry: 87.9% Ethics case study: 88.2% Website on societal/moral issue related to chemistry: 87.9% Poster on sustainability science literacy: 89.0% Chemistry Department-SLOA-Page 16

17 Measurements of objectives listed under goals 1 through 4 using SCE assessment: The results of assessment for SCE for Spring 2012-Spring 2016 are presented in Table 9. Table 9: Average scores for SCE (Spring 2012-Spring 2016). Criteria and corresponding objectives Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Average Neatness and appearance of the poster (objectives 4a and 4c) 89.7% 91.5% 90.0% 91% 91.3% 90.7% Organization of the poster (objective 4a) 90.9% 91.2% 90.2% 90.5% 88.1% 90.2% Effective use of graphs and other visual aids (objective 4c) Effective writing (grammar, spelling, coherent writing) (objective 4b) Effective use of literature searching (background) (objectives 2a and 2b) Ability to learn various laboratory skills and instrumentation useful for the project (objectives 1b, 1c, 1d, 3a, 3b, 3c, 3d) Ability to collect useful data for the project (objective 1a) 89.4% 90.5% 89.2% 90% 89.4% 89.7% 87.2% 89.5% 89.2% 90.5% 88.8% 89.0% 87.5% 90% 87.9% 92.1% 88.8% 89.3% 90.6% 90.8% 88.3% 90.8% 89.4% 90.0% 90.9% 91% 89.8% 90.8% 89.4% 90.4% Chemistry Department-SLOA-Page 17

18 Ability to use technical vocabulary (objectives 4a and 4b) Ability to draw generalizations and conclusions with appropriate evidence (objectives 1a, 1c and 1d) Ability to answer questions during poster presentation (objective 4a) 88.8% 89.5% 88.3% 90.5% 89.4% 89.3% 88.1% 88.8% 87.9% 90.5% 89.4% 88.9% 89.7% 90.2% 88.6% 91.2% 90.6% 90.0% Overall average score % Measurements of objectives listed under goals 1, 3 and 5 through -standardized tests: The results of the -standardized test in organic, analytical, inorganic, physical, and general chemistry are presented in Tables 10, 11, and 12. Chemistry Department-SLOA-Page 18

19 Table 10: Outcomes of the -standardized tests in organic and analytical chemistry. Outcomes Org chem Org chem Org chem Org chem Analy Chem 2013 Analy Chem 2014 Analy Chem 2015 Average score 44.7% 47.1% 40.9% 40.4% 53% 53% 61% Median score 44.3% 45.7% 38.6% 39.3% 53% 51% 62% Highest score 68.6% 74.3% 64.3% 77.1% 68% 76% 80% Lowest score 15.7% 27.1% 25.7% 17.1% 38% 38% 46% Percentile 35% 39% 32% 32% 47% 46% 64% Average percentile per discipline 34.5% 52% The percentile values indicate that our classes scored an average of 34.5 th percentile over the past four years for organic chemistry and an average of 52 nd percentile over the past three years for analytical chemistry compared to the national average. Chemistry Department-SLOA-Page 19

20 Table 11: Outcomes of the -standardized tests in inorganic and physical chemistry. Outcomes Inorg chem 2011 Inorg chem 2012 Inorg chem 2013 Inorg chem 2014 Inorg chem 2015 Phys chem Phys chem Phys chem Phys chem Average score Median score Highest score Lowest score 42.4% 51.7% 44.1% 45.6% 46% 49% 54% 52% 61% 40% 53.3% 46.7% 44.2% 47% 48% 54% 52% 62% 61.7% 56.7% 51.7% 61.7% 51.7% 68% 71% 75% 88% 30% 43.3% 35% 35% 38.3% 36% 34% 29% 40% Percentile 27.8% 47% 30.6% 33.9% 34.4% 33% 43% 39% 55% Average percentage per discipline 35% 43% Chemistry Department-SLOA-Page 20

21 Table 12: Outcomes of the -standardized tests in general chemistry. Gen chem Gen chem Gen chem Outcomes Average score 60.0% 58.9% 62.2% Median score 63.8% 60.3% 60.7% Highest score 84.8% 85.0% 86.9% Lowest score 33.8% 38% 32.2% Percentile 64.5% 61.9% NA Average score over three years 60.4% Note: The standardized test was not administered in the spring of 2016 due to exceptional circumstances in the fall semester leading to an extended period of missed classes. Because of the lack of preparation of the students for this type of standardized test, it was decided to administer a common series of multiple choice questions equivalent to the ones on the standardized test as part of the general chemistry final exam. Chemistry Department-SLOA-Page 21

22 Measurements of objectives listed under goals 1, 3 and 5 through the DUCK exam: The results of the DUCK exam are presented in Tables 13 and 14. Table 13: Outcomes of the DUCK standardized test covering topics from organic, analytical/instrumental, physical and inorganic chemistry (only for seniors majoring in chemistry). Outcomes Average score Median score Highest score 2012 Spring 2014 Spring 2015 Spring % 44.7% 52.7% 49.4% 50.8% 45.0% 48.3% 48.3% 85.0% 61.7% 71.7% 63.3% Average DUCK % 48.1% 70.4% Lowest score 28.3% 16.7% 43.3% 36.7% 31.3% Percentile 51.4% 35.5% 49.5% 42% 44.6% The aggregate scores per discipline for the DUCK exam are presented in Table 14. Table 14: Outcome per discipline for the DUCK exam. Discipline covered in the DUCK exam Organic chemistry Analytical/ instrumental chemistry Physical chemistry Inorganic chemistry FALL 2013 % students who got the correct answers 64.1% 50.0% 46.9% 49.2% Chemistry Department-SLOA-Page 22

23 SPRING 2014 % students who got the correct answers SPRING 2015 % students who got the correct answers SPRING 2016 % students who got the correct answers 49.2% 48.3% 28.2% 50.0% 57.3% 50.6% 44.4% 52.7% 56.8% 46.4% 44.2% 46.2% c. Analysis of student learning outcomes data as they relate to recent changes Analysis of measurements of objectives listed under goals 1, 3 and 5 through tracking of topics (Tables 2-5): The main outcomes of the analysis of the topics tracked are three-fold: 1) assess the level of competency of our students throughout their four years of undergraduate studies, 2) help our students pinpoint their weaknesses, and 3) try to reduce the gap among students belonging to the same cohort. Comparing the outcomes of the tracked topics in organic chemistry to the ones in analytical, inorganic, and physical chemistry, the lower percentages obtained in organic chemistry make sense since they reflect the wide variety of students background. The wide discrepancy of students understanding of chemistry is also reflected in general chemistry. Only a minority of students in organic chemistry are declared chemistry majors. On the other hand, students who are taking analytical chemistry are either declared majors or minors in chemistry or are biology majors with a concentration in biochemistry. The status of the students as well as their level of commitment need to be taken into account when evaluating the data. Students taking inorganic and physical chemistry are mostly majors while some are minors. Additionally, inorganic chemistry is a course required for the certification (and mostly taken only by certified majors). Only one semester of physical chemistry is necessary to be on the certified track. Consistency was observed this year with some high notes along the way for these two courses. Chemistry Department-SLOA-Page 23

24 We need to keep in mind that we had an exceptionally strong class of graduated seniors in May (final average GPA = 3.44). We also have an outstanding cohort of rising seniors (current average GPA = 3.64) majoring in chemistry, which account for high percentages obtained in 300-level courses. Analysis of measurements of objectives listed under goal 3 through organic chemistry laboratory rubric: Objectives listed under proper concern for safety are quantified in organic chemistry experiments. While safety is reinforced in the laboratory sections of general chemistry and organic chemistry, objectives listed under proper concern for safety are only quantified in organic chemistry experiments. A small decrease in percentages was observed this year. While teams of students appropriately wore their personal protective equipment (PPE), some groups had trouble using the correct solvents (even if they were properly labeled) in organic chemistry laboratory. Analysis of measurements of objectives listed under goal 4 through writing assignments in general chemistry, organic chemistry, inorganic chemistry and chemistry of biological compounds (Table 6): The data for the average score on assignments related to writing in the discipline either increased or remained consistent this past year. This demonstrates the efficiency of the process of introducing formal lab reports as well as professional letters at the introductory level. It also shows that practicing consistent scientific writing through the entirety of the undergraduate learning experience is a valuable way to reach proficiency. Analysis of measurements of objectives listed under goals 2, 4-8 through seminar assessment (Tables 7 and 8): The data acquired in junior and senior seminars for the past five years illustrates a strong commitment of the instructor in charge of this course as well as a dedicated group of chemistry majors to mastering goals 2, and 4-8. Additionally, to the high caliber of our graduating cohort of seniors and of our most recent group of juniors, it is anticipated that the new four-credit seminar course will continue to provide a meaningful way to assess goals 2, 4-6, and tentatively 7-8. The department s new seminar course will also ensure that our students are fully prepared as citizens of the 21 st century and professionals in chemistry or in a chemistry-related discipline. Chemistry Department-SLOA-Page 24

25 Eight assignments were delineated and assessed in the new seminar course. The oneon-one guidance, the small class size (11 students), as well as the crafting of a detailed rubric for each assignment helped fulfill high expectations (and ultimately higher than expected grades). This new seminar course is off to a great start but future data will convey if additional modifications need to be implemented. It is expected that this course will be offered annually in the spring semester and that consistency in content and format will be maintained independently of the instructor. Analysis of measurements of objectives listed under goals 1 through 4 using SCE assessment (Table 9): All averages scores showed a slight decrease for each category of the SCE poster presentation (except the first one) being evaluated. Our expectations may have been greater than usual for this high achieving group of seniors. The process of evaluation for the SCE poster presentation went digital this year via the use of a Qualtrics survey for both the in-depth literature based SCE and the lab-based one. Analysis of measurements of objectives listed under goals 1, 3 and 5 through standardized tests (Tables 10-12): While the average scores decreased in organic chemistry, all other disciplines averages increased (with significant increases in analytical chemistry and physical chemistry) or remained the same this past year. This is very encouraging especially knowing that students in inorganic chemistry, for example, only have one semester of instruction while the test is based on a two-semester course. Conscious efforts are made through introductory and foundation courses to prepare our students to take standardized tests under time constraint. However an unusual course of events took place in November and due to the number of missed class periods and the lack of preparation and practice, students in general chemistry did not take the standardized test as part of their final exam. As a compromise all students in the three lecture sessions had to answer the same multiple choice questions phrased in a similar manner to the test questions. It is important to keep in mind that this year s data in general chemistry can t be evaluated along the same lines as the ones for the past two years. While the overall average increased in general chemistry, once again significant discrepancies were seen among all three sections of general chemistry, especially between the honors general chemistry and the two regular sections of general Chemistry Department-SLOA-Page 25

26 chemistry. While this is expected, the department will evaluate best practices in general chemistry (evaluation of the use of a textbook, content, and format of the course) after the arrival of our new visiting assistant professor. Analysis of measurements of objectives listed under goals 1, 3 and 5 through the DUCK exam (Tables 13 and 14): This closing-the-loop standardized test is a reflection of how our chemistry majors are doing in our foundation chemistry courses. This was the fourth time this exam was administered to our seniors (but the third time in the spring). Seniors are required to take this diagnostic exam at the end of the spring semester as part of their graduation requirements. Eight seniors took the exam this year. Average scores for the DUCK exam were lower than last year and a similar decrease was also observed in the percentage of students who got the correct answers across the four foundation courses in chemistry. While all students are required to take organic and analytical chemistry, this is not the case for inorganic chemistry and a year-long of physical chemistry. It is worth noting that there is no incentive for students to study for this test since it is not included in the grade computation associated with a course. If the department would want to offer the option of having an exam as a third option for the fulfillment of the Senior Capstone Experience, a different approach would be taken by the department and ultimately by the students. d. Recommendations arising from this year s assessment of student learning outcomes The following recommendations will guide the Chemistry Department for its assessment plan for : Continue the tracking of topics throughout our hierarchical curriculum Continue to use the new Qualtrics rubric developed for SCE and to administer the DUCK exam at the end of the Spring semester for our seniors Continue to use the standardized test in introductory and foundation courses in chemistry Continue to work on the development of appropriate assessment tools for the new seminar course Possibly re-evaluate the process of obtaining departmental honors for chemistry majors (our number of students wanting to go through the oral examination in pursuit of departmental honors has decreased in the past couple of years independently of the number of eligible students) Chemistry Department-SLOA-Page 26

27 Continue to publicize our areas of emphasis (a new brochure was designed in collaboration with the Admissions office) and possibly find a way to assess each area of emphasis (Organic and Medicinal Chemistry, Greener Materials Science, Physical and Instrumental Chemistry, and Biophysics and Biological Chemistry). Respectfully submitted, Anne Marteel-Parrish Note: This is Anne s fifth SLOA report as Chair of the Chemistry Department. The next report will be prepared by Aaron Amick. Chemistry Department-SLOA-Page 27

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