Student Outcomes Assessment Plan
Department of Chemistry
SUNY-ESF
117 Jahn Lab
December 2008
Introduction
The Chemistry Department at SUNY-ESF was established in 1917 and has been
effectively serving its stakeholders for over 90 years. The department currently offers the B.S.
degree, thesis-based M.S. and Ph.D degrees, and a course-work focused M.P.S. Enrollment
averages around 50-60 undergraduates and 40-50 graduate students the majority of which are
full time. Historically, many of the chemistry courses required for the B.S. have been taught at
neighboring Syracuse University (SU). Essentially all have evolved back to SUNY-ESF over
the past decade. Although our undergraduate program does not have American Chemical
Society (ACS) certification, this is a strategic departmental objective which is now possible
since all necessary courses are taught at our institution, an ACS requirement. Several
advanced chemistry courses needed for the M.P.S, M.S. and Ph.D. degrees are still provided
by SU.
A differentiating feature of our undergraduate and graduate programs is our areas of
specialization: environmental chemistry, polymer chemistry, biochemistry / natural products.
Each student is required to take the full compliment of traditional chemistry courses plus a
cluster of courses in one of our specialties. A unifying theme of the chemistry curriculum at
ESF is an emphasis on how humans interact with the global environment. Our departmental
motto is “Chemistry with Purpose”.
Learning Outcomes
Although specific learning outcomes may differ in scope and complexity, each of our
degree programs have several common elements:
(1) A sound understanding of the fundamental chemical principles and underlying theories in
the core areas of chemistry (analytical, organic, inorganic, physical) with an emphasis on
critical thinking and problem-solving.
These are the key areas of chemistry that have been traditionally considered essential
for a graduate to be considered a chemist. All undergraduate and graduate students must
successfully complete a prescribed course sequence in each of these areas.
(2) A sound understanding of the fundamental chemical principles, underlying theories, and
applications of one of the departmental specialties (biochemistry/natural products,
environmental, polymer).
2
Our program emphasizes advancement of chemistry in the service of humans'
interaction with our environment. To that end, our students must complete a 3-course
sequence in one of our areas of specialization in addition to the commonly-recognized core
requirements for a chemistry degree.
(3) “Hands-on” skills and knowledge of safe practices in the experimental and instrumental
aspects of chemistry through laboratory course experiences and independent research
projects.
Safe laboratory practice and safe handling of chemicals is emphasized throughout the
curriculum. Students receive an introduction to chemical safety as part of their first-semester
orientation course (FCH 132) and receive additional safety instruction in all laboratory
courses and are held to strict safety standards in those courses.
Chemistry is not just something that our students study, it is something that they learn
to do. The curriculum includes extensive laboratory work, with at least one laboratory class
every semester for undergraduates. These classes include increasingly independent work at
the higher levels, and use of research-grade equipment.
(4) Competencies in the various “tools” required for the successful practice of chemistry:
math, statistics, computer applications, information technology, etc, including the ability to
critically evaluate the chemical literature as applied to their disciplines and to analyze data
using appropriate tools.
Students are expected not only to master the basic body of knowledge of chemistry,
but also to apply that knowledge to solving chemical problems. This is accomplished in
lecture and laboratory courses, with increasing expectations of independent thinking in
higher-level courses, and culminates with a independent research project and report for all
degrees except the M.P.S.
(5) The ability to communicate effectively orally and in writing to both technical and general
audiences.
Chemistry students complete the general education requirements expected of all ESF
students. In addition, students receive instruction in and practice communication of chemical
information both orally and in writing. This occurs as part of class requirements for some
core topic classes. In addition, students must complete required classes in seminar
presentation, use of scientific literature and scientific writing.
(6)The ability to engage in independent inquiry, using a hypothesis-driven approach based
on the scientific method, thereby integrating Items 1-5 above.
As a Ph.D. degree granting department, research is a vital element in our departmental
way of life and is infused into all of our degree programs. For the B.S., a 5 credit lab-based
“Introduction to Research” (FCH498) is required. The M.S. and Ph.D. degree programs
typically include 12-30 credits of independent research, respectively. Although a thesis is not
3
required for the M.P.S., students are provided with opportunities for research experiences in
this program as well which may be used to satisfy the “Integrative Experience” requirement.
(7) An awareness of the ethical impact of personal and professional behavior.
Our program emphasizes personal academic integrity, reinforced by a strong Collegewide Code of Conduct. In addition, we develop within our students an awareness of the
impact of chemical science on the global environment.
Assessment Plan
B.S. Program: Historically, undergraduate student outcomes have been measured in
the following ways by the chemistry faculty:
Academic performance: The primary tools to assess learning outcomes are the usual
measures of academic performance on in-class examinations and laboratory exercises. Some
classes also require extensive laboratory reports, research papers or oral presentations. All
students must prepare a literature review paper and a report on an independent research
project.
Academic success (GPA): Students must meet ESF's minimum standards of a GPA of 2.0 in
order to graduate. Students falling below a GPA of 2.0 anytime during their academic career
are either placed on academic probation or dismissed.
Retention: Student retention reflects student interest and satisfaction with the program as
well as academic success as they progress through it.
Employment and professional school placement: ESF surveys graduates to determine how
many have found employment in or out of their fields and how many have gone on to
graduate and professional schools. Chemistry faculty frequently fill in blanks of that survey
since we usually know what has become of our students.
Exit interview: The Department Chair conducts a group exit interview with graduating
seniors each year. The purpose of this interview is to determine overall satisfaction with the
chemistry program and the ESF experience in general, and to identify areas that students think
need attention.
Looking forward, our department recognizes the need to make our assessment process
more formal and quantitative for our BS program by establishing linkages between desired
learning outcomes, specific performance measures, analysis of results, and follow-up actions
taken. Our overall “outcome assessment matrix” is provided in Appendix FCH-I for the B.S.
program and a more detailed mapping of learning outcomes to specific courses is attached as
Appendix FCH-II. A sample assessment for General Chemistry I and II is provided as
Appendix FCH-II-B.
4
For the B.S. degree, most of the desired “Learning Outcomes” will be achieved
through: (1) coursework, (2) lab courses, (3) research experiences, (4) seminars and, (5) a
“capstone” project involving a research proposal and semester-long project culminating in a
written report, as shown in Appendix FCH-I. Assessment tools will include: (1) course and
lab grades, (2) National standardized topical exams available through the American Chemical
Society (ACS), (3) Faculty assessment of performance in the “Capstone” experience
(research proposal, research itself, and final report) using a new survey instrument (Appendix
FCH-IX).
From an organizational infrastructure perspective, it will be necessary for the
Chemistry Department to create a new committee to aid in the collection of data to support
our evolving assessment initiative. Although, historically, we have had an Undergraduate
Curriculum Coordinator (Prof. Paul Caluwe through 2008; Professor Mark Teece, starting
2009) we will establish a formal Undergraduate Curriculum Committee (UCC) with a charge
to periodically review our curriculum and propose changes, and to monitor the assessment
process on an annual basis.
M.P.S. Program: The M.P.S. program in chemistry was approved during the Spring
2008 semester and students were accepted for the Summer 2008 and Fall 2008 academic
terms. A minimum of 33 credits are required culminating in an internship or integrative
experience (no dissertation is required) with 15 credits of advanced chemistry courses,
including three credits of coursework in three of the four subject areas of Biochemistry,
Environmental Chemistry, Natural Products/Organic Chemistry and Polymer Chemistry. 6
credits of additional graduate coursework in science, engineering or mathematics are also
required plus 3 credits of seminar and 3 credits for the internship / integrative experience. 6
credits of “electives” approved by the student’s Steering Committee are also required. A
student outcomes assessment plan matrix for the M.P.S. program is provided in Appendix
FCH-III.
M.S. and Ph.D Programs: SUNY-ESF has a long tradition of providing researchintensive, dissertation based M.S. and Ph.D. degrees in chemistry focused in the following
specialized areas: environmental chemistry, natural and synthetic polymer chemistry,
biochemistry / natural products chemistry. The M.S requires successful competition of 30
credit hours of which 18 are courses while the Ph.D requires at least 60 credits with 30 being
graduate coursework. The remaining credits are awarded for dissertation research (M.S., FCH
899; Ph.D., FCH 999. Each program requires a written thesis based on original research, a
Capstone Seminar on this research, and an oral thesis defense. Although we have had a
Graduate Curriculum Coordinator (Prof. Israel Cabasso) in the past, we will establish a formal
Graduate Curriculum Committee (GCC) with a charge to periodically review our curriculum
and propose changes, and to monitor the assessment process on an annual basis.
M.S.: Historically, the M.S. program was informally assessed by our faculty based on:
(1) Student GPA (> 3.0), (2) performance in required seminar courses, (3) the quality of the
Capstone seminar presentation, (4) the scientific content and writing quality of the M.S.
thesis, (5) the ability of the student to use fundamentally sound scientific judgment and
critical thinking during their dissertation defense. A M.S. degree assessment plan, based on
5
specific student outcomes, is provided as Appendix FCH-IV. This plan includes an additional
assessment tool, in the form of a survey (Appendix FCH-X) that is completed by the
Candidate’s Defense Committee (Steering Committee plus Examiners) at the time of the
Capstone seminar and thesis defense. These surveys will be reviewed annually by the GCC.
How individual courses in each of our sub-disciplines relate to our assessment tools is
summarized in Appendix FCH-VI-MS.
Ph.D.: Completion of the Ph.D. program in chemistry requires the student successfully
pass two “Qualifying” exams: (1) Preliminary Exam, (2) Candidacy Exam. During the first
1.5 years, Ph.D track students take “Preliminary Exams” in two of the following three areas:
organic chemistry, physical chemistry or analytical chemistry. These exams consist of a
written section followed by an oral defense. Students may take each exam two times.
Performance on these exams helps guide the Major Professor in selecting appropriate
additional course work or skill experiences that will enhance the student’s potential for
success. Failure of the Preliminary Exam results in the student reverting to a M.S. track. No
sooner than one year before completing the Ph.D program, students must take a Candidacy
Exam which involves a written exam on a subject different from their research selected by
their Steering Committee, or a research proposal detailing their dissertation research, each
followed by an oral defense.
Prior assessment of the Ph.D. program involved each of the 5 items listed above for
the M.S plus student performance on the Preliminary and Candidacy exams as evaluated by
the Major Professor and the chemistry faculty at large, the thesis and its oral defense (pass /
fail, re-write, etc) and the Capstone Seminar.
An assessment plan for the Ph.D., based on a formal review of specific desirable
student outcomes, is provided as Appendix FCH-V. Assessment tools include (1) course and
lab grades, (2) ACS standardized exams, (3) Preliminary Exams, (3) Dissertation Research
(FCH999), (4) Candidacy Exam, (5) Capstone Seminar, thesis and defense as evaluated using
a new survey instrument completed by the Defense Committee (Appendix FCH-X). How
individual courses in each of our sub-disciplines relate to assessment tools is summarized in
Appendix FCH-VI-PhD.
Appendix FCH-I: BS in Chemistry
Learning
Outcomes
(1) A sound understanding of the fundamental chemical
principles and underlying theories in the core areas of
chemistry (analytical, organic, inorganic, physical) with an
emphasis on critical thinking and problem-solving.
How are
Outcomes
Achieved ?
Core Courses (1; see
Appendix FCH-II)
How to Assess
(8)
(1) Course Grades
(2) ACS exams in
Gen Chem, Organic,
Physical.
Data Collection Plan
(1) Undergraduate Curriculum
Committee (UCC) will review course
grades for Chem majors submitted by
each core course Instructor.
(2) UCC to compare Chem major
average grades on Standard Exams to
national averages
(2) A sound understanding of the fundamental chemical
principles, underlying theories, and applications of one of the
departmental specialties (biochemistry/natural products,
environmental, polymer).
Advanced Courses
(2) and Labs
(3) “Hands-on” skills and knowledge of safe practices in the
experimental and instrumental aspects of chemistry through
laboratory course experiences and independent research
projects.
Lab Courses (3) +
Senior Research
Senior Research
(FCH498)
(4) Competencies in the various “tools” required for the
successful practice of chemistry: math, statistics, computer
applications, information technology, etc, including the
ability to critically evaluate the chemical literature as applied
to their disciplines and to analyze data using appropriate
tools.
Required courses and
electives (4). Lab
courses.
(5) The ability to communicate effectively orally and in
writing to both technical and general audiences.
Required Writing
Courses (5)
Senior research
proposal and paper;
(1) Course grades
For 1 and 2; Assess Gen and Org Chem
every two years, higher level courses
every three years.
Same as Outcome 1
(2) ACS Exams in
Polymer, Bio and
Analytical Chem
(1) Lab course grades
(1) Same as Outcome 1
(2) Advisor for FCH
498 research project
will complete a
survey on the skill
preparedness of their
senior student.
(1) Degree of usage
in higher level lab
courses
(2) Quality of senior
Research Proposals
and Final reports
(2) The UCC compiles survey results
and reports common deficiencies to
undergraduate lab course instructors.
Quality of senior
research proposal
(FCH495) and
Research Report
(FCH498)
Advisor for FCH498 will complete a
survey (Appendix FCH-IX) at the
conclusion of this course which will be
reviewed annually by the UCC
(annually)
(1) Same as Outcome 1
(2) Advisor for FCH498 will complete
a survey (Appendix FCH-IX) at the
conclusion of this course which will be
reviewed annually by the UCC
(annually)
Results of Assessment
and Targets
Initial review will take place
in May 2009
(1) Target: 80% of majors
achieve C or better in core
courses.
(2) Median on national
exams for chem. majors is
equal to national median.)
(1) Target: 80% of majors
get B or better in “options”
courses and (2) upper
25%ile in ACS exams. )
(1) Target: 80% of majors
achieve B or better in core
lab courses.
(2) Target: No significant
lab safety incidents or
accidents.
(1) Target: 80% of majors
achieve B or better in tools
courses.
(2) 90% of majors show no
significant deficiencies in
tools based on FCH- IX
survey.
90% of majors show no
significant deficiencies in
communication based on
FCH- IX survey
Actions Taken
Senior Seminar
(6)The ability to engage in independent inquiry, using a
hypothesis-driven approach based on the scientific method,
thereby integrating Items 1-5 above.
Senior Research (6)
(7) An awareness of the ethical impact of personal and
professional behavior
FCH132 Orientation
Course.
FCH495 Professional
Chem Course
FCH497 Senior
seminar
(2) Quality of
seminar (FCH497)
(1) Grade in FCH
498
(2) Publication
quality of FCH 498
research reports
(1) Exit Interview
conducted during
FCH497
(2) Adherence to
Academic Integrity
policies
UCC will review grades and FCH498
faculty survey results (Appendix FCHIX)
(1) FCH497 Instructor will complete a
report for review by the UCC
(2) Number of FCH students
involved in judiciary proceedings
(1) 90% of majors receive a
grade of B or better in FCH
498.
(2) 75% of students in
FCH498 contribute to a
publication.
(1) 100% of students
appreciate the need to
adhere to personal and
professional ethics.
(2) 0% of majors are subject
to judiciary proceedings
Notes:
(1) Foundation Chemical Principle Courses: General Chem I, II (FCH 150, 152); Organic Chem I,II, III (FCH 221, 223, 325); Physical Chem I,II (FCH 360, 36), Analytical I, II (FCH 380, 381);
Inorganic Chem (FCH 410).
(2) Advanced, Specialty Courses: Biochem Option – Biochem I, II and Lab (FCH 530, 532, 531); Environmental Option – Environmental Chemistry I, II, Methods in Environment Chem. Analysis
(FCH 510, 511, 515); Polymer Chemistry Option – Polymer Proprieties and Technology, Polymer Synthesis, Polymer Techniques (FCH 552, 550, 551).
(3) Lab Courses: Gen Chem I, II (FCH 151, 153); Organic (FCH 222, 224; Part of FCH 325), Analytical (Integral part of FCH 380, 381); Specialty Options - Students take one of the following: FCH
531, FCH 515, FCH 551; Introduction to Research (FCH 498).
(4) Tools: Math – Cal I, II, II (MAT 295, 296, 397), Computing Elective (APM 255), Spectrometric Identification of Organic Compounds (FCH 384), Information Literacy (ESF 200); Professional
Chemistry (FCH495).
(5) Communication: Writing (CLL 190, 290, 405); Undergraduate Seminar (FCH497); Capstone Research Experience (Proposal writing + Independent research report; FCH 495, 498). General
Education requirements in History, Western Civilization, Other World Civilizations, The Arts, Social Science, etc.
(6) Independent Inquiry: Introduction to Research (FCH 498)
(7) Ethics: Chemistry Orientation (FCH 132), Professional Chemistry (FCH 495); Multidisciplinary teams - Most lab courses and FCH 384 where students work in groups.
(8) Our goal is that 80% or our Chem majors get a C or better in courses and labs. .
Appendix FCH-II: Course Work Required for Chemistry Major and Learning Outcomes Matrix
Learning
Outcome
FCH
132
FCH
150
FCH
151
Lab
x
FCH
152
FCH
153
Lab
x
FCH
221
1
X
X
X
2 (Below)
3
X
X
4
5
6
X
X
X
X
X
7
X
X: Major, significant impact on achieving learning outcome
x: Impact on learning outcomes
FCH
222
Lab
x
FCH
223
X
X
X
X
FCH
224
Lab
x
FCH
325
FCH
360
FCH
361
FCH
380
FCH
381
FCH
384
FCH
410
X
X
X
X
X
x
X
X
X
X
x
X
x
X
X
X
X
X
X
X
X
X
X
FCH
495
1
2
3
4
5
6
7
FCH
510
FCH
511
FCH
515
Lab
FCH
530
FCH
531
Lab
FCH
532
FCH
550
FCH
551
Lab
FCH
552
FCH
390
FCH
524
FCH
540
E
E
E
X
X
B
B
X
X
B
P
P
X
X
P
E
E
B,P
Calc
I-III
CLL
190
290
CLL
405
ESF
200
X
X
X
X
X
Biochem/ Natural Prod. Option (B) : FCH 530,531,532; FCH390, 524
Environmental Chem Option (E): FCH 510,551,515
Polymer Option (P): FCH 550,551,552
APM
255
X
X
X
X
X
FCH
498
x
Appendix FCH-II: Continued - Course Work Required for Curriculum Options and Skills
Learning
Outcome
FCH
497
X
X
X
X
X
X
X
X
X
X
X
Appendix FCH-III: MPS in Chemistry
Learning Outcomes
(1) An advanced understanding of the fundamental
chemical principles and underlying theories in the
core areas of chemistry (analytical, organic, inorganic,
physical and biochemistry), with an emphasis on
critical thinking and independent problem-solving.
How are Outcomes
Achieved ?
(a) Applicants must have
completed coursework in
organic, physical, analytical,
biochemical and inorganic
chemistry prior to admission to
the program.
(b) 9 additional credits of
chemistry are required that must
be distributed among 3 or more
areas of chemistry:
biochemistry, natural product,
environmental or polymer
chemistry.
How to Assess these
outcomes?
Data Collection Plan
(1) Midterm and final grades in the
individual classes.
(1) Graduate Curriculum Committee
(GCC) will review course grades for all
MPS students submitted by course
Instructor who will also provide “median”
grade data over time.
(2) ACS standardized Exams
(3) Ability to integrate and present
that information through seminars
and the integrative experience
1 and 2 will be done every two years.
(2) An advanced understanding of the fundamental
chemical principles, underlying theories and
applications of one of the departmental specialties
(biochemistry/natural products, environmental,
polymer).
Students must take at least 9
credits of advanced chemistry in
one of the four areas:
biochemistry, natural product,
environmental or polymer
chemistry.
(1) Course grades
(3) “Hands-on” skills and knowledge of safe
practices in the experimental and instrumental aspects
of chemistry through graduate-level laboratory course
experiences and independent research
If not already completed as part
of the admission requirements,
Student will be encouraged to
take on of the graduate
laboratory courses: FCH531,
FCH515, FCH 551
(b) Integrative experience is
required. This may or may not
be laboratory
(a) Students are required to take
six credits of other coursework
in the areas of math, science or
engineering as approved by the
steering committee. The
students steering committee is
charged with identifying if tools
such as statistics or computer
applications are needed and
(4) Competencies in the various “tools” required for
the successful practice of chemistry: math, statistics,
computer applications, information technology, etc,
including the ability to analyze data using appropriate
tools.
(2) GCC to compare MS student average
grades on Standard Exams to national
averages.
Results of
Assessment
Initial review will take
place in May 2009
(1) Target: 90% of MPS
students will achieve a
grade of B or better in
core courses.
Actions Taken
If necessary, the student
graduate advising committee
will recommend additional
coursework as part of their
Form 3B_MPS process
(2) Median on national
exams for MPS students
is equal to national
median.
Same as Data Collection for Outcome 1
Target: 90% of MPS
students will achieve B or
better in core courses,
seminars and integrative
experience.
Same as outcome 1
(a) Grades in the laboratory course
reflect hands on skills and
knowledge of experimental
practices.
(b) Ability to integrate and present
that information into the
integrative experience if
applicable.
(1) Same as Data Collection for Outcome
1
Target: no safety issues
resulting from improper
practices in the labs.
Safety issue are addressed in
the seminar courses as in TA
meeting with the lab
instructors.
(a) Grades in the individual class
(b) Ability to integrate and present
that information through seminars
and the integrative experience
(a) Grades in the individual seminar class
(b) The results of the integrative
experience are distributed to three
reviewers, of which at least one is from
outside the department. Reviewers are
asked to comment on ability to meet the
learning objectives and submitted to the
MPS graduate coordinator.
(2) Ability to integrate and present
that information through seminars
and the integrative experience
(2) The Major Professor reports any
systematic lab safety issues to the GCC
for discussion in seminar courses.
High quality analysis as
part of the integrate
experience.
High quality analysis as
part of the integrative
experience as evidenced
in survey FCH-X.
Same as outcome 1
(5) The ability to communicate effectively orally and
in writing to both technical and general audiences.
identifying appropriate
coursework or mechanism to
obtain those tools
(a) Student is required to
present 3 1-credit seminars.
(b) Integrative experience (3cr)
requires that the student present
the results of their experience
through written and oral
expression
(6) The ability to effectively apply fundamental
chemical principles and critical thinking in achieving
the objectives of an “Integrative Experience” such as
an internship or independent research project.
(a) Integrative experience (3cr)
requires that the student apply
fundamental chemical principles
to given problem.
(7) An advanced awareness of the ethical impact of
chemical science upon society and the global
environment.
(a) Seminars and integrative
experiences are encouraged to
include ethical discussions.
(b) Students are asked to attend
departmental seminars that
impacts of chemical sciences on
the wider environment.
(a) Grades in the individual
seminar class
(b) The results of the integrative
experience are distributed to three
reviewers, of which at least one is
from outside the department.
Reviewers are asked to comment
on ability to meet the learning
objectives.
(a) The results of the integrative
experience are distributed to three
reviewers, of which at least one is
from outside the department.
Reviewers are asked to comment
on ability to meet the learning
objectives.
(1) Adherence to Academic
Integrity policies
(1) Same as Data Collection for Outcome
1
(2) Each steering committee member
completes a survey at the time of the
integrative experience and these survey
results are complied annually by the GCC
(See Appendix FCH-X). The GCC
reviews these annually.
Each steering committee member
completes a survey at the time of the
defense and survey results are complied
annually by the GCC (See Appendix
FCH-X). The GCC reviews these
annually.
(1) Number of MS students
involved in judiciary proceedings
90% of MPS students
show no significant
deficiencies in
communication based on
FCH- X survey
Same as outcome 1
90% of MPS students
show no significant
deficiencies in
communication based on
FCH- X survey
Our goal is for 0 students
to be involved in judiciary
proceedings
Any student involved in a
judiciary proceeding with
undergo counciling by the
Graduate advisor and
department chair.
Notes:
(1) Advanced Chemical Principle Courses: CHE 546 Molecular Spectroscopy, CHE 575 Organic Spectroscopy, CHE 611 Inorganic Chemistry, CHE 612 Bio-inorganic, CHE 626 Organometallic
Chem, CHE 627 Intermediate Organic, CHE 634 Advanced Chemical Instrumentation, CHE 636 – Advanced Physical Chem, CHE 645 Quantum Mechanics, CHE 655 Quantum Chemistry, CHE
656 Chemical Thermodynamics, CHE 666 Statistical Mechanics, CHE 675 Advanced Organic, CHE 676 Organic Synthesis, CHE 685 Organic Mechanisms, CHE 686 Advanced Synthesis.
(2) Advanced, Specialty Courses: Biochem Option – Biochem I, II and Lab (FCH 530, 532, 531), Plant Biochemistry FCH 630, CHE 677 Biochemical methods; Environmental Option –
Environmental Chemistry I, II, Methods in Environment Chem. Analysis (FCH 510, 511, 515), FCH 796 Oceanography; FCH 796 Stable Isotopes; FCH 796 Biogeochemistry; Polymer Chemistry
Option – Polymer Proprieties and Technology, Polymer Synthesis, Polymer Techniques (FCH 552, 550, 551), FCH 571 – Wood Chemistry I), FCH650 – Statistical Physics and Chemistry of
Polymers. FCH 520 Nuclear and Radiation Chemistry
(3) Lab Courses: Specialty Options - Students take one or more of the following: FCH 531, FCH 515, FCH 551; FCH 899 MS Thesis Research.
(4) Our goal is that 90% or our MS students get a B or better in courses and labs. .
Appendix FCH-IV: MS in Chemistry
Learning
Outcomes
(1) A sound understanding of the fundamental
chemical principles and underlying theories in the
core areas of chemistry (analytical, organic, inorganic,
physical), with an emphasis on critical thinking and
problem-solving.
How are Outcomes
Achieved ?
Advanced chemistry
courses in Organic,
Physical, Analytical,
Inorganic (1).
(2) A sound understanding of the fundamental
chemical principles, underlying theories, and
applications of one of the departmental specialties
(biochemistry/natural products, environmental,
polymer).
Advanced Specialty
Courses (2) and Labs
(3) “Hands-on” skills and knowledge of safe
practices in the experimental and instrumental aspects
of chemistry through laboratory course experiences
and independent research projects.
Lab Courses (3) + Thesis
Research (FCH899)
How to Assess
(4)
(1) Course Grades
(2) ACS
Standardized Exams
(1) Course grades
Data Collection Plan
(1) Graduate Curriculum Committee
(GCC) will review course grades for
all MS students submitted by course
Instructor who will also provide
“median” grade data over time.
Initial review will take place in
May 2009
(2) GCC to compare MS student
average grades on Standard Exams to
national averages
(2) Median on national exams for
MS students is equal to top 25%
percentile on national exam.
Same as Data Collection for
Outcome 1
(1) Target: 80% of MS students get
B or better in “options” courses
and (2) upper 25%ile in ACS
exams. )
(1) Same as Data Collection for
Outcome 1
(1) Target: 90% of MS students
achieve B or better in core lab
courses and S in research.
(2) ACS Exams in
Polymer, Bio and
Analytical Chem
(1) Lab course grades
(2) Grade for FCH
899
(4) Competencies in the various “tools” required for
the successful practice of chemistry: math, statistics,
computer applications, information technology, etc,
including the ability to critically evaluate the chemical
literature as applied to their disciplines and to analyze
data using appropriate tools.
Advanced math and
statistics courses; Thesis
research and dissertation
(1) Use in Thesis
(5) The ability to communicate effectively orally and
in writing to both technical and general audiences.
Seminar Courses
(1) Seminar course
grade
(2) Capstone seminar
(3) Thesis defense
Capstone seminar
(2) Capstone Seminar
Results of Assessment
(2) The Major Professor reports any
systematic lab safety issues to the
GCC for discussion in seminar
courses.
Each steering committee member
completes a survey at the time of the
defense and survey results are
complied annually by the GCC (See
Appendix FCH-X). The GCC
reviews these annually.
1) Target: 90% of MS candidates
achieve B or better in core courses.
(2) Target: No significant lab
safety incidents or accidents.
(1,2) Survey FCH-X results show
that 95% of MS candidates
perform at an acceptable level.
(1) Same as Data Collection for
Outcome 1
(1) 100% MS candidates achieve B
or better in seminar courses.
(2) Each steering committee member
completes a survey at the time of the
defense and survey results are
complied annually by the GCC (See
Appendix FCH-X). The GCC
reviews these annually.
(2) Survey FCH-X results show
that 95% of MS candidates
perform at an acceptable level.
Actions
Taken
(6)The ability to engage in independent inquiry, using
a hypothesis-driven approach based on the scientific
method, thereby integrating Items 1-5 above.
Thesis Research FCH 899
(1) Grade in FCH
899
(2) Thesis defense
(7) An awareness of the ethical impact of personal and
professional behavior
(1) Annual Graduate
Student Colloquium (2)
Seminar FCH 797,997
(1) Adherence to
Academic Integrity
policies
Each steering committee member
completes a survey at the time of the
defense and survey results are
complied annually by the GCC (See
Appendix FCH-X). The GCC
reviews these annually.
(2) Number of MS students
involved in judiciary proceedings
(1) 100% of MS students achieve S
in FCH 899 thesis research
(2) ) Survey FCH-X results show
that 95% of MS candidates
perform at an acceptable level.
(1) 100% of students appreciate the
need to adhere to personal and
professional ethics.
(2) 0% of candidates are subject to
judiciary proceedings
Notes:
(1) Advanced Chemical Principle Courses: CHE 546 Molecular Spectroscopy, CHE 575 Organic Spectroscopy, CHE 611 Inorganic Chemistry, CHE 612 Bio-inorganic, CHE 626 Organometallic
Chem, CHE 627 Intermediate Organic, CHE 634 Advanced Chemical Instrumentation, CHE 636 – Advanced Physical Chem, CHE 645 Quantum Mechanics, CHE 655 Quantum Chemistry, CHE
656 Chemical Thermodynamics, CHE 666 Statistical Mechanics, CHE 675 Advanced Organic, CHE 676 Organic Synthesis, CHE 685 Organic Mechanisms, CHE 686 Advanced Synthesis.
(2) Advanced, Specialty Courses: Biochem Option – Biochem I, II and Lab (FCH 530, 532, 531), Plant Biochemistry FCH 630, CHE 677 Biochemical methods; Environmental Option –
Environmental Chemistry I, II, Methods in Environment Chem. Analysis (FCH 510, 511, 515), FCH 796 Oceanography; FCH 796 Stable Isotopes; FCH 796 Biogeochemistry; Polymer Chemistry
Option – Polymer Proprieties and Technology, Polymer Synthesis, Polymer Techniques (FCH 552, 550, 551), FCH 571 – Wood Chemistry I), FCH650 – Statistical Physics and Chemistry of
Polymers. FCH 520 Nuclear and Radiation Chemistry
(3) Lab Courses: Specialty Options - Students take one or more of the following: FCH 531, FCH 515, FCH 551; FCH 899 MS Thesis Research.
(4) Our goal is that 90% or our MS students get a B or better in courses and labs. .
Appendix FCH-V(b): Ph.D. in Chemistry
Learning
Outcomes
(1) A sound understanding of the fundamental
chemical principles and underlying theories in the
core areas of chemistry (analytical, organic, inorganic,
physical), with an emphasis on critical thinking and
problem-solving.
How are Outcomes
Achieved ?
Advanced chemistry
courses in Organic,
Physical, Analytical,
Inorganic (1).
How to Assess
(4)
(1) Course Grades
(2) Preliminary
(Qualifying) and
exams based on ACS
Standardized Exams
Data Collection Plan
(1) Instructors of FCH graduate courses will provide an analysis of Ph.D
student performance in these courses relative to class median grades.
The Graduate Curriculum Committee (GCC) will review this data to
determine trends.
(2) GCC to perform an analysis comparing Ph.D student grades on
Standard exams to ACS national averages after the Preliminary Exams.
(3)Candidacy Exam.
(3) Exam committee completes survey Appendix FCH-VII. GCC reviews
surveys annually
(2) A sound understanding of the fundamental
chemical principles, underlying theories, and
applications of one of the departmental specialties
(biochemistry/natural products, environmental,
polymer).
Advanced Specialty
Courses (2) and Labs
(3) “Hands-on” skills and knowledge of safe
practices in the experim(ental and instrumental aspects
of chemistry through laboratory course experiences
and independent research projects.
Lab Courses (3) + Thesis
Research (FCH899)
Results of Assessment
Initial review will take place in
May 2009
1) Target: 90% of Ph.D.
candidates achieve B or better in
core courses.
(2) Median on national exams
for Ph.D. students is equal to top
25% percentile on national
exam.
Same as Data Collection for Outcome 1
1) Target: 90% of Ph.D. students
get B or better in “options”
courses and, (2) upper 25%ile
on ACS exams.
(1) Lab course grades
(1) Same as Data Collection for Outcome 1
(2) Grade for FCH
899
(2) The Major Professor reports any systematic lab safety issues to the
GCC for discussion in seminar courses.
(1) Target: 90% of Ph.D
candidates achieve B or better in
core lab courses and S in
research.
Same as (1)
(2) Target: No significant lab
safety incidents or accidents.
(4) Competencies in the various “tools” required for
the successful practice of chemistry: math, statistics,
computer applications, information technology, etc,
including the ability to critically evaluate the chemical
literature as applied to their disciplines and to analyze
data using appropriate tools.
Advanced math and
statistics courses; Thesis
research and dissertation
(5) The ability to communicate effectively orally and
in writing to both technical and general audiences.
Seminar Courses
(1) Use in Thesis
(2) Capstone Seminar
(3) Papers & Posters
etc.
Capstone seminar
(1,2) GCC annually reviews performance against this outcome using
surveys included as Appendices FCH-VII and FCH-X.
(1) Seminar course
grade
(2) Capstone seminar
(3) Thesis defense
(4) Papers & Posters
(3) Faculty input on quality of Posters at ESF Spotlight on Research
collected by the GCC. Number of student publications reported by
Major Professor in Annual Report
(1) Same as Data Collection for Outcome 1
(2,3) Each Thesis Defense Committee member completes a survey at the
time of the defense and survey results are complied annually by the GCC
(See Appendix FCH-X).
(1,2) Survey FCH-X results
show that 95% of Ph.D.
candidates perform at an
acceptable level.
(1) 100% Ph.D. candidates
achieve B or better in seminar
courses.
(2) Survey FCH-X results show
that 95% of MS candidates
Actions
Taken
etc.
(6)The ability to engage in independent inquiry, using
a hypothesis-driven approach based on the scientific
method, thereby integrating Items 1-5 above.
Thesis Research FCH 899
(1) Grade in FCH
899
(2) Thesis defense
(4) Faculty input on quality of Posters at ESF Spotlight on Research
collected by the GCC. Number of student publications reported by
Major Professor in Annual Report
(1) Each Thesis Defense Committee member completes a survey at the
time of the defense and survey results are complied annually by the GCC
(See Appendix FCH-X).
(3) Papers & Posters
etc.
(7) An awareness of the ethical impact of personal and
professional behavior
(1) Annual Graduate
Student Colloquium
(2) Seminar FCH 797,997
(1) Adherence to
Academic Integrity
policies
(1) Number of Ph.D. students
involved in judiciary proceedings
perform at an acceptable level.
(1) 100% of Ph.D. students
achieve S in FCH 899 thesis
research
(2) ) Survey FCH-X results
show that 95% of Ph.D.
candidates perform at an
acceptable level.
(1) 100% of students appreciate
the need to adhere to personal
and professional ethics.
(2) 0% of candidates are subject
to judiciary proceedings
Notes: (1) Advanced Chemical Principle Courses: CHE 546 Molecular Spectroscopy, CHE 575 Organic Spectroscopy, CHE 611 Inorganic Chemistry, CHE 612 Bio-inorganic, CHE 626
Organometallic Chem, CHE 627 Intermediate Organic, CHE 634 Advanced Chemical Instrumentation, CHE 636 – Advanced Physical Chem, CHE 645 Quantum Mechanics, CHE 655 Quantum
Chemistry, CHE 656 Chemical Thermodynamics, CHE 666 Statistical Mechanics, CHE 675 Advanced Organic, CHE 676 Organic Synthesis, CHE 685 Organic Mechanisms, CHE 686 Advanced
Synthesis.
(2) Advanced, Specialty Courses: Biochem Option – Biochem I, II and Lab (FCH 530, 532, 531), Plant Biochemistry FCH 630, CHE 677 Biochemical methods; Environmental Option –
Environmental Chemistry I, II, Methods in Environment Chem. Analysis (FCH 510, 511, 515), FCH 796 Oceanography; FCH 796 Stable Isotopes; FCH 796 Biogeochemistry; Polymer Chemistry
Option – Polymer Proprieties and Technology, Polymer Synthesis, Polymer Techniques (FCH 552, 550, 551), FCH 571 – Wood Chemistry I), FCH650 – Statistical Physics and Chemistry of
Polymers. FCH 520 Nuclear and Radiation Chemistry
(3) Lab Courses: Specialty Options - Students take one or more of the following: FCH 531, FCH 515, FCH 551; FCH 899 MS Thesis Research.
(4) Our goal is that 100% or our MS students get a B+ or better in courses and labs. .
Appendix FCH-VI-MS: Course required for M.S.
Polymer
Natural
Environmental
Chemistry
Prod./Ecological Chemistry
Courses
Chemistry
FCH 550
FCH 551
FCH 552
FCH 650
(FCH 652)
CHE 585*
CHE 675*
CHE 676*
CHE 685*
FCH 524
FCH 510
FCH 511
FCH 515
FCH 530
FCH 531
FCH 532
FCH 797,
FCH 997
CHE 55
G, Spoly
G, Spoly
G, Sply
G, Spoly
G, Spoly, D
G, , D
G
G, S
G, S
G, S
G
CHE,651
CHE 685
CHE 560
G, Sorg
G, Sorg
G, Sorg
G, Sorg
G
G, Sanl
G, Sanl
G, Sanl
G, S
G, S
G, S
G, D
G, D
G, D
G
G
G
FCH 630*
Biochemistry
G, Sbio
G, Sbio
G, Sbio
G, D
G
G, Sbio
G
G
G,
G
G
G
G
G
G
G,
G, Sanl
G,
Assessment Tools [G = Course grade, S = ACS-test, D = Defense + capstone]
*The course # may change, or the student may select any other Advance course of the
subject listed.
Appendix FCH-VI-PhD:
Polymer
Chemistry
Course
FCH 550
FCH 551
FCH 552
FCH 650
FCH 652
FCH 566
CHE 585*
CHE 675*
CHE 676*
CHE 685*
FCH 524
FCH 510
FCH 511
FCH 515
FCH 530
FCH 531
FCH 532
FCH 797
CHE 556
G, Spoly, C
G, Spoly. C
G, Spoly, C
G, Spoly, C
G,Spoly,C,D
G, Q
G, Q
G, Q
G, Q
G, Q
G
Required Course for Ph. D.
Natural
Environmental
Prod./Ecological Chemistry
Chemistry
G, S Q org
G, S Q org
G, S Q org
G, S Q org
G, C
GQ
G, Q
G, Qphy
G, Qphy
G, Qphy
G, Qphy
G, Q
G, Q
G, Q
G, Q
G, Q
G, Q
FCH 630*
CHE 566*
CHE,655*
CHE 686*
CHE 546*
CHE 560
Biochemistry
G, Q
G, Q
G, Q
G, Q
G, Q
G, Q
G, Q
G, Q
G, Sanl, C, D
G, Sanl, C, D
G, Sanl, C, D
G, S
G, S
G, S
G, D
G, Q
G, Q
G,S1bio,S2bio,C
G,Sbio,S2bio,C
G,Sbio S2bio,C,
G, D
G, Q
G,S1bio,S2bio,C
G, Q
G, Q
G, Q
G, Q
G, Qanl
G, Q
Assessment Tool [G = Course grade, S = ASC-test, C = candidacy exam. D = Defense]
* The course # may change, or the student may select any other Advance course of the
subject listed.
Appendix FCH-VII
Chemistry Department - Student Outcomes Assessment
Ph.D. Program
To:
Candidacy Exam Committee (Steering Committee plus Examiners)
From: FCH Graduate Curriculum Committee
Date: MM/DD/20XX
Based on your review of the Candidacy Exam document and defense, please
complete the table below which relates desired student learning outcomes to actual
student performance. Please rate on a 1-5 scale with an outstanding outcome as “5”,
“average” for a Ph.D. as a 3 and “poor” as 1. NA – no basis for judgment.
Student: __________________________
Learning Outcome
(1) A sound understanding of the fundamental chemical principles
and underlying theories in the core areas of chemistry (analytical,
organic, inorganic, physical) with an emphasis on critical thinking
and problem-solving.
(2) A sound understanding of the fundamental chemical
principles, underlying theories, and applications of one of the
departmental specialties (biochemistry/natural products,
environmental, polymer).
(3) “Hands-on” skills and knowledge of safe practices in the
experimental and instrumental aspects of chemistry through
laboratory course experiences and independent research projects.
(4) Competencies in the various “tools” required for the
successful practice of chemistry: math, statistics, computer
applications, information technology, etc, including the ability to
critically evaluate the chemical literature as applied to their
disciplines and to analyze data using appropriate tools.
(5) The ability to communicate effectively orally and in writing to
both technical and general audiences.
(6)The ability to engage in independent inquiry, using a
hypothesis-driven approach based on the scientific method,
thereby integrating Items 1-5 above.
(7) An awareness of the ethical impact of personal and
professional behavior.
Exam
Document
Defense
Appendix FCH-IX
Chemistry Department - Student Outcomes Assessment
B.S. Program
To:
Faculty Advisor: FCH 498 – Introduction to Research
From: FCH Undergraduate Curriculum Committee
Date: MM/DD/20XX
Based on your observations of Student ______________ in FCH498, please complete the
table below which relates desired student learning outcomes to actual student
performance. Please rate on a 1-5 scale with an outstanding outcome as “5”, “average”
for a Ph.D. as a 3 and “poor” as 1. NA – no basis for judgment.
Learning Outcome
(1) A sound understanding of the fundamental chemical principles
and underlying theories in the core areas of chemistry (analytical,
organic, inorganic, physical) with an emphasis on critical thinking
and problem-solving.
(2) A sound understanding of the fundamental chemical
principles, underlying theories, and applications of one of the
departmental specialties (biochemistry/natural products,
environmental, polymer).
(3) “Hands-on” skills and knowledge of safe practices in the
experimental and instrumental aspects of chemistry through
laboratory course experiences and independent research projects.
(4) Competencies in the various “tools” required for the
successful practice of chemistry: math, statistics, computer
applications, information technology, etc, including the ability to
critically evaluate the chemical literature as applied to their
disciplines and to analyze data using appropriate tools.
(5) The ability to communicate effectively orally and in writing to
both technical and general audiences.
(6)The ability to engage in independent inquiry, using a
hypothesis-driven approach based on the scientific method,
thereby integrating Items 1-5 above.
(7) An awareness of the ethical impact of personal and
professional behavior.
Research
Proposal /
Final Report
Performance
in Lab
Appendix FCH-X
Chemistry Department - Student Outcomes Assessment
M.S. / Ph.D. Programs
To:
Defense Committee (Steering Committee plus Examiners)
From: FCH Graduate Curriculum Committee
Date: MM/DD/20XX
Based on your review of the thesis document, observation of the Capstone
Seminar and Thesis Defense, please complete the table below which relates desired
student learning outcomes to actual student performance. Please rate on a 1-5 scale with
an outstanding outcome as “5”, “average” for a Ph.D. as a 3 and “poor” as 1. NA – no
basis for judgment.
Student: __________________________
Degree Sought: __ M.S. ; __ Ph.D.
Learning Outcome
(1) A sound understanding of the fundamental chemical principles
and underlying theories in the core areas of chemistry (analytical,
organic, inorganic, physical) with an emphasis on critical thinking
and problem-solving.
(2) A sound understanding of the fundamental chemical
principles, underlying theories, and applications of one of the
departmental specialties (biochemistry/natural products,
environmental, polymer).
(3) “Hands-on” skills and knowledge of safe practices in the
experimental and instrumental aspects of chemistry through
laboratory course experiences and independent research projects.
(4) Competencies in the various “tools” required for the
successful practice of chemistry: math, statistics, computer
applications, information technology, etc, including the ability to
critically evaluate the chemical literature as applied to their
disciplines and to analyze data using appropriate tools.
(5) The ability to communicate effectively orally and in writing to
both technical and general audiences.
(6)The ability to engage in independent inquiry, using a
hypothesis-driven approach based on the scientific method,
thereby integrating Items 1-5 above.
(7) An awareness of the ethical impact of personal and
professional behavior.
Thesis
Capstone Defense