QCC COURSE ASSESSMENT FORM Date: Department:

CH-128 Spring and Fall 2012 Course Assessment Prepared by Julie Pigza, John Regan, and Jun Shin

QCC COURSE ASSESSMENT FORM

Date: Spring 2013

Department: Chemistry

Course: CH-128

Curriculum or Curricula: LA1, HS1

PART I. STUDENT LEARNING OBJECTIVES

TABLE 1. EDUCATIONAL CONTEXT

This course is intended to provide a brief, but thorough introduction to organic chemistry and biochemistry. The major functional groups such as hydrocarbons, alcohols, ethers, amines, carbonyl compounds and their derivatives are studied with some emphasis on mechanisms and stereochemistry.

Several aspects of organic chemistry related to biochemistry are also stressed including topics on amino acids, proteins, enzymes, carbohydrates and lipids. The laboratory introduces the students to the purification techniques such as distillation, recrystallization and extraction as well as the various synthetic methods for making organic compounds. The laboratory experiments are extensions of the theory that is discussed in the lecture. This course is recommended for students in Nursing and others planning to pursue careers in the Allied Health fields. It is required for students pursuing a degree in dietetics, foods,

& nutrition or in diagnostic medical imaging.

TABLE 2. CURRICULAR OBJECTIVES

Note: Included in this table are curriculum-specific objectives that meet Educational Goals 1 and 2:

Curricular objectives addressed by this course:

1.

Meet requirements for successful transfer/acceptance into the junior year of a baccalaureate program in Nursing, Dietetics, Nutrition, diagnostic medical imaging and other health related programs. (HS1)

2.

Demonstrate mastery of mathematics and science required for transfer to the junior year in a baccalaureate program in Nursing or a related program. (HS1)

3.

Demonstrate an understanding of the principles of chemistry and how they are fundamental to all living systems. (HS1)

4.

Communicate effectively through reading, writing, listening and speaking. (LA1)

5.

Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decision. (LA1)

6.

Integrate knowledge and skills in their program of study. (LA1)

7.

Work collaboratively in diverse groups directed at accomplishing learning objectives. (LA1)

8.

Employ concepts and methods of the natural and physical sciences to make informed judgments.

(LA1)

1


TABLE 3. GENERAL EDUCATION OBJECTIVES

Gen Ed objective’s

ID (1-10)

General educational objectives addressed by this course:

1.

2.

5.

Communicate effectively through reading, writing, listening and speaking.

Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.

Integrate knowledge and skills in their program of study.

7.

9.

Work collaboratively in diverse groups directed at accomplishing learning objectives.

Employ concepts and methods of the natural and physical sciences to make informed judgments.

TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES

Course objectives Learning outcomes

1. To draw or recognize organic compounds in a variety of representations.

2. To learn the functional groups common in organic compounds. a. Students will learn to draw Lewis structures and line angle structures. b. Students will learn to draw in three dimensional representations, including using VSEPR geometry, ring conformations, and Fischer projections. c. Students will learn to identify a variety of representations of organic compounds. a. Students will learn how to recognize the functional groups present in organic compounds. b. Students will be able to identify different representations of the functional groups.

3. To learn conventional naming protocols of organic molecules. a. Students will learn the proper IUPAC nomenclature of organic compounds containing functional groups.

4. To learn the physical properties of organic molecules.

5. To study the stereochemistry of molecules. a. Students will learn to attribute physical properties to specific functional groups. b. Students will learn why there are differences in physical properties among functional groups. a.

Students will learn to represent an organic molecule in three dimensions. b.

Students will learn to assign the R/S designation as well as enantiomeric and diastereomeric relationships. c.

Students will be exposed to the importance of optical activity in both chemical and biological applications.

2


6. To learn the chemical reactions common to each of the functional groups.

7. To learn the common safety practices and laboratory techniques

8. To understand common laboratory techniques used in organic synthesis

9. To learn to apply critical thinking, proper scientific writing, and rational analysis of the data.

10. To work collaboratively in diverse groups to achieve a common goal a.

Students will learn the transformation of key functional groups including alkanes, alkyl halides, alkenes, alkynes, alcohols, ethers, and sulfides. b.

Students will learn the broad classes of reaction types including substitution, elimination, addition, and rearrangement reactions. c.

Students will be able to predict the product of a reaction when given the starting material(s) and reagents. a.

Students are required to watch a safety video approved by the American

Chemical Society and to pass a safety quiz. b. Students will learn the location and proper use of all safety-related equipment. c. Students will learn the importance of proper attire as it pertains to safety in the laboratory setting. This includes wearing safety goggles and personal protective equipment. d. Students will learn the proper disposal of chemical waste. e. Students will come to lab having written a pre-lab report summarizing the experiment and safety measures to ensure that they have read the procedure beforehand and are prepared for the lab. a. Students will perform key techniques in organic synthesis including distillation, separation and extraction, and recrystallization. b. Students will connect the practical application of a reaction learned in the lab to the theoretical discussion in the classroom. a. Students are required to submit a pre-lab report at the beginning of each lab. b. Students are required to submit a complete post-lab report at the end of each lab using proper scientific writing. c. Students will make observations and collect data during the lab. d. Students will then analyze the data obtained in the lab, critically assess the data, and summarize their findings in their lab report. e. Student learning will be assessed through assigned questions related to aspects of the lab. a. Students will work in small groups during each laboratory period to achieve the objectives of the experiment. b. Each student will be involved in all aspects of the experimental setup and data acquisition. c. Students will be individually responsible for writing their own lab report.

3


PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS

TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT

Course Objective(s) selected for assessment: (selected from Table 4)

1.

To draw or recognize organic compounds in a variety of representations.

2.

To learn the functional groups common in organic compounds.

3.

To learn conventional naming protocols of organic molecules.

4.

To learn the physical properties of organic molecules.

6.

To learn the chemical reactions common to each of the functional groups.

Curricular Objective(s) selected for assessment: (selected from Table 2)

3. Demonstrate an understanding of the principles of chemistry and how they are fundamental to all living systems. (HS1)

5. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decision.

6. Integrate knowledge and skills in their program of study. (LA1)

8. Employ concepts and methods of the natural and physical sciences to make informed judgments. (LA1)

General Education Objective(s) addressed in this assessment: (selected from Table 3)

GE#2: Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.

GE#5: Integrate knowledge and skills in their program of study.

GE#9: Employ concepts and methods of the natural and physical sciences to make informed judgments.

TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS

Description of the assignment:

The American Chemical Society (ACS) Assessment Exam for Organic Chemistry Subtest Part A:

The exam was written by the American Chemical Society as a general test for the introductory organic chemistry level. It is administered nationwide and therefore the results at QCC can be compared to other schools. Students will take this multiple choice exam at the end of the semester. There were a total of five questions that were selected. The questions test the student’s knowledge to: a) draw organic compounds in a variety of representations, b) identify the functional groups common in organic compounds, c) use conventional naming protocols, d) describe the physical properties of organic compounds, and e) identify the chemical reactions common to each of the functional groups.

Desired student learning outcomes for the assignment

(Students will…)

List in parentheses the Curricular

Objective(s) and/or General

Education Objective(s) (1-10) associated with these desired

Briefly describe the range of activities student will engage in for this assignment.

What assessment tools will be used to measure how well students have met each

learning outcome? (Note: a single assessment tool may be used to measure multiple learning outcomes; some

4

CH-128 Spring and Fall 2012 Course Assessment Prepared by Julie Pigza, John Regan, and Jun Shin learning outcomes for the assignment.

1. To draw or recognize organic compounds in a variety of representations (GEO #5, 9; CO

#3, 6, 8)

2. To learn the functional groups common in organic compounds

(GEO #5, 9; CO #3, 6, 8)

3. To learn conventional naming protocols of organic molecules

(GEO #5, 9; CO #5, 6, 8 )

4. To learn the physical properties of organic molecules (GEO #2, 5,

9; CO #3, 6, 8)

6. To learn the chemical reactions common to each of the functional groups (GEO #2, 5, 9; CO #3, 6,

8) a. Students will attend class to learn necessary concepts. b. Student’s ability to integrate knowledge will be tested throughout the semester on regular exams and will receive instructor feedback. c. Students will be assigned homework problems pertaining to the important concepts learned during the semester. d. Student’s theoretical knowledge will be reinforced in a laboratory setting. e. Students will take the ACS

Assessment Exam for

Organic Chemistry Subtest

Part A at the end of the semester.

PART III. ASSESSMENT STANDARDS (RUBRICS)

TABLE 7: CH-128: Assessment Standards (Rubrics) learning outcomes may be measured using multiple

assessment tools.)

Student responses will be analyzed on five selected exam problems from the ACS

Assessment exam. Students’ answers will be correlated to their level of understanding of these particular concepts.

Brief description of assignment: (Copied from Table 6 above)

The American Chemical Society (ACS) Assessment Exam for Organic Chemistry Subtest Part A:

The exam was written by the American Chemical Society as a general test for the introductory organic chemistry level. It is administered nationwide and therefore the results at QCC can be compared to other schools. Students will take this multiple choice exam at the end of the semester. There were a total of five questions that were selected. The questions test the student’s knowledge to: a) draw organic compounds in a variety of representations, b) identify the functional groups common in organic compounds, c) use conventional naming protocols, d) describe the physical properties of organic compounds, and e) identify the chemical reactions common to each of the functional groups.

Desired student learning outcomes

(Copy from Column 1, Table 6 above; include Educational Goals and/or General

Education Objectives addressed)

Assessment measures for each learning outcome

(Copy from Column 3,Table 6 above)

Standards for student performance:

 Describe the standards or rubrics for measuring student achievement of each outcome in the assignment.

 Give the percentage of the class that is expected to meet these outcomes

5


If needed, attach copy(s) of rubrics.

1. To draw or recognize organic compounds in a variety of representations (GEO #5, 9; CO

#3, 6, 8)

2. To learn the functional groups common in organic compounds

(GEO #5, 9; CO #3, 6, 8)

3. To learn conventional naming protocols of organic molecules

(GEO #5, 9; CO #5, 6, 8 )

4. To learn the physical properties of organic molecules (GEO #2,

5, 9; CO #3, 6, 8)

6. To learn the chemical reactions common to each of the functional groups (GEO #2, 5, 9;

CO #3, 6, 8)

Student responses will be analyzed on five selected exam problems from the ACS

Assessment exam. Students’ answers will be correlated to their level of understanding of these particular concepts.

Each question requires the student to make use of learned fundamental knowledge. Each response on the selected questions is assigned a performance level (point value) of 0-3 based on how completely the question has been answered.

• Three points indicates that the student can successfully solve all aspects of the problem.

• Two points indicates that the student understood most of the necessary concepts but missed one key aspect needed to solve the problem.

• One point indicates that the student missed two key aspects that were necessary to solve the problem.

• Zero points indicate that the student either did not recognize the type of problem presented or missed more than two key aspects necessary to solve the problem.

See rubric below.

Projected outcomes:

Question #8

Learning outcomes #2

•

•

50% expected to be 3

•



• 10% expected to be 0

Question #9

Learning outcomes #1, 2

6

CH-128 Spring and Fall 2012 Course Assessment

A

B

3

2

Prepared by Julie Pigza, John Regan, and Jun Shin

•

•

•

•





Question #10


•

•

•

•





Question #19


•

•

•



5% expected to be 1

5% expected to be 0 •

Question #40


•

•


•

•

RUBRIC FOR SELECTED QUESTIONS ON THE ACS ASSESSMENT EXAM FOR CH-128

Question 8. Identifying functional group names:



5% expected to be 0

Evaluation

A

B

C

D

1

2

3

0

Correctly identified one of the two functional groups and incorrectly identified the second functional group as one that was not even a probable answer

Correctly identified one of the two functional groups and incorrectly identified the second functional group

Correct response

Incorrectly picked three functional groups when there were only two present in the molecule.

Question 9. Recognizing functional group drawings:

Evaluation

Correct response

Correctly identified a primary nitrogen but that was part of an amide rather than an amine

7


C

D

1

0

Inability to distinguish a primary from a tertiary amine

Picked a functional group they have never seen before

Question 10. Physical properties:

Evaluation

A

B

C

D

0

1

3

2

Correctly identified the hydrogen bond donor only

Identified two hydrogen bond donors instead of one donor and one acceptor

Correct response

Identified the hydrogen bond acceptor but chose the wrong hydrogen atom on the hydrogen bond donor

Question 19. Products of a Reaction:

Evaluation

A

B

C

D

2

0

0

3

The response can be a correct product of oxidation but not for the type of alcohol given

Incorrectly identified a product that could not result from this oxidation


Correct response

Question 40. Naming Compounds:

Evaluation

A

B

C

D

1

0

2

3

Incorrectly used the common name rather than the IUPAC name

Incorrectly chose the answer that had none of the aspects correct for naming

Correctly applied the IUPAC naming rules but did not account for one of the carbons

Correct response

PART IV. ASSESSMENT RESULTS

TABLE 8A: CH-128: Summary of Assessment Results, Spring and Fall 2012 (S&F 2012), N=97 students for 6 sections (4 different instructors)

Question 8

Performance Level

Evaluation

C (correct)

3

Correct response

B

2

Correctly identified one of the two functional groups and incorrectly identified the second functional group

A

1

Correctly identified one of the two functional groups and incorrectly identified the second functional group as one that was not even a probable answer

D

0

Incorrectly picked three functional groups when there were only two present in the molecule.

8


# of Students

Outcome: S&F 2012

Actual (Expected)

Question 9


Evaluation

# of Students



Question 10


Evaluation

44

45% (50%)

A (correct)

3

Correct response

43

44% (45%)

C (correct)

3

Correct response

21

22% (25%)

Weighted average* = 1.9

B

2

Correctly identified a primary nitrogen but that was part of an amide rather than an amine

29

C

1

Inability to distinguish a primary from a tertiary amine

5

30% (35%)

9

9% (15%)

5% (10%)


D

2

Identified the hydrogen bond acceptor but chose the wrong hydrogen atom on the hydrogen bond donor

20

B

1

Identified two hydrogen bond donors instead of one donor and one acceptor

19

23

24% (10%)

D

0

Picked a functional group they have never seen before

20

21% (10%)

A

0

Correctly identified the hydrogen bond donor only

# of Students



Question 19


44

45% (60%)

D (correct)

21% (20%) 20% (10%)


A B

14

14% (10%)

C

Evaluation

3

Correct response

2

The response can be a correct product of oxidation but not for the type of alcohol given

22

0


0


# of Students



Question 40

59

61% (60%) 23% (30%)

6

6% (5%)


10

10% (5%)

D (correct) C A B


Evaluation

3

Correct response

2

Correctly applied the

IUPAC naming rules but did not account for one of the carbons

24

1

Incorrectly used the common name rather than the IUPAC name

0

Incorrectly chose the answer that had none of the aspects correct for naming

22 # of Students



47

48% (30%) 25% (45%)

4

4% (20%) 23% (5%)


* The weighted average is calculated by multiplying the number of students who chose that question by the performance level of that question. The sum of all numbers from all answers for each question is then

9

CH-128 Spring and Fall 2012 Course Assessment Prepared by Julie Pigza, John Regan, and Jun Shin divided by the total number of students (97). The weighted average is on a scale from 0-3 and indicates the student’s performance level on the question as a whole. Answers closer to 3 indicate that the students on the whole correctly identified the correct answer. Answers closer to zero indicate most students did not identify the correct answer.

TABLE 8B: SUMMARY OF ASSESSMENT RESULTS

Desired student learning outcomes:

(Copied from, Column 1,Table 6 above; including Educational Goals and/or

General Education Objectives)

1. To draw or recognize organic compounds in a variety of representations (GEO #5, 9; CO #3, 6,

8)

2. To learn the functional groups common in organic compounds (GEO #5, 9; CO

#3, 6, 8)

3. To learn conventional naming protocols of organic molecules (GEO #5, 9; CO

#5, 6, 8 )

4. To learn the physical properties of organic molecules (GEO #2, 5, 9; CO

#3, 6, 8)

6. To learn the chemical reactions common to each of the functional groups (GEO #2, 5, 9; CO #3, 6, 8)

Student achievement: Description of the group achievement of each desired outcome and the knowledge and cognitive processes demonstrated.

Question #8 on the exam tested learning outcome #2: 45% of students scored 3, 22% scored 2, 9% scored 1, and 24% scored 0. The cognitive processes that were tested on this problem were the students’ knowledge of identifying functional groups and matching the appropriate name to the functional group.

Question #9 on the exam tested learning outcomes #1 and

2: 44% of students scored 3, 30% scored 2, 5% scored 1, and

21% scored 0. The cognitive processes that were tested on this problem were the ability to recognize one particular functional group and how it was represented on a drawing.


4: 45% of students scored 3, 21% scored 2, 20% scored 1, and 14% scored 0. The cognitive processes that were tested on this problem were to recognize the proper orientation and characteristics involved in hydrogen bonding which is a common physical property that are students are exposed to in class.

Question #19 on the exam tests learning outcomes #2 and

6: 61% of students scored 3, 23% scored 2, and 16% scored

0. The cognitive processes that were tested on this problem were to recognize the product of a common oxidation reaction when given a description of the starting material and classes of possible products.


3: 48% of students scored 3, 25% scored 2, 4% scored 1, and

23% scored 0. The cognitive processes that were tested on this problem were for students to be able to name an ester functional group and to apply the IUPAC naming system.

10


TABLE 9. EVALUATION AND RESULTING ACTION PLAN

Following the assessment that took place during the Spring and Fall 2012 semesters, the course instructors met and discussed the report and the conclusions drawn from the report. The instructors discussed ways to improve student learning on the key concepts that had been tested and discussed the format of the assessment test.

A. Analysis and interpretation of assessment results:

What does this show about what and how the students learned?

Question #8: The cognitive processes that were tested on this problem were the students’ knowledge of identifying functional groups and matching the appropriate name to the functional group. The expected learning outcomes were for students to recognize functional groups present in organic compounds and to be able to identify different representations of these functional groups. More than one functional group was present in the molecule and the students had to be able to match the list of names with the drawings represented in the structure. The weighted average of ~60% indicates that the majority of students understood the concept. Approximately 45% of the students recognized the correct answer while 35% were able to correctly identify one of the two functional groups present. The remaining students (~20%) missed this problem and this indicates that instructors should reinforce functional groups throughout the semester.

While each chapter focuses on one particular functional group, instructors should reinforce those functional groups learned in earlier chapters.

Question #9: The cognitive processes that were tested on this problem were the ability to recognize one particular functional group and how it was represented on a drawing. The expected learning outcome was for students to be able to identify a variety of representations of a functional group. One functional group was given and students had to match it to the drawn structures. The structures contained only subtle changes to the actual functional group so students had to pay close attention to these nuances. The weighted average of ~65% indicates that the majority of students understood the concept. Approximately

45% of the students recognized the correct answer while 30% failed to recognize a subtle nuance of the structure or of the name of the group. The remaining students (~25%) missed this problem and this indicates that instructors should reinforce the subtle relationships within each functional group throughout the semester.

Question #10: The cognitive processes that were tested on this problem were to recognize the proper orientation and characteristics involved in hydrogen bonding which is a common physical property that are students are exposed to in class. Students were expected to be able to attribute physical properties to specific functional groups, the atoms involved in these physical properties, and how to draw the interactions. The weighted average of ~65% indicates that the majority of students understood the concept.

Approximately 45% of the students recognized the correct answer while 40% were able to correctly identify one aspect of the physical property demonstrated. The remaining students (~15%) missed this problem.

While physical properties are reinforced through every chapter, the instructor usually just names the interaction rather than drawing out the atoms involved or describing the specifics of the interaction.

Instructors are encouraged to both name and draw the interactions throughout the semester.

Question #19: The cognitive processes that were tested on this problem were to recognize the product of a common oxidation reaction when given a description of the starting material and classes of possible

11

CH-128 Spring and Fall 2012 Course Assessment Prepared by Julie Pigza, John Regan, and Jun Shin products. The expected learning outcomes were for students to recognize functional groups present in organic compounds and the key transformation that these functional groups undergo. Students were expected to choose the correct product of an oxidation reaction. The weighted average of ~75% indicates that the majority of students understood the concept. Approximately 85% of the students chose an answer that is consistent with the product of an oxidation reaction. With this high of a percentage, no further change to the teaching strategies for this particular reaction is required.

Question #40: The cognitive processes that were tested on this problem were for students to be able to name an ester functional group and to apply the IUPAC naming system. The expected learning outcomes were for students to recognize functional groups present in organic compounds and to be able to use the proper IUPAC nomenclature for that specific functional group. The weighted average of ~65% indicates that the majority of students understood the concept. Approximately 50% of the students recognized the correct answer while 25% were only able to identify one aspect of the name. The remaining students

(~25%) missed the name completely. Since the chapter that dealt with that functional group also included several other functional groups to name, instructors should take care to point out the nuances among each group. The instructors can warn the students ahead of time to pay attention to the subtleties of naming within this chapter.

B. Evaluation of the assessment process:

What do the results suggest about how well the assessment test and the assessment process worked to show what the students have learned?

The assessment test and grading

The exam was written by the American Chemical Society as a general test for the introductory organic chemistry level. It is administered nationwide and therefore the results at QCC can be compared to other schools. Students took this multiple choice exam at the end of the semester. As an incentive, bonus points were added to their final grade. There were a total of five questions that were selected. The questions tested the student’s knowledge of: a) drawing organic compounds in a variety of representations, b) identifying the functional groups common in organic compounds, c) using conventional naming protocols, d) describing the physical properties of organic compounds, and e) identifying the chemical reactions common to each of the functional groups. Rigorous rubrics were created to assess the five questions and to assign a score for each question from 0 to 3. The percentage of students receiving each score was recorded and the weighted average was calculated. The rubrics were based on the important aspects identified within each question and represent learning goals of the course.

Evaluation of student learning

The goal of the assessment test was to critically evaluate student learning in five major categories. These categories represent fundamental concepts and expected learning outcomes of a student at the end of a one semester introductory organic course. The course is designed to cover in one semester that is normally covered in two semesters of a conventional organic chemistry curriculum. As a consequence, the course does not cover each topic in depth and rather is meant as a preparatory course for organic chemistry or to satisfy requirements in the allied health fields.

The weighted average was used as a conventional indicator of student learning for each question. The weighted scale was from 0-3 with numbers closer to 3 representing a better understanding while numbers closer to 0 represent an incomplete understanding on the student’s part. Based on the weighted averages,

12

CH-128 Spring and Fall 2012 Course Assessment Prepared by Julie Pigza, John Regan, and Jun Shin the students performed the best on question #19 (weighted average = 2.3). Students were able to recognize the product of a common oxidation reaction when given a description of the starting material and classes of possible products. To do this, students were able to recognize functional groups present in organic compounds and the key transformations that these functional groups undergo. Since reactions of functional groups are a key focus of every chapter, the results indicate that student learning of these concepts was satisfactory. Three of the five questions (#9, #10 and #40) had a weighted average of 2.0 indicating that a majority of the students were able to understand these concepts. These concepts dealt with naming, physical properties, and recognizing how functional groups are drawn. All of these concepts are reinforced in every chapter. While the naming of functional groups varies per chapter, the same naming strategies and rules are reinforced throughout the course. The aspects that the students chose incorrectly were subtleties within the name of a specific functional group. In terms of physical properties, the three main properties appear throughout each chapter but all three are not discussed within every chapter. In addition, the question required students to be able to choose the correct representation of a certain physical property. The majority of students were familiar enough with the concept to choose the correct or mostly correct answer. In terms of recognizing how functional groups are represented, despite the fact that specific functional groups are not reinforced in each chapter, students still have to draw in each chapter and are reminded of functional groups. The remaining question (#8) had a weighted average of 1.9. This question also dealt with recognizing aspects of specific functional groups. In question #8, students were given a structure and had to choose the name of the functional group. Conversely in question #9, they were given the name and had to choose the correct structure. Despite these differences, the majority of students were able to understand functional groups in either way that they were presented.

C. Resulting action plan:

Based on A and B, what changes, if any, do you anticipate making?

Overall, the assessment results do indicate that the students are learning the important concepts. Our goal is to increase the student learning by at least one performance level, especially focusing on students are who are at performance level 1 or 0. One common theme noticed from the above results is that students tend to perform less satisfactory on the questions whose topics are not reinforced throughout the course.

While instructors do not have the time to reinforce all concepts, they can make sure to highlight the key aspects above that are useful for student success in their chosen profession. These strategies include: 1) reviewing functional group naming protocols, 2) drawing functional groups in a variety of representations, and 3) explicitly drawing physical properties rather than using words to list them. Instructors are encouraged to cumulatively test the students on functional groups throughout all exams during the semester.

The results of this assessment will be disseminated to the three instructors who teach CH-128 so all instructors can evaluate the outcomes. Future discussions with the instructors will discuss the outcome of each question and discuss strategies to improve student learning on key concepts. The same questions will be used in subsequent semesters and the collected data will be evaluated.

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