Department of Physical
Sciences
School of Science and Technology
Chemistry
CIP Code: 40.0501
340
Program Quality Improvement Report 2009-2010
1
Program actions since last assessment
presentation
1. Student learning assessed by Major Field
Achievement Test (MFAT) performance.
2. Student learning assessed by ACS standardized
test scores .
3. Students performance data in first-semester ACS
test analyzed and reviewed.
4. Students assessed from their presentations in the
capstone course, Literature for Physics and
Chemistry, PSCI 4442.
Program Quality Improvement Report
2009-2010
2
Student Learning Outcomes
Verbs from Bloom’s Taxonomy (New Version) are given in the parentheses
1. Work with metric system using scientific measurements (remember,
understand, and apply).
2. Write formulas for compounds, draw structures from names and derive
names from structures of chemicals of inorganic or organic chemical
origin (understand and apply).
3. Calculate basic stoichiometric values from equations involving solids,
liquids, gases, and solutions (apply and analyze).
4. Apply thermodynamic principles to chemical systems, i.e., predicting
directions of reactions, spontaneity of reactions, equilibrium constants,
etc. (apply, analyze, and evaluate).
5. Understand atomic structures and be able to predict electronic structure
based upon atomic position in periodic chart (understand, analyze, and
evaluate)
Program Quality Improvement Report 2009-2010
Learning Outcomes, Contd.
6. Predict/distinguish physical and chemical properties of elements
based upon position in the periodic chart (analyze and evaluate).
7. Work with bonding theories to predict structure, geometry, polarities,
hybridization (understand, apply, evaluate, and create).
8. Express solution concentrations in standard and nonstandard units,
interconvert units, and apply stoichiometric principles (apply and
analyze).
9. Interpret colligative properties (understand and apply).
10. Predict physical properties of matter based upon student
understanding of intermolecular forces (apply, evaluate and create).
11. Predict qualitative properties of acids and bases in a variety of
solvents (analyze, evaluate, and create).
Program Quality Improvement Report
2009-2010
4
Learning Outcomes, Contd.
12. Work quantitatively with equilibrium systems as related to acid/base
chemistry, solubility, electrochemistry, formation constants, and body
processes (apply, analyze, and evaluate).
13. Manipulate rate equations of varying orders. Solve for dependent
variables and relate these data to reaction mechanisms and physical
results (apply, analyze, evaluate, and create).
14. Predict cell potentials of electrochemical cells and the relationship to
solution thermodynamics, stoichiometry, and equilibrium systems
(apply, analyze, and evaluate).
15. Predict and quantify the relationship of pressure, volume, mass, and
temperatures of gases (apply and analyze).
16. Write/predict nuclear decay products and associated units of
measurement (apply, analyze, and evaluate).
Program Quality Improvement Report
2009-2010
5
Learning Outcomes, Contd.
17. Interpret and predict molecular and atomic behavior as measured by
spectrometers of general use in a qualitative and/or quantitative
manner (analyze, evaluate, and create).
18. Apply separation methods to analytical problems both qualitatively and
quantitatively (apply, analyze, and evaluate).
19. Manipulate and interpret laboratory data numerically and graphically
(apply, analyze, and evaluate).
20. Integrate the scientific literature with the knowledge base and learned
skills of the program to function as an independent learner (analyze,
evaluate, and create).
21. Apply principles of chemistry to processes and phenomena in living
organisms (apply and analyze).
22. Get trained in independent research work (apply, analyze, evaluate, and
create).
Program Quality Improvement Report
2009-2010
6
Alignment of Learning Outcomes
Connectivity matrix for areas of chemistry, individual courses, and learning outcomes
Chemistry areas/courses
Learning outcomes
1 2 3 4 5 6 7 8 9 10
Analytical:
Fund. Analyt. Chem, 2113
Qual. Analysis, 2222
Quant. Analysis, 2232
Instrument. Methods, 4024
Inorganic:
Gen Chem I, 1364/1361
Gen Chem II, 1474/1471
Adv. Inorg. Chem, 4334/4332
Adv. Gen. Chem. 4453
Organic:
Org. Chem. I, 3314
Org. Chem. II, 3324
Org. Analysis, 3343
Organic Chem. 3345
Physical:
Phys. Chem I, 4353/4351
Phys. Chem II, 4363/4361
Biochemistry:
Biochem. I, 4403/4401
Biochem II, 4413/4411
Basic Biochem. 3544
Phys. Chem Lit., 4442
Sp. Prob. in Chem, 4491-4
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Program Quality Improvement Report
2009-2010
7
Alignment of Outcomes
Alignment with Cameron University Mission:
 Foster “a student-centered academic environment that
combines
innovative classroom teaching with experiential learning”.
 Prepare “students for professional success, responsible
citizenship,
life-long learning, and meaningful contributions to a rapidly
changing world”.
Alignment with School of Science and Technology Mission
• Educate students based on “excellence in academic work” and
“exposure to latest technological advances”.
• Provide students the skills and confidence to excel as lifelong
learners”.
• “Ensure success of graduates in a diverse and ever-changing
8
environment”.
Alignment of Outcomes
Alignment with Physical Sciences Department Mission
• Provide “a rigorous basic education in chemistry and physics both
in theory and practice at various levels appropriate for students to
prepare to become professionals in their selected fields of study as
a major in chemistry …”
• Provide an education in chemistry and physics appropriate for
students preparing for various careers, e.g., teaching science in
secondary schools and health care.
Relationship with Cameron University Plan 2013 (Goal One):
• Highest quality in instruction, research, and service to better
meet the needs of the citizens of the region.
 Effective assessment of student learning .
 University and programmatic accreditation.
 Efficient, effective course delivery in multiple formats.
 Student/faculty opportunities to demonstrate scholarship in
regional and national forums.
9
Measures of Learning Outcomes
1. Direct Measures
Student GPA
Student performance in MFAT exams in
chemistry sub-areas
Student performance in ACS standardized exams
2. Indirect Measures
Chemistry graduate profiles
Program Quality Improvement Report 2009-2010
10
Student-learning outcome and measurements
(MFAT Exams)
MEASUREMENTS OF STUDENT LEARNING OUTCOME
PROGRAM
OUTCOME
Student
performance
(scores) in MFAT
exams
CURRICULUM
AREA OR TARGET
AUDIENCE
Upper division
chemistry
courses and
general chemistry
courses.
Number of
students
(graduates): 6
Measurements
MFAT tests from
ETS in analytical,
physical, inorganic,
and organic
chemistry
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Norm-referenced
scores
ETS data
Program Quality Improvement Report 2009-2010
Schedule for
measurements
Annually in
Spring Semester.
Graduates give
MFAT in their
final year.
11
2009-2010 MFAT Scores
Student ID
#
MFAT
total
(%tile)
#1
142(35)
#2
146(45)
#3c
136(20)
#4
134(15)
#5
152(60)
#6
128(5)
Institutional 139.7(30)
average
(%tile)
National
147.9(50)
mean
(%tile)
Phys
.Chem.
42(30)
60(70)
36(15)
30(5)
56(65)
30(5)
42.3(30)
MFAT raw score (%tile)
Org.
Inorg.
Anal. Chem.
Chem.
Chem.
40(30)
31(5)
39(30)
31(5)
45(40)
56(70)
40(30)
34(10)
41(30)
40(30)
42(30)
36(15)
49(50)
42(30)
62(75)
37(25)
34(10)
25(1)
39.5(30) 38.0(20)
43.2(40)
48.3(45)
47.6(50)
Program Quality Improvement Report
2009-2010
47.9(50)
47.4(45)
12
Comparison of 2010 graduates’ MFAT composite
scores, Chemistry GPA, and hours taken
2010 graduates’ MFAT composite
score vs. Chemistry GPA
Trends in chemistry graduates’ MFAT composite
scores over 2002-2010
Trends in chemistry graduates’ MFAT scores
13 in
analytical chemistry over 2002-2010
Trends in chemistry graduates’ MFAT scores in
inorganic chemistry over 2002-2010
Trends in chemistry graduates’ MFAT scores in
organic chemistry over 2002-2010
Trends in chemistry graduates’ MFAT scores in
physical chemistry over 2002-2010
Trends in chemistry graduates’ MFAT scores in
14
MFAT assessment indicators: biochemistry
and
Student-learning outcome and measurements
American Chemical Society (ACS) Standardized Tests
MEASUREMENTS OF STUDENT LEARNING OUTCOME
PROGRAM
OUTCOME
Student
performance
(scores)
standardized
American
Chemical Society
(ACS) tests
CURRICULUM
AREA OR TARGET
AUDIENCE
General, organic,
inorganic,
physical,
analytical and
biochemistry
courses
Number of
students
(graduates): 6
Measurements
Recent versions of
tests developed by
ACS
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Norm-referenced
scores
National norm
data from ACS
Program Quality Improvement Report 2009-2010
Schedule for
measurements
Tests given as
finals at the end
of major
chemistry
courses.
15
2009-2010 Graduates’ American Chemical Society (ACS)
Standardized Test Scores
Student ID #
Max. points
#1
#2
#3c
#4
#5
#6
Institutional
average
(%tile)
National
mean
(%tile)
Gen.
Chem.
(%tile)
Inorg.
Chem.
(%tile)
Org.
Chem.
(%tile)
Phys.
Chem.
(%tile)
70
31(39)
51(89)
a
30(35)
39(64)
37(58)
37.6(61)
60
70
20(5)
28(21)
22(8)
22(8)
39(50)
60
28(34)
32(52)
44(92)
41(98)
23(27)
26.2(16)
34.7(65)
28.3(61)
28.4(49)
39.2(50)
32.0(52)
26.4(50)
35.5(51)
23(27)
Phys.
Chem.
Biochem.
(%tile)
(Thermo.)
(%tile)
50
18(12)
26(50)
Analyt.
Chem.
(%tile)
Instrum.
Methods
(%tile)
60
60
36(63)
30(35)
26(20)
31(38)
30(39)
50
26(44)
36(87)
23(29)
25(30)
30(57)
23(29)
27.2(49)
30.8(38)
32.9(53)
27.5(50)
32.8(48)
30(39)
a
Student #3 took the course at a different institution – no score was available.
16
Student-learning outcome and measurements
(First-Semester General Chemistry ACS Tests)
MEASUREMENTS OF STUDENT LEARNING OUTCOME
PROGRAM
OUTCOME
Student
performance
(scores) in firstsemester General
Chemistry ACS
tests
CURRICULUM
AREA OR TARGET
AUDIENCE
First-semester
general chemistry
course (Chem
1364)
Number of
students:
- 92 for analysis
on all topics.
- 350 for specific
analysis on
stoichiometry
topic.
Measurements
Standardized tests
from ACS in
general chemistry
(first-semester)
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Norm-referenced
scores
ACS data
Program Quality Improvement Report 2009-2010
Schedule for
measurements
As final at the
end of Chem
1364 course. For
several years,
also given for precourse baseline
determination.
17
Topic-specific performance analysis of first-semester ACS
general chemistry exam. A: Formulas and nomenclature.
B: Matter and measurement. C: Oxidation state.
D: Percentage composition/formula #students: 92
Topic-specific performance analysis of first-semester ACS
Topic-specific performance analysis of first-semester ACS general
chemistry exam. A: Types of reactions and equation.
B: Mole concepts. C: Stoichiometry. #students: 92
Topic-specific performance analysis of first-semester ACS18general
chemistry exam. A: Periodic table and periodicity of properties.
Comparison of students’ performance (average) on stoichiometry questions in first-semester ACS general
chemistry exam given at the beginning and the end of a semester (pre-course and post-course, respectively)
Number of students: 350
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Summary

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Except in a few cases, MFAT and ACS test scores of
graduates trail national average.
Graduates’ MFAT performance in organic and inorganic
chemistry – on the decline
MFAT performance improved in physical and analytical
chemistry
MFAT assessment indicator in biochemistry - on the
decline
Performance of CU students in first-semester ACS General
Chemistry I test:
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Better than national average on certain topics, e.g., atomic structure and
molecular structure/ bonding.
trails the national average on stoichiometry, gas laws, and thermochemistry.
Program Quality Improvement Report 2009-2010
20
Action plan for Student-Learning Outcomes
1.
2.
3.
Analyze and evaluate the performance of the past students in the standardized ACS tests in
organic chemistry and biochemistry and thus identify the key areas (topics) in which the students
have displayed weakness. The technique of teaching of these topics will be revised to specifically
raise the learning level of future students in the identified areas. Timeline: Spring, 2011 – Fall,
2013.
Programmatic efforts directed toward improving the performance of future graduates in MFAT
tests:
- Develop multiple-choice MFAT-standard practice exams of MFAT all sub-areas.
- Require the would-be graduates to complete the practice exams.
- To provide incentive, decide the grade in the Chem Lit course in part by whether these
practice assignments (homework) have been completed by the students.
Timeline: Spring, 2011 A multi-step approach to improve the learning of chemistry in the General Chemistry I course
(Chem 1364):
- Put emphasis on the topics identified as weak from recent student performance analysis.
- Scrutinize the preparedness of the students who enroll in this course .
- Strictly enforce the requirement of having taken the college algebra course or
taking it concurrently and/or having taken an appropriate chemistry course previously.
- Develop a separate General Chemistry course for pre-nursing and related students
Time line: Spring, 2011 21
Ancillary Actions
 Continue utilization of the computer lab as a learning tool and for instructional
purposes. In addition to computational chemistry experiments added to the Chem
I lab manual (using ScigressTM), higher-level experiments using Gaussian (e.g., for
electronic structure calculations) and SybylTM (e.g., for protein modeling) will be
included in Physical Chemistry and Biochemistry courses.
 Continue online homework (via MasteringChemistry) and prelab assignment (via
Blackboard). Such electronic methodologies are proving to be effective tools for
learning.
 Consciously, coordinate and orient the lab experiments with the lecture courses to
improve learning through hands-on work (experiential learning).
 Popularize research to the upper-class students and encourage them to join onand off-campus research programs.
 Encourage students to participate actively in the Graduate Awareness day
activities and thus be aware of opportunities for graduate studies, summer
research, and industrial employments.
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Published information on graduates
Academic Year 09-10
Summer 2009
Fall 2009
Spring 2010
Total
Entered Graduate
Working In Discipline
School
0
0
0
1
1
1
1
2
Program Quality Improvement Report 2009-2010
Other
0
1
2
3
23