Department of Physical Sciences
School of Science and Technology
B.S. in Chemistry Education
CIP CODE: 13.1323
PROGRAM CODE: 345
Fall 2010
Program Quality Improvement Report 2009-2010
1
Student-Learning Outcomes
Standards mandated by an accreditation agency
(NCATE/NSTA)
• Outcome 1: The chemistry education major
understands the major concepts, principles, theories,
laws, and interrelationships found in the discipline of
chemistry and related fields.
• Outcome 2: The chemistry education major
understands the major unifying concepts of science.
• Outcome 3: The chemistry education major
understands important personal and technological
applications of science.
• Outcome 4: The chemistry education major
understands research and can successfully design,
conduct, report evaluate investigations in science.
• Outcome 5: The chemistry education major understands the
historical and cultural development of science and the
evolution of knowledge in chemistry.
• Outcome 6: The chemistry education major understands the
philosophical tenets, assumptions, goals, and values that
distinguish science from technology and from other ways of
knowing the world.
• Outcome 7: The chemistry education major understands the
legal and ethical responsibilities in chemistry and in science, in
general, regarding safety issues related to the proper
treatment of animals; the maintenance and disposal of
materials; knows and follows emergency procedures; knows
how to maintains safety equipment; and knows safety
procedures.
Program Goals and Objectives
Objective 1: Teachers of science understand and can
articulate the knowledge and practices of contemporary
science.
Objective 2: Teachers of science engage students effectively in
studies of the history, philosophy, and practice of science.
Objective 3: Teachers of science engage students both in
studies of various methods of scientific inquiry and in
active learning through scientific inquiry.
Objective 4: Teachers of science recognize that informed
citizens must be prepared to make decisions and take
action on contemporary science- and technology-related
issues of interest to the general society.
Objective 5: Teachers of science plan and implement an
active, coherent, and effective curriculum that is
consistent with the goals and recommendations of the
National Science Education Standards.
4
• Objective 6: Teachers of science relate their discipline to their local
and regional communities, involving stakeholders and using the
individual, institutional, and natural resources of the community in
their teaching. The candidate actively engages students in sciencerelated studies or activities related to locally important issues.
• Objective 7: Teachers of science construct and use effective
assessment strategies to determine that backgrounds and
achievements of learners and facilitate their intellectual, social, and
personal development.
• Objective 8: Teachers of science organize safe and effective
learning environments that promote the success of students and
the welfare of all living things.
• Objective 9: Teachers of science strive continuously to grow and
change, personally and professionally, to meet the diverse needs of
their students, school, community, and profession. They have a
desire and disposition for growth and betterment.
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, lifelong 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
environment”.
6
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.
The Principal Program Objective
•
To prepare reflective, well-prepared science
teachers in science, particularly in the
chemistry discipline.
To accomplish the objective, chemistry education majors
referred to as candidates (candidates for licensure in the State
of Oklahoma as a science teacher) must complete a series of
transition points which follow those of the Education Unit.
Assessment Data
Eight assessments are used as evidence demonstrating that
the candidate is meeting the most current National Science
Teachers Association standards. For each assessment used in
the chemistry education program, the type of the assessment
and the time it is administered is identified below. The eight
assessments align with the chemistry education’s specific
objectives: content knowledge, pedagogical knowledge, and
professional knowledge. Content knowledge relates to
subject area content, the ways of science through
investigation and research, and the disposition of liability and
safety.
DIRECT MEASURES OF STUDENT-LEARNING:
1a) Content Knowledge – State Licensure Tests
Oklahoma Subject Area Tests (OSAT) in Chemistry, Physics, Physical
Science, Earth Science
1b) Content Knowledge – Standardized Exams
American Chemical Society (ACS) standardized first-year chemistry
examination
1c) Content Knowledge – Grades (Courses aligned with NSTA competencies)
Completion of chemistry course sequence (i.e. general chemistry)
2a) Pedagogical and Professional Knowledge and Skills
Science Integrated Lesson Plan - Inquiry
Nature of Science
Classroom/Laboratory Safety and Liability
Research Design
Cultural/Historical Relationships to Science
2b) Pedagogical and Professional Knowledge and Skills
Student Teaching Assessment (Rubric) - Part 3
Student Teaching Evaluation EDUC 4965/4975
3a) Effects on Student Learning
Teacher Work Sample
IN-DIRECT MEASURES OF STUDENT-LEARNING:
1)
Program Entry-Points (defined by the Education Unit)
2)
Exit Interview (defined by Department)
3)
OGET (general education mean scores)
Action From Previous Priority
Outcomes
1. The chemistry education major can successfully
design, conduct, report, and evaluate investigations
in science.
2. The chemistry education major understands the
historical and cultural development of science and
the evolution of knowledge in chemistry.
3. The chemistry education major understands the
philosophical tenets, assumptions, goals, and
values that distinguish science from technology
and from other ways of knowing the world (nature
of science).
Action From Previous Priority
Outcomes
Program
Outcome
Curriculum
Area
Measurements Of Student Learning or Service
Outcomes
Measurements
Research
Design
CHEM 4772 or
Special Problems
Nature of
Science
CHEM 4772
Historical or
Cultural
Development
of Science
CHEM 4772
Validation
Reliability
Procedures
Procedures
Schedule
ASSESSMENT DATA
State Mandated Licensure Test (OSAT)
Chemical Education
Assessment Data
Cameron University
Mean
State Score Mean
Student Score
Spring 2007
Fall 2007
Fall 2008
Fall 2009
Comprehensive Grade Analysis
Courses – Knowledge &
Content
# of students
assessed
% students complete C or better
General Chemistry
2
100
General Biology
1
0
0
100
General Physics
Earth Science
Standardized Chemistry Exams (ACS)
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
35 + 11
Student Score
39
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Science Integrated Lesson Plan
Inquiry Strategy Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Nature of Science Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Liability and Laboratory Safety
Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Research Design Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Historical/Cultural Development of
Science Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Student Teaching Assessment
(Part 3 Rubric Evaluation)
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Teacher Work Sample
Teacher- Student Interaction Assessment Module
Chemical Education
Assessment Data
Spring 2007
Cameron University
Mean
N/A
National Score Mean
N/A
Student Score
N/A
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Analysis of Assessment Data
• A significant amount of data is being collected
this semester; however, we only have two
students in the program at this time. The data
will be limited. We, at this time, do not have
enough data to evaluate the program.
Action Plan for Outcomes
• We are currently collecting initial data to
determine outcomes so we can plan for the
future.
Ancillary Actions
• No actions at this time.
Graduate Information
• We have no graduates at this time.