2010-2012 LDC/DE Assessment Plan Worksheet (optional)
Subject Area: __Chemistry_______________________
Submit to learningassessment@pcc.edu by November 15, 2010
Core Outcome
Communication
Cours(es), or other
setting in which
assessment will
take place:
Is there a corresponding course outcome?
CH 100, 104, 105,
106, 221, 222, 223,
241, 242
100 Work effectively as a member of diverse groups
to compare and contrast scientific ideas, models, or
experimental results.
Assessment approach described
104/105/106 Communicate complex scientific
concepts and reasoning effectively, both orally and
through formal and informal writings and reports.
221/222/223 Use an understanding of effective
written communication skills to effectively
communicate complex scientific and technological
ideas, models and conclusions through the
generation of informal and formal writings and
reports in a scientifically acceptable manner.
241/242/243 Communicate complex scientific
concepts and reasoning effectively, both orally and
through formal and informal writings and reports,
which includes the ability to locate reliable peerreviewed sources of information in organic
chemistry.
We will create a rubric for analyzing
written formal lab reports at all levels of
chemistry series at PCC. Courses
Include 100/104-106/221-223/241-245
courses.
The rubric is currently being created by
a group composed of faculty from all
three campuses.
We will collect lab reports and
permission forms from students during
winter quarter in the classes listed
above. Individual instructors will
evaluate using the rubric. The same
labs will be evaluated again at the
Spring SAC meeting by other faculty
members to normalize the assessment
scores.
Results will be gathered for individual
courses. In addition, we will compare
the results between the courses to
assess student’s progress toward this
outcome as they progress through
higher levels of chemistry.
When will
assessment
take place?
2010-2011
Cultural Awareness
NA
None
The chemistry SAC determined that we
do not specifically address this college
core outcome in our courses and
therefore do not assess for attainment
of this outcome.
NOTE:
We do require students to engage in a
large amount of group work, which
requires students to be culturally
aware. However, we do not assess that
students are achieving this outcome.
In addition, the international nature of
the chemistry discipline is mentioned
and discussed in most chemistry
courses.
2010-2011
Self Reflection
CH 100, 104, 105,
106, 221, 222, 223,
241, 242
None – Although, many faculty regularly have
students participate in exercises that encourage
them to reflect on their learning.
The chemistry SAC has decided to use
the Student Assessment of Learning
Gains (SALG) to assess this outcome.
SALG is an online course evaluation and
feedback tool in which students are
asked to assess the relevance and
appropriateness, as well as the
effectiveness, of various course
components in regards to how they feel
these components affect their learning
and their perception of their learning.
This type of feedback is very rich and
contains both tabulated information
(from Lickert scale questions, TrueFalse, multiple choice) as well as
compiled essays, all anonymous. This
evaluation tool has the benefit over
more traditional course evaluation tools
in that it asks about the effectiveness of
course components related to student
learning and as such can provide direct
feedback applicable to improvement of
course design.
We will Create a survey using SALG to
encourage students to reflect on how
their learning and understanding of the
course material is proceeding.
This will be given in the middle and end
of all the courses. Results will be
analyzed at the Spring SAC meeting.
Results will be gathered for individual
courses. In addition, we will compare
the results between the courses to
assess student’s progress toward this
outcome as they progress through
higher levels of chemistry.
2011-2012
Community and
Environmental
Responsibility
CH 105, 222, 242
105 Assess the impact of physical and organic
chemical theory on phenomena encountered in
everyday life including the environment and human
health.
222 Critically evaluate sources of scientific
information to logically decide the bias, strengths
and weaknesses of the information concerning the
effect of chemistry and chemical concepts on
themselves and their environment.
242 Implement green chemistry principles in
practice and as resources. Use sustainability ideas
to expand skills and recognize tools in identifying
and assisting green chemistry innovation.
242 Assess the impact of chemical theory on
phenomena encountered in everyday life, including
an appraisal of human responsibility for the
preservation of the natural world in balance with
the constructed environments we inhabit.
At Sylvania, students in Chem 222
produce small scale amounts of
Biodiesel from waste fryer oil from the
PCC cafeteria. After the production of
the biodiesel, students compare their
biodiesel with petro diesel and raw
cooking oil in terms of energy density
and other properties associated with
the appropriateness of each as a fuel
source.
One of the purposes of this lab is to
increase student awareness of their
environmental responsibility.
The rubric will be created by a group
composed of faculty from all three
campuses to assess the student’s
achievement of this core outcome.
Collect biodiesel lab reports and
permission forms from students during
winter quarter in the classes listed.
Individual instructors will evaluate using
the rubric. The same labs will be
evaluated again at the Spring SAC
meeting by other faculty members to
normalize the assessment scores.
Results will be gathered for individual
courses. In addition, we will compare
the results between the courses to
assess student’s progress toward this
outcome as they progress through
higher levels of chemistry.
2011-2012