Chemistry Department
2008-09 Annual Report
July 2009
Student Learning Outcomes Assessment
Over the past year a committee consisting chemistry faculty members developed a “draft”
assessment plan (December 2008) and a “revised plan” (March 2009) for consideration by the
Middle States accreditation organization. A key element in this process was to establish
departmental expectations of learning outcomes for our degree programs.
Although specific learning outcomes may differ in scope and complexity, each of our
degree programs (B.S., M.S., M.P.S., Ph.D.) 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).
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 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.
7a.b. Data Collected / Results and Conclusions: For Spring 2009, each undergraduate
course instructor was asked to compute a mean grade for their course and to benchmark
chemistry majors against this mean. Results are still being computed. In addition, student
opinions as to how their course of study at ESF aligned with the desired learning outcomes (1-7
above) were solicited from the FCH 497 Senior Seminar course (17 students) both numerically
(1-5; 5 = strongly met expectations) and in an informal conversational “exit interview”. Data are
provided in Appendix I and II. The numerical data in Appendix I illustrate a relatively high level
of agreement that Learning Outcomes 1-7 were reached with the highest ratings being given for
our lab and independent research courses. Communication skills developed ranked lower. In
Appendix II, sentiment was high that the writing classes were not effective and that SU courses
and ESF-based Gen Ed courses were not as effective as ESF chemistry and science courses.