Albany State University
Assessment for Bachelor of Science with a Major in Chemistry
Assessment Period – 2006-2007
Expanded
Statement of
Institutional
Purpose
Unit Mission:
The primary mission
of the chemistry unit
is to provide
chemistry majors
with the best
education possible,
through excellence in
teaching, active
academic activities
such as student
training and research,
in order to
successfully prepare
students for graduate
and professional
schools and for entry
into the workforce.
Goal Statement:
The chemistry unit
Program Intended
Student Learning
Objectives
Means of Program
Assessment
Results
Use of Results
Chemistry majors will
have good
understanding of basic
principles of
chemistry.
ACS tests will be
administered at the end
of General Chemistry,
CHEM1212, Organic
Chemistry, CHEM2302,
Quantitative Analysis I
2351, Quantitative
Analysis II 2352,
Biochemistry,
CHEM3250 and
Physical Chemistry,
CHEM 3222. Adequate
progress will be made if
fifty percent of majors
perform at or above
national averages. An
increased score of 10%
or greater above average
scores for baseline years
of 2004-2006, for
general chemistry, will
CHEM1211 – ACS Test
Version, First Semester,
2002 Objective not met.
Average # of right answers
of 70 was 27. Baseline
data is 31.8 2005/2006)
showing a decrease in
performance when
compared to baseline year.
No student performed
above 50th percentile rank
More attention will be
paid to the fundamental
concepts, especially
helping students establish
graphic visualizations
(models) for basic
concepts, equations, and
so on. If the trend of low
perfomance in these
courses especially the
general chemistry
continues, an introductory
chemistry course may
need to be implemented as
a required course for
unprepared students. An
introductory course
currently exists but it is an
elective course.
CHEM1212 – ACS Test
Version, Full year, 2002
Average # of right answers
of 70 was 29. No student
performed above 50th
percentile rank. This data
will be used as baseline for
this course as it was
decided that the test used
will produce
graduates with
quality education and
training that will
allow them to
succeed in their
chosen career field.
also indicate progress.
for 2005/2006 assessment
was not the best choice
based on information
covered in the course
CHEM2302 - The ACS
form 2002 test was
administered at the end of
the Spring 2007 semester.
The average of the 35
students (chemistry majors
and non-chemistry majors)
who took the exam was
46%. This will be used as
a baseline for future
assessment.
CHEM2351 - The ACS test
was administrated as the
final exam using ACS test
of analytical chemistry
form 2001. From 50
problems, all students were
allowed to solve only from
problem 1 to problem 24
because CHEM 2351 K is
the first part of analytical
chemistry. The average of
nineteen students including
non-chemistry major
students was 7.4 which
were 30.3%.
CHEM2352 - The ACS test
was administrated as the
final exam using ACS test
of analytical chemistry
form 2001. From 50
problems, all students were
allowed to solve only from
problem 25 to problem 50
because CHEM 2352 K is
the second part of
analytical chemistry. The
average grade was 40.4 %
and three student ( 37.5%)
of 8 students scored above
the 50% rank.
CHEM3221- Forty
Thermodynamics questions
of ACS Physical Chemistry
(combined semester Form
2006) were given as the
final exam. National norm
for the current version is
not available.
13 major students
participated in the ACS test
with a mean score of 16.7.
Take the most recent
ACS Thermodynamics
national norm (1999) as a
reference, 6 of 13 students
performed above national
mean score (16.3) and
scored above the 50th
percentile.
CHEM 3222 – Forty
Quantum Mechanics
questions of ACS Physical
Chemistry (combined
semester Form 2006) were
given as the final exam.
Eight major students took
the ACS Test. The mean
grade was 17 (42.5%) and
four of eight students
scored above the 50th
percentile , which will be
used as a baseline for future
assessment
CHEM3250 - The
examination was
administered for the first
time in this course. Mean
score was 23.95 Stand
Dev:7.95. Two students
(9.5%) scored above the
50th percentile rank. These
scores will be used be used
as baseline for future
assessments
Pre and Post tests (with
embedded pre-test
questions) in 2000-4000
level chemistry courses
to access retention of
Overall students are
performing . Contributing
factors are 1) many
students taking the general
chemistry course have not
taken AP chemistry and do
not have a strong
backgound in the course
before taking it at the
college level, the result is
less materia is covered in
the course and this lowers
performance on the ACS
test in general chemistry
and organic chemistry. A
more useful assessment
will be to look at how
performance on these
exams increase from year
to year at Albany State.
This will be done in
subsequent years
CHEM 1211 – The ACS
Toledo Placement exam
was administered. The test
focuses on basic math skill,
general and specific
Results will be shared
with instructors of
prerequisite courses to
better prepare students in
these areas.
basic chemical
information from one
course to another.
Success will be
measured by a post test
score of 10 -20 % above
pretest scores
chemistry knowledge of
incoming freshman
chemistry majors.
Total # of students: 110;
Total # of questions: 60;
Class Avg: 24.4/60
# of students above 50th
percentile >32 correct =
21/110 = 19%
CHEM 2301/2302 Students taking Organic
Chemistry 2301 are
evaluated on their retention
of General Chemistry
information by their
performance on the first
Organic Chemistry exam in
the first semester. This
exam focuses on
information that was given
in General Chemistry.
Results: 9 Students scored
80-89%; 12 Students
scored 70-79%; 9 Students
scored 60-69%; 12;
Students scored 50-59%;
28 Students scored below
50%. The class average
was 61%
CHEM 2351 - The pre-test
was administrated at the
first class time and the
exam consisted with 15
problems based on the
general chemistry text book
that has been used for a
long time at ASU.
The
highest score was 10 and
the lowest score was 3,
from the results of eighteen
students and the average
was 5.8 which were 38.7%.
CHEM3250- Class average
= 30.3%; Only one student
obtained a passing score at
76.9 %. Students very
deficient in solution
preparation, naming and
recognizing functional
groups, and identifying
basic organic reactions.
Post test not administered.
CHEM 3221/CHEM 3222 A pre-test was given to
CHEM3222 (physical
chemistry 2). Although the
post-test did not embed
exactly the same questions
as the pre-test, considerable
improvements (>20%) have
been made by comparing
the similar questions.
This assessment will be
improved next semester
The poor retention of
information from one
course to another may
signify that not enough
focus is placed on the the
important concepts needed
to suceed in higher level
courses. A different
approach and greater
emphasis on specific topics
may need to take place.
Major Field
Objective not met. The
Achievement Test
baseline average score
(MFAT) will be taken by (1997-2005 ) was 133.
students in the senior
During this reporting
year and performance
period eight (8) students
compared to average
took the MFAT exam. The
scores of previous
average score was 132. No
students in the
significant change in score
department, scores of
occured.
schools of similar size
and make-up and norm
score. Success will be
There is no cut-off score
for MFAT performance,
students only have to take
it. This is possibly the
major reason for poor
performance in that the
test is probably not taken
seriously. To establish the
importance of this exam,
the exam will be
admiistered in the
capstone course, Senior
determined by increased
score of 10% above
average score of former
students, students
meeting or exceeding
national median
performance on these
exams.
Students will develop
independent work
habits in information
gathering, planning
and executing
experiments, and
interpreting and
communicating results
as they progress
throughout the
chemistry program.
Mini-projects that
require independent
thought and action will
be embedded in General
Chemistry, Organic
Chemistry, Quantitative
Analysis, Biochemistry,
Physical Chemistry and
Intermediate Inorganic
Chemistry courses.
Rubrics that assess
qualities such as time
management,
resourcefulness,
creativity, use of
knowledge and skills and
scientific maturity will
be used to determine
competency Success will
be measured by a pass
rate of 80 % or higher.
CHEM 2302 – Objective
met. Students were given
an unknown compound and
had to use their knowledge
and skills to determine the
unknown. Students worked
in pairs. 95% of the groups
were able to identify the
unknown sample.
CHEM2351 – Objective
Met. Mini-projects (special
projects) were conducted
by six groups. Each group
chose their own subject in
various areas including
protein analysis, formation
of aspirin, isolation of
Casein and Lactose from
milk, isopentayl acetate,
Old Nassau Halloween
Research II class,
CHEM4130 and assessed
as part of the course
grade. In conjunction
with this review sessions
will be implemented in
the course as well to assist
in preparation for the
exam.
Course in which objective
was met will be reviewed
to determine ways to
increase students'
performance.
Reaction, and Extraction.
One group has failed on the
special project which
means 83.3 % were passed
on special project.
CHEM 2352- Objective
was not met. 62.5 % of
student passed on special
project.
CHEM3222 and CHEM
4150.- Mini-projects were
performed by the senior
students in Physical
Chemistry II (3222) and
Computational Chemistry
(4150).
The projects are,
(1) Review of the
development of quantum
mechanics ( 6 students)
(2) Dimerization of adenine
with density functional
theory
(3) Self-stacking of DNA
bases with novel hybrid
density functional theory
Two students (25%) got an
A, and others got B (75%).
Through this and previous
courses, it is likely that
senior students got certain
knowledge of the format of
scientific report or short
article, and of the skill of
searching for references.
However, creativity and
independence should be
further developed.
CHEM3231- Intermediate
Inorganic Chemistry:
Objectives were met. Seven
(7) of 8 major students met
the requirements.
Laboratory reports will
be assessed for ability to
utilize scientific format
to communicate results,
and for application of
knowledge obtained to
obtain manipulate and
analyze experimental
results. Success will be
determined by 70% or
more of students meeting
expectations as defined
by instructor defined
criteria
CHEM 1211 – Objectives
met. 72.1% of students
meet expectations in this
area
CHEM 1212 - Objectives
not met. 68.1% of students
meet expectations in this
area
CHEM2301/2302
Objectives Met. By the
end of the semester 100%
of the students were able to
write a lab report using the
Teaching techniques in
labs needs to be
evaluated/revised to more
develop students data
interpretation analysis and
critical thinking skills
proper format. The one
area of weakness, however,
was how to correctly write
an abstract. More
instruction in this area will
be targeted in the future.
CHEM2351/2352Objectives met. 75 %of
students fulfilled the
requirements. The major
problem for week students
was in the interpretation
data.
CHEM3221 - Objectives
were met. Twelve (12) of
16 students (75%) fulfilled
the requirements. The
major problems for the
weak students were in the
numerical calculation, data
fitting as well as discussion
of the experimental results.
CHEM3250 – All students
(100%) met expectations in
following the correct
laboratory report format.
In applying knowledge to
analyze and interpret
information, only 12 of 24
students (50%) met all
expectations in this area.
The major problem areas
were graphical presentation
and analysis of data and
discussion of experimental
results.
Major weaknesses overall
were writing an abstract,
analysis of data and
discussion of experimental
results. Students analytical
skills need to be developed
more. The approach to
teaching in the courses will
have to be evaluated, to
make analytical reasoning
ability a significant aspect
of each course
Students through search
of the chemical literature
will gather information
and develop an
independent research
project in Senior
Research I (CHEM4120)
and Senior Research II
(CHEM4130). Success
CHEM4120- Objective
met. Each student has
conducted literature
searches in the library and
internet searches for
finding their own
independent research
project. The final proposals
have been written based on
This assessment wil be
revised to further
challenge students
learning in this area.
will be measured by a
student pass rate of 85%
or higher based on
criteria/rubric established
by the department.
the literature searches and
mentor’s guidance. The
average score was 95.6 %
based on title submission,
pre-proposal, and final
proposal including related
papers. Two students chose
a mentor from outside of
ASU.
CHEM4130- Objectives
met. Seven of eight
students (87.5%) performed
at average proficiency.
Students will be able to
use scientific
databases, the
scientific literature and
technology to learn
gather, display and
analyze chemical
information and to
present their work
effectively in written
communication in the
form of scientific
reports and orally in
seminars to faculty and
peers.
Software to graphically
represent data, draw
chemical structures and
model chemical
structures will be
integrated in laboratory
reports and projects in
general, organic,
analytical, physical and
biochemistry courses. A
rubric will be developed
and used by faculty to
measure the ability of
students to utilize
software. At least 25 %
CHEM 1211 -1 lab in
CHEM1121K-5 ‘Graph
Preparation with Excel’
was designed for
teaching freshmen
the use of Excel. 50% of
the students reached
intermediate proficiency.
CHEM 2301/2302 Students are instructed on
how to use ChemDraw
software. All structures
submitted in lab reports and
presentations are to be
Software use will be
continued in both class
and lab
of lab reports will
require the use of CHEM
DRAW and Excel
(graphing) and 75 % of
students will
demonstrate intermediate
or higher proficiency.
drawn using this software.
100% of students became
proficient on the use of this
software. Students also
had to use excel to put their
results in table format.
95% of the students were
able to present their results
consistently in this format.
CHEM 2351-Students were
introduced on how to use
Excel. 100 % of students
were reached intermediate
proficiency.
CHEM 2352- 100 % of
students were reached
intermediate proficiency.
CHEM 3250 – Three of six
labs (50%) required the use
of graphing software (All
students used Microsoft
Excel there fore this
objective was met. These
were, Preparation of
Buffers, Absorption
Spectra, Beer’s Law and
Standard Curves, and
Enzyme kinetics.
However only 33% of
students met or exceeded
expectations in utilizing
graphical software and
analysis
CHEM 3221 - Objective
was met. 75% of labs (3 of
4) required use of CHEM
DRAW and/or EXCEL to
draw chemical structures
and fit the data,
respectively. 81% (13 of
16 major students) met the
requirement for drawing
molecular structures with
CHEMDRAW and for
making plots and data
fitting with EXCEL.
CHEM 3222 -50%
experiments (2/4) in
Physical Chemistry II
require Excel to plot energy
potential surface. 62.5%
(5/8) of the students
demonstrated intermediate
level of proficiency (met
expectations).
Capstone project
requiring students to
access and retrieve
information from
chemical databases will
be implemented in
Chemical literature
course CHEM 4110 and
Senior Research I).
Success will be
measured by 80 % or
more of students
exhibiting proficiency as
determined by
departmental criteria.
All students will
complete CHEM 4111
(Junior Seminar) which
involves a capstone
project in which
individual oral and
?????
CHEM 4110 -Objectives
met. Each student was to
find papers with using
manual search of resources
in the library and internet
search including chemistry
databases. They chose their
own project based on their
interests. A summary was
required to be submitted
including the library and
internet research papers.
The average score of the
class was 96.8 % based on
the final papers and library
search and internet search
papers.
Ten of eleven students
(90.9%) exhibited
proficiency in accessing
and retrieving information
from the chemical literature
using SciFinder Scholar.
Objective Met. Nine of
eleven students (81.8%)
met or exceeded
expectations in oral
presentations when
evaluated with faculty
This assessment will be
built upon to further
challenge students to
further enhance
proficiency in this area.
Techniques used in this
course will be shared with
other chemistry faculty for
use in their courses.
poster presentations
based on a search of
chemically relevant topic
in the chemical
databases. Success will
be measured by 80 % or
more of students
exhibiting proficiency as
determined by
departmental criteria in
poster and oral
presentations
developed rubric.
Ten of eleven students
(90.9%) met or exceeded
expectations in poster
presentations.
The structured nature of the
course forced students to
make the effort to
comprehend the material
and how to effectively
present the information in
poster or oral format. This
was done by providing
weekly assignments
requiring students to focus
on some aspect of their
topic/paper in order to
facilitate student learning.
Assignments related to
their article included
background research,
relating research in article
to a broader topic and how
research done contributes
to overall knowledge in
topic area; explaination of
techniques used in the
research and
summmarising the different
subtopics in the journal
article. Students found that
this made assimilation of
the information in a final
well communicated oral or
poster presentation
possible.