Dr. Saloua Saidane
San Diego Mesa College
ssaidane@sdccd.edu
As part of accreditation process, Intitution
required that:
a) Each department develops Program Level
SLOs
b) Develop, and assess, Course Level and
Program level SLOs
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Institution purchased software to help achieve
requirements.
It is a software that allows to:
 Map/align Institution SLOs to Department
SLOs as well as department SLOs to course
level SLOs.
 Map assessment activities to Course Level
SLOs.
 Publish SLOs, assessment plans and results
at the institution, department and course
levels.
Since Assessment had to be done both at the
course and program level, we adopted the
following:
Develop Chemistry Department SLOs.
Use course outlines and find common activities/topics in
these courses.
Cluster Courses based on Activities/topics.
Align Activities to department’s SLOs.
Align department’s SLOs to institution’s SLOs.
Develop assessment plan for the accreditation cycle.
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1. Communication: Demonstrates ability to
report scientific information appropriately.
2. Critical Thinking: Utilizes the scientific
method to analyze and interpret data.
3. Technology awareness: Investigates questions
utilizing modern and appropriate tools.
4. Personal responsibility: Comes prepared for
class and does assigned work thoughtfully.
5. Environmental responsibility: Demonstrates
understanding of impact of chemistry on
environment and society.
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Lab Courses based on activities (Lab
notebook).
Lecture Courses based on topics in course
outlines.
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Department developed lab notebook policy
and Lab notebook rubric to assess the SLOs
as part of the lab courses.
All students will maintain a lab notebook. There will be a progression of rigor and formality as
follows:
Fundamental and Intro Chem
Title
Gen. Chem I
Title
Gen. Chem II/Org Chem
Title
Purpose
Purpose
Purpose
Theory
Theory
Theory
Materials
Materials
Procedure (cited)
Procedure (cited OK)
Procedure
Data/Calculations
Raw data/Calculations
Raw data/Calculations
Data summary (not Necessary) Data summary/ Tables
Discussion (not for all labs)
Discussion
Discussion
Conclusion
Conclusion
Conclusion
Organization
Purpose and Theory
Materials, Safety and
Experimental Procedure
SLO
1 and 4
1, 2, 3 and 4
1, 4 and 5
Focus
Question
Is the notebook
Sufficiently organized
and legible so that
another scientist can
Find information
in the notebook.
Understand what
was done?
Can someone else
understand why the
experiment was done
and what theory is
behind it?
Can someone else
follow the
procedure to
repeat the
experiment and
address safety
and disposal?
Are records
sufficiently
detailed so that
one can
troubleshoot or
detect errors?
Were the results
analyzed
critically? Does
the conclusion
list what was
learned in the
experiment and/or
what can be done
next?
Each experiment has the
required elements of:
title, purpose, theory,
procedure,
observations, data,
calculations,
discussion, and
conclusion. Name on
cover and inside of
lab notebook; pages
sequentially
numbered; entries
are written in pen,
are dated and legible.
There is a table of
contents.
The experiment has (a)
clearly stated
purpose(s).
A detailed explanation of
the theory behind the
experiment is described,
including chemical
reactions, formulas that
will be used in the
calculations.
The notebook provides
detailed
information about the
equipment,
chemicals, reagents,
concentrations, safety and
disposal information.
Experimental procedure is
provided or cited. Any
changes to the
experimental
procedure are
described.
All data, observations,
and graphs, are
clearly recorded
in lab notebook. And all
calculations are shown
with appropriate
equations and
units.
Has detailed discussion
and summary of
results. Conclusions
are drawn that
correlate to the
purpose and show a
clear understanding
of the experiment.
LEVEL
5
Observations, Data,
Calculations, and
Data Sheets
1, 2 and 3
Discussion, Conclusion
1and 2
4
Most experiments are
clearly documented,
having all the
required elements.
Name on cover and
inside of lab
notebook; pages
sequentially
numbered; most
entries are written in
pen (some in pencil);
most entries are
dated and legible.
There is a table of
contents.
The experiment has (a)
clearly stated purpose (s).
A sufficient summary and
explanation of the theory
behind the experiment is
described, including
chemical reactions,
formulas that will be used
in the calculations.
The notebook provides
adequate
information about the
equipment,
chemicals, reagents,
concentrations, safety and
disposal information.
Experimental procedure is
provided or cited. Any
changes to the
experimental
procedure are described.
Most data,
observations,
and graphs, are
clearly recorded
in lab notebook.
And most
calculations are
shown with
appropriate
equations and
units.
Has adequate discussion
and summary of
results.
Conclusions are
drawn that
correlate to the
purpose and show
an adequate
understanding of
the experiment.
3
Some experiments are clearly
documented, having all the
required elements.
Name on cover and inside of
lab notebook; pages
sequentially numbered; some
entries are written on one side
of the sheet, in pen (most in
pencil); some entries are dated
and legible. There is no table
of contents.
The experiment has (a) stated
purpose (s) and a tentative
explanation of the theory
behind the experiment.
The notebook provides
sufficient information about
the equipment, chemicals,
reagents, concentrations,
safety and disposal
information.
Experimental procedure is
provided or cited.
Most data, observations,
and graphs, are recorded
in lab notebook. And
some calculations are
provided with appropriate
equations and units.
Has a discussion.
Conclusions are drawn that
correlate to the purpose and
show an understanding of
the experiment.
2
Few experiments are clearly
documented, having all the
required elements.
One has difficulty finding
information in the notebook.
Name on cover and inside of lab
notebook; pages are not numbered;
some entries are written on both
sides of sheet in pen (most in
pencil). There is no table of
contents.
Purpose (s) and theory
are insufficiently stated.
The notebook provides
insufficient information about
the equipment, chemicals,
reagents, concentrations,
safety and disposal
information.
Experimental procedure is
provided or cited.
Some data, observations,
and graphs, are recorded in
lab notebook. And some
calculations are provided
with appropriate equations
and units.
Has an incomplete
discussion and conclusions
may not correlate to the
purpose. Shows inadequate
understanding of the
experiment.
1
Documentation of experiments is
sketchy. Some data and results are
not recorded. Information is
difficult to find.
Name on cover and inside of a
notebook; pages are not numbered;
entries are written on both sides of
sheet and in pencil. There is no
table of contents.
Purpose (s) and theory
are unclear or
irrelevant.
Description of experimental
procedure is not cited or
safety and disposal
information is incomplete.
Few data, observations,
and graphs, are recorded in
lab notebook or
calculations are missing.
Discussion or conclusions
are incomplete or missing.
Shows poor understanding
of the experiment.
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Fundamental and Intro Chem: Students will be
at level 3 in the rubric.
General Chem I: Students will be at level 4 in
the rubric
General Chem II and higher: Students will be at
level 5 in the rubric.
Each year assessment is done for one of the
activities/columns in the rubric.
Results are reported for each course.
Summary of all these assessments are reported
at the department level.
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Course Outlines were divided into course
topics.
Six major topics were found in all the major
courses offered at the department:
a) Measurements.
b) Atoms/Molecules
c) Nomenclature
d) Structure/Properties
e) Chemical Equations
f) Calculations
Measurements
Chem100
Chem 152
Atom/Molecules
Nomenclature
Structure/Properties
SLO #1-4
SLO #1-4
SLO #1-5
Use scientific notation
and represent
measured and
calculated quantities to
the correct number of
significant figures.
Use metric and SI
units to express
measurements and
perform unit
conversions using
dimensional analysis.
Describe the model of the
atom including subatomic
particles, isotopes and
electron configurations for the
first 20 elements.
Understand and use the
periodic table.
Compare and contrast
different types of bonding.
Determine the shapes and
polarities of molecular
substances.
Name and write
chemical formulae
for binary covalent
compounds, simple
ionic compounds
and acids.
Explain key concepts
and terminology related
to the properties and
classification of matter.
Using dimensional
analysis, solve
problems related to
measurement, metric
conversions, density
problems and express
the answer to the
correct number of
significant figures and
with correct units.
Describe the model of the
atom including subatomic
particles, isotopes and
electron configurations.
Describe the periodic table,
including trends.
Compare and contrast
covalent and ionic bonds and
compounds.
Write formulas for
ionic compounds,
covalent compounds
and acids from
names and names
of compounds from
formulas.
Explain key concepts
and terminology related
to the properties and
classification of matter.
Draw Lewis structures of
simple compounds and
determine molecular shapes
and polarity.
SLO #1-5
Explain the factors that
affect the formation of
solutions.
Explain concepts related
to gases, acid s, bases
and intermolecular
forces.
Explain the factors that
affect the formation of
solutions.
Explain concepts related
to gases, acid s, bases
and intermolecular
forces.
Chemical Equations
SLO #1-5
Classify and write
balanced chemical
reactions.
Explain the concept of
equilibrium.
Write nuclear reactions.
Classify and write
balanced chemical
equations from words
and predict products for
some reaction types.
Describe chemical
equilibrium including Le
Chatelier's Principle
Calculations
SLO #1-5
Perform mole and
stoichiometric
calculations.
Perform concentration
calculations including
dilution and solution
preparation problems.
Perform pH calculations
for strong acids and
bases.
Perform mole and
stoichiometric
calculations.
Perform concentration
calculations including
dilution and solution
preparation problems.
Perform pH calculations
for strong acids and
bases.
Perform simple gas law
calculations.
Chem 200
Chem 201
Measurements
Atom/Molecules
Nomenclature
Structure/Properties
Chemical Equations
Calculations
SLO #1-4
SLO #1-4
SLO #1-5
SLO #1-5
SLO #1-5
SLO #1-5
Perform advanced
unit conversion
problems using
dimensional analysis.
Write sets of quantum
numbers, write electron
configurations, and draw
orbital diagrams for the
elements.
Explain periodic trends.
Compare and contrast the
principle theories of ionic and
covalent bonding.
Sketch Lewis structures,
including resonance forms,
and calculate formal charges
on atoms for given molecular
structures.
Describe hybrid orbital theory.
Write formulas for
ionic compounds,
covalent compounds
and acids from
names and names
of
Applying qualitative acidbased theory.
Name coordination
compounds.
Identify organic molecules
based upon functional
groups.
Name simple
hydrocarbons using
IUPAC rules.
Differentiate between atomic
and nuclear chemistry.
Describe the structure of
coordination compounds.
compounds from
formulas.
Compare and contrast
the properties of the
liquid and solid state,
including phase
changes.
Use intermolecular
forces to explain
differences in physical
properties.
Interpret phase
diagrams.
Explain and analyze the
factors that affect the
formation of a solution.
Classify, write and
balance chemical
equations, including ionic
equations.
Perform stoichiometric
calculations.
Solve complex gas law
problems.
Predict whether an
aqueous phase reaction
will occur.
Balance redox
equations.
Solve problems involving
electromagnetic
radiation.
Compare and contrast
the properties of
coordination compounds.
Explain how proposed
mechanisms are related
to a given rate law.
Perform calculations
related to chemical
kinetics.
Apply Crystal Field
Theory to explain the
color of coordination
complexes.
Identify the types of
radioactive decay.
Perform equilibrium,
acid-base,
thermochemical, and
electrochemical
calculations.
Solve problems related
to nuclear chemistry.
.
Solve problems involving
different measures of
concentration.
Solve problems related
to colligative properties.
Relate equations to
equilibrium,
thermodynamics and
electrochemistry.
Measurements
SLO #1-4
Chem 231
Chem 233
Analyze and interpret
spectroscopic
information, especially
from infrared and
nuclear magnetic
resonance
spectroscopy.
Analyze and interpret
spectroscopic
information,
especially from
infrared and nuclear
magnetic resonance
spectroscopy.
Atom/Molecules
SLO #1-4
Draw structures of organic
compounds, including
resonance, formal charges
and isomers.
Nomenclature
SLO #1-5
Apply IUPAC rules
to name simple
organic compounds.
Analyze theories of bonding
in organic compounds.
Identify functional groups
present in molecules, and
assign these to the
corresponding classes of
organic compounds.
Compare and contrast
theories of acids and bases.
Differentiate among common
functional groups within
synthetic compounds,
including polymers.
Differentiate among common
functional groups within bioorganic compounds, including
bio-polymers.
Apply IUPAC rules
to
name selected
classes of organic
compounds.
Structure/Properties
SLO #1-5
Chemical Equations
SLO #1-5
Calculations
SLO #1-5
Describe structure/
function relationship in
simple organic
compounds.
Relate molecular
structure to acidity and
Basicity.
Write equations for and
predict products of
organic compounds.
Illustrate and analyze
mechanisms of organic
reactions.
Propose and evaluate
strategies for the
synthesis of simple
organic compounds,
Formulate molecular
structures from analytical
data on compound
composition.
Describe structure/
function relationship in
complex organic
compounds.
Illustrate and analyze
mechanisms of complex
organic reactions.
Propose and evaluate
strategies for the
synthesis of complex
organic compounds.
Formulate molecular
structures from analytical
data on compound
composition.
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Students will answer five multiple choice
questions on one of the topic selected by the
department.
Target is 70% of correct answers.
Results are reported for each course.
Summary of all the assessments are reported
at the department level.
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Assessment collected on Discussion for three
experiments.
Results recorded for each course level and
program level.
Results discussed at the department. If
target is reached, we move to the next
activity (e.g. data and calculations) if not, we
discuss possible reason, restart the
assessment and analyze results for next
assessment cycle.
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Assessment collected on Calculations.
Results recorded for each course level and
program level.
Results discussed at the department. If
target is reached the we move to the next
activity for example Chemical equations, if
not, we discuss possible reasons, restart the
assessment and analyze results for next
cycle.
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Saloua Saidane
◦ ssaidane@sdccd.edu