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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment
activities for this year.
Academic Year of Report: ____’12/’13__________ College: __COTS____________
Department Chemistry Program: _BS in Chemistry, including Biochemistry Specialization
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and university mission and goals.
The chemistry department assessed two student learning outcomes this year as follows:
1. Chemistry majors will apply the standard technical information and perform experimental
techniques of analytical, biochemistry, inorganic, organic, and physical chemistry.
2. Chemistry majors will practice health and safety protocols that are integral to the
discipline.
These outcomes were chosen from the Assessment Plan because of the fundamental
importance of both academic success and student safety.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your assessment results. If appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
Outcome number #1 relates to student demonstration of ability to master and apply concepts
and perform competently in the laboratory within the various content sub-areas of chemistry.
This outcome was evaluated using two of the assessment methods listed in the department
Assessment Plan: standardized exams having national norms and grades received in relevant
courses. Students were given American Chemical Society (ACS) standardized exams for
courses taken in the primary sub-areas of the chemistry degree curriculum: general, analytical,
bio, organic, and physical chemistry. In each case, the mean percentile score for our graduates
was compared with the national mean. The targeted level of achievement is that the
performance of our graduates be consistent with national averages. Course grades are not
considered a preferred method for assessing learning outcomes; however, they are included in
this report since they were listed in the plan as a method to be used and are readily available.
The targeted level of achievement is for all graduates to attain a GPA for courses within the
major of at least 2.25 as well as an overall cumulative GPA of at least 2.0.
Outcome number #2 was evaluated using an assessment indicator other than what was
specified in the department assessment plan (“grades in laboratory courses”). This change is
the result of the department utilizing more direct methods to evaluate the effectiveness of safety
training and policies. Specifically, records of lab accidents and incidents are being
systematically collected and maintained by the department Safety Officer.
B) Who was assessed?
For outcome #1, the sample assessed consisted of 21 students who graduated during the
2012/2013 academic year receiving a BS in Chemistry (4 with the Biochemistry Specialization).
The sample for outcome #2 includes all students taking chemistry lab courses or participating in
research using chemicals and related equipment in a faculty mentored research group. Also
included are undergraduate and graduate students employed by the Chemistry department as
Teaching Assistants.
C) When was it assessed?
The outcomes were assessed after the end of the 2012/2013 academic year.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or analysis of the results.
For outcome #1, the mean percentile scores for 2012/2013 BS graduates vs. national norms in
each of the chemistry subject areas are tabulated below:
Chemistry Course Mean Student Percentile General Chemistry 64. Quantitative Analysis 55. Organic Chemistry 44. Physical Chemistry (Thermodynamics)
Biochemistry 50. Instrumental Analysis 51. Average of Means 55.
In every subject area except Organic the student mean for CWU Chemistry BS graduates met
or exceeded the 50th^ percentile. Thus, by this measure, CWU Chemistry graduates are
comparable to chemistry BS graduates at other institutions.
Note: It is recognized that the sample size here is small and so these values are expected to
vary significantly from year to year. In the future, we expect to use scores from all declared
Chemistry (BS) majors to obtain a more reliable indicator.
Naturally, the desirable criterion of achievement for this method of assessing safety protocols
integral to experimental chemistry is the complete absence of accidents and mishaps of all
types. The more realistic approach adopted by the department is to establish a baseline based
on well-maintained records that can help guide the department in the establishment of policies
and practices that will effectively reduce the numbers of accidents and incidents in the future.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they are related to results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will the department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.).
Although the assessment results for both of the methods used to evaluate progress toward
outcome #1 met the stated criterion of achievement, the department recognizes the need for
more thorough and detailed assessment data to guide curricular changes. The outcome itself is
too general and has been rewritten in the 2013 version of the department Assessment Plan
(attached). The department recognizes the need for improved definition of course content and
expectations in certain areas. Both the Organic Chemistry and the General Chemistry
committees are currently working on this task. One intended byproduct of this effort is the
development of student learning outcomes that are more specific and more readily assessable.
As described in #5 below, the department invested a great deal of effort during the 2012/
academic year to reevaluate its safety policies and protocols applied to the use of chemicals
and related apparatus and equipment in teaching and research labs, and in the chemical
stockroom. Throughout this current year, the department is implementing and enforcing the
policy changes enacted February of 2013. The department has also strengthened measures to
insure that all students, faculty, and staff receive safety training appropriate to their
responsibilities and exposure to chemical and equipment hazards. While it’s not clear from bar
graph above that the numbers of accidents and incidents have decreased since the changes in
policies, there is anecdotal evidence that the number of accidents involving exposure to caustic
chemicals, e.g. acid burns to exposed skin, has dropped dramatically.
5. What did the department or program do in response to last year’s assessment
information?
In answering this question, please describe any changes that have been made to improve student learning based on previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods.
For outcome #1, the Organic Chemistry and the General Chemistry committees began working
to clarify essential course content and level of expectations. As mentioned above, this effort
continues and will hopefully lead to more meaningful outcomes and more informative
assessment methods.
Note: In light of the predicted merging of the Strategic Planning and Learning Outcome
Assessment procedures and timelines, there is some uncertainty as to what shape the reporting
requirements of the next assessment cycle may assume. Due to this uncertainty the Chemistry
department has chosen to focus most of its effort this fall on revisions to its Strategic Plan. The
desired outcomes written into various portions of the 2013 Strategic Plan overlap significantly
with or encompass many of the outcomes specified in the department’s Assessment Plan. We
are hopeful that we will receive timely notice regarding changes to the procedures and
expectations for 2014, so as to prepare a response that both serves the needs of administration
and is useful in providing guidance to the department.
For outcome #2, the information regarding laboratory accidents and incidents that was collected
over 2011/2012 was analyzed by the department Safety Committee and resulted in a number of
significant recommendations for changes in policies and protocols designed to improve student
and employee safety and reduce the number of hazards and accidents. Rooms or portions of
rooms containing hazardous chemicals or equipment are more clearly identified and the policies
regarding safety goggles and appropriate clothing are more clearly defined and better enforced.
Students in lab courses are now required to wear lab coats. The new safety policies were
implemented in Winter quarter of 2013.
6. Questions or suggestions concerning Assessment of Student Learning at
Central Washington University:
For departments that teach courses with significant enrollments of non-majors, a clear
distinction should be made between student learning outcomes for majors and learning
outcomes for key categories of non-majors, e.g. students taking a course as a general
education requirement, or as a cognate for another major or a pre-professional program.
Science and math departments, in particular, offer courses that serve other majors and
programs. Outcomes and assessment for non-majors appear to have slipped through the
cracks in the current Student Learning Outcome assessment planning process.
We favor the expressed intention to fold the department Assessment Plan into the larger context
of the department Strategic Plan. We also need to lock into a stable and well-defined definition
of the planning/assessment cycle and associated timeline. Current instructions from above
reveal the need for greater clarity in this process.
Note: In this report, the Chemistry department has reported only on its BS degree and BS with
biochemistry specialization options. The MS degree and the BA in Teaching Chemistry have
not been included due to the lack of meaningful assessment data. It is our intention to address
this deficiency in the next couple of iterations through (1) better data collection with help from
the Office of Organizational Effectiveness, and (2) revision of outcomes in the Assessment
Plans to be more readily assessable.
Department/Program Goals Related College Goals
Related Universit y Goals
Method(s) of Assessment (What is the assessment?)
Who/What Assessed (population, item)
When Assessed (term, dates)
Criterion of Achievement (Expectation of how good things should be?)
- Increase the quality and diversity of undergraduate majors in the various chemistry programs.
Goal 1 Goal 7
Goal 1 Goal 6
- Number of faculty searches conforming to OEO guidelines for recruiting woman and minority faculty
- Diversity of student population in chemistry relative to regional demographics and university averages
- Number of faculty involved in outreach programs designed to increase diversity within our majors population
- Retention of majors in Chemistry degree programs
- Retention of majors from underrepresented groups
- Chemistry majors, minors, and graduate students
- Chemistry faculty
- Faculty activities
- Annual review as per Strategic Plan
- All faculty searches conform to OEO guidelines.
- Diversity of student population is reflective of regional and university demographics.
- At least one-third of faculty involved in outreach activities or STEP program.
- At least 80% of students entering major programs in chemistry successfully obtain their degree.
- Retention of majors from underrepresented groups will equal or exceed the overall retention rate for majors in Chemistry degree programs.
Department/Program Goals Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)
Who/What Assessed (population, item)
When Assessed (term, dates)
Criterion of Achievement (Expectation of how good things should be?)
- Maintain a high quality graduate program in chemistry.
Goal 1 Goal 3 Goal 4 Goal 5 Goal 6
Goal 1 Goal 3 Goal 5
- Number of students enrolled in MS program Average GRE scores of students accepted into MS program
- Number and variety of graduate courses offered per year
- Dollar amount and number of graduate student stipends
- Dollar amount and number of research grants within the department
- Number of publications produced by research groups in the chemistry department
- MS program and curriculum
- Faculty research programs
Annual review as per Strategic Plan
- Total enrollment in MS degree options will be at or about 15.
- Average GRE scores of students accepted into MS program will show an increase.
- Research and teaching assistantships for graduate students are competitive with those at comparable institutions.
- RA or TA funding is available to every graduate student.
- Offer at least four graduate courses per year.
- Every research group is supported by internal or external grant funds.
- At least six peer reviewed articles are published in international scientific journals by the chemistry department each year.
Department/Program Goals Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)
Who/What Assessed (population, item)
When Assessed (term, dates)
Criterion of Achievement (Expectation of how good things should be?)
- Serve the academic community and the general public through scholarly research and service activities.
Goal 1 Goal 3 Goal 4 Goal 5
Goal 1 Goal 4 Goal 5
- Dollar amount and number of research grants within the department
- Number of publications produced by research groups in the chemistry department
- Number of faculty memberships in professional organizations/societies
- Number of faculty attending professional conferences
- Number of outreach programs involving chemistry faculty
- Number of faculty involved in outreach programs
- Faculty
- Faculty research programs
-Annual review as per Strategic Plan
- Every research group is supported by internal or external grant funds.
- At least six peer reviewed research articles are published by the chemistry department each year.
- All faculty are members of at least one professional organization /society.
- At least half of chemistry faculty attend at least one professional conference each year.
- At least one-third of faculty involved in outreach activities or STEP program.
CWU Student Learning Outcome Assessment Plan Preparation Form Department of Chemistry Program: Bachelor of Science in Chemistry
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Chemistry majors will
master the concepts and skills, including experimental techniques, designated in curriculum learning outcomes for courses in analytical, biochemistry, inorganic, organic, and physical chemistry, which are needed to graduate and successfully pursue career pathways.
Goal 1 Goal 2
Goal 1 Goal 1 - Grades in relevant courses
- Student exit portfolio
- Student exit survey -Alumni survey -ACS content exams
- Chemistry majors in all required courses for BS degree in chemistry
- Quarterly
- Annual review of student exit portfolios.
- All graduates maintain an overall GPA of at least 2.0 and a GPA for courses within the major of at least 2.25.
- Mean ACS exam scores, by course, are at or above national averages
- All students’ portfolio components will be rated at satisfactory or higher.
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Use computers and the modern software of the discipline.
Goal 1 Goal 2
Goal 1 Goal 1 - Grades in laboratory courses
- Grade in CHEM 488
- Student exit portfolio
- Chemistry majors in laboratory courses. These courses require the use of software for instrumentation control, data analysis, and reporting
- CHEM 488
- Chemistry majors submitting exit portfolios (all majors)
- Quarterly
- Annual review of student exit portfolios.
- All graduates maintain an overall GPA of at least 2.0 and a GPA for courses within the major of at least 2.25.
- All students receive a grade of C+ or better on their oral presentation in CHEM 488
- The research or lab report component in the students’ portfolio will be rated at satisfactory or higher.
- Retrieve and critically analyze chemical literature.
Goal 1 Goal 1 Goal 1 Course grades in: -CHEM 488 -Student Research CHEM 295, CHEM 395, and/or CHEM 495
- CHEM 488
- CHEM 295, 395 or 495 (research)
- Chemistry majors submitting exit portfolios (all majors)
- Quarterly
- Annual review of student exit portfolios.
- All students receive a grade of C+ or better on their oral presentation in CHEM 488
- The research report component in the students’ portfolio will be rated at satisfactory or higher.
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Practice health and safety protocols that are integral to the discipline.
Goal 1 Goal 1 Goal 1 - Grades in laboratory courses
- Participation in laboratory safety training sessions
- Number of reported lab incidents/accidents
- Chemistry majors in laboratory courses.
- Chemistry majors working in research labs.
- Chemistry majors employed as TA’s by the department.
- Quarterly - All students receive a grade of C+ or better in laboratory courses.
- All research students receive a grade of B or better.
- All students receive laboratory safety training sufficient for required lab procedures.
- The number of lab incidents/accidents is reduced.
- Work effectively in group situations.
Goal 1 Goal 3
Goal 1 Goal
Goal 1 Goal 6
- Grades in laboratory courses
- Grades in student research courses: CHEM 295, CHEM 395, and/or CHEM 495
- Exit Survey
- Quarterly
- Annual review of student exit portfolios.
- All students receive a grade of C+ or better in laboratory courses.
- All research students receive a grade of B or better.
- Reflective assessment in student exit portfolio.
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature **Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2) ***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
CWU Student Learning Outcome Assessment Plan Preparation Form Department of Chemistry Program: Bachelor of Science in Chemistry, Biochemistry Specialization
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Chemistry majors will
master the concepts and skills, including experimental techniques, designated in curriculum learning outcomes for courses in analytical, biochemistry, inorganic, organic, and physical chemistry, which are needed to graduate and successfully pursue career pathways.
Goal 1 Goal 2
Goal 1 Goal 1 - Grades in relevant courses
- Student exit portfolio
- Student exit survey -Alumni survey -ACS content exams
- Chemistry majors in all required courses for BS degree in Biochemistry
- Quarterly
- Annual review of student exit portfolios .
- All graduates maintain an overall GPA of at least 2.0 and a GPA for courses within the major of at least 2.25.
- Mean ACS exam scores, by course, are at or above national averages
- All students’ portfolio components will be rated at satisfactory or higher.
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Write and speak clearly in the language and style of the discipline.
Goal 1 Goal 1 Goal 1 - Grades in relevant courses
- Student written lab reports
- Student research reports for those students who performed research
- Student exit portfolio
- Majors taking required courses for BS degree in biochemistry. Course exams require some short answer as well as drawing of chemical structures and diagrams
- CHEM 183Lab (written abstracts)
- CHEM 361Lab, 363Lab, 382Lab, 383Lab, 431Lab,433Lab, 452Lab (full or partial lab reports; brief oral presentations)
- CHEM 295,395 or 495, student research reports
- CHEM 488 oral presentation
- Quarterly
- Annual review of student exit portfolios.
- All graduates maintain an overall GPA of at least 2.0 and a GPA for courses within the major of at least 2.25.
- All students receive a grade of C+ or better on their oral presentation in CHEM 488
- All artifacts of writing in exit portfolio are rated at satisfactory or better.
- Demonstrate critical thinking skills that utilize qualitative and quantitative problem solving.
Goal 1 Goal 1 Goal 1 - Grades in relevant courses
- ACS content exams
- Majors takingl required courses for BS degree in Biochemistry
- Quarterly
- Annual review of student exit portfolios.
- All graduates maintain an overall GPA of at least 2.0 and a GPA for courses within the major of at least 2.25. -Mean ACS Exam scores by course are at or above national averages.
Student Learning Outcomes (performance, knowledge, attitudes)
Related Program/ Departmental Goals
Related College Goals
Related University Goals
Method(s) of Assessment (What is the assessment?)*
**Who Assessed (Students from what courses – population)****
When Assessed (term, dates)
Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)
- Practice health and safety protocols that are integral to the discipline.
Goal 1 Goal 1 Goal 1 - Grades in laboratory courses
- Participation in laboratory safety training sessions
- Number of reported lab incidents/accidents
- Biochemistry majors in laboratory courses.
- Biochemistry majors working in research labs.
- Quarterly - All students receive a grade of C+ or better in laboratory courses.
- All research students receive a grade of B or better.
- All students receive laboratory safety training sufficient for required lab procedures.
- The number of lab incidents/accidents is reduced.
- Work effectively in group situations.
Goal 1 Goal 3
Goal 1 Goal
Goal 1 Goal 6
- Grades in laboratory courses
- Grades in student research courses: CHEM 295, CHEM 395, and/or CHEM 495
- Exit Survey
- Quarterly
- Annual review of student exit portfolios.
- All students receive a grade of C+ or better in laboratory courses.
- All research students receive a grade of B or better.
- Reflective assessment in student exit portfolio.
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature **Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers – see NWCCU standard 2.B.2) ***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
CWU Student Learning Outcome Assessment Plan Preparation Form
Department of Chemistry
Program: Master of Science in Chemistry
Student Learning
Outcomes
(performance,
knowledge, attitudes)
Related
Program/
Departme
ntal Goals
Related
College
Goals
Related
Univer
sity
Goals
Method(s) of Assessment
(What is the assessment?)*
Who
Assessed**
When
Assessed
(term, dates)
Standard of Mastery/
Criterion of Achievement
(How good does
performance have to be?)
1. Apply technical
information and
independently perform
advanced experimental
techniques and data
analysis.
Goal 1
Goal 2
Goal 1 Goal 1 - Grades in relevant courses
- Student written proposal and
thesis
Chemistry
graduate
students
for classes
proposal and
thesis
for course average.
forms from every
committee member
judging proposal and
thesis. Obtain a 3 or
above (5 max) on relevant
criteria.
of 3 or above.
Obtain 2. Write and
speak clearly in the
language and style of
the discipline.
Goal 1 Goal 1 Goal 1 - Grades in relevant courses
(CHEM 505 and other grad
classes)
- Student written proposal and
thesis (CHEM 700), including
committee members feedback
form‡
- Student proposal defense and
thesis defense (CHEM 589),
including committee members
feedback form‡
presentations at
local/regional/national meetings
(from our SOURCE pres.
records and exit survey†
question 4)
submitted manuscripts for peer
review (from Exit survey†
question 5b)
Chemistry
graduate
students
for classes
proposal and
thesis
graduation
from exit
survey
for course average
above (5 max) on relevant
criteria on feedback forms.
(5 max) on relevant
criteria on feedback forms.
graduate students present
at meetings.
graduate students have
submitted or plan
submissions of peer
reviewed journal articles.
