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Chemistry Assessment Plan 2018-2022
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Program and degrees offeredB.S., B.A., M.S., Ph.DNote: All chemistry majors enrolled in the BS or BS-ACS certified degree programs are required to conduct independent research (CHY 498) with a faculty member as part of the capstone requirement. (The BA degree does not require research as part of the capstone. However none of our current students are pursuing a BA degree.) CHY 498 is a variable credit course and students typically conduct research over the course of 2 or more semesters. Students construct and present posters about their research at a departmental poster session at the end of the fall semester. Students can be at different stages of their research, i.e. some students may have just begun working on their research projects and others are nearing completion. There were 13 poster presentations by junior and senior chemistry majors; 10 of the students were seniors who graduated in May, 2022.
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Program assessed in this reportB.S., B.A., M.S., Ph.D
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Department Chair/Program CoordinatorAlice Bruce
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Form Completed byAlice Bruce
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Academic Year2018-2022
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URL for published learning outcomes
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Outcome(s) Examined:Data/Evidence:
Evaluation Process:
Results & ReflectionRecommendations & PlanningImpacts
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Which program student learning outcome(s) was assessed during this reporting period?Other than grades, what data/evidence* were used to determine that students have achieved the stated outcome(s) for the degree? Direct evidence is required; indirect evidence is optional. Provide: •type of data/evidence* •sample (include # of students sampled, which semesters, where in curriculum the outcome was assessed (in course(s), section(s) or a program requirement)What method(s) or process(es) were used to evaluate student work?
Provide:
evaluation instrument
expected level of student achievement of the outcome
who applied the evaluation tool
who interpreted the results of the assessment process		What were the results of the analysis of the assessment data? Provide:
quantitative results, including a comparison of expected level of student achievement to actual level of student achievement
analysis of the results including the identification of patterns of weakness or strength
reflection and conclusions		Are there recommendations for change based on the results?
Provide:
recommendations for change(s) planned
timeline for program to implement the change(s)
timeline for program to assess the impact of the change(s)		What impacts have you observed in response to the changes made? Are there unintended consequences? Were the changes successful? (Note: this box is completed after changes are implemented.)
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Additional information written up here:https://docs.google.com/document/d/1ZfRlZ_YnOjoETmDNryi3L0w9g_3p5hSX/edit?usp=sharing&ouid=115717581442676362609&rtpof=true&sd=true
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PLO #3: Students will use appropriate approaches to model and interpret experimental data and chemical phenomena, including quantitative and computational methods.Written posterElements to assess using rubric: Clear research question, methodology, presentation of results in graphical or tabular form; appropriate use of multiple sources of data and controls. • 2 students partially meet; 7 students meet and 3 students Students could present their data well and answer specific questions about what they did. Some students had a little challenge with contextualizing their results in the bigger picture of the overall work regarding the future steps of their project or why exactly they were performing the experiments.
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Oral presentation of posterElements to assess using rubric: Demonstrates ability to answer questions about methods, results, next steps in research project. • 3 students partially meet; 7 students meet; 3 students exceed
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PLO #5: Students will communicate chemical knowledge clearly and concisely through written reports, oral presentations, and accurate records of their laboratory work.Written posterElements to assess using rubric: Poster is free of errors in grammar and usage; scientific terminology well explained. 2 students partially meet; 6 students meet; 5 students exceedStudents could present their data well and answer specific questions about what they did. Some students had a little challenge with contextualizing their results in the bigger picture of the overall work regarding the future steps of their project or why exactly they were performing the experiments.
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Oral presentation of posterElements to assess using rubric: Moves concisely through poster; can answer questions about poster; makes eye contact and appropriate interaction with audience/viewer; able to accept/incorporate critique. • 2 students partially meet; 7 students meet; 4 students exceed
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PLO #8: Students will develop an understanding of professional and ethical standards, including the responsible treatment of data, citation or others' work, and the impact of chemistry in contemporary societal and global issues.Written posterElements to assess using rubric: Data and uncertainty treated appropriately: literature appropriately cited; motivation of work in terms of novelty, utility, and/or societal or global impact. • 1 student partially meets; 9 students meet; 3 students exceedStudents could present their data well and answer specific questions about what they did. Some students had a little challenge with contextualizing their results in the bigger picture of the overall work regarding the future steps of their project or why exactly they were performing the experiments.
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Oral presentation of posterElements to assess using rubric: Shows enthusiasm about context of research; distinguishes own contribution from team, group or literature. • 2 students partially meet; 7 students meet; 4 students exceed
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