Program: Chemistry (BA, BS)
Degree: Bachelor's
Date: Tue Sep 16, 2014 - 12:45:09 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Quantitative and qualitative description of atoms, ions, molecules and their mixtures.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
2. Quantitative and qualitative description of reactions of atoms, ions and molecules.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
3. Reactivity & energetics: equilibrium, thermodynamics and kinetics.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
4. Electronic configuration of atoms and molecules: quantum mechanics.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
5. Fundamentals of carbon chemistry.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
6. Stereochemistry as a foundation of structure and reactivity.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
7. Mechanistic reasoning for prediction and analysis of reactivity.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
8. Design and execution of synthetic schemes.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
9. Molecular structures from spectroscopic data.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
10. Make measurements & write laboratory reports.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
11. Data analysis for production of analytically valid data.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
12. Documentation and interpretation of experimental results.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
13. Fundamentals of coordination and organometallic chemistry.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: www.manoa.hawaii.edu/chem
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: http://manoa.hawaii.edu/chem/index.php?id=28 UHM Catalog. Page Number: Course Syllabi. URL, if available online: http://www.manoa.hawaii.edu/chem/index.php?id=28 Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Are the AP equivalent credits accurate for placement and progress of students?
Do students feel prepared to move to the next phase of their lives?
Does the placement exam accurately evaluate a student’s knowledge to succeed in CHEM 161?
How would changing to the 45 upper division (UD) credit requirement impact our students?
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
AP score evaluation to determine if students are properly placed
Student perceptions of department and quality of education (exit survey)
Placement exam question-by-question evaluation
45 UD credits- alignment with peer institutions
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Varies by population size. We took accumulated raw data students submitted at the time of admission (AP scores), at the beginning of their chemistry studies (placement exams), or throughout their academic careers (45 UD credit analysis and time to degree).
No person was explicitly asked to submit evidence as this evidence was gathered throughout the natural progression of our students’ education with the exception of the exit survey. The exit survey was requested by all students who had petitioned to graduate in Spring 2014. Of the 18 chemistry graduates, 6 completed the survey.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: associate chair and assessment coordinator10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
We found that the current AP scores and corresponding course credit accurately reflect a student’s ability to progress through their required chemistry course work. A score of 5 was recently reassigned from CHEM 171 to CHEM 161 and CHEM 162, effectively giving students 6 credits of coursework. We do not need to modify AP credit assignments further.
Based on exit survey results, students do feel prepared to move on to either the workforce or additional educational opportunities based on the experience and skills set they gained during their undergraduate career.
Our placement exam evaluation dies indicate that a passing score of 16 or higher does accurately reflect a student’s ability to pass CHEM 161 as 60% or better.
Changing from the 60 non-introductory (NI) to 45 upper division (UD) credits would negatively impact our students’ time-to degree.
12) State how the program used the results or plans to use the results. Please be specific.
The department has verified that changes made to AP credit equivalencies are accurate and no additional changes need to be made.
We plan to offer the exit survey to all graduating chemistry students to get a better sense of the improvements the department can make. In addition, we plan to send a follow-up survey to graduates at 2-year and 5-year intervals to see if the skills learned are skills applied in the workforce.
We added an additional 250 questions to the test bank for our placement exam. The passing rates are aligned with previous passing rates. We are considering evaluating the chance of success students who scored 15 have at passing CHEM 161 using Summer 2014 and Fall 2014 as our sample.
The Department of Chemistry, along with the Department of Biology, submitted a request to CAPP to make a motion for exception to the campus-wide implementation of the 45 upper division credit requirement for our students. The request was approved by CAPP, presented to the Manoa Faculty Senate, approved by the Senate, and approved by the VCAA. Our students’ time-to-degree will not be negatively impacted by the 45 UD requirement. Instead, our students will have to meet a combination of no fewer than 25 UD credits and 35 lower division (LD—100- and 200-level courses) credits to earn their degrees in the Department of Chemistry.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
We learned that we have to offer the exit survey earlier.
We also gained some insight into passing AP scores of 3, 4, and 5 are correlated to the student’s indicated major. This correlation is low, and it in no way predicts a student’s success in chemistry courses.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
NA