Program: Chemistry (BA, BS)
Degree: Bachelor's
Date: Wed Oct 03, 2012 - 6:11:33 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
see curriculum map
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: UHM Catalog. Page Number: Course Syllabi. URL, if available online: 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, 2011 and September 30, 2012? (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 June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
What factors contribute to high-failure rates in our GenChem and OrgChem classes?
Can the use of on-line homework systems in Chem 161, 162, 272, and 273 reduce these rate?
Is curriculum effective at building student skills to accomplish the stated SLOs by graduation?
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.
1. Evaluation of final reports in our capstone course, where students demonstrate mastery of stated SLO.
2. Feedback interviews with students during meetings with advisors
3. Anecdotal evidence about current employment status provided by students who graduated in the last five years.
4. Evaluation of Chem 399 final reports where our students are required to communicated their research objectives and progress (BS students when applicable),
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Various portions of the data outlined above are collected by all 11 faculty members in the chemistry.
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: 10) 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.
What factors contribute to high-failure rates in our GenChem and OrgChem classes?
Evidence suggests a number of students in the GenChem series struggle due to the lack of adequate foundational skills in math and chemistry. As such, we have significantly adjusted our preparatory course offerings, by eliminating Chem 151 (Survey of Chemistry), which had too broad of a focus, and replaced it with Chem 131, a more focused preparation for chemistry course.
Can the use of on-line homework systems in Chem 161, 162, 272, and 273 reduce these rates?
It is still too early in the process to be able to assess the results as we are still experimenting with how to integrate these systems into the class effectively. We are evaluated three different on-line systems last year. This is a necessary first step will take several iteration of the course before the required data can be collected to generate statistically relevant conclusions.
Is curriculum effective at building student skills to accomplish the stated SLOs by graduation?
Anecdotal evidence, and exit interviews, suggests that while the curriculum is effective at building the proper skills, minor adjustment in aspects of our course pre- and co-requisites may streamline student's progression through our degree program. Further evaluation and planning on this issue is needed though.
12) State how the program used the results or plans to use the results. Please be specific.
Additional data is needed on both issues before valid conclusions can be drawn. We will continue to gather this information during the next academic year
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.
See previous question