Assessment Plan
Assessment Plan: Chemistry and Biochemistry
Program Learning Outcomes
Our graduates in the Professional, Biochemistry and Teaching options will
1. be able to communicate effectively.
2. be able to analyze problems in their field and develop solutions or strategies to solve those problems.
Our graduates in the Professional Option
3. will have a broad knowledge required in organic,1 inorganic,2 physical 3 and analytical4 chemistry as well as in biochemistry.5
Our graduates in the Biochemistry Option
4. will have a solid foundation in all aspects of biochemistry.
5. will be able to apply mathematical tools and computational methods to biochemical problems.
6. will understand the problems in another biological science that biochemical techniques help solve.
Our graduates in the Teaching Option
7. will have a broad knowledge required in organic, inorganic, physical, and analytical chemistry as well as in biochemistry
8. will develop instructional and pedagological competence such that they meet state certification standards.
1. Broad knowledge in organic chemistry includes nomenclature and molecular structure of organic compounds; stereochemistry; reactivities of the various functional groups; synthetic organic chemistry; physical organic chemistry; application of spectroscopy to organic structure elucidation; and fundamental skills in the organic chemistry lab.
2.Broad knowledge in inorganic chemistry includes atomic structure and chemical bonding of inorganic compounds; reactions and properties of representative members of the various families of the periodic table.
3. Broad knowledge in physical chemistry includes quantum chemistry; statistical thermodynamics; spectroscopy; and classical thermodynamics and kinetics; and fundamental skills and data analysis in the physical chemistry laboratory.
4. Broad knowledge in analytical chemistry includes equilibria, and acid-base chemistry; modern instrumental methods in electrochemistry, chromatography and spectroscopy; and fundamental skills in the analytical chemistry laboratory.
5. Broad knowledge in biochemistry includes cell organization; carbohydrate and lipid structure; protein and nucleic acid structure; enzyme kinetics; energetics; the major metabolic pathways for carbohydrates, lipids, and amino acids; regulation of gene function; and fundamental skills in the biochemistry laboratory.
Cognitive Skill Level Descriptors from Bloom’s Taxonomy
(I) Introductory Level |
(D) Developing Level |
(M) Mastery Level |
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Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
Define |
Summarize |
Demonstrate |
Compare |
Plan |
Predict |
List |
Describe |
Illustrate |
Contrast |
Arrange |
Assess |
Label |
Explain |
Write |
Differentiate |
Create |
Argue |
Recall |
Discuss |
Solve |
Analyze |
Propose |
Judge |
Arrange |
Interpret |
Interpret |
Calculate |
Collect |
Estimate |
State |
Review |
|
|
Formulate |
Evaluate |
Curriculum Map
I (introduce), D (develop), M (mastery)
Learning Outcomes
Credits |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
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General Chemistry 141 or 151 |
3 |
I |
I |
I |
|
|
|
I |
|
||
General Chemistry 143 or 153 |
3 |
I |
I |
I |
|
|
|
I |
|
||
Organic Chemistry 321 or 331 |
3 |
D |
D |
D |
|
|
|
D |
|
||
Organic Chemistry 323 or 333 |
3 |
D |
D |
M |
|
|
|
M |
|
||
Biochemistry 380 |
5 |
D |
D |
M |
M |
M |
|
M |
|
||
Analytical Chemistry 311 |
3 |
D |
D |
M |
|
|
|
M |
|
||
Inorganic Chemistry 401 |
3 |
D |
D |
M |
|
|
|
M |
|
||
Physical Chemistry 361 |
3 |
D |
D |
M |
M |
|
|
M |
|
||
Physical Chemistry 362 |
1 |
D |
D |
M |
M |
|
|
M |
|
||
Physical Chemistry 371 |
3 |
D |
D |
M |
|
|
|
|
|
||
Physical Chemistry 372 |
1 |
D |
D |
M |
|
|
|
|
|
||
Physical Chemistry 373 |
3 |
D |
D |
M |
|
|
|
|
|
||
Physical Chemistry 374 |
1 |
D |
D |
M |
|
|
|
|
|
||
Synthetic Chemistry 417 |
3 |
D |
M |
M |
|
|
|
M |
|
||
Advanced Instrument Analysis CHMY 421 |
3 |
D |
M |
M |
|
|
|
|
|
||
Biochemistry of Macromolecules BCH 441 |
3 |
D |
M |
M |
M |
M |
|
M |
|
||
Metabolic Regulation BCH 442 |
3 |
D |
M |
M |
M |
M |
|
M |
|
||
Biochemistry Methods BCH 444 |
3 |
D |
M |
M |
M |
M |
|
M |
|
||
Seminar BCH 194 |
1 |
I |
I |
|
|
|
|
|
|
||
Seminar CHMY 194 |
1 |
I |
I |
|
|
|
|
|
|
||
Seminar BCH 294 |
1 |
I |
I |
|
|
|
|
|
|
||
Seminar CHMY 294 |
1 |
I |
I |
|
|
|
|
|
|
||
Seminar BCH 394 |
1 |
D |
D |
|
|
|
|
|
|
||
Seminar CHMY 394 |
1 |
D |
D |
|
|
|
|
|
|
||
Capstone Seminar BCH 494 |
1 |
M |
M |
|
|
|
M |
|
|
||
Capstone Seminar CHMY 494 |
1 |
M |
M |
|
|
|
|
|
|
||
Senior Thesis BCH 499 |
1 |
M |
M |
|
|
|
M |
|
|
||
Senior Thesis CHMY 499 |
1 |
M |
M |
|
|
|
|
|
|
||
Undergraduate Research BCH 490 |
6 |
M |
M |
|
M |
M |
M |
|
|
||
Undergraduate Research CHMY 490 |
6 |
M |
M |
M |
|
|
|
|
|
||
Ed courses outside of C&B |
|
|
|
|
|
|
|
|
M |
Student Performance: Data Sources
The X indicates points at which assessment data will be collected.
|
Outcomes |
||||||||
Credits |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
|
General Chemistry 141 or 151 |
3 |
|
|
|
|
|
|
|
|
General Chemistry 143 or 153 |
3 |
|
|
|
|
|
|
|
|
Organic Chemistry 321 or 331 |
3 |
|
|
|
|
|
|
|
|
Organic Chemistry 323 or 333 |
3 |
|
|
X |
|
|
|
X |
|
Biochemistry 380 |
5 |
|
|
|
|
|
|
|
|
Analytical Chemistry 311 |
3 |
|
|
X |
|
|
|
X |
|
Inorganic Chemistry 401 |
3 |
|
|
X |
|
|
|
X |
|
Physical Chemistry 361 |
3 |
|
|
|
|
X |
|
|
|
Physical Chemistry 362 |
1 |
|
|
|
|
|
|
|
|
Physical Chemistry 371 |
3 |
|
|
|
|
|
|
|
|
Physical Chemistry 372 |
1 |
|
|
|
|
|
|
|
|
Physical Chemistry 373 |
3 |
|
|
X |
|
|
|
X |
|
Physical Chemistry 374 |
1 |
|
|
|
|
|
|
|
|
Synthetic Chemistry 417 |
3 |
|
|
|
|
|
|
|
|
Advanced Instrument Analysis CHMY 421 |
3 |
|
|
|
|
|
|
|
|
Biochemistry of Macromolecules BCH 441 |
3 |
|
|
|
|
|
|
|
|
Metabolic Regulation BCH 442 |
3 |
|
|
X |
X |
|
|
X |
|
Biochemistry Methods BCH 444 |
3 |
|
|
|
|
|
|
|
|
Seminar BCH 194 |
1 |
|
|
|
|
|
|
|
|
Seminar CHMY 194 |
1 |
|
|
|
|
|
|
|
|
Seminar BCH 294 |
1 |
|
|
|
|
|
|
|
|
Seminar CHMY 294 |
1 |
|
|
|
|
|
|
|
|
Seminar BCH 394 |
1 |
|
|
|
|
|
|
|
|
Seminar CHMY 394 |
1 |
|
|
|
|
|
|
|
|
Capstone Seminar BCH 494 |
1 |
X |
X |
|
|
|
X |
|
|
Capstone Seminar CHMY 494 |
1 |
X |
X |
|
|
|
|
|
|
Senior Thesis BCH 499 |
1 |
X |
X |
|
|
|
X |
|
|
Senior Thesis CHMY 499 |
1 |
X |
X |
|
|
|
|
|
|
Undergraduate Research BCH 490 |
6 |
|
|
|
|
|
|
|
|
Undergraduate Research CHMY 490 |
6 |
|
|
|
|
|
|
|
|
Ed courses outside of C&B |
|
|
|
|
|
|
|
|
|
MT State Teaching Endorsement |
|
|
|
|
|
|
|
|
X |
RESPONSE THRESHOLD
|
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|
Unacceptable |
Acceptable |
Exceptional |
Cleary Articulated Ideas |
|
|
|
Organization |
|
|
|
Use of slides or graphs and tables in document |
|
|
|
|
|||
|
Unacceptable |
Acceptable |
Exceptional |
Identifies the Problem (generates a problem statement) |
Unable to identify problem on their own |
Can identify the problem but has some ambiguity in articulating the problem statement |
Identifies the problem and outlines the necessary objectives to solve the problem. |
Applying previous knowledge to answer the problem |
Not clear as to what is needed to solve the problem and does not rely on resources for assistance |
Relies only on a few sources to solve the problem |
Readily Identifies several sources of information and applies previous knowledge to the answer the problem |
Analyze and interpret data – Draws conclusions |
Errors made in the analysis and in drawing conclusions |
Draws correct conclusions from results, but may not relate them well to the problem |
Able to describe results and draws conclusions clearly and concisely. |
Students will take the American Chemical Society (ACS) standardized subject tests in organic, analytical, physical, inorganic, and biochemistry. Scores will be compared to national data, which is available on the ACS website. An acceptable score will be higher than the national median. An exceptional score will be at or above the 90th percentile. An unacceptable score will be lower than the national median. |
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Students will take the American Chemical Society (ACS) standardized subject test in physical chemistry. An acceptable score will be achieved when 25% or more of the questions are answered correctly (in line with the overall national average). An exceptional score will be at or above the 65th percentile. An unacceptable score will be lower than 25% correct. |
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|
|||
|
Unacceptable |
Acceptable |
Exceptional |
Identifies the Problem in Biology (generates a problem statement) |
Unable to identify problem on their own |
Can identify the problem but has some ambiguity in articulating the problem statement |
Identifies the problem and outlines the necessary objectives to solve the problem. |
Assessment will be identical to that for learning outcome 3, shown above. |
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Montana State Teaching Endorsement Information will be obtained yearly from the Education Assessment Coordinator. |
Schedules
Outcomes
Outcomes will be assessed according to the following schedule.
Year |
|||||||||
Outcome |
2011-12 |
2012-13 |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
1 |
|
X |
X |
X |
X |
X |
X |
X |
|
2 |
|
X |
X |
X |
X |
X |
X |
X |
|
3 |
|
|
X |
X |
X |
X |
X |
X |
X |
4 |
|
X |
X |
|
X |
X |
X |
|
|
5 |
|
X |
X |
|
X |
|
X |
X |
|
6 |
|
X |
X |
X |
X |
X |
X |
X |
|
7 |
|
|
X |
X |
X |
X |
X |
X |
X |
8 |
|
X |
X |
X |
X |
X |
X |
X |
X |
Assessment Plan Elements
Changes to the elements of the assessment plan will be made according to the following timetable.
Year |
||||||
Outcome |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
1 |
|
|
X |
|
|
X |
2 |
|
|
X |
|
|
X |
3 |
|
X |
|
X |
|
|
4 |
|
X |
|
|
X |
|
5 |
|
X |
|
|
|
X |
6 |
|
|
X |
|
|
X |
7 |
|
X |
|
X |
|
|
8 |
|
X |
|
|
|
X |
Course Review
Course review will occur in topic blocks on the following schedule.
|
|
|
||||||||
Course |
2013-14 |
2014-15 |
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
2020-21 |
||
100 level |
X |
X |
|
|
X |
X |
|
|
||
Organic courses |
X |
X |
|
|
X |
X |
|
|
||
Biochemistry |
X |
X |
|
|
X |
X |
|
|
||
Physical courses |
|
|
X |
|
|
|
X |
|
||
Inorganic |
|
|
X |
|
|
|
X |
|
||
Analytical |
|
|
X |
|
|
|
X |
|
||
Seminar |
|
X |
X |
|
|
|
X |
|
||
Comprehensive review of course flow |
|
|
|
X |
|
|
|
X |
Process for Assessing the Data
Annual Assessment Process
5. A summary of the year’s assessment activities and faculty decisions is reported to the Provost’s Office in the Department’s Annual Assessment Activities report. |
Assessment Reports (click on link below)