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

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

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

  1. 1.       Graduates will communicate effectively (oral and written)

 

Unacceptable

Acceptable

Exceptional

Cleary Articulated Ideas

 

 

 

Organization

 

 

 

Use of slides or graphs and tables in document

 

 

 

  1. 2.       Graduates will be able to analyze problems in their field and develop solutions or strategies to solve those problems.

 

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.

  1. Our graduates in the Professional Option will have a broad knowledge required in organic, inorganic, physical, and analytical chemistry as well as in biochemistry. 

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.

  1. 5.       Our graduates in the Biochemistry Option will be able to apply mathematical tools and computational methods to biochemical problems.

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.

  1. 6.       Our graduates in the Biochemistry Option will understand the problems in another biological science that biochemical techniques help solve.

 

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.

  1. 7.       Our graduates in the Teaching Option will have a broad knowledge required in organic, inorganic, physical, and analytical chemistry as well as in biochemistry.

Assessment will be identical to that for learning outcome 3, shown above.

  1. 8.       Our graduates in the Teaching Option will develop instructional and pedagological competence such that they meet state certification standards.

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

  1. For learning outcomes 3, 4, 5, and 7, data is collected from identified courses via ACS certified exams.  The assessment coordinator tabulates the ACS exam scores. Areas where the acceptable performance threshold has not been met are highlighted.
  2. For learning outcomes 1, 2, and 6, assessment sheets with the above criterion fields is completed by the instructors of BCH 494, CHMY 494, BCH 499, CHMY 499 and by faculty members who evaluate posters at the annual poster symposia. The assessment coordinator tabulates the scores. Areas where the acceptable performance threshold has not been met are highlighted.
  3. The scores are presented to the faculty for assessment.
  4. The faculty reviews the assessment results, and makes decisions on how to respond.
  • If an acceptable performance threshold has not been met, a faculty response is required. Possible responses:
    • Gather additional data next year to verify or refute the result.
    • Change the curriculum to try to fix the problem.
    • Change the acceptable performance threshold.
    • Choose a different assignment to assess the outcome.
    • Faculty can respond to assessment results even if the acceptable performance threshold has been met.
    • It is OK to determine that changes are not needed when students are demonstrating proficiency with each learning outcome.

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)

AY16-17

AY15-16

AY14-15

AY13-14

AY12-13