The following plan was formulated by an ad hoc Department of Chemistry assessment committee, and has received preliminary approval of the chemistry faculty on October 28, 1996. This document is a substantially revised copy of a plan drafted in April 1996. The initial plan was reviewed by an external consultant and the changes adopted in the current plan reflect the comments made by the consultant.
Mission statement
In accord with the University mission we will endeavor to provide a
balance of quality education and research experiences and to cultivate
characteristics that encourage the personal flexibility necessary to meet
the changing needs of our world. A university educates by providing the
student access to the discovery, application, communication, synthesis and
preservation of knowledge. A student who possesses a mastery of
fundamental chemical knowledge and can communicate the results of analysis
and experiment will be a competent scientist. The student who possesses
these traits will, in accordance with the MTU mission statement, be a
highly qualified graduate capable of meeting an industrial or academic
challenge; a graduate capable of making positive contributions to
chemistry in the twenty first century.
A. Outcomes assessment for student learning
A.1: B.S. in Chemistry
OUTCOME 1: Undergraduate students should master the fundamentals in
Analytical, Inorganic, Organic and Physical Chemistry.
During the senior year students will take the major field
achievement test in chemistry. The scores from this test will be analyzed
and reported in terms of mastery of each of these four areas of chemistry.
The results of this test will be reviewed by the Department of Chemistry
Undergraduate Assessment Committee and the faculty with regard to both
instructional and curricular issues. [This test will be given on a
voluntary basis during the 1996 97 academic year, and will be implemented
as a course requirement for a proposed senior chemistry seminar course.]
Portfolios containing laboratory reports for chemistry majors in
the third quarter of Physical Chemistry Laboratory (CH316) and in
Instrumental Analysis (CH421) will be compiled. An unmarked copy of the
original report, coded by student, will be evaluated for knowledge area(s)
by a group of three faculty readers not involved in the instruction of the
course. [This will be implemented during the 1996 1997 academic year.]
One year after graduation a survey will be sent to chemistry
alumni. They will be asked specific questions concerning their preparation
in the fundamental areas of chemistry as compared to their peers in
graduate/professional school or in their job place. [This will be
implemented during the 1996 1997 academic year.]
OUTCOME 2: Undergraduate students should be able to communicate results
of experiment and analysis in written form.
Portfolios containing laboratory reports for chemistry majors in
the third quarter of Physical Chemistry Laboratory (CH316) and in
Instrumental Analysis (CH421) will be compiled. An unmarked copy of the
original report, coded by student, will be evaluated by a group of three
chemistry faculty readers not involved in the instruction of the course.
The independent readers will use primary trait analysis for evaluation.
[This will be implemented during the 1996 1997 academic year.]
Final research project reports are currently required of all
senior chemistry majors involved in CH400 (Special Problems in Chemistry)
research projects. A portfolio of these final reports will be reviewed
using primary trait analysis by a group of three independent faculty
readers. [This first phase of this data collection will be put in place
during the 1996 1997 academic year.]
The Department has proposed a senior seminar course to be required
of all majors. Students in this course will be required to write an
abstract and a paper on either the CH 400 research project or a literature
topic. The paper will be reviewed by the faculty in the course as described
above. The structure of this course will reflect what we have learned from
the above assessment measures in 1996 1997.
OUTCOME 3: Undergraduate students should be able to demonstrate an
ability to work as a team to evaluate a chemical problem using
scientific method and acquired problem solving skills.
In the proposed senior seminar course, a team project will be
assigned in which a specific scientific question will be proposed. To
address this assignment the undergraduate team will evaluate the problem,
research the topic, and design an experimental method to carry out the
analysis. The written results of the project will be collected into a
portfolio. This assignment will be evaluated by the faculty in the
course for analysis of the scientific approach, use of related scientific
vocabulary and literature, as well as a demonstrated understanding of the
chosen research method(s) and experimental design. Teamwork will also be
monitored, both by the team itself and by the faculty.
Chemistry alumni will be surveyed one year and five years after
graduation and asked to compare their overall undergraduate preparation
with those of their peers. Alumni will be asked to evaluate how well their
problem solving skills prepared them for success in their environment.
Emphasis in this survey will be on identifying specific advantages and
deficiencies in their chemistry degree program at Michigan Tech. [This
survey will be distributed to alumni starting in 1996 1997.]
A.2: M.S. in Chemistry
OUTCOME 1: M.S. graduate students in Chemistry should have an advanced
level understanding of Analytical, Inorganic, Organic, and Physical
Chemistry plus a graduate level understanding of their major area(s) of
thesis research.
The written and oral defense of the M.S. thesis will be evaluated
in terms of these knowledge areas through an evaluation form prepared by
the departmental graduate assessment committee. [This will be implemented
during the 1997 1998 academic year.]
Upon graduation an exit interview will be conducted by the
department chair. [This will be implemented during the 1996 1997 academic
year.]
OUTCOME 2: M.S. graduate students should be able to communicate scientific
results in writing and in oral presentation.
M.S. students are required to take a one quarter course in which
they learn the fundamentals of presenting a research seminar.
Portfolios of required written material will be collected by the instructor
and evaluated by the departmental graduate assessment committee using a
form prepared for this purpose. [This will be implemented during the
1996 1997 academic year.]
The final thesis defense will be preceded by a one hour public
presentation which will be evaluated by the departmental graduate
assessment committee using a form prepared for this purpose. [This will be
implemented during the 1997 1998 academic year.]
The written thesis will be evaluated by the thesis examination
committee using a form provided by the graduate assessment committee.
[This will be implemented in the 1997 1998 academic year.]
OUTCOME 3: M.S. graduate students should become proficient in their
specialized area of experimental or theoretical chemistry, and successfully
execute an advanced research project.
The final M.S. thesis defense is evaluated by an examining
committee, including a member from outside the department of chemistry,
using a form developed by the graduate assessment committee. [This will be
implemented in the 1997 1998 academic year.]
Upon graduation an exit interview will be conducted by the
department chair. [This will be implemented during the 1996 1997 academic
year.]
A.3: Ph.D. in Chemistry
OUTCOME 1: Ph. D. graduate students should acquire an advanced
understanding of their major area of specialization, and master graduate
level material in two other areas of chemistry.
Ph.D. students are required to pass four cumulative examinations
covering current topics in chemistry during their first two years of
doctoral study. Progress in cumulative examinations will be monitored by
the departmental graduate programs committee, and a portfolio of cumulative
examinations will be accumulated by the graduate programs committee to be
evaluated by the graduate assessment committee [These examinations as part
of assessment are already being done.]
The written thesis will be evaluated by the dissertation
examination committee using a form provided by the graduate assessment
committee. [This will be implemented in the 1997 1998 academic year.]
Upon graduation an exit interview will be conducted by the
department chair. [This will be implemented during the 1996 1997 academic
year.]
OUTCOME 2: Ph. D. graduate should be able to communicate the results of
their scientific research in writing and in oral presentation.
Ph.D. students are required to take a two quarter course in which
they learn the fundamentals of presenting a research seminar.
Portfolios of required written material will be collected by the instructor
and evaluated by the departmental graduate assessment committee using a
form provided for this purpose. [This will be implemented in the
1996 1997 academic year.]
The final dissertation defense will be preceded by a one hour
public presentation which will be observed and evaluated by the graduate
assessment committee using a form provided for this purpose. [This will be
implemented in 1996 1997.]
The written dissertation will be evaluated by the dissertation
examination committee using a form provided by the graduate assessment
committee. [This will be implemented in the 1997 1998 academic year.]
OUTCOME 3: Ph. D. graduate students should be able to synthesize advanced
material from the different areas of chemistry, and formulate and execute a
research project that leads to publication(s) in the refereed literature
.
Ph.D. students are required to prepare an original research
proposal, and defend it to an examining committee. A portfolio of original
research proposals will be maintained. Evaluations of the proposal defense
will be performed using a form prepared by the graduate assessment
committee.
The final Ph.D. dissertation defense will be evaluated by an
examining committee, including a member from outside the department of
chemistry, using a form developed by the graduate assessment committee.
[This will be fully implemented in the 1997 1998 academic year.]
Upon graduation an exit interview will be conducted by the
department chair. [This will be implemented during the 1996 1997 academic
year.]
B. Time Line for Assessment Plan
A.1: B.S. in Chemistry
Outcome
Measurement
Time Line
1.
Major field test voluntary
96/97
Major field test voluntary
97/98
Major field test required
98/99
Alumni Survey
96/97
2.
Portfolio collection and analysis
Chemistry senior seminar course, development
96/97
96/97
Chemistry senior seminar course, refinement & approval
Chemistry senior seminar course required
97/98
98/99
3.
Chemistry senior seminar course, development
96/97
Chemistry senior seminar course, refinement & approval
Chemistry senior seminar course required
97/98
98/99
Alumni Survey
96/97
A.2: M.S. in Chemistry
Outcome
Measurement
Time Line
1.
Evaluation form /thesis defense committee
97/98
Exit interview
96/97
2.
Portfolio from seminar course
96/97
Evaluation of oral defense/ graduate assessment committee
97/98
Evaluation of written thesis/thesis defense committee
97/98
3.
Evaluation of thesis research/ thesis defense committee
97/98
Exit interview
96/97
A.3: Ph.D. in Chemistry
Outcome
Measurement
Time Line
1.
Portfolio of cumulative examinations
96/97
Evaluation form /thesis defense committee
97/98
Exit interview
96/97
2.
Portfolio from seminar course
96/97
Evaluation of oral defense/graduate assessment committee
97/98
Evaluation of written thesis/ thesis defense committee
97/98
3.
Portfolios of original proposals
96/97
Evaluation of thesis research/ thesis defense committee
97/98
Exit interview
96/97
C. Links between goals, teaching approaches, curriculum, and assessment
strategy
As described above, the goals which have been formulated by the
department of chemistry will involve the introduction of new courses. As
part of an ongoing process the various faculty committees involved in
outcomes assessment will regularly report findings at monthly department
faculty meetings. At our annual departmental assessment meeting(s)
(Section F) we will address the following two questions:
1. How does the Assessment Plan itself need modification?
This question involves examination of the program goals, the specific measurement tools being used, and the mechanics of operation of the Plan itself. We also will examine whether the data we are collecting are effective at determining our success in reaching the goals. If it appears that modification is needed, the Plan will be given to the Department Assessment Committee for review. Their recommendation(s) will be presented to the faculty for discussion and action.
2. What can we do better?
The tabulated results from the evaluation of the B.S., the M.S. and Ph.D. programs will be reviewed. It is the intent that if the assessment activities show that particular areas of chemistry are not being mastered then instructional and curricular issues will be discussed. If modification of a specific program seems warranted, or if substantial discussion appears to be in order, the matter to be addressed will be returned to standing committees of the department and recommendation(s) of said committee presented to the faculty. Aspects of graduate education will go to the Graduate Programs Committee, and matters of the curriculum to the Curriculum Committee. Matters of course content and related issues will be directed to the specific subdisciplines (Analytical, Inorganic, Organic, Physical or Polymer). All committee recommendations will be presented to the faculty for discussion and action.
A schematic of this process is shown in Figure 1.
Figure 1: Schematic diagram of assessment process
D. Analysis of data
The departmental assessment committees (undergraduate and graduate)
will be responsible for ensuring that the data pertaining to assessment
will be collected, analyzed and distributed to the chemistry faculty prior
to an annual department assessment meeting. Undergraduate results from the
MFT Chemistry examination will be compared to national norms provided by
ETS as well as MTU results from previous years. Individual student
results will be kept confidential.
E. Recognition of diversity in student backgrounds
Care will be taken in each phase: data gathering, analysis
strategy, providing access to information and potential program
modification, to assure that each student receives equitable treatment.
F. Faculty involvement in assessment
Chemistry faculty will be involved in the assessment of all degree
programs. The overall assessment activity will be coordinated by appointed
departmental assessment committees for the undergraduate and graduate
programs. Each committee will have the overall responsibility of preparing
assessment reports to be presented for review by the faculty at the
year end departmental assessment meeting and a subsequent report for the
University.
G. Student involvement in assessment
Graduating students will be asked to inform the department of their
professional placement, and an exit interview will be given to all
graduating M.S. and Ph.D. students. The summary of all surveys and test
results prepared by the department assessment committee will be made
available to any student on request. In the Fall of each academic year,
the department chairman will report the annual assessment summary and the
faculty recommendations for change to the undergraduate and graduate
students. In addition, this meeting will provide to all chemistry students
a forum for their comments and suggestions.
H. Resources and costs
The costs for the Department of Chemistry assessment plan are not
excessive. There will be a cost to purchase the MFT Chemistry examination.
The major cost will be faculty and staff time, and every effort will be
made to distribute this responsibility among all faculty.