Archived Assessment Report
| Program | CHEM Science Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Can students in a non-majors course effectively discuss sustainability issues? |
| 2d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Can students work together in groups to identify an unknown compound? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | With use of a rubric evaluate student ability to effectively discuss sustainability topics. | CHEM 1110L | 50% of students still participating in the online course pick a unique topic, post four sentences, and 1 correctly cited source. |
| 2d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Characterizing elements report sheet (lab report) - identification of unknown compounds (right/wrong answer). | CHEM 1215L | 70% threshold |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | 20% did not participate (3/15) 33% failed to properly cite sources but completed all other requirements successfully (5/15) 6.7% did not have a full citation - link only (1/15) 40% completed all tasks successfully (6/15) All students who participated successfully addressed alternative energy sources. | We are 10% short of the original goal however, due to the small sample size it is difficult to draw any meaningful conclusions. | This shows us that more data is needed. Preliminary data suggests we need to focus on how to properly cite sources. |
| 2d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | 82% correct on first cation 91% correct on second cation | Supports original hypothesis | This shows us that students were able to work together successfully as a team to analyze data and correctly identify unknown substances. |
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | |
|---|---|
| Describe the change that was implemented. | We are going to clarify and modify the discussion prompt and rubric to directly require student's to specifically personal and social requirements of sustainability. Clearer directions on how to properly cite online sources will also be provided. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. A modification of the rubric and the discussion prompt. |
| What data motivated the change? | Citations were the most missed component based on the rubric used. When looking back at the prompt and rubric provided, it was not clearly stated that students were to respond to the social and personal responsibility to sustainability. |
| Hypothesis about the effect the change will have? | We will have more data, which will give a more accurate picture of the students success. The changes to the prompt and rubric will better align with the outcome we are aiming to assess. |
| 2d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | |
|---|---|
| Describe the change that was implemented. | Given these results, there is little improvement left for this particular protocol. We plan to extend this question to a more complex process to identify unknowns using the calorimetry lab. Students will still be assessed as their ability to work as teams but will have to identify unknowns that require calculations in the process. We are extending from qualitative skills to quantitative skills. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. Instructors will have to collect data for a different lab but still submit to a microsoft form. We will collect data for the unknowns in the calorimetry lab: specific heat, molar mass, and element identity. The quantitative data will be assessed in a 15% range for error - within 15% of the correct value will be yes the students can successful complete the required task as a team. The actual identity will be assessed as correct or incorrect. |
| What data motivated the change? | High percentages of success under the first protocol, but it only required qualitative analysis skills, not quantitative. We want to integrate both qualitative and quantitative skills which will better assess the students abilities to complete more complex data analysis tasks as a team. |
| Hypothesis about the effect the change will have? | We will better assess the students abilities to complete more complex data analysis tasks as a team which help us identify areas of weakness for more targeted learning interventions. This also requires more extensive teamwork. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Brightspace Rubric | 1110L |
| 2d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Microsoft form | 1215L all sections |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.