Assessment Details
Academic Year: 2018-2019 Level: Undergraduate
Campus Department: Morrissey College of Arts & Sciences [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Chemistry BS (Link)
Description of Data Collection:
The Diagnostic of Undergraduate Chemistry Knowledge (DUCK) exam, published by the American Chemical Society (ACS), is administered to graduating Chemistry majors annually on the Saturday before the last day of classes. The aggregate data that results from these exams is analyzed. The Undergraduate Studies Committee conducts an exit survey of all graduating seniors concerning career plans, both immediate and long term. This year, additional questions were included on this survey that asked for the students’ perspective on academic and career advising. An annual comparison of teaching laboratory instrumentation with industry standards is conducted.
Review Process:
Undergraduate Studies Committee members (Lynne O’Connell, David McFadden, Abhishek Chatterjee, Ken Metz, Dan Fox and Neil Wolfman) examine aggregate data from the DUCK exams. The 2018 version of the DUCK exam was given to students in April 2019. This is the first time that this version of the exam has been given. Questions with a high incidence of incorrect responses have been flagged, and their relevance to our department’s learning objectives examined.
The Exit Surveys have been compiled annually since 2011 by the Chair of the Undergraduate Studies Committee, Lynne O’Connell. She also compiled the data from this year’s survey about advising.
Laboratory coordinators (Ken Metz, Lynne O’Connell and Christine Goldman) discuss the instrument deficiencies of the teaching labs and communicate these needs to the departmental Instrumentation Committee every fall when capital equipment purchases for the department are decided.
Resulting Program Changes:
From the aggregate data of the 2018 DUCK exam, we have determined that our students’ understanding of certain biochemical concepts is weak. Students also struggle with interpreting infrared spectra. Faculty who teach courses that cover this material will be informed of these results so that they can address these weaknesses in their classes.
Student responses to the survey questions about advising indicate that they were satisfied with the academic advising they received in the department and with the interactions they had with faculty outside the classroom. Students were more ambivalent when asked how satisfied they were with advice they received regarding career paths. Lynne O’Connell has met with members of the Career Center to begin planning relevant events for Chemistry and other science majors.
Date of Most Recent Program Review:
From the aggregate data of the 2018 DUCK exam, we have determined that our students’ understanding of certain biochemical concepts is weak. Students also struggle with interpreting infrared spectra. Faculty who teach courses that cover this material will be informed of these results so that they can address these weaknesses in their classes.
Student responses to the survey questions about advising indicate that they were satisfied with the academic advising they received in the department and with the interactions they had with faculty outside the classroom. Students were more ambivalent when asked how satisfied they were with advice they received regarding career paths. Lynne O’Connell has met with members of the Career Center to begin planning relevant events for Chemistry and other science majors.
Attachments (if available)