University of Nebraska Kearney

Chemistry Assessment Report 2005: Goals 3-4

Submitted Fall, 2005

Department Learning Goal #3 -- Chemistry graduates will have the necessary skills and knowledge to acquire entry-level positions in the field (including industry and high school teaching) or for admission to their graduate or professional schools of choice.

and

Department Learning Goal #4 -- Chemistry graduates will value how their education enables them to make more informed assessments of and take actions on chemistry-related health and environmental issues.

Measurement Tools and Participants

All of the learning objectives for Department Learning Goal #3 and most for Department Learning Goal #4 were measured using surveys of graduating seniors – indirect measure category 2. iii.  The survey was developed by the UNK Department of Chemistry and can be found in Appendix II.

Benchmark criteria for successful achievement

• At least 75% of chemistry graduates who choose to pursue a chemistry-related profession will acquire employment with the company of their choice or gain admission to the graduate or professional school of their choice

• All scores for questions pertaining to the value of chemistry course content and course activities/resources in the graduates’ learning of chemistry will be at least 3 (on the 5-point scale).
• All scores for questions pertaining to the recommendation of attending UNK and being a chemistry major – “If you were starting your college career over, would you attend UNK?” and if so, “. . . would you be a chemistry major?” – will be at least 3 (on the 5-point scale).

• Average value-question scores from surveys received from 4-year alumni will be at or above the average from the surveys they had completed just before graduation.

Results and Discussion

A survey summary report is attached as Appendix III.  Results pertaining to benchmark criteria are discussed below.

Out of five survey respondents, four (80%) gained employment or admission in their chosen field.  This meets the benchmark criterion.

The one graduate who did not gain employment or admission in their preferred company or school is currently enrolled at UNK as a non-degree seeking graduate student.  This student rated the value of courses most closely related to the chosen profession at an average of 4.0 out of 5 points.  This indicates that the graduate did not perceive that inadequate chemistry course preparation prevented hiring or admission by the company or school or their choice.

On questions pertaining to the value of chemistry course content, course activities/resources, and recommendation of attending UNK and being a chemistry major, most ratings were very positive, but the following scores below 3 (out of the 5-point scale) were noted:

In each category, an occasional single low response can often be attributed to a student perceiving that his or her career aspiration poorly match one area of chemistry.  The multiple low responses for physical chemistry are sudden and came unexpectedly.  At this point, the data set is small to establish a reliable trend; however, the department will make greater efforts to point out the relevance and importance of physical chemistry.  This should be reinforced by the curricular change that is being adopted in the physical chemistry courses this year – rearrangement of topic order (now quantum chemistry, thermodynamics, and kinetics, respectively).  Associated with the one low response for library journal holdings was a favorable comment about electronic journals – the student interpreted “library journal holdings” as print-only volumes.  An aim to correct this perception will be made in next year’s survey.  Lastly, as reported last year, response to the value of the ACS Student Affiliate seems to correlate directly with the student’s level of activity in the club.  More is discussed in the Assessment of the Assessment section.

Additional Objective and Measurement for Department Learning Goal #4

In addition to the value that graduates place on their chemistry course areas, value perceptions of General Studies students are particularly important, given the broader scope of student backgrounds and expectations.  An additional learning objective for department learning goal #4 is below:

Chemistry students in General Studies courses will value the learning of their chemistry course content for the understanding of chemistry as a scientific discipline and enabling them to make more informed decisions on public issues of a scientific nature. 

Indirect measure 2. iii. – surveys – was used for this assessment measurement.  Questions are derived from the Chemistry Department graduate survey (Appendix II) and the UNK General Studies objectives.  This short survey was administered in every Chemistry General Studies course (CHEM 145, 150, 160, 161) along with the teaching evaluation.

Students were asked to respond to the following statements:  “This course enhanced my ability to . . .”

• Use critical thinking, reasoning, and analyzing in solving problems.
• Apply scientific methodology in a laboratory setting.
• Comprehend how scientific concepts originate and are validated and refined.
• Use specialized vocabulary to understand matter and energy.
• Make more informed decisions about public issues pertaining to science.

Responses were rated 1 through 5 according to the following scale:

• 1 = strongly disagree
• 2 = disagree
• 3 = neither agree nor disagree
• 4 = agree
• 5 = strongly agree

Benchmark criterion for successful achievement – Each year for each General Studies course, the average survey response for each question will be no lower than 3.5.  If this benchmark is not met in three successive years, the General Studies course format and delivery will be reviewed and modified as appropriate.

Results and Discussion

Due to miscommunications and inconsistencies in data collection, no data is reported this year.  These surveys will recommence in 2005-06.