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					    INSTRUCTIONAL PROGRAM REVIEW

                    Annual Program Review Update

                                  Unit*:Chemistry

                                    Campus:Norco

             Contact Person: Siobhan S. F. Freitas

                                Due: May 15, 2009




                 Riverside Community College District
                             Office of Institutional Effectiveness

         Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp


                                Last Revised: March 18, 2009


* You may submit as a discipline, closely related disciplines, or by department. If this is a combined
submission please note which disciplines are included.



                                                  1
                        Annual Program Review Update
                                          Instructions

The Annual Self-Study is conducted by each unit on each campus and consists of an analysis of
changes within the unit as well as significant new funding needs for staff, resources, facilities, and
equipment. It should be submitted or renewed every year by May 15th in anticipation of
budget planning for the fiscal year, which begins July 1 of the following calendar year.

Extensive data sets have been distributed to all Department Chairs and are linked to the Program
Review website (password 11111). Chairs have received training on the use of these data sets.
Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data
relevant to your discipline. Note that you are only required to mention data relevant to your
analysis or requests. Should you wish assistance with research analysis please fill out the form at
http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss
analysis of your data. You may also request a labor market analysis using this form.

The questions on the subsequent pages are intended to assist you in planning for your unit. If
there is no change from your prior report, you may simply resubmit the information in that
report (or any portion that remains constant) from the prior year.

Please include pertinent documents such as student learning outcomes assessment reports and data
analysis specifically supporting any requests for new faculty, facilities or equipment. You are
encouraged to use lists, tables, and other formatting to clarify your requests and make them easy
for large committees to review quickly. If there may be negative consequences for enrollment,
safety or other important concerns if the funding is not provided please make this known in
context.

The forms that follow are separated into pages for ease of distribution to relevant subcommittees.
Please keep the pages separated if possible (though part of the same electronic file), with the
headers as they appear, and be sure to include your unit, campus, contact person (this may
change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow
you down. If you have difficulty with formatting, the Administrative Support Center can adjust
the document for you. Simply add responses to those questions that apply and forward the
document to the Administrative Support Center with a request to format it appropriately.

If you cannot identify in which category your request belongs,, if you have complex funding
requests please schedule an appointment with your campus’ Vice President for Business Services
right away. They will assist you with estimating the cost of your requests. For simple requests
such as the cost of a staff member, please e-mail your Vice President. It is vital to include cost
estimates in your request forms.

        Moreno Valley:           Reagan Romali, 951-571-6341
        Norco:                   Norm Godin, 951-372-7157
        Riverside:               Becky Elam, 951-222-8307

Please retain this information for your discipline’s use and submit an electronic copy to the
Kristina Kauffman, (Kristina.kauffman@rcc.edu) in the Office of Institutional Effectiveness. The
Office of Institutional Effectiveness will use the document to create a database of requests and will
distribute the report to the relevant offices and committees.


                                                  2
                      Annual Program Review Update
                                                 Unit: ___ Chemistry ________________
                                             Campus: __Norco       __________________
                                       Contact Person: ___Siobhan S. F. Freitas_________
                                                 Date: ____May 15, 2009_____________



                        Trends and Relevant Data (part 1)

1. Has there been any change in the status of your unit? (if not, skip to #2)

No.

       a. Has your unit shifted departments?



       b. Have new programs been created by your unit?

       c. Have activities in other units impacted your unit? For example, a new nursing
          program could cause greater demand for life science courses.

2. Have there been any significant changes in enrollment, retention, success rates, or
   environmental demographics that impact your discipline (See Dataset provided to all
   chairs)? If there are no significant* changes in your unit’s opinion, say “None” and
   skip to question #3.
None.

3. What changes does the unit plan to make to advance enrollment management goals?
    If your plan necessitates resource changes make sure those needs are reflected in the
    applicable resource request sections.
The enrollment for chemistry classes is very strong. All of our chemistry 2A and
chemistry 1A classes are enrolled at 100% and the chemistry 1B classes are near or at
100% enrollment. Before we can improve access to our classes, we will need another
chemistry laboratory, which is currently planned as a part of secondary effects after the
new Industrial Technology building has opened, in the fall of 2009.
        The other way in which we could increase enrollment is to utilize our one existing
chemistry lab more fully, as discussed in last year’s program review (cut and pasted
below).

       There are three limiting factors with the utilization of our current chemistry lab,
Hum 204: a) time: the way in which classes are currently scheduled and b) the number of
lockers available in the lab and c) the hood system installed is inadequate for more


                                             3
advanced chemistry classes (Chem 1B, Chem 12A, Chem 12B and even Chem 2B, which
is not really an “advanced” course but utilizes many organic chemicals).
         Item a) can be addressed by removing lectures entirely from Hum 204 and
dedicate that room to chemistry labs only. If this were done, we could add more
chemistry sections, assuming we have a lecture room available AND assuming we have
enough locker space.
          Item b) is the limitation of our number of laboratory lockers. It is usual to give
one locker to 2 students in chemistry 2A and one locker to each student in Chemistry 1A,
1B, 12A and 12B. Currently, we have 4 students working in each chemistry 2A locker
and 2 students working in each Chem 1A/1B locker in the spring, when we offer
Chemistry 1B. Only one student can use a locker during one class, except in the
introductory class when it is customary to let students work in pairs. We are at a
maximum use of our lockers.
         The issues that arise due to different instructors’s classes sharing lockers are
expected: one has to be checking lockers constantly to make sure students are cleaning
glassware appropriately, write down all student complaints and send them to the other
instructor for correction. At the start of lab, many students are missing items because
“someone else” left them out etc…so it makes the job harder to share lockers across
instructors. As it is now, almost all instructors are teaching double sections, or are
teaching a single section and sharing with me, and I have worked to create a system that is
workable, and the part-time instructor is being diligent with her students as well, but to
add more students to each locker will become unwieldy. We are at a maximum use of our
lockers. The solution is to exchange our current lab benches with new lab benches that
have no leg cutouts for knee room. This modification will add many more lockers to Hum
204, and then the limiting factor will be how many lab sessions we can fit into one room
in a given week.
         Item c) will be addressed if we add an organic laboratory, instrument room, and
preparation room to our facility.




*Your unit may define “significant change” in this context for itself. If your unit thinks it’s a
“significant change” then for purposes of this review please note it.




                                                  4
                       Annual Program Review Update
                                                   Unit: ___ Chemistry ________________
                                               Campus: __Norco       __________________
                                         Contact Person: ___Siobhan S. F. Freitas_________
                                                   Date: ____May 15, 2009_____________

                       Learning Outcomes Assessment Update

4. In order to help us complete the annual ACCJC report on our progress in assessing student
    learning, please provide the following information by completing the form. Please add lines
    as needed: [Units that perform these functions at a district level may use the same
    response for all campuses.]

Name of Program or Course (please        Student            Outcomes          Assessment
list programs first)                     learning           assessment        information or
                                         outcomes have      information or    data has been
                                         been identified    data has been     used to improve
                                         (Yes = 1           generated         student learning
                                         No = 0)            (Yes = 1          (Yes = 1
                                                            No = 0)           No = 0)
Chemistry 2A                             1                  1                 0
Chemistry 1A                             1                  1                 0
Chemistry 1B                             1                  1                 0




5. Fill out the chart on the next page for each assessment project your unit is engaged in (two
   identical charts are included for your convenience. Copy and paste more charts as needed if
   your unit has more than two assessment projects. For Steps 1 – 3, put an X on the line to
   indicate your answers. For step four and five use the forms on the subsequent pages to add
   your brief narrative. By 2012 our accreditation will require that you assess at least one SLO
   for each course in your discipline.




                                                5
  RCCD STUDENT LEARNING OUTCOMES
  COURSE-BASED ASSESSMENT PLANNING
                GUIDE
   CONTACT PERSON:                                       Assessment is for single section___
       Siobhan S.F. Freitas                                             multiple sections_X_
   CONTACT INFORMATION: x7164 / Siobhan.Freitas@rcc.edu            DATE SUBMITTED: May 2009
                                    Course Number and Title: CHE-2A Introductory Chemistry, I
   Course Chemistry 2A
                                               DATE COMPLETED & REPORTED: May 2009
LIST SLO TO BE ASSESSED:




                                                                                                               Step 4: Summary and            Step 5: Use of Results and
   Step 1: Taking Stock      Step 2: Time & Methods of Assessment    Step 3: Measurement Criteria                 Analysis of Data                  Modifications
                                                                                                                                                  Act, enact, and
         WHY?                              HOW?                                WHAT?                                RESULTS                        disseminate
Provide a clear “picture”    How will the learning outcome be       What are your expectations?       Analyze and report on the results of    Report on how you will
of why you selected this     assessed?                              If this is the first assessment   the assessment. Use the first 3 steps   use the results of the
student learning outcome                                            you have created, you may not     in this process..                       assessment for
and explain the project or                                          have a specific benchmark or                  Reporting Out:              improving teaching
assignment you will be                                              goal for this particular                                                  and learning.
using as the assessment      1.___Student self reported gains       project. As you embed                                                     Reporting Out (cont):
tool. Attach relevant                                               assessment in your teaching,      1.   Provide overview of process
                             2. ___Portfolio                                                                                                   EXAMPLES:
documents to this sheet.                                            you will begin to develop              selecting outcome, identifying
                             3. _X__Analytic Rubric                 benchmarks.                            methods and criteria and results    Do the results of this
Why?
                             4. ___Pre/Post Assessment                                                     from the activity.                  assessment indicate a
     1. _X_improve                                                                                                                             need for another
         instruction         5. ___Other                            Examples:                                                                  assessment? When?
     2. __student success                                              1. ___specific % of all        The SLO being assessed is “Apply         Why?
         rates                                                             submissions will           the systematic naming system to
                                                                                                                                               Perhaps. In future I
     3. __equity             Describe how the selected tool                display competency         name inorganic and simple organic        would ask if the
                             “fits” your assessment.                   1. ___specific % of all        compounds. Apply Lewis Theory            students are tested by
     4. __retention rates
                                                                           performances will          to ionic and covalent bonding.”          multiple choice tests or
     5. __persistence        The tool is simply a common set of
                                                                           indicate competency             After teaching for a while (I       asked to show all work.
         rates               questions on the final exam, across
                             all chemistry instructors at Norco.       2. _X__benchmark not                have been here for nine years),     The reason is determine
     6. __course
         completion rate     This assessment has also been used            available; assessment           I had gotten the impression         whether the reason for
                             at Moreno Valley and the Riverside
                                                                           activity to serve as            that students don’t really          low results are a
     7. __other                                                            initial benchmark.                                                  different sets of
                             campuses. The questions must be a                                             understand the difference
                                                                       3. ___other                         between ionic and covalent          expectations from those
                             mixed set of questions that 1) must                                                                               used to grade the
                                                                       This was the first lecture          compounds; and that they
                                                                                   6
be very standard questions so that      assessment that I helped             don’t understand the concept           students.
other instructors wouldn’t find         create. I have taken several         of “ions” in general. This           As a result of the
them unusual to put on the exam,        semesters of data, across at         difference is important in           assessment, is the unit
and 2) must be a set of questions       least three instructors, in          applying Lewis Theory                considering any
                                        order to establish a baseline                                             modifications to improve
that requires the students ask                                               correctly and also in naming
                                        with regards to general                                                   the learning outcome?
themselves whether the compound         student comprehension of             inorganic compounds. I
is covalent or ionic in order to                                             wanted to see if I could assess      What are they? When
                                        the concepts I have                                                       will they occur? Do they
answer the question. Because the        described. I was looking for         the student on routine               involve other units?
assessment was created by several       a baseline, and then I hoped         problems on a final exam. If
chemistry professors across the         to determine whether other           the assessment shows a
chemistry discipline, there is an       instructors were doing a             problem in this area across          Yes, we will institute a
assortment of other questions on        better job than I with               several instructors, I wanted to     new chemistry laboratory
                                        regards to teaching these                                                 experiment that will be
the page that are not related to the                                         consider new teaching
                                        concepts, or whether                                                      primarily concerned with
SLO that I was particularly                                                  strategies to fix this problem.      the different physical
                                        something systemic would
interested in. Although those other                                          Since all of my chemistry            characteristics of ionic
                                        have to be created to make
questions are not directly related to   these concepts more                  colleagues are part-time             vs. covalent compounds.
this SLO, because of the level of       accessible and more                  faculty, both the assessment         Currently, we have
question, they help gauge the           important to the students,           and the teaching solution has        nothing like that. The
aptitude of the student in other        because they don’t focus on          to be easily adaptable by any        experiment should be
areas of chemistry.                     them very much or they               instructor.                          ready for use in classes in
                                        would remember them                                                       the Fall 2009.
                                        better. In general, these
                                        concepts are part of the        2.   Provide specific analysis of data
                                        students’ chemistry                  from assessment and discuss the
                                        foundation and should be             successes or concerns related to
                                        better understood.                   what the data indicates regarding
                                                                             student learning.

                                                                                  See below for the tabulated
                                                                                  report of the student
                                                                                  assessment.
                                                                             The analysis is not complete.
                                                                             Only a fraction of the assessments
                                                                             have been completely analyzed;
                                                                             however, the fraction that was
                                                                             analyzed was at random. The
                                                                             results from that fraction N=48
                                                                             are below. The yellow highlights
                                                                             are the areas of most importance
                                                                             to my SLO of interest.
                                                                             The questions of most interest to
                                                                             me are questions 1, 3a and 3b, 5
                                                   7
          and 6. The percent correct from
          these four questions are 27.1%,
          4.2% and 2.1%, 8.3% and 66.7%
          (and this last was a yes or no
          quesiton, so everyone had a 50%
          chance of getting it right!)

          I think there are several reasons
          for the very low percentage of
          correct answers. 1) The students
          don’t understand it well. 2) If
          students are used to taking
          multiple choice tests, then they
          may not be prepared to generate
          their own answer “from scratch”
          as is asked on this assessment.
    3.    Include all potential links to other
          outcomes in the course, other
          courses, or any other parts of the
          institution you deem appropriate.
    N/A




8
Questions 1-8 are the Chemistry 2A Assessment
The questions highlighted in yellow are pertinent to the SLO discussed above.
1. Write the correct name for Al(OH)3.                    _______________________

2. Complete and balance the neutralization reaction with stomach acid:

 ____Al(OH)3         +     ____HCl          ____        AlCl3        + ____ H2O



3. Draw the ionic Lewis structure for AlCl3 and the covalent Lewis structure for HCl


4. Is the acid HCl strong or weak?                   ___________________.

5. Write the hydrolysis equation for HCl.


6. Do you expect that AlCl3 is soluble in water?__________________________
give the solubility table, unless you had them memorized this type of information.

7.   If 50.0 mL of a 0.0100 M HCl is required to simulate stomach acid, how many grams of HCl are
placed in the 50.0 mL volumetric flask when the solution is prepared?
           27
8.   In      Al+3 there are _____protons, _____neutrons, and _____electrons.



                             Final Exam Chemistry 2A Assessment Rubric Spring 08
Below is the rubric. There are 10 parts; the first 7 parts correlate to the first 7 questions above, and 8, 9, and 10 probably should have been just
8. (a, b, and c) but came out as 8, 9, and 10. 8, 9, and 10 correlate to the three answers given for question 8.
1.       Write the correct name for Al(OH)3
Answers:
         a) aluminum hydroxide (spelling errors ok)
         b) aluminum trihydroxide (spelling errors ok)
                                                                            9
      c) aluminum (III) hydroxide (spelling errors ok)
      d) anything else.

2. Balance the following neutralization reaction with stomach acid.

      a) 1    3     1     3    OR   2   6   2     6        OR     3   9    3   9
      b) anything else

 3.   Part 1:   Draw the ionic Lewis structure for AlCl3.       There are 4 options or categories:

        a) Al3+ with no dots around it.
        b) Al3+ with dots around it.      e.g.
        __________________________
        c) Cl- or Cl-1 with dots around it.    e.g.
        d) Cl- or Cl-1with no dots

            _______________________________

        e) The picture below as is.
        f) Some variation on the picture below



        _______________________________

        g) anything else.


      Part 2:   Draw the Covalent Lewis structure for HCl.       There are 3 categories.

      a) The picture below as is.
      b) Some variation on the picture below



      _______________________________
      c) H+    and Cl- with or without dots around it.
                                                      10
      __________________________________
      d) Anything else.

4. Is the acid strong or weak?
      a) strong
      b) weak or anything else

5. Write the hydrolysis = dissociation equation for HCl.
        a) HCl Cl-
        b) HCl Cl   (no superscript numbers OR only one symbol has superscript numbers)
        c) Anything else.

6. Do you expect that AlCl3 is soluble in water?
        a) yes
        b) no

7. If 50.0 mL of a 0.0100 M HCl is required to simulate stomach acid, how many grams of HCl are
   placed in the 50.0 mL volumetric flask when the solution is prepared?
      a) If answer = 0.0182 g HCl (with or without units e.g. just 0.0182 or 0.0182 g etc…      OR
answer is rounded e.g. 0.018 or 0.02 OR answer is longer or slightly different e.g. 0.0183 or
0.01824

      b) If numbers are the same as above, but decimal is off e.g. 0.18 or 2.0 or 0.0018 etc…
      c) 5 or 0.5 or 500 etc….
      d) If 36.45 g (with or without “g”) is included in the calculation but answer is different from
         a, b, or c.
      e) Anything else.

8.    a) 13 protons
      b) Anything else.


9.    a) 14 neutrons
      b) Anything else.

10.        a) 10 electrons
      b) Anything else.
                                                   11
                                                             Chemistry 2A Assessment Analysis

                                                                 Statistics

                          Q1           Q2          Q3,Pt1.        Q3 Pt2          Q4        Q5         Q6        Q7        Q8       Q9       Q 10

    N        Valid              48          48           48                 48         46        48         45        48    48       48         48

             Missing               0         0               0              0          2         0          3         0         0        0          0

    Mean                       2.90      1.29          6.33            3.06        1.39       2.81     1.33      3.71      1.40     1.44      1.83

    Median                     4.00      1.00          6.00            4.00        1.00       3.00     1.00      4.50      1.00     1.00      2.00

    Mode                           4         1               6              4          1         3          1         5         1        1          2


             The set of Frequency Tables below give the percent correct (across from row 1) and
                        percents incorrect (all other rows together) for each question.

Frequency Table
                                            Q1

                                                                                 Cumulative
                       Frequency       Percent         Valid Percent              Percent

Valid   1                        13          27.1                    27.1                    27.1

        2                          5         10.4                    10.4                    37.5

        3                          4             8.3                  8.3                    45.8

        4                        26          54.2                    54.2                   100.0

        Total                    48         100.0                  100.0




                                                                                                  12
                                   Q2

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   1               34           70.8                70.8               70.8

        2               14           29.2                29.2              100.0

        Total           48          100.0              100.0




                                 Q3 pt 1

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   5                   2           4.2               4.2                4.2

        6               28           58.3                58.3               62.5

        7               18           37.5                37.5              100.0

        Total           48          100.0              100.0




                                 Q3 pt2

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   1                   1           2.1               2.1                2.1

        2               21           43.8                43.8               45.8

        4               26           54.2                54.2              100.0

        Total           48          100.0              100.0

                                                                               13
                                             Q4

                                                                                     Cumulative
                           Frequency        Percent           Valid Percent           Percent

Valid         1                        28              58.3                60.9                     60.9

              2                        18              37.5                39.1                 100.0

              Total                    46              95.8             100.0

Missing       System                   2                4.2

Total                                  48          100.0




                                            Q5

                                                                              Cumulative
                       Frequency       Percent          Valid Percent             Percent

Valid     1                        4             8.3                 8.3                      8.3

          2                        2             4.2                 4.2                     12.5

          3                    41            85.4                  85.4                      97.9

          4                        1             2.1                 2.1                    100.0

          Total                48           100.0                 100.0




                                                                                                14
                                             Q6

                                                                                     Cumulative
                           Frequency        Percent           Valid Percent           Percent

Valid         1                        30              62.5                66.7                     66.7

              2                        15              31.3                33.3                 100.0

              Total                    45              93.8             100.0

Missing       System                   3                6.3

Total                                  48          100.0




                                            Q7

                                                                              Cumulative
                       Frequency       Percent          Valid Percent             Percent

Valid     1                        6         12.5                  12.5                      12.5

          2                        6         12.5                  12.5                      25.0

          3                        8         16.7                  16.7                      41.7

          4                        4             8.3                 8.3                     50.0

          5                    24            50.0                  50.0                     100.0

          Total                48           100.0                 100.0




                                                                                                15
                                Question 8

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   1               29            60.4               60.4               60.4

        2               19            39.6               39.6              100.0

        Total           48          100.0              100.0




                                Question 9

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   1               27            56.3               56.3               56.3

        2               21            43.8               43.8              100.0

        Total           48          100.0              100.0




                                Question 10

                                                                Cumulative
                Frequency       Percent       Valid Percent      Percent

Valid   1                   8         16.7               16.7               16.7

        2               40            83.3               83.3              100.0

        Total           48          100.0              100.0




                                                                               16
                                                         Assessment Detail
                                      Please provide narrative details for previous worksheet(s).
                                                                                                                                Unit: ___ Chemistry ________________
                                                                                                                            Campus: __Norco       __________________
                                                                                                                      Contact Person: ___Siobhan S. F. Freitas_________
                                                                                                                                Date: ____May 15, 2009_____________
Course_________CHE-2A______________



#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria and results from the activity.
Please see previous pages.

#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
Please see previous pages.

#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Please see previous pages.

#5, Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Please see previous pages.

# 5, Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
Please see previous pages.




                                                                                          17
  RCCD STUDENT LEARNING OUTCOMES
  COURSE-BASED ASSESSMENT PLANNING
                GUIDE
   CONTACT PERSON: Siobhan S. F. Freitas                                  Assessment is for
                                                                                 single section__X_
                                                                               multiple sections___
   CONTACT INFORMATION: x7164 / Siobhan.Freitas@rcc.edu              DATE SUBMITTED: May 2009
                                    Course Number and Title: CHE-1A, General Chemistry, I
     Course Chemistry 1A
                                    DATE COMPLETED & REPORTED: Completed Fall 2009/ Reported May 2009
LIST SLO TO BE ASSESSED: None, although it does assess the retention of SLOs from the prerequisite class CHE-2A.


                                                                                                                            Step 4: Summary and                Step 5: Use of Results and
   Step 1: Taking Stock         Step 2: Time & Methods of Assessment         Step 3: Measurement Criteria                      Analysis of Data                      Modifications
                                                                                                                                                                   Act, enact, and
          WHY?                                  HOW?                                   WHAT?                                      RESULTS                           disseminate
Provide a clear “picture”      How will the learning outcome be            What are your expectations?             Analyze and report on the results of        Report on how you will
of why you selected this       assessed?                                   If this is the first assessment         the assessment. Use the first 3 steps       use the results of the
student learning outcome                                                   you have created, you may not           in this process..                           assessment for
and explain the project or                                                 have a specific benchmark or                        Reporting Out:                  improving teaching
assignment you will be                                                     goal for this particular                                                            and learning.
using as the assessment        1.___Student self reported gains            project. As you embed                                                               Reporting Out (cont):
tool. Attach relevant                                                      assessment in your teaching,            1.   Provide overview of process
                               2. ___Portfolio                                                                                                                  EXAMPLES:
documents to this sheet.                                                   you will begin to develop                    selecting outcome, identifying
                               3. ___Analytic Rubric                       benchmarks.                                  methods and criteria and results        Do the results of this
Why?
                               4. ___Pre/Post Assessment                                                                from the activity.                      assessment indicate a
     1. __improve                                                          Examples:
                                                                                                                                                                need for another
         instruction           5. _X__Other (Pre-test only. It is               1. ___specific % of all                                                         assessment? When?
                               the California Chemistry                              submissions will              2.   Provide specific analysis of data
     2. _X_student                                                                                                                                              Why?
                               Diagnostic Test. This multiple                        display competency                 from assessment and discuss the
         success rates
                               choice test has been validated and                                                       successes or concerns related to
     3. __equity                                                                2. ___specific % of all
                               been in use for many years in CA                                                         what the data indicates regarding      As a result of the
                                                                                     performances will
     4. __retention rates                                                                                               student learning.                      assessment, is the unit
                               to assess the readiness of a students                 indicate competency
     5. __persistence                                                                                                                                          considering any
                               walking into the CHE-1A class. )                 3. _X__benchmark not                                                           modifications to improve
         rates                                                                                                     3.   Include all potential links to other
                                                                                     available; assessment                                                     the learning outcome?
     6. _X_course                                                                                                       outcomes in the course, other
                                                                                     activity to serve as                                                      What are they? When
         completion rate                                                                                                courses, or any other parts of the
                               Describe how the selected tool “fits”                 initial benchmark.                                                        will they occur? Do they
                                                                                                                        institution you deem appropriate.
     7. __other                your assessment.                                 4. ___other                                                                    involve other units?

                                                                                           18
                         




                                                        Assessment Detail
                                     Please provide narrative details for previous worksheet(s).


                                                                                                                              Unit: ___ Chemistry ________________
                                                                                                                          Campus: __Norco       __________________
                                                                                                                    Contact Person: ___Siobhan S. F. Freitas_________
                                                                                                                              Date: ____May 15, 2009_____________

Course______________CHE-1A_________

#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
Multiple choice test created by a committee of chemistry professors to test the preparedness of students coming into the first semester of generl
chemistry. It a pre-test only. I wanted to see how well this test is a predictor of success in my general chemistry class. If it shows, over a large
sampling of students, to be reliable, then it may help with student success rates, and it may be a valid way to add students to the class.

#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.



                                                                                        19
Chemistry 1A Assessment using the California Chemistry Diagnostic Exam. (p.1 of 3)

Table 1




             Calif ACS
             Assessment
             Pre-Test       End Result:
             44 Qs           Grade or
  Students   24 is pass.     Dropped
      1            11        dropped
      2            31           D
      3            28           B
      4            26           C
      5            30           C
      6            36           B
      7            31           B
      8            38           B
      9            25           C
     10            20        dropped
     11            19           B
     12            24           C
     13            29        dropped
     14            19        dropped
     15            22           C
     16            18        dropped
     17            23        dropped
     18            25           C
     19            24           B
     20            18        dropped
     21            15        dropped
     22            36           A
     23            28        dropped
     24       didn't take    dropped
     25            29           C
     26            23        dropped
     27            16           A
     28            25        dropped
                                                 20
    29        31     dropped

Explanation of Table 1
 In this particular class, there were 29 students enrolled to start and 17 finished the class.
 This is a very small pool of students, and so generalizations are quite limited.


Chemistry 1A Assessment using the California Chemistry Diagnostic Exam.

 24/44 is considered passing in many school districts; presumably this is because students often
  don’t study for the exam, so (in those cases) it is a retention and logic based result. In my
  case, this was true, the students were not told about the exam, and they took it without
  preparation.
 5 students who passed the diagnostic test dropped the class; one student who passed the diagnostic
  earned a “D” in the class.
 8 of the 11 students who failed the diagnostic test dropped the class.
 3 of the students who failed the diagnostic class passed the class.
 Very little can be generalized from this data.

Explanation of Table 2 (next page):
 The chart below shows some of analysis of the data generated from this exam.
 The first column shows the number of questions answered correctly out of the 44 possible. For
  this class, the lowest number of correct answers = 11. The highest number of correct answers is
  44. For numbers less than 11 and greater than 38, the frequency and percent =0.
 The second column shows the number of students who achieved that total number of correct answers.
 The third column is the percent of students who answered that number of questions correctly.
 The fourth column is the cumulative percent.




                                                 21
Chemistry 1A Assessment using the California Chemistry Diagnostic Exam.



Table 2


            Question
            s
            answered
            correctl                               Cumulative
            y          Frequency       Percent      Percent

            11                     1         3.3                3.3

            15                     1         3.3                6.7

            16                     1         3.3              10.0

            18                     2         6.7              16.7

            19                     2         6.7              23.3

            20                     1         3.3              26.7

            22                     2         6.7              33.3

            23                     2         6.7              40.0

            24                     2         6.7              46.7

            25                     3       10.0               56.7

            26                     1         3.3              60.0

            28                     2         6.7              66.7

            29                     2         6.7              73.3

            30                     1         3.3              76.7

            31                     3       10.0               86.7

            35                     1         3.3              90.0

            36                     2         6.7              96.7
                                                                      22
            38                     1         3.3          100.0

            Total              30         100.0
#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.

This information is a link between what should be learned in CHE-2A in order to be prepared for CHE-1A.
On the Riverside Campus this would be linked between what should be learned in CHE-2A OR what should be learned in CHE-3 in order to be
prepared for CHE-1A. CHE-3 is not taught at the Norco campus currently.

#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Yes, it is only one set of students, and one item that is not addressed is the number of years the student has been out of the classroom. One student
who earned an “A” in the class, but failed the diagnostic had been out of the classroom for many years. This assessment does not address any of
those non-traditional types of issues that occur regularly in a community college environment.

#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
Not at this time.




                                                                                          23
   RCCD STUDENT LEARNING OUTCOMES
   COURSE-BASED ASSESSMENT PLANNING
                 GUIDE
    CONTACT PERSON:                        Siobhan S. F. Freitas                      Assessment is for
                                                                                           single section X_
                                                                                          multiple sections___
    CONTACT INFORMATION: x7164 / Siobhan.Freitas@rcc.edu                DATE SUBMITTED: May 2009
                                     Course Number and Title: CHE-1B, General Chemistry, II
      Course Chemistry 1B
                                      DATE COMPLETED & REPORTED: Completed February, 2009 / Reported May 2009
LIST SLO TO BE ASSESSED:
The SLOs are ones that students should have learned in the prerequisite in CHE-1A to be ready for CHE-1B. The SLOs are written inthe same way for both courses. It is a combination of the ability to
perform a routine task in lab which requires a correct calculation in order to be completed.
1. “Solve multi-step problems (using formulae and unit-analysis) relating to ...other course content”
2. “Collect and analyze data from chemical experiments, including graphing, calculations and qualitative understanding of how data relates to concepts studied.
3. “Construct and manipulate equipment to secure reasonably accurate measurements”
These are the SLO’s that are being assessed; they are written similiarly for CHE-1A. The concepts are overalapping in this laboratory procedure (it is not an experiment, it is an assessment of how to do a
routine (by the end of CHE-1A) task that also requires a routine calculation.


                                                                                                                                           Step 4: Summary and                    Step 5: Use of Results and
    Step 1: Taking Stock             Step 2: Time & Methods of Assessment               Step 3: Measurement Criteria                          Analysis of Data                          Modifications
                                                                                                                                                                                       Act, enact, and
            WHY?                                       HOW?                                         WHAT?                                        RESULTS                                disseminate
Provide a clear “picture”           How will the learning outcome be                  What are your expectations?               Analyze and report on the results of              Report on how you will
of why you selected this            assessed?                                         If this is the first assessment           the assessment. Use the first 3 steps             use the results of the
student learning outcome                                                              you have created, you may not             in this process..                                 assessment for
and explain the project or                                                            have a specific benchmark or                          Reporting Out:                        improving teaching
assignment you will be                                                                goal for this particular                                                                    and learning.
using as the assessment             1.___Student self reported gains                  project. As you embed                                                                       Reporting Out (cont):
tool. Attach relevant                                                                 assessment in your teaching,              4.    Provide overview of process
                                    2. ___Portfolio                                                                                                                                EXAMPLES:
documents to this sheet.                                                              you will begin to develop                       selecting outcome, identifying
                                    3. ___Analytic Rubric                             benchmarks.                                     methods and criteria and results             Do the results of this
Why?
                                    4. ___Pre/Post Assessment                                                                         from the activity.                           assessment indicate a
     8. _X_improve                                                                    Examples:
                                                                                                                                                                                   need for another
         instruction                5. __X_Other / Pre-Test only.                          5. ___specific % of all                                                                 assessment? When?
                                                                                                submissions will                5.    Provide specific analysis of data
     9. __student success                                                                                                                                                          Why?
                                                                                                display competency                    from assessment and discuss the
         rates
                                    Describe how the selected tool “fits”                                                             successes or concerns related to
     10. __equity                                                                          6. ___specific % of all
                                    your assessment.                                                                                  what the data indicates regarding          As a result of the
                                                                                                performances will
     11. _X_retention rates                                                                                                           student learning.                          assessment, is the unit
                                                                                                indicate competency
     12. _X persistence                                                                                                                                                          considering any
                                                                                                        24
        rates                                                               7.   _X__benchmark not          6.   Include all potential links to other   modifications to improve
    13. _X_course                                                                 available; assessment           outcomes in the course, other          the learning outcome?
        completion rate                                                           activity to serve as            courses, or any other parts of the     What are they? When
                                                                                  initial benchmark.              institution you deem appropriate.      will they occur? Do they
    14. __other
                                                                             8.   ___other                                                               involve other units?




                                                        Assessment Detail
                                     Please provide narrative details for previous worksheet(s).


                                                                                                                               Unit: ___ Chemistry ________________
                                                                                                                           Campus: __Norco       __________________
                                                                                                                     Contact Person: ___Siobhan S. F. Freitas_________
                                                                                                                               Date: ____May 15, 2009_____________

Course__________CHE-1B_____________

#5. Step 4, 1: Provide overview of process selecting outcome; identifying methods, criteria, and results from the activity.
The students are given the task of making a sodium chloride (table salt) solution of a particular concentration. They must calculate the correct
number of grams necessary, and then use the proper technique to make the solution. This is something that is necessary to complete the CHE-1B
labs and it is important for the instructor to know how competent the students are in lab and, if it is deficient, it is to everyone’s benefit to be aware of
that and instruct accordingly. This is a pre-test of sorts; which should go hand-in-hand with the prerequisite CHE-1A lab practical given at the end of
the prerequisite semester.

#5, Step 4, 2: Provide specific analysis of data from assessment and discuss the successes or concerns related to what the data indicates regarding student learning.
                                                                                        25
This is the first semester that this assessment has been given; the analysis is not yet complete.

#5, Step 4, 3: Include all potential links to other outcomes in the course, other courses, or any other parts of the institution you deem appropriate.
Since this is laboratory competency, it links the previous (prerequisite) course with CHE-1B. It is also essential that the students learn these skills
before going into CHE-12.

#5 Step 5, 1: Do the results of this assessment indicate a need for another assessment? When? Why?
Unable to comment yet.

#5 Step 5, 2: As a result of the assessment, is the unit considering any modifications to improve the learning outcome? What are they? When will they occur? Do they involve
other units?
Unable to comment yet.




                                                                                     26
                                                         Annual Program Review Update

                                                                                                                      Unit: ___ Chemistry ________________
                                                                                                                  Campus: __Norco       __________________
                                                                                                            Contact Person: ___Siobhan S. F. Freitas_________
                                                                                                                      Date: ____May 15, 2009_____________

                                                               Human Resource Status


6. Complete the Faculty and Staff Employment Grid below. Please list full and part time faculty numbers in separate rows. Please list classified
   staff who are full and part time separately:


                                                         Faculty and Staff Employed in the Unit
                            Assignment (e.g. Math, English)                    Full-time faculty or staff      Part-time faculty or
                                                                               (give number)                   staff (give number)
                            Chemistry                                          1                               3
                            Science laboratory technicians, shared with
                            chemistry, physics and biology                     3                               0




                                                                          27
                                                               Unit Name:               ________Chemistry _________________________________
7. Staff Needs
                                                    NEW OR REPLACEMENT STAFF (Faculty or Classified)1
                                                                                                                                                         Indicate (N) =
             List Staff Positions Needed for Academic Year_______2009-2010____________                                                                    New or (R) =
                                                                                                                                                                                  Annual
Please justify and explain each faculty request based on rubric criteria for your campus. Place titles on                                                 Replacement
                                                                                                                                                                                  TCP*
                                     list in order (rank) or importance.


1. No new Faculty are needed; we will be hiring a new full-time chemistry instructor for the Fall 2009.
Reason:

2. No new Staff (Laboratory Technicians) are needed at this time; however,…
Reason: the lab technician position is shared among three disciplines: chemistry, physics and biology.
On the chemistry side, we are not expanding our course offerings at this time, so I don’t see a need for
more staff, but the number of staff positions depends on the overall change in course offerings of all
three disciplines involved.
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require
space and equipment. Please speak with your campus Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other
needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff
must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

1
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.




                                                                                              28
                                                                Unit Name:               __________________Chemistry _______________________
8. Equipment (excluding technology) Needs Not Covered by Current Budget2
                                                                                                                               *Indicate whether                 Annual TCO**
      List Equipment or Equipment Repair Needed for Academic Year 2009-2010                                                  Equipment is for (I) =
    Please list/summarize the needs of your unit on your campus below. Please be as                                          Instructional or (N) =
                                                                                                                                                          Cost
                                                                                                                               Non-Instructional                                Total Cost of
     specific and as brief as possible. Place items on list in order (rank) or importance.                                         purposes
                                                                                                                                                           per     Number
                                                                                                                                                                                Request
                                                                                                                                                          item     Requested

1. None.
Reason:

2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but
which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for
the use of other specific instructional equipment, may be included (i.e. desk for office staff).
** TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate cost
estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position please be
sure to mention that linkage.

2
     If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.




                                                                                               29
                                                                   Unit Name:              __________________Chemistry_______________________
9.        Technology++ Needs Not Covered by Current Budget: 3
NOTE: Technology; excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)

    Submitted by:                                               Title:                                                                 Phone:
    Siobhan S. F. Freitas                                       Asst. Professor of Chemistry                                           372-7164

                                                                                                                                                          Annual TCO*
                                                                               Program:      Location          Is there
                                                                New (N) or                                                  How many   Has it been
                                                                              New (N) or    (i.e Office,      existing
      Priority         EQUIPMENT REQUESTED                      Replacem                                                      users      repaired
                                                                              Continuing    Classroom      Infrastructure
                                                                 ent (R)?                                                    served?   frequently?    Cost per     Number      Total Cost of
                                                                                 (C) ?         , etc.)             ?
                                                                                                                                                       item       Requested      Request
 1.
 Usage /           None at this time.
 Justification
 2.
 Usage /
 Justification
 3.
 Usage /
 Justification
 4.
 Usage /
 Justification
 5.
 Usage /
 Justification
     TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate
          cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position
          please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.
     ++Technology is (1) equipment that attaches to a computer, or (2) a computer is needed to drive the equipment.

Remember to keep in mind your campuses prioritization rubrics when justirying your request.




3
     If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.




                                                                                                30
                                                                   Unit Name:               ___________________________Chemistry_____________
     10. Facilities Needs Not Covered by Current Building or Remodeling Projects*4


                                                                                                                                                     Annual TCO*
               List Facility Needs for Academic Year_____2009-2010__________
        (Remodels, Renovations or added new facilities) Place items on list in order (rank) or
                                           importance.                                                                                             Total Cost of Request

1. Our building needs should be covered by the secondary effects money that should come
after the completion of the Industrial Technology building-they were detailed in the 2008
program review, and so I have cut and pasted that information below.
Reason:
 –These are the needs that should be covered by secondary effects:
1. Remodel Hum 207 and Hum 208 and Hum 208 offices to create:
   1) an organic lab
   2) an organic prep room
   3) a small instrument room
   4) a small conference room
Reason:
The reason is explained in detail in the 2006/2007 annual program review. As the campus
grows into a college, and as enrollment increases, we should be able to offer the full first 2
years of undergraduate chemistry courses for our transfer students. Currently, in order for
our students to complete their coursework in chemistry, they must leave our campus and
attend a different campus or institution. We are unable to offer Chemistry 2B, Chemistry
12A and Chemistry 12B without this facility.
3. Renovate the current chemistry lab, Hum 204.
Reason: see next page.
There are three limitations to offering more chemistry courses. 1) We need a new organic

4
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.




                                                                                              31
lab, addressed above. 2) Time available during the day and evening and weekend sessions
(3.5 hour lab sessions) in only one lab, and 3) the number of lockers that are available in the
current lab are too few. We should a) replace the old lab benches (which are still in excellent
shape) with new lab benches that do not have cut-outs for leg room. The lab should no longer
be used as a lecture classroom, and instead, be used exclusively for laboratory classes in order
to maximize our course offerings. As stated last year (2007 program review), we continue to
turn away students who need chemistry 2A course. In all three of our double sections at the
start of this semester (spring 2008) not only did all classes fill, but each of the three
instructors had to turn away many students. I again had a list of 25 students who wanted to
add the class.

4.
Reason:
5.
Reason:
6.
Reason:

*Please contact your campus VP of Business or your Director of Facilities,Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities
you need are already in the planning stages.




                                                                                   32
                                                                 Unit Name:               _____________________Chemistry____________________
     11. Professional or Organizational Development Needs Not Covered by Current Budget*5

            List Professional Development Needs for Academic Year                                                                         Annual TCO*
 _2009-2010__. Reasons might include in response to assessment findings or the
    need to update skills to comply with state, federal, professional organization
 requirements or the need to update skills/competencies. Please be as specific and                                                   Number
                                                                                                                                     Requested
as brief as possible. Some items may not have a cost per se, but reflect the need to                                   Cost per
                                                                                                                                                     Total Cost of Request
     spend current staff time differently. Place items on list in order (rank) or                                       item
                                     importance.

1. None.
Reason:

2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.




5
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.



                                                                                              33
                                                                 Unit Name:               __________________Chemistry_______________________
     12. OTHER NEEDS not covered by current budget6

                                                                                                                                          Annual TCO*
            List Other Needs that you are certain do not fit elsewhere.
 Please be as specific and as brief as possible. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order (rank)                                  Cost per      Number          Total Cost of Request
                                   or importance.                                                                       item         Requested

1. None.
Reason:

2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:




6
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.



                                                                                              34
                                                                 Unit Name:               _______________________Chemistry__________________

        13. Student Support Services (see definition below**) Needed by the Unit over and above what is currently provided. These
                                            needs will be communicated to Student Services7


                    List Student Support Services Needs for Academic Year_______2009-2010____________
    Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Not all needs
                                  will have a cost, but may require a reallocation of current staff time.

1. None.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
**Student Support Services include for example: Tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment
(placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.




7
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.




                                                                                              35
                                                                 Unit Name:               __________________Chemistry_______________________

       14. Library Needs Not Covered by Current Library Holdings8 Needed by the Unit over and above what is currently provided.
                                          These needs will be communicated to the Library


                           List Library Needs for Academic Year_________2009-2010__________
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
                                                list in order (rank) or importance.

1. None.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:




8
    If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.



                                                                                              36
                                               Unit Name:        ___________________Chemistry______________________


                                Learning Support Services Not Covered by Current budget*.

                     List Learning Support Services Needs                                        Total Cost of Requests
Please list funding requests related to the Writing and Reading Center, the Math
 Learning Center, Tutorial Services, and the Instructional Media Center. These                                                   Ongoing
                                                                                   Cost per    Number                             (O) or
do not include laboratory components that are required of a course. Place items     item      Requested
                                                                                                              Total Cost
                                                                                                                                 one-time
                       on list in order (rank) or importance.                                                                   (OT) cost

1. None.
Reason:


2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:

*It is recommended that you speak with your campus IMC and/or Lab Coordinators to see if your request can be met within the current
budget and to get an estimated cost if new funding is needed.




                                                                     37

				
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