Weber State University   

Chemistry

Results of Assessment

2003-2004 (submitted 10/21/04)

The Chemistry Department at Weber State University collect exit interviews from 20 students last year as part of the assessment for the academic year 2003/2004. In order to better prepare our students for industry, graduate or pre-professional school and education, faculty members within the Chemistry Department have identified and itemized a list of cognitive and technical skills desired of all graduating chemistry majors. These skills are defined as student learning outcomes. We have also identified the individual courses within the curriculum which develop these skills or outcomes.

Exit interviews were initiated Fall semester 2003 and the data collected were compiled and presented (see following below). Twenty out of 21 of our graduating seniors responded to the exit interview and survey. The data indicates that the students are very pleased with their education at WSU. Not one of the 20 individuals gave a rating below acceptable for any of the categories listed on the assessment instrument.

During the interview stage of the assessment, student’s comments were mostly positive concerning the program. One of the major concerns for the current group of students reflects those from former assessments. The students are concerned that the aging equipment does not prepare them properly for the new technology they will encounter in the industrial laboratory. The students continue to express the need for better and up-to-date instruments. With a limited budget which does not allow for improving out of date equipment and maintaining existing equipment we will not be able to adequately address improvements in this area for sometime. The student lab fee has started to accumulate and for the first time in several years we have replaced a 30 year-old Infrared spectrometer with a new state-of-the-art FT-IR.

One of the latest frustrations expressed by the students is the distilled water system. The students don’t understand why their research and other projects are hindered by the lack of quality water. For the first time since we started assessment, five out the 20 students mentioned problems associated with our distillation system as being a major concern for their education.

Finally, the some of the students who are working in the area of forensic are concerned that the Criminal Justice classes are not preparing them properly for a job working in a Forensics laboratory. They don’t understand why the Chemistry department does not make forensics a part of our program.

From the data collected, the area of greatest weakness in the program is presented by the students’ attitudes regarding their ability to design and conduct experiments. However, WSU is not a graduate school and the proficiency level of independence in the laboratory is not expected of an undergraduate student. We can make improvements in this area but, bottom line, the undergraduate students will probably never really feel comfortable with the idea of designing and conducting their own experiments without significant guidance from the faculty.

Summary

Strengths

• Students rate overall program as very good with many excellent ratings
• Problem solving, communication, analyzing and graphing are all rated very good

Frustrations

• Old Instruments failing or broken
• Distilled water problems
• Need better advising through upper division courses
• Scheduling conflicts (especially one semester course taught once a year)
• Would like a forensics program through chemistry

QUESTION 1: Ability to apply chemistry knowledge in a professional situation

QUESTION 2: Ability to identify, formulate and solve chemical problems

QUESTION 3: Ability to design and conduct experiments

QUESTION 4: Ability to analyze and interpret data

QUESTION 5: Ability to effectively communicate in writing

QUESTION 6: Ability to effectively communicate orally

QUESTION 7:  Ability to use common graphing, data analysis and presentation software

QUESTION 8:  Overall, how do you feel about your educational experience at WSU

QUESTION 9:   For students continuing their education: ability to compete for graduate or professional school

1. Problem Solving: Do you feel capable of solving a variety of chemistry related problems?

• Yes, I feel capable of thinking problems through research and experimentation. I am an analytical thinker and have always been good at problems solving.
• I feel capable of obtaining and analyzing data from a wide variety of experimental methods to identify and quantify substances. I also feel capable of using chemical theory to formulate syntheses and optimize lab techniques. Some instruction in troubleshooting and common lab instruments would have been helpful.
• Yes, mostly of an analytical nature more than theoretical.
• Yes.
• Yes, I feel comfortable with most chemistry calculations.
• Chemistry education has given me the opportunity to learn problem-solving skills.
• I feel more comfortable than when I began.
• Yes.
• Have improved tremendously over the time I have been here as an undergraduate.
• Yes.
• Chem 1200 gave me a good start.
• I feel good about general chemistry problem solving.
• Yes, and if I don’t, I know where to look it up.
• Good progression through the chemistry program.
• Yes.
• Yes, I feel I have enough background to approach and solve a variety of chemistry related problems.
• Error analysis and p-chem helped in this area.
• Chem 1210 and 1220 helped a lot in this area.
• My chemistry education helped a great deal in solving problems during internship.
• Yes.

2. Laboratory Skills: Has your laboratory experience helped make you a competent experimentalist?

• Yes, My experience in the lab, though frustrating at times, has been a big contributor to practical applications of what was learned in class.
• I have learned to be safe, meticulous, and efficient in the laboratory. I have also become proficient with several lab instruments. Although, I would have liked more experience with the HPLC, GC, and NMR.
• I believe so my techniques have improved over the years and my approaches to experiments have also improved.
• Yes. Chem 4800 was more important than other courses.
• Yes, I feel well prepared for an industrial position.
• It would be helpful if the chemistry department had more up to date instrumentation.
• Some instrumentation still intimidate me.
• I Don’t feel intimidated by instruments as much as when I started. Upper division courses helped.
• Hands on experience very important. TA experience helped me review several techniques.
• Wet lab and instrumental techniques are responsible for refining skills.
• Quantitative analysis gave good experience for lab work.
• I feel that I can do many things independently in the lab.
• I wish I had more repetitive use with the instruments.
• I Learned more about chemistry in lab experience than just class work.
• Quantitative analysis was very important, changed perspective on chem labs.
• Hands on learning is good.
• Now I can take a lab and work it without needing instructions for every step.
• Feel more competent.
• Well prepared for industry.
• Chem 4800 most important course in this area.

3. Presentation Skills: Do you feel proficient in communicating scientific information, both written and verbal?

• Yes. Although the p-chem and spec and sep lab write ups are painful at times, they have been a huge asset in the development of those skills.
• I was given plenty of practice writing laboratory reports. By the time I graduate, however, I’ll have given only three oral presentations totaling less than an hour in length, which seems a bit deficient.
• Formal reports in P-chem helped.
• Yes.
• Yes, TA experience has helped a lot in this area.
• Presentations in P-chem and spec and sep are great opportunities to present research orally.
• P-chem helped with formal reports and required presentation as well.
• Improved communication skills through class work. Technical writing improved by p-chem.
• Chem 4540, 3410, 3420 all helped with communication.
• P-chem and quant labs helped.
• Have a stronger base for communication that is founded upon the general vocabulary and understanding that I have acquired through my chemistry experience.
• Chem 4540, 3410 & 3420 have helped to improve both written and verbal skills.
• Yes, but I get stage fright in front of groups.
• P-chem helped a lot in presentation skills.
• More written than verbal.
• Chemistry classes helped in this area.
• Opportunities for development were provided for both areas.
• P-chem formal reports helped in improving scientific writing skills.
• Presentations that have been given, helped as well and course work.
• P-chem class work presentation helped.

4. Computer Skills: Has your chemistry education added to your computer usage skills?

• Yes, thanks to the computer applications class. Also the presentations I had to put together and give, helped me learn power point.
• I am now highly skilled in the use of Word, Excel, Mathematica and online chemical databases.
• I am now highly skilled in the use of Word, Excel, Mathematica and SAS. I also am much better at surfing the web to look for element data.
• Yes, but actually my computer skills helped me with my chemistry. I remember too well trying to do some of the problems by hand that we now do by computer.
• Yes computer applications in chemistry helped a lot.
• Yes, especially using Microsoft excel.
• Feel comfortable with data acquisition and analysis.
• Feel very confident in computer literacy.
• Computer applications class (chem 3020) helped with understanding how to analyze data.
• 95% of computer work and skills come from work in chemistry.
• Have learned to use excel, graphs and tabulate data.
• Was computer literate before starting chemistry – chemistry did not help much.
• Chem 3020 was very useful.
• Chem 3020 class shows application of computer skills.
• Had skills before changing major to chemistry.
• Chemistry program helped in this area.
• Yes, especially for chemistry applications.
• I have learned a lot about excel and applying data analysis to spread sheets and graphing.
• Chem 3020 helped teach skills.
• Extensive use of spreadsheets to collect and present data.

5. Closing Question: What single experience stands-out or has influenced you most in your chemistry education at Weber?

• There really isn’t one single experience. There have been times when I felt, I was just “muttling” through and then an assignment or lecture would hit me and it would seem to open a window or just amaze me. The Professors for the most part have been great.
• Dr. Lippert gave a wonderful little speech at the end of his Instrumental Analysis course, entreating everyone to never take their future work so seriously that they would compromise their integrity for the sake of success.
• This my last year has been great. My professors have been fun in and out of the classroom. They are happy to answer questions even for other classes. I really love that the upper division classes are so small.
• The staff is excellent. They are all very competent and excellent teachers. The student to professor access is great. I consider the chem program to be one of the hidden gems of Utah Higher Education.
• Quantitative analysis, Dr. Lippert made me a chemist.
• I appreciate the open-door policy and how they are always willing to help.
• The opportunity to be a Teaching assistant really helped me enjoy labs more and understand them better.
• Hands on experience very important.
• Research with Dr. Berghout has influenced me to continue studies in graduate school.
• Loved O-chem and switched majors, professors always make time for students.
• I would say that the experience that has influenced me most in my chemistry education as Dr. Lipperts 1200 intro class.
• Second semester biochemistry, taught me that biochemistry was of most interest to me.
• Smaller classes and the smaller teacher student ratio.
• Instrumental was the most interesting class I have taken.
• Dr. Walker helped make chemistry applicable.
• Good support system.
• Analytical Instrumentation hands-on is helpful.
• Enjoyed Biochemistry II.
• Making my own final project experiment in chem 3420.
• Research experience with Dr. Walker.

6. What has been the most “frustrating” problem in your chemistry education?

• Distilled water problems, broken equipment, student services (they really made mistakes with my schedule and transcripts.
• Lab instruments are outdated as well as the lab facilities themselves. Distilled water problems.
• That its taken me so long to complete my degree.
• The labs. My inorganic lab didn’t teach me much, although it was fun, the time in lab was wasted. Nothing in the lab had an impact on my grade. The analytical class didn’t teach me much either. I expected something more substantial than a one sheet paper that basically says here is the experiments you figure out how to do them.
• Lack of options or variety of classes, would like biochemistry major option and a Master’s program
• I don’t like competing with others.
• More exposure to Instruments, don’t feel ready to enter a lab.
• Up to date equipment.
• Distilled water problems. Biochemistry most difficult course.
• Scheduling.
• Overall the most frustrations problem is correlating lecture material with lab material.
• P-chem is a very difficult subject and I studied hard but could not overcome learning barrier.
• Memorization, old instruments.
• Add forensics classes or complete program to chem dept.
• Better advising at higher level courses.
• It is frustrating that we don’t have more instruments.
• My performance on tests; not being able to reflect what I felt I knew.
• Scheduling was frustrating - trying to schedule with other science classes.
• Lack of literature in our library.
• P-chem was difficult.

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