Weber State University   

Chemistry

Results of Assessment

2004-2005 (submitted 02/09/06)

The Chemistry Department at Weber State University collected exit interviews from nine students last year as part of the assessment for the academic year 2004/2005. 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 Spring semester 2005 and the data collected were compiled and presented (see below). Nine out of 10 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. All of the ratings were in the Excellent to Acceptable range with the exception of one deficiency in the writing category of 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 With a limited budget which does not allow for improving out-of-date equipment and maintaining existing equipment, we will not be able to adequately address improvements in this area for sometime.

Summary

Strengths

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

Frustrations

• Old Instruments failing or broken
• Lack of competent tutors

Chemistry Department Interviewer: Dr. Todd Johnson
Graduation Exit Interview Responses
Exit Interview Time: 60 minutes or less
2004/2005
Compilation of Comments

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

• Analytical courses have helped here more than others; more mathematically inclined.
• Weber’s program is strong compared with the University of Wyoming’s chemistry program.
• I was challenged more in chemistry so I switched from a zoology major.
• Most of the time I feel competent. At times I feel very overwhelmed because of my schedule, but when I look back I feel that I understand more than what my grades determine.
• Yes (analytical/app.) Helped with this.
• Yes, I feel that I have a good understanding of chemistry and related concepts. I recently helped my sister study for her AP chemistry final for high school. I liked the review in 4600.
• I have learned many different approaches to solving chemistry problems. Weber has taught me to think on my own, do research and also to work with others to solve problems.
• Yes, I feel that I have been taught to solve chemistry related problems and also problem solving in general.
• I feel very capable of solving a variety of chemistry related problems. I feel that the curriculum to receive a chemistry degree is very diverse. Being diverse, it has helped me feel like there aren’t too many things that I haven’t seen before. I may not know how to do many different things in great detail but I feel that I have been exposed to many different aspects of chemistry which would help me after graduation.

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

• Yes, quantitative analysis was very helpful in getting back into the flow of chemistry.
• 3050 Instrumental class helped a lot in confidence in laboratory skills. Also helped improve those skills.
• Yes. Quant and instrumental were very helpful.
• I enjoy laboratory experiments. Applied knowledge is very beneficial to me. Many of the labs that were assigned were useful when there was sufficient instruction to help make the connection to the class material.
• OK. Not the best, but I have a basic understanding.
• Before college, I had never stepped foot into a chemistry lab, but now I feel that I can perform experiments given only a little bit of information by either knowledge or knowing where to look in order to find what I need.
• The many different lab classes I have taken have taught me a variety of ways to approach experiments. I have learned to do chemical tests, run equipment and computer labs as well.
• Yes, I think it has by teaching us the proper way to document lab results and preparing us for outside chemistry work.
• I feel that my laboratory experience has helped make me a better experimentalist. I would have to say though that the first chemistry class that I took where the lab actually seemed very applicable to the class was Biochemistry I. That was the first class where I felt that the lab and the class really went hand in had. During freshman chemistry and even organic chemistry it seemed as if I was doing stuff in the lab which I had never seen or learned prior. Having never seen it or learned it in the classroom the results that I would get in the lab were very arbitrary and didn’t seem to really mean a lot to me. After the first two years of chemistry classes, I felt that the classes did a lot better job relating the lab work to the course work so that we could learn both from the lab and the book.

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

• Yes. Presentations in upper division courses have been very helpful here.
• Skills developed through other programs – some presentations given at Weber have helped in the technical area of presentations.
• Yes. Both P-Chem presentations were a good opportunity.
• Yes, I am a strong writer and having to write out labs and presentations helps me process information. I feel that my GRE verbal scores shows my verbal competence.
• Yes and no. I have a problem in writing but I am very good in verbal.
• More so written I think. I tend to still get nervous when talking in front of a group of people. I feel that I can get the point across without writing a novel. (Dr. Lippert’s class helped a lot.)
• The use of lab books has greatly helped me learn how to write information; also the reports and research has helped with my verbal skills in presenting scientific information.
• Yes, I feel a lot of the upper division classes made it very important to learn how to write and communicate scientific information.
• This I feel is a very strong point of the Weber State University chemistry program. I have had to keep many lab books and write many lab reports. I feel like I was really guided well in regards to knowing how to do the lab write ups and keep up a correct lab book. I could go to a job right now and really feel like my skills in recording and reporting data would be superior to my peers who had just graduated as well. Quantative analysis, instrumental analysis and P-chem really prepared me well for this aspect of science. I didn’t get as much verbal preparation as written yet I did have to complete verbal presentations and the classes are so interactive that I felt like I was able to hone my skills in the verbal communication aspect of chemistry as well.

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

• Somewhat. I have learned more about certain programs, such as Excel. (Was a former computer science major and already had strong background in computer applications.
• (Computer apps class helped improve, analyze and graph data. (Half not needed; half the class very helpful.)
• Yes. (Was proficient with basics of spreadsheets but 3020 helped to polish skills.)
• Yes, being able to graph results in Excel and draw molecules in ChemDraw, searching the library and internet for chemical resources, using MathCad and other programs has been very useful to me.
• Yes. Comp class helped.
• Yes. The Chem 3020 class was a godsend. I knew my way around Excel but the class was very detailed and helpful.
• The skill that has been improved the most is using, making and interpreting graphics. Most of the other computer skills I knew and used often with my chemistry classes.
• Yes. By requiring usage of the computer, it has enhanced my knowledge in computer programs especially used for chemistry.
• I really didn’t know how to use Microsoft Excel until getting into my chemistry classes. This helped tremendously because when I was hired on at Dannon Inc. I was required to use Excel and they sure weren’t going to take the time to teach me how to work it. This was very beneficial because I was able to go right in and just do a lot of good work and know how to do specific graphs and extrapolations that I otherwise would not have know. Dr. Walker’s computer class was great preparation for the real world.

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

• I think the point during the first semester back when I realized that I was actually succeeding. (During 3030 Quant class). I was also greatly encouraged when I received a scholarship. (Motivation to continue and finish school!)
• Break between universities – need confidence booster. The teachers at WSU were more encouraging in my efforts and more accessible then U of Wyo or U of U. Wasn’t sure if I could finish my degree. WSU really helped.
• (1) Summer O Chem – learned study habits and problem solving
  (2) Summer Quant – learned Chemistry
  (3) Biochem II – most helpful class to my future in medicine; understanding the importance of detail; thorough study habits formed. (Letter from premed advisor while on mission impressed me to come to WSU.)
• I decided to go on to grad school during my semester that I had both quantitative analysis and Biochemistry I. For me, the applications and possibilities of chemical application gelled for me. I know that both Dr. Lippert’s and Dr. Walker’s excitement and knowledge for the subjects had a great influence on me.
• The ability to take what I have learned and teach others.
• I think it would have to be during my first year here. I was struggling in both 1210 and 1220. I wanted to switch majors. But then I decided that I didn’t want to cop out and change to an easier major. I wanted to be challenged and be proud of what I had accomplished, knowing I had to work hard to do it.
• The single experience that stands out the most is my opportunity to TA the chemistry labs. This experience helped me use my knowledge, remember my general chemistry and remind me of why I love chemistry.
• Biochemistry research with Dr. Walker. I felt I had an opportunity to learn for myself how to do proper research. (Chem 4800 research is valuable to a student’s educational experience.
• The experience that influenced me most in my chemistry education had to have been when I took Dr. Johnson’s Biochemistry class. I currently then was a microbiology major yet when I got into Biochemistry I , I really loved it and really saw how the stuff that we were learning in there was going to help me in the future. I wold have to say that is when I started to contemplate about changing majors. I just soaked up everything that was being taught and it was the first time that I really decided that I wanted to change majors. I was a little skeptical so I first talked with Dr. Davies and he told me all about his chemistry experience and how he has loved his decision. It was great to be able to talk to a chemistry faculty member and really get their take knowing that they were done with the journey that I was about to embark on. This time in my life really helped me make my decision on what educational path I was going to pursue and it was sure great to have great faculty members and classes to help me find out what would be best for me and my future.

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

• P-Chem. I found it took a lot of time, for small credit hours. Also the material presented was, I thought, not presented properly. (Math was not directed to practical aspects of chemistry, little or no connection.)
• The most frustrating problem I have run into was teachers who I felt graded unfairly. It was very frustrating to have the same answer as other people and receive a lower grade.
• When I was in freshman chemistry I was struggling a bit and I wanted to get a tutor. The only place that I "qualified" for tutors didn’t have a chemistry tutor. The other tutor center was for people who were non-traditional, their parents didn’t go to college or were on government financial aid to get through school.
• Labs three hours for 1 credit and write-ups.
• Time that needs to be applied to each chemistry class compared to other on campus and not weighted more as far as credits. (Tutors should come through departments. Advising – general university does not know the programs very well and need more chem tutors.)
• I suppose the lack of medical related material. I had to take many zoology and micro classes. But this way I was able to get a broader education and understand chemistry better. (Maybe offer a couple of special topics courses for premed/prepharm majors.)
• Transfer credits were hard to push through the system. The department secretary had to register me every semester.
• The thing I found most frustrating was performing and writing up labs before the topic was covered in lecture. (P-chem was the biggest problem here. P-chem labs did not always correlate well with lecture material.)
• I can’t say that I really had a "frustrating problem" in my chemistry education. I can share with you the class that I felt least helped and was least applicable to my chemistry education. That was the molecular symmetry class. It had nothing to do with Dr. Berghout or his teaching because I think he is a fabulous teacher. It mostly had to do with the applicability of the class. I didn’t get much from it and it really didn’t apply to anything else that I was doing in my chemistry career. I was just never personally able to relate it to anything else that I had done in my chemistry education. The few things that were applicable could have been just taught in the P-chem class and it would have only taken 30 minutes to even do that. (Advising problem – did not even need 3400.)

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

QUESTION 10:   For Teaching Certificate majors: did the curriculum help you gain acceptable laboratory skills for teaching

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