SLO1 PO1 Final CHEM 3211K - Organic Chemistry I 2016-2017 Course Description Introduces the chemistry of organic compounds including aliphatic and aromatic hydrocarbons, stereo- chemistry, monofunctional compounds and some polyfunctional compounds. Requires the illustration of techniques for synthesis, separation, purification and identification of organic compounds in the laboratory. Program Outcomes/Goals Acquire knowledge of chemistry Students will acquire detailed, in-depth knowledge of chemistry and be able to integrate and apply these principles to solve complex scientific problems. Student Learning Outcomes Name organic chemical species Students will name and classify organic chemical species and functionalities. Supported Initiatives Standards (2) SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to include student learning outcomes SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Student achievement) General Education (1) 10: Science, Math, and Technology - Students will demonstrate the ability to evaluate observations, inferences, or relationships in works under investigation.
Transcript
SLO1
PO1
Final
CHEM 3211K - Organic Chemistry I 2016-2017
Course DescriptionIntroduces the chemistry of organic compounds including aliphatic and aromatic hydrocarbons, stereo-chemistry, monofunctional compounds and some polyfunctional compounds. Requires the illustration of techniques for synthesis, separation, purification and identification of organic compounds in the laboratory.
Program Outcomes/Goals
Acquire knowledge of chemistryStudents will acquire detailed, in-depth knowledge of chemistry and be able to integrate andapply these principles to solve complex scientific problems.
Student Learning Outcomes
Name organic chemical species
Students will name and classify organic chemical species and functionalities.
Supported Initiatives
Standards (2)SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to includestudent learning outcomes
SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success withrespect to student achievement consistent with its mission. Criteria may include: enrollmentdata; retention, graduation, course completion, and job placement rates; state licensingexaminations; student portfolios; or other means of demonstrating achievement of goals.(Student achievement)
General Education (1)10: Science, Math, and Technology - Students will demonstrate the ability to evaluateobservations, inferences, or relationships in works under investigation.
M1
Action Plans for Improvement
Measures
Pre/Post test questions on naming chemicalspeciesThere are 4 questions on the pre/post test concerning naming and classifying organicchemical species and functionalities. Question 4: What is the IUPAC name of themolecule below? Question 6: Which of the following has the highest priority accordingto sequence rules? Question 7: Are the two isomers below enantiomers,diastereomers, identical or structural isomers? Question 10: Is the indicated carbonatom in the structure of cocaine below 1°, 2°, 3°, or 4°?
Methodology
The same test is given at the beginning and end of the semester. The students shoulddo substantially better on the post test than on the pretest.
Source of Evidence: Pre/post test
Institutional Priorities (0)
Strategic Initiatives (3)Mission/Core Commitments: 1 Dalton State College provides a diverse student populationwith opportunities to acquire the knowledge and skills necessary to attain affordablebaccalaureate degrees, associate degrees, and certificates and to reach their personal andprofessional goals.
Strategic Plan, 2016-2019 Goals: 2 Academic Excellence: Dalton State College will developand maintain a culture of academic and teaching excellence among faculty and staff whilecreating optimal opportunities for student academic excellence.
University System of Georgia Strategic Plan Goals: 1 Commitment to AcademicExcellence and Degree Completion: We will maximize our resources and strengtheneducational partnerships to ensure that Georgians have a seamless educational system that isboth affordable and of the highest quality.
Action Plans for Improvement DescriptionStudents did not meet the target for this learning outcome.Students had the most difficulty distinguishing betweenisomers. For this reason, more examples will be worked inclass pertaining to types of isomers. To aid in the visualizationof molecules, molecular model kits will be used during classand students will be asked to purchase their own kits for useoutside class.
The previousaction planwas toimplementmore practiceproblems inclass onorganicnomenclatureto improveresults.Because thisis the firstyear we areusing thepre/post tests,it is difficult tosay whataffect thisaction planhad since thequestionsused forassessmentare different.However, it isclear from thefindings thatnew examplesand methodsshould beimplementedto improvestudentlearning.
The most problematic question for students was question 7. Studentsoften have trouble distinguishing between isomers. One of the maindifficulties students have is in visualizing molecules in threedimensions. One thing that might help in this area may be the use ofmolecular model kits. Some models are used during class time, but itmay be beneficial to ask the students to purchase their own kits ormake some kits available for check-out. Students also had trouble withquestion 4. Students often have trouble translating a Newmanstructure into a bond line structure and if they can’t do this correctlythey won’t be able to name the compound. More practice convertingbetween types of structure notation may help with this problem.Question 10 was answered correctly more often than the otherquestions. Most students seemed to understand the differencebetween primary, secondary, tertiary, and quaternary carbons.
Identify chemical reactions
Students will define and identify chemical reactions with respect to general type of reactionand with respect to organic functional groups.
Supported Initiatives
Standards (2)SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to includestudent learning outcomes
SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success withrespect to student achievement consistent with its mission. Criteria may include: enrollmentdata; retention, graduation, course completion, and job placement rates; state licensingexaminations; student portfolios; or other means of demonstrating achievement of goals.(Student achievement)
General Education (1)9: Science, Math, and Technology - Students will utilize appropriate models, systematicmethods, and concepts such as the scientific method to solve problems.
Institutional Priorities (0)
Strategic Initiatives (3)
Target Findings
ImprovementsAchieved from
PreviousAction Plans
ImprovementType Status
M1
Action Plans for Improvement
Measures
Pre/post test questions on identifying chemicalreactionsThere is one question on the pre/post test concerning identifying chemical reactions.Question 8: Is the reaction below an addition, a substitution, an elimination, or arearrangement?
Methodology
The same test is given at the beginning and end of the semester. The students shoulddo substantially better on the post test than on the pretest.
Source of Evidence: Pre/post test
TargetReduction in incorrect answers
Mission/Core Commitments: 1 Dalton State College provides a diverse student populationwith opportunities to acquire the knowledge and skills necessary to attain affordablebaccalaureate degrees, associate degrees, and certificates and to reach their personal andprofessional goals.
Strategic Plan, 2016-2019 Goals: 2 Academic Excellence: Dalton State College will developand maintain a culture of academic and teaching excellence among faculty and staff whilecreating optimal opportunities for student academic excellence.
University System of Georgia Strategic Plan Goals: 1 Commitment to AcademicExcellence and Degree Completion: We will maximize our resources and strengtheneducational partnerships to ensure that Georgians have a seamless educational system that isboth affordable and of the highest quality.
Action Plans for Improvement DescriptionBecause the target of reducing wrong answers by 50% wasnot met, more examples of general types of reactions will bepresented and a review sheet will be prepared to help improvestudents' ability to identify types of reactions. Onlinehomework will also be continued.
There were40students intwocombinedsections ofCHEM3211K:OrganicChemistry Ithat met atthe maincampus ofDaltonStateCollege inDalton, GAduring thefall 2016semesterandcompletedboth thepre-testand post-test. Theresults ofthe pre-testwere asfollows:Question 8:17students(42.50%)answeredcorrectlyand 23(57.50%)answeredincorrectly.The resultsof the post-test wereas follows:Question 8:15students(37.50%)answeredcorrectlyand 25(62.50%)
The previousaction planwas toimplementonlinehomework.We are nowusing OWLv2onlinelearningsystem. It isdifficult toassess whateffect thisaction planhad on thecurrent resultssince this isthe first yearwe are usingpre/post testsand thequestions aredifferent. It willbe easier todetermine theeffect ofonlinehomework onstudentlearning afteranotherassessmentcycle.
Instead of seeing a reduction in the number of incorrect answers, therewas an increase of 8.7% incorrect answers. The target of reducingincorrect answers by 50% from the pre-test to post-test was not met.Question 8 tested student ability to distinguish between types ofreactions. Students are exposed to many reactions in the course andthis may cause confusion when trying to place reactions into generalcategories. More examples in class and a review sheet of generalcategories of reactions may help to address this problem.
Understand chemical reactivity and structure
Students will understand the chemical reactivity and molecular structure of alkanes, alkenes,alkynes, and alkyl halides.
Supported Initiatives
Standards (2)SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to includestudent learning outcomes
SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success withrespect to student achievement consistent with its mission. Criteria may include: enrollmentdata; retention, graduation, course completion, and job placement rates; state licensingexaminations; student portfolios; or other means of demonstrating achievement of goals.(Student achievement)
General Education (1)
Target Findings
ImprovementsAchieved from
PreviousAction Plans
ImprovementType Status
M1
Action Plans for Improvement
Measures
Pre/post test questions on chemical reactivity andstructureThere are three questions on the pre/post test concerning chemical reactivity andstructure. Question 2: How many isomeric chloroalkanes have the molecular formulaC4H9Cl? Question 3: Which molecule in the pair shown below is the more stable?Question 5: Which of the following alkenes is the least stable?
Methodology
The same test is given at the beginning and end of the semester. The students shoulddo substantially better on the post test than on the pretest.
Source of Evidence: Pre/post test
Target
9: Science, Math, and Technology - Students will utilize appropriate models, systematicmethods, and concepts such as the scientific method to solve problems.
Institutional Priorities (0)
Strategic Initiatives (3)Mission/Core Commitments: 1 Dalton State College provides a diverse student populationwith opportunities to acquire the knowledge and skills necessary to attain affordablebaccalaureate degrees, associate degrees, and certificates and to reach their personal andprofessional goals.
Strategic Plan, 2016-2019 Goals: 2 Academic Excellence: Dalton State College will developand maintain a culture of academic and teaching excellence among faculty and staff whilecreating optimal opportunities for student academic excellence.
University System of Georgia Strategic Plan Goals: 1 Commitment to AcademicExcellence and Degree Completion: We will maximize our resources and strengtheneducational partnerships to ensure that Georgians have a seamless educational system that isboth affordable and of the highest quality.
Action Plans for Improvement DescriptionBecause the target of reducing wrong answers by 50% wasnot met, more examples of chemical reactivity and molecularstructure of differenct functional groups will be presented inclass.
answeredincorrectly.Question 5:3 students(7.5%)answeredcorrectlyand 37(92.5%)answeredincorrectly.The resultsof the post-test wereas follows:Question 2:20students(50%)answeredcorrectlyand 20(50%)answeredincorrectly.Question 3:25students(62.50%)answeredcorrectlyand 5(37.5%)answeredincorrectly.Question 5:18students(45%)answeredcorrectlyand 22(55%)answeredincorrectly.Thepercentagereductionin incorrectanswersfrom thepre-test to
The previousaction planwas to assignmorehomeworkproblems. It isdifficult toassess whateffect this planhad on theresults sincethis is the firstyear we areusing pre/posttests and thequestions aredifferent.Goingforward, wewill be able todraw betterconclusion onwhether or notour actionplans areworking.
the post-test was16.7% forquestion 2,37.5% forquestion 6,and 40.5%forquestion 5.Overall, thenumber ofincorrectanswersfor all fourquestionscombinedwasreducedfrom 85 to57 or anoverallreductionof 32.9%.
Analysis of Finding and Evaluation Results
The target of reducing the percentage of incorrect answers by 50%from the pre-test to post-test was not met for any of these threequestions testing students’ understanding of molecular structure. Moreclass time will be spent working example problems.
Understand reaction mechanisms
Students will understand and describe reaction mechanisms with respect to electronicmovement.
Supported Initiatives
Standards (2)
Target Findings
ImprovementsAchieved from
PreviousAction Plans
ImprovementType Status
M1
Action Plans for Improvement
Measures
Pre/post test questions on reaction mechanismsThere are two questions on the pre/post test concerning reaction mechanisms.Question 1: The following is a generic depiction of a reaction using the curved arrowformalism. Which of these statements is not correct for this reaction? Question 9:Consider the reaction below to answer the following question: The mechanism of thisreaction is:
Methodology
SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to includestudent learning outcomes
SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success withrespect to student achievement consistent with its mission. Criteria may include: enrollmentdata; retention, graduation, course completion, and job placement rates; state licensingexaminations; student portfolios; or other means of demonstrating achievement of goals.(Student achievement)
General Education (1)9: Science, Math, and Technology - Students will utilize appropriate models, systematicmethods, and concepts such as the scientific method to solve problems.
Institutional Priorities (0)
Strategic Initiatives (3)Mission/Core Commitments: 1 Dalton State College provides a diverse student populationwith opportunities to acquire the knowledge and skills necessary to attain affordablebaccalaureate degrees, associate degrees, and certificates and to reach their personal andprofessional goals.
Strategic Plan, 2016-2019 Goals: 2 Academic Excellence: Dalton State College will developand maintain a culture of academic and teaching excellence among faculty and staff whilecreating optimal opportunities for student academic excellence.
University System of Georgia Strategic Plan Goals: 1 Commitment to AcademicExcellence and Degree Completion: We will maximize our resources and strengtheneducational partnerships to ensure that Georgians have a seamless educational system that isboth affordable and of the highest quality.
Action Plans for Improvement DescriptionBecause the target of reducing wrong answers by 50% wasnot met, more examples of reaction mechanisms will bepresented in class. Online homework will also be continued.
Due DateDec 01 2017
StatusPlanned
The same test is given at the beginning and end of the semester. The students shoulddo substantially better on the post test than on the pretest.
The previousaction planwas toimplementonlinehomework. Itis difficult toassess whatimpact thataction planhad on theseresultsbecause thisis the firstyear we haveused thispre/post testand thequestions aredifferent. Inthe future, weshould beable to see ifthis actionplan is makinga difference.
incorrectanswersfor all fourquestionscombinedwasreducedfrom 59 to41 or anoverallreductionof 30.5%.
Analysis of Finding and Evaluation Results
The target of reducing the percentage of incorrect answers by 50%from the pre-test to post-test was not met for the two questionscombined, but the target was met for question 1 alone. Question 9tested students’ ability to understand a reaction mechanism withrespect to electronic movement. This question specifically addressedan elimination type reaction. More examples worked in class may helpaddress this problem.
Acquire laboratory skillsStudents will acquire laboratory skills necessary to answer questions of chemical relevance.
Student Learning Outcomes
Gain knowledge in laboratory methodology
Students will gain knowledge and understanding in laboratory methodology including dataobservation, recording, analysis, and reporting.
Supported Initiatives
Target Findings
ImprovementsAchieved from
PreviousAction Plans
ImprovementType Status
M1
Action Plans for Improvement
Measures
Final formal laboratory reportThe final formal laboratory report in CHEM 3211K will be used to assess students'knowledge and understanding in laboratory methodology including data observation,recording, analysis, and reporting.
Standards (2)SACSCOC 2012 Principles of Accreditation*: 3.3.1.1 educational programs, to includestudent learning outcomes
SACSCOC 2012 Principles of Accreditation*: 4.1 The institution evaluates success withrespect to student achievement consistent with its mission. Criteria may include: enrollmentdata; retention, graduation, course completion, and job placement rates; state licensingexaminations; student portfolios; or other means of demonstrating achievement of goals.(Student achievement)
General Education (1)9: Science, Math, and Technology - Students will utilize appropriate models, systematicmethods, and concepts such as the scientific method to solve problems.
Institutional Priorities (0)
Strategic Initiatives (3)Mission/Core Commitments: 1 Dalton State College provides a diverse student populationwith opportunities to acquire the knowledge and skills necessary to attain affordablebaccalaureate degrees, associate degrees, and certificates and to reach their personal andprofessional goals.
Strategic Plan, 2016-2019 Goals: 2 Academic Excellence: Dalton State College will developand maintain a culture of academic and teaching excellence among faculty and staff whilecreating optimal opportunities for student academic excellence.
University System of Georgia Strategic Plan Goals: 1 Commitment to AcademicExcellence and Degree Completion: We will maximize our resources and strengtheneducational partnerships to ensure that Georgians have a seamless educational system that isboth affordable and of the highest quality.
Action Plans for Improvement DescriptionBecause the target of "70% of students will achieve a grade of85 or higher on the final formal laboratory report" was morethan met and exceeded the target will be increased to "75% ofstudents will achieve a grade of 85 or higher on the finalformal laboratory report."
Due DateDec 01 2017
StatusPlanned
Methodology
By the end of the semester, students should be able to demonstrate knowledge andunderstanding in laboratory methodology including data observation, recording,analysis, and reporting in the form of a written laboratory report. Points on the formallaboratory report are awarded by section as follows: Cover page (5 points),Introduction and Purpose (10 points), Main reaction and mechanism (5 points), Tableof Reactants and Products (10 points), Procedure (25 points), Results andCalculations (25 points), Conclusions (10 points), Questions (5 points), andReferences (5 points).
Source of Evidence: Written assignment
TargetA minimum of 70% of students will achieve a score of 85 points on their final formallaboratory report.
Target Findings
ImprovementsAchieved from
PreviousAction Plans
ImprovementType Status
70%
There were47 studentsin twocombinedsections ofCHEM3211K:OrganicChemistry Ithat met atthe maincampus ofDaltonStateCollege inDalton, GAduring thefall 2016semesterandcompletedthe finalformallaboratoryreport. Theresults werethat 46students(97.9%)earned agrade of 85or higher onthe finallaboratoryreport. Only1 student(2.1%) didnot achievea grade of85 or higheron the finallaboratoryreport. Theclassaveragewas 90 onthisassignment.
The previousaction plan wasto increase thetarget to "70%of students willachieve agrade of 85 orhigher on thefinal formallaboratoryreport"because theprevious targetof "70% ofstudentsachieving agrade of 70 orhigher on thefinal report"was farexceeded. Thisnew target wasalso exceeded.
The target for this learning outcome was exceeded. Studentsdemonstrated knowledge and understanding in laboratory methodologyby completing a final formal laboratory report.
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