-SLO Development Progress -SLO Activity -Assessment Progress -Support Needs.

- SLO Development Progress- SLO Activity- Assessment Progress-Support Needs

• Map core competencies (or college goals) to SLO (or AUO)

• List SLOs (or AUO)• Describe assessment procedure and

criteria for measurement• Delineate results• Report plan

New College Goals are in the process of being approved.

East Los Angeles CollegeStudent Learning Outcome ReportSpring Semester Year: 2008Department/Discipline/Unit: Chemistry Course/Service: Chem 101Phone Extension No. X-8851 Email [email protected] Contact:V. Jaramillo

Core CompetencyOr

College Goal

Course/ UnitOutcome

AssessmentProcedure

andCriteria

Assessment Results

Use ofResults

Academic SkillsCritical Thought• Analyze and synthesize information• Differentiate facts from opinion• Draw reasoned conclusionsCommunication• Listen critically in order to receive, interpret and respond to verbal information• Speak coherently and appropriately for various audiences and situations• Read with understanding• Present ideas and information effectively for specific purposes through written statementsQuantifiable Reasoning• Compute and organize data effectively• Use basic mathematical and graphical techniques to evaluate and present informationInformation Competency and Research• Recognize and articulate the need for information• Find data effectively and efficiently in a variety of sources• Practice legal and ethical behaviors when accessing and communicating informationTechnological Literacy and Management• Utilize an operating system effectively and produce documents using generic office programs such as word processing, spreadsheet and presentation softwarePersonal Growth and EnrichmentEnrichment of Life• Enjoy the stimulation resulting from intellectual curiosity and the acquisition of knowledge• Manage time and resources effectively

1. Perform laboratory techniques correctly using appropriate safety procedures, and analyze the results of laboratory experiments, evaluate sources of error, synthesize this information, and express it clearly in written laboratory notebooks and reports

mailto:[email protected]


Academic SkillsCritical Thought• Analyze and synthesize information• Draw reasoned conclusionsQuantifiable Reasoning• Compute and organize data effectively• Use basic mathematical and graphical techniques to evaluate and present informationInformation Competency and Research• Recognize and articulate the need for information• Find data effectively and efficiently in a variety of sources

2. Recognize and apply that thermodynamic functions are state functions to solve for these quantities.

Academic SkillsCritical Thought• Analyze and synthesize information• Draw reasoned conclusionsCommunication• Read with understanding• Present ideas and information effectively for specific purposes through written statementsQuantifiable Reasoning• Compute and organize data effectively• Use basic mathematical and graphical techniques to evaluate and present informationInformation Competency and Research• Recognize and articulate the need for information• Find data effectively and efficiently in a variety of sources

3. Draw a Lewis Structure from a molecular formula, draw resonance structures, predict and rationalize molecular shapes with the VSEPR and hybridization.



Core CompetencyOr

College Goal

Course/ UnitOutcome

AssessmentProcedure

andCriteria

AssessmentResults

Use ofResults

Academic SkillsCritical Thought• Analyze and synthesize

informationCommunication• Listen critically in order to

receive, interpret and respond to verbal information

• Read with understandingQuantifiable Reasoning• Compute and organize data

effectively• Use basic mathematical and

graphical techniques to evaluate and present information

Personal Growth and Enrichment

Enrichment of Life• Enjoy the stimulation

resulting from intellectual curiosity and the acquisition of knowledge

• Manage time and resources effectively

1. Practice safe and effective general laboratory skills, including laboratory skills, including the ability to: Identify basic equipment and know its function or use, recognize the limitations of physical measurements and apply the appropriate rules for significant figures; and complete measurements in an accurate and precise manner.

Common Lab final was given in all sections, and graded with a rubric based on a 1-4 scale with 4 being an exemplary student, 3 being an accomplished student, 2 being a developing student, and 1 being a beginning student. Each page of the exam is reviewed by 2 individual faculty members.

The department defined success as having 75% of students earning 3 or greater. Statistics are then completed, and all interested faculty gather to discuss and plan.

Safety is addressed in #’s 3 &7Equipment use, identification,

and accuracy are addressed in # ‘s 2,4, & 5

Measurements are addressed in #’s 8,9, &10

Description of procedure and technique understanding is addressed in #’s 11 & 15

Benchmark is made in regards to safety:

- 100% ≥ 3 for # 3 - 99% ≥ 3 for # 7Benchmark is made in

regards to equipment use, & identification:

- 77% ≥ 3 for # 2- 96% ≥ 3 for # 4Struggling with the concept

of equipment accuracy:- 21% ≥ 3 for # 5Improvement with accurate

measurement using graduated cylinder and ruler:

- 73% ≥ 3 for # 1a- 61% ≥ 3 for # 1b- 63% ≥ 3 for # 6- 43% ≥ 3 for # 8Benchmark is met in

recognition of type of measurement given data:

- 90% ≥ 3 for # 9- 87% ≥ 3 for # 10Poor performance in

describing how and why procedures & techniques are performed

- 21% ≥ 3 for # 11- 18% ≥ 3 for # 15

- Review Rubric for improvement

- Review wording of problems to make sure clear

-Have students get more acquainted with buret by increasing use in lab

- Have instructors give more emphasis on topics that were below benchmark

= more examples = in lab have students make

measurements in front of instructor



Academic SkillsCritical Thought• Analyze and synthesize informationQuantifiable Reasoning• Compute and organize data effectively• Use basic mathematical and graphical techniques to evaluate and present information

2. Demonstrate proficiency in solving problems that require identifying important data, and using correct units, significant digits and conversions.

General Chemistry assessment involved solving a 3 step conversion problem, # 13

Poor performance on problem solving:- 39% ≥ 3 for # 13

- Give more examples in lecture and lab- Encourage students to take Math 185 (course developed to teach math for chemistry application)-Encourage faculty to share any good teaching practices- New customized lab manual has more worksheets for practice

Academic SkillsCritical Thought• Analyze and synthesize informationCommunication• Listen critically in order to receive, interpret and respond to verbal information• Speak coherently and appropriately for various audiences and situations• Read with understanding• Present ideas and information effectively for specific purposes through written statements

3. Classify organic compounds by functional groups, and identify by name using either the IUPAC or Common nomenclature.

Organic Chemistry assessment involved testing knowing of organic compound vs. inorganic properties (# 12), models were set up in laboratory for student to use to draw structures, identify functional group and name with either common or IUPAC nomenclature (# 16)

Benchmark was not reached in Organic:- 44% ≥ 3 for # 12- 35% ≥ 3 for # 16

- Department will be moving to a text book that is offering an integrated approach which will move the organic to more of the front end of the course instead of at the end- New customized lab manual has more worksheets for practice



Academic SkillsCritical Thought• Analyze and synthesize information• Differentiate facts from opinion• Draw reasoned conclusionsCommunication• Listen critically in order to receive, interpret and respond to verbal information• Read with understanding• Present ideas and information effectively for specific purposes through written statements

4. Differentiate composition, properties, and chemical reactions of the biological compounds: Carbohydrates, Lipids, Proteins, DNA and RNA.

Biochemistry assessment involved specifically amino acid classification, and peptide formation (# 14)

Benchmark was not reached in Biochemistry:- 39% ≥ 3 for # 14a- 38% ≥ 3 for # 14b- 19% ≥ 3 for # 14c

- Committees’ belief that with better organic understanding that biochemistry will improve, so integrated approach should help


• Minutes from any discipline/department meetings specifically devoted to SLOs

• Copies of any assessment instruments (such as a test or survey)

• Summary of assessment data.• List of discipline members

-SLO Development Progress -SLO Activity -Assessment Progress -Support Needs.

Documents

Transcript of -SLO Development Progress -SLO Activity -Assessment Progress -Support Needs.