1. (a) Student Outcomes.

As detailed below, the department assesses students at three different levels; the entry level, the midpoint level (end of the sophomore year) and at the advanced level (senior year). The outcomes sought are as follows:

At the entry level we are seeking to assess the readiness of the incoming student to participate in college-level chemistry classes. Accordingly, the possible outcomes are (i) the student is ready for participation in college-level chemistry classes, (ii) the student may be borderline in preparedness for participation in college-level chemistry classes and needs some assistance in further preparation, or (iii) the student is not ready for participation in college-level chemistry classes. The assessment involves determining the student's readiness to proceed based upon specific learning outcomes. For example, can the student perform simple arithmetic manipulations involving ratios? Can the student rearrange a simple arithmetic relationship to determine an unknown variable in terms of known variables and constants? These specific learning outcomes are assessed through the entry-level test (see below for further details).

At the midpoint level (end of sophomore year) students will have taken one year of general chemistry and one year of organic chemistry regardless of whether they are chemistry majors, chemical engineering majors, pre-pharmacy students, etc. The outcome sought is that the students exhibit a broad fundamental understanding of chemical principles as taught in general chemistry and be able to apply them, as taught in organic chemistry. The assessment involves determining the student's readiness to proceed in their degree program based upon specific learning outcomes. For example, can the student name simple organic compounds? Can the student develop reasonable strategies for the synthesis of simple organic compounds? Can the student use spectroscopic and other analytical data to determine the structure of simple organic compounds? These specific learning outcomes are assessed through the sophomore-level test (see below for further details).

At the senior level, students (principally chemistry majors but also some chemical engineering and other students) are again assessed to determine their ability to integrate knowledge from the sub-disciplines of chemistry and apply it, specifically to problems in inorganic chemistry, physical chemistry and/or biochemistry. The assessment involves determining the student's readiness to proceed in their degree program based upon specific learning outcomes. For example, in the area of inorganic chemistry, can the student apply the principles of group theory to perform a normal mode analysis on a simple coordination compound? In the area of physical chemistry, can the student apply the principles of thermodynamic and kinetics to describe the outcomes of simple chemical reactions? In the area of biochemistry, can the student relate fundamental concepts of catalysis to the biochemical processes of enzyme-mediated transformations? These specific learning outcomes are assessed through the senior-level tests (see below for further details).

The Department thus employs tests that assess knowledge in general chemistry, organic chemistry, inorganic chemistry, physical chemistry and biochemistry which covers the broad range of content topics expected in the discipline. Other sub-disciplines (e.g. analytical chemistry) are, in large part, covered by inclusion of questions that assess knowledge of that sub-discipline within the other tests (see the above example of assessment of knowledge of spectroscopy through examination of its application to organic chemistry).

1. (b) Mission.

The mission of the Department of Chemistry is (1) to present outstanding teaching and the highest quality education in chemistry to students at all levels and in all disciplines, (2) to develop and maintain leading research programs with national and international reputations, both in support of our teaching programs and to add to the scientific and technological base of the State of Ohio and the Nation, (3) to advance the development of teaching and research qualifications of the faculty, (4) to improve our already active and high quality graduate programs with emphases in biochemistry and materials science, and (5) to serve the University, the Community, and Society through the unique expertise and talents found in a Chemistry Department. Our day-to-day and our long-term activities are guided by this mission.

1. (c) Educational Objectives.

The educational objectives of our teaching programs are: (i) to prepare students with majors outside chemistry for further work in their chosen major by providing a foundational knowledge of chemistry upon which they can build; (ii) to provide chemistry majors with a set of competencies necessary to achieve entry into graduate school or professional school (e.g. medical, dental etc.) or to obtain a position in the chemical and related industries.

2. Types of Assessment.

The approach employed in the Chemistry Department is the use of standardized testing. Assessment at the entry level is carried out via a placement examination. This examination is a revision of the "Toledo Placement Test" which was developed here at The University of Toledo and which has been used nationally. The department has data from this test stretching back over approximately 30 years. Students who pass the examination proceed into General Chemistry I (1230) while those who do not obtain a passing score complete chemistry 1090 prior to taking 1230. The Department has examined and tried a variety of methods to assist borderline students so that they can succeed in Chemistry 1230. A course, Chemistry 1200, was implemented for borderline students so that they could obtain extra assistance while simultaneously taking 1230. At this time a proposal for peer-led mentoring through this class, Chemistry 1200, taken simultaneously with 1230, is being developed for submission to Arts and Sciences Council this year.

At the midpoint level (end of sophomore year) students take the American Chemical Society standardized examination in organic chemistry. This examination is used as the final examination for Organic Chemistry II and is given during the regular exam time for that course. Data may be compared with national statistics for the examination and the data examined to determine in which areas the Toledo students are strongest and in which they are weakest. Modifications to teaching practices may then be made.

At the senior level, students (principally chemistry majors but also some chemical engineering and other students) take the American Chemical Society standardized examination in inorganic chemistry, physical chemistry and biochemistry. In the case of biochemistry, these courses have been team-taught with faculty from the College of Pharmacy and the use of standardized examinations has been somewhat sporadic. These examinations are typically given during the regular, final exam time slot for these courses. The performance of the students on these standardized examinations may be compared with national statistics for the examination and the data examined to determine in which areas the Toledo students are strongest and in which they are weakest. Modifications to teaching practices may then be made.

The examinations used for assessment are the copyright property of the American Chemical Society. Each exam copy is numbered and they are obtained with the understanding that copies will never be disseminated or shared for any purpose (other than examination of students in the regular manner). Accordingly no copies of these examinations are attached or will be provided.

3. Timeline for Assessment.

At the entry level we seek to assess the readiness of the incoming student to participate in college-level chemistry classes.

At the midpoint level (end of sophomore year) we seek to asses the readiness of the students to exhibit a broad fundamental understanding of chemical principles as taught in general chemistry and be able to apply them, as taught in organic chemistry.

At the senior level, students (principally chemistry majors but also some chemical engineering and other students) we seek to asses the readiness of the students to integrate knowledge from the sub-disciplines of chemistry and apply it, specifically to problems in inorganic chemistry, physical chemistry and/or biochemistry.

As described above, assessment examinations are typically performed as the final examination in each of the courses mentioned and so the university time for the final examination is that used.

As The University of Toledo is an open-admission school we anticipate that, on average, our students will score at the 50th percentile nationally as they are being compared not only with other open-admission schools but also with highly selective schools, including those that focus entirely on undergraduate science and math education.

4. Specific Program/Curricular Changes.

A course, Chemistry 1200, was implemented some years ago for borderline students so that they could obtain extra assistance while simultaneously taking 1230 and not have delay taking 1230 in order to spend a semester taking 1090. At this time a proposal for peer-led mentoring through this class, Chemistry 1200, taken simultaneously with 1230, is being developed for submission to Arts and Sciences Council this year. The peer-mentoring approach was piloted last year on a trial basis and now a proposal for course modification is being developed.

5. Specific Changes to Planning and Reallocation .

Based upon assessment data the department has this year assigned two tenured full professors to the teaching of sophomore organic chemistry in place of visiting faculty who had been employed in this role previously. Assessment data has been used to revise prerequisites in the general chemistry program (2003). Current resources are stretched to the limits. No reallocation is possible without cutting essential programs.

6. Assessment Liaisons:

Individuals responsible for gathering data: Individual faculty assigned to teach organic chemistry, inorganic chemistry and physical chemistry by the Department Chair.

Types of assessment data to be gathered: (a) At the entry level: chemistry placement test scores; (b) At the midpoint level: test scores on the standardized organic chemistry examination.; (c) At the senior level: test scores on the standardized inorganic chemistry and physical chemistry examinations.

The "portfolio approach" to assessment is not employed in this Department.

Individual responsible for analyzing data: Assessment Coordinator (currently J. A. Davies).

Individual responsible for preparing a report of unit changes based on assessment findings: Assessment Coordinator (currently J. A. Davies).