June 20, 1997

The activities of the Department of Chemistry focus on three principal missions. First, given the role of chemistry as a central science, we provide extensive service teaching to students in numerous degree programs throughout the University. Second, we offer professional training to students majoring in chemistry through seven different undergraduate degree specializations. Third, we provide advanced training to graduate students through our M.S. and Ph.D. degree programs. This report is directed to the assessment of each of these missions.

A departmental Assessment Committee was formed for the first time during the 1996-1997 academic year. This committee was charged with developing assessment procedures, collecting relevant data, and preparing the annual report. The committee members for 1996-1997 were Professor Gary W. Small (Chair), Associate Professor Karen E. Eichstadt, and Assistant Professor Anthony R. J. Andrews. The committee worked in consultation with the Department Chair, Professor Kenneth L. Brown, in the preparation of this report.

Overview. The service teaching activities of the Department of Chemistry center on (1) courses that fulfill Ohio University’s General Education Requirement in the natural sciences and mathematics (Chemistry 121, 122, 123, 151, 152, 153), (2) courses in organic chemistry that are designed for nonmajors (Chemistry 301, 302, 303, 304), and (3) a course in applied chemistry for students in the Colleges of Business, Fine Arts, and Communications (Chemistry 101). The 121/122/123 and 151/152/153 sequences are year-long lecture/laboratory courses in general chemistry. The 151/152/153 sequence is the more advanced of the two and is required for many degree programs in science and engineering. The organic chemistry courses are separate two-quarter lecture (301/302) and laboratory (303/304) sequences.

Goals. The goals established for our service teaching activities are (1) to provide cohesive introductory courses in general or organic chemistry regardless of which quarter the student begins the sequence or in which lecture section the student is enrolled; (2) to establish procedures to ensure that students beginning a particular course sequence are adequately prepared and that students have demonstrated sufficient competence before continuing to the next course in the sequence; and (3) to establish procedures to ensure that appropriate and effective training is being provided relative to the needs of each specific discipline (major) being served by these course sequences.

Summary of Recommendations from 1995-1996 Assessment Report. The report concluded that the first goal listed above is being met adequately. There is close cooperation among the several faculty teaching each course in general chemistry, and joint exams are given in courses with multiple sections. An active mentoring process is in place to help new faculty improve their teaching performances. With respect to the second goal, concerns were noted regarding the declining performances of students in Chemistry 151 and a principal recommendation was to devise a better method for screening students prior to their entry into this course. Currently, entry into the course is obtained by placement above Math 113 (College Algebra) on the entrance exam or completion of the course, Math 113. Regarding the third goal, a recommendation was also made to devise procedures for better assessment of student outcomes in both the general and organic chemistry sequences.

Actions Taken in Response to Recommendations. As indicated in Figure 1, the data from the 1996 Fall quarter showed continued declining performances in Chemistry 151.

Current policies dictate that a student must have a C- or better in order to continue to the next course in the sequence. Figure 1 plots the percentage of students receiving a grade of C- or better in this course as a function of year. The numbers of students in each year range from 810 to 908. Data are for Fall quarters only to minimize the impact of grades of repeating students.

Over this time period, both the faculty teaching the course and the level and amount of material presented have remained relatively constant. We conclude that we are observing a general decline in the skill levels of entering freshmen students, and that a better screening tool needs to be devised for student placement.

A decision was made by the Chemistry faculty to seek the implementation of a formal entrance exam for Chemistry 151. A national exam written by a committee of experts from the Division of Chemical Education of the American Chemical Society (ACS) was purchased and will be termed the ACS Placement Exam throughout this discussion. The exam consists of 60 questions, with 20 questions each devoted to high school mathematics, general science, and high school chemistry. Statistics are available for this exam allowing us to compare the performance of our students to national norms. On the basis of these norms, we have selected a score of 34 or better (57%) to indicate potential for success in Chemistry 151. Those who score less than 34 are judged not to have sufficient preparation for the course. These "at risk" students will be encouraged to register for the lower level Chemistry 121 course where they will have a better chance of success. Either successful completion of Chemistry 121 or passing the placement exam on a subsequent attempt will allow entry into Chemistry 151.

The formal curricular process has been completed for implementation of the exam with approval of various interested departments, the College of Arts and Sciences, and the University Curriculum Committee. In addition, the Computer Services Group has formulated a plan to include the results of the exam in records that can be monitored as students progress through the University. University College has cooperated fully in the details of administering the exam for incoming freshmen during summer pre-college. A multi-pronged method for informing advisors and students has been completed. The placement exam was administered for the first time in May for currently enrolled students who are seeking to take Chemistry 151 in the 1997 Fall quarter.

We feel implementation of the ACS Placement Exam will improve our general chemistry courses. Use of the placement exam will ensure that students are prepared for the existing course material. This will improve student outcomes without lowering the level of the course or diluting the course material. We anticipate student morale to improve and a more positive learning environment will result. Data will be available in 1997-1998 to allow the assessment of the impact of the placement exam on course performances in both the Chemistry 121/122/123 and 151/152/153 sequences.

Regarding the assessment of student outcomes in general and organic chemistry, the Chemistry faculty have begun an effort to incorporate national standardized exams into the curriculum. The American Chemical Society Exams Institute publishes exams that are designed for students who have completed general chemistry or organic chemistry. National norms are available for these exams. The exams have been purchased, and the faculty teaching the relevant courses are currently studying the feasibility of incorporating these exams into our existing course framework.

Current Assessment Data and Recommendations. On the basis of our assessment activities this year, our recommendations for the 1997-1998 academic year are (1) to continue the implementation of the ACS Placement Exam for Chemistry 151, (2) to evaluate the effectiveness of the placement exam and make appropriate changes in its use, and (3) to work to incorporate the ACS subject exams into the general and organic chemistry course sequences. Use of the exams in higher level courses will also be explored.

Overview. The Department of Chemistry offers undergraduate degrees in seven areas of specialization. Degrees are offered in Chemistry, Biochemistry, Forensic Chemistry, and Environmental Chemistry. In addition, three pre-professional degrees are offered for students who wish to pursue advanced study in medicine, dentistry, and pharmacy. Both B.S. and B.A. degrees are offered in several of these specialties. The B.S. Chemistry degree requirements meet the standards set by the American Chemical Society Committee on Professional Training for certification as a professional chemist.

Goals. The central goal for the undergraduate degree programs is to prepare each graduate to be competitive for entry into their next career phase. For the Forensic Chemistry and Environmental Chemistry graduates, the next career step is most often employment. For the Chemistry, Biochemistry, and pre-professional graduates, the next step is most often entry into a graduate degree program. In each case, the essential components of this training are a combination of lecture courses, laboratory experimental work, and opportunities to participate in cutting-edge research.

Summary of Recommendations from 1995-1996 Assessment Report. The key recommendation from the 1995-1996 report was to improve our data gathering capabilities regarding student outcomes. The principal assessment tool used in 1995-1996 was an attempt to obtain exit interviews with graduating seniors and have them complete written surveys. These interviews were conducted by the Department Chair. Interviews were only held with a small fraction of students, however.

Current Assessment Data. Of the 12 students who participated in the exit interviews, seven were Forensic Chemistry majors, one was a Chemistry major, three are receiving Biochemistry degrees, and one is a Chemistry Pre-Medicine major. Results from the exit interviews reveal that the graduates are generally satisfied with their experience at Ohio University. Three of the 12 rated their education "extremely effective", while seven gave a rating of "very effective" to this question. The other two students rated their training "somewhat effective".

In terms of job and graduate school placement after graduation, two students have already secured employment in the chemical industry, two will attend medical school in the Fall, five have been admitted to other graduate programs, and three are still seeking employment. Only two of the students provided standardized test scores (GRE 1740, MCAT 32).

The best overall assessment of the ability of the graduates at the end of their undergraduate careers is their involvement in independent research and the measures that exist of their research productivity. In 1996-1997, 28 students were enrolled in Chemistry 499 (Undergraduate Research). Five of these students attended professional meetings during the year, and nine students coauthored 10 papers presented at meetings. Three undergraduate students coauthored four publications which appeared during the year. In addition, one student coauthored one publication that is in press, and three students coauthored four publications that have been submitted to professional journals.

Several specific recommendations were obtained from the students regarding needed changes in the program. Concerns were noted about the need for updating the laboratory component of the Forensic Chemistry curriculum. There was a consensus among the Forensic Chemistry students that many of the techniques taught do not reflect current practices in forensic laboratories. There was also a consensus that continued efforts need to be made to update laboratory equipment at all levels of the curriculum.

Assessment data were also obtained for Chemistry graduates from the Office of Institutional Research in the form of the Career and Further Education Study for 1994-1995 graduates and the Survey of Alumni for 1990-1991 graduates. In the survey of 1994-1995 graduates, 90% are currently employed or still in school. In terms of satisfaction with courses in their major, 20% reported they were "extremely satisfied", 53% reported they were "very satisfied", 20% were "somewhat satisfied", and 7% were "not at all satisfied". In response to the query regarding how well Ohio University prepared them for their career goals, 20% reported "extremely well", 47% reported "very well", 33% reported "somewhat well", and 0% reported "not at all well".

In the Survey of Alumni, 86% of the 1990-1991 graduates reported they were employed full-time. In response to the question regarding how helpful their major courses were in the acquisition of job-related skills and knowledge, 100% reported "helpful". In response to the question regarding the relevance of their education to their career goals, 73% responded "extremely/very satisfied". In terms of the quality of their instruction, 80% reported they were "extremely/very satisfied".

Recommendations. Data from the exit interviews, the available data regarding employment, and the information from the alumni surveys support the assertion that the undergraduate degree programs are producing graduates who possess competitive skills. The recommendation regarding the need for updating the Forensic Chemistry laboratory course is well taken, and efforts are already underway to remedy this problem. A change in faculty responsibility for the course in question has already been made, and a completely revised course will be in place in 1997-1998. Continuing efforts are also being made to update laboratory equipment.

Even though the research productivity of our undergraduates is encouraging, we believe that we can significantly enhance their involvement in research. Toward this end, we are again sponsoring a combined undergraduate research/teaching associate training program this summer. The program is in its third year having now provided substantive research experiences for 6-8 students each summer. These students are hired by the Department for the summer and participate in a research project with a faculty advisor. In addition, they will receive training in preparation for work during the 1997-1998 academic year as a Teaching Associate in the General Chemistry curriculum. We hope to establish a full-year undergraduate research program that would provide funding for 10 student participants through an 1804 Fund proposal currently under review.

Our data gathering methodology regarding student outcomes needs improvement, perhaps with a capstone course or portfolio in the senior year to assess the overall ability of the students at the end of the degree program. We are currently discussing various strategies for implementing such a course which would also include other interactive personal skills useful in the marketplace and/or professional schools. Another assessment tool under active consideration is the establishment of a Board of Visitors for the Department composed of alumni and professionals in our specialties. This group who could review the program on a yearly basis and thereby aid our assessment efforts.

Overview. The Department of Chemistry offers the M.S. and Ph.D. degrees. In the Fall of 1996, 40 students were engaged in graduate study. Thirty of the 40 students were pursuing the Ph.D. degree. The mission of the graduate program is to ensure that students who complete the requirements for an M.S. or Ph.D. degree in Chemistry will be proficient in both the theory and practice of research in their area of specialization. Candidates must demonstrate the ability to plan, execute, evaluate, and communicate original chemical research. This will prepare students for higher level positions in both academia and industry.

Goals. Three specific goals have been established for students completing M.S. and Ph.D. degrees: (1) students will be competent in a common core of material in their area of specialization; (2) the research component of the M.S. and Ph.D. degrees will be emphasized, and publications and presentations of student research will be encouraged; and (3) graduates of the M.S. and Ph.D. programs will be competitive for professional positions in the chemical sciences.

Summary of Recommendations from 1995-1996 Assessment Report. The Ph.D. program was reviewed formally in 1995-1996 as part of the Review of Doctoral Programs conducted by the Ohio Board of Regents. This review found serious deficiencies in the doctoral program in terms of standard indicators of viability (e.g., research productivity, external research funding, and numbers of Ph.D. degrees awarded). The review mandated a restructuring of the doctoral program to focus exclusively on two areas of specialization and a series of changes designed to increase research productivity on the part of the faculty and graduate students.

Actions Taken in Response to Recommendations. As a result of the Review of Doctoral Programs, the Department has restructured its graduate program to address problems identified during the review process. We have reorganized the five traditional areas of research in chemistry into two focus areas, Chemical Analysis and Structure and Chemistry of Biological Systems and Processes. The traditional divisions of analytical chemistry, biochemistry, inorganic chemistry, organic chemistry, and physical chemistry will be incorporated into these two focus areas. Resources and future faculty hires will be directed into the two focus areas. As a result of this reorganization, the graduate curriculum has been updated. A summary of the revised curriculum is provided below.

All courses taken to fulfill the requirements of the M.S. or Ph.D. degrees must be courses in which a letter grade of A, B, or C is normally assigned. The M.S. degree requires that all entering students must pass a standardized test in their division of specialization, or successfully complete a designated introductory course in that division. Ninety lecture-hours of graded graduate course work in that division and ninety lecture-hours of graded graduate level course work outside the division are required. Following the completion of their first academic year of graduate study, each M.S. candidate must successfully complete a qualification requirement in order to continue their work towards the M.S. degree. During each year of their study, each M.S. candidate must present a departmental seminar or a research poster. The final presentation of the candidate's research may take either of the following forms: (a) Thesis Option: The candidate submits a written thesis to their Research Committee. (b) Publication Option: The candidate prepares a paper, a major portion of which is based on their research, and submits the paper to a refereed journal. If the paper is accepted for publication, no thesis is required. In both cases the research must be presented at a Department seminar and defended at an open meeting of the candidate's Research Committee.

The Ph.D. degree requires that all entering students must pass a standardized test in their division, or successfully complete a designated introductory course in that division. Ninety lecture-hours of graded graduate course work (700 or 800 series) in that division and ninety lecture-hours of graded graduate level course work outside the division are required. Students who have a Masters Degree from a university in the United States are allowed to count non-review graduate courses, taken within the last three years, and in which they received a grade of B or higher, towards this requirement. Following the completion of their first academic year of graduate study, each doctoral candidate must successfully complete a qualification requirement in order to continue their work towards the doctoral degree. Each candidate must prepare and defend a written research proposal before their Research Committee. Each candidate must pass four of ten cumulative examinations taken; at least two of the "passes" must be from examinations in the candidate's division. Cumulative examinations will be offered simultaneously by all divisions at times set by the Graduate Committee. A doctoral degree candidate can choose to answer an examination offered by any division. A written dissertation is required of all doctoral degree candidates. The dissertation research must be presented at a departmental seminar and defended at an open meeting of the candidate's Research Committee. A prerequisite for approval of the dissertation by the Research Committee is that a portion of the dissertation must have been accepted for publication by a refereed journal.

In addition to updating the graduate curriculum, new policies on faculty workloads have been adopted, and revised faculty promotion and tenure guidelines have been written and adopted. Both of these changes directly affect the graduate program as they provide for a greater emphasis on research productivity. An increased emphasis on faculty research productivity will translate into increased research productivity on the part of graduate students and ultimately a higher level of student training.

Current Assessment Data. Assessment of the effectiveness of our graduate courses is monitored by the qualifier exam administered to students who have completed the first year of graduate study. These exams are administered to all students who have not satisfied the minimum grade-point requirements for exemption. The exam is given in the student’s chosen area of specialization. The faculty in each area of specialization are responsible for administering the exam. The exams are locally written and are based on a block of core material that does not change greatly from year to year. The level of difficulty of the exams also remains essentially constant from year to year. Passing standards for Ph.D. students are higher than those for M.S. students, although the exam is the same.

In 1995-1996, 18 students entered the graduate program. Fourteen of these students successfully completed the first year of course work with a grade-point average of 3.0 or better. Seven of these students completed the qualification process at the Ph.D. level, while seven others qualified at the M.S. level. Of the four students who left the program, two did so voluntarily to pursue other career options, while two others were dropped from the program due to poor course performances. Corresponding data for the 1996-1997 entering class are not yet available.

An overall measure of the effectiveness of the graduate program can be obtained through the standard indicators of research performance in chemistry. These indicators are the numbers of publications by graduate students and the number of presentations made at scientific meetings. In 1996-1997, 27 graduate students coauthored 29 published papers. In addition, nine students coauthored 12 papers that were in press, and 24 students coauthored 24 papers that were submitted. Twenty-four graduate students attended 17 scientific meetings, and 32 students coauthored 53 papers presented at meetings.

Recommendations. Increased competence at the Ph.D. level is demonstrated by the cumulative exams and by specific measures of research productivity. To help ensure that students receive broad-based higher-level training in chemistry, beginning in 1997-1998 the cumulative exams will be offered simultaneously to all graduate students. Students may take any exam regardless of their area of specialization. Statistics will be kept as to the total number of students taking each exam, the students taking exams within and outside of their specialties, and the pass/fail rates of each type of student.

Although numbers of publications and presentations per graduate student for chemistry departments across the country are not directly available, numbers of total publications and total graduates for the majority of departments can be obtained. A comparison between the number of publications per graduate student will give evidence of whether we meet or exceed the productivity of peer departments. Peer departments will be identified from a list of Carnegie Research II institutions. Information on publications from these departments can be obtained from the ISI citation index and the number of graduate students in each department can be obtained from the ACS Graduate Student Finder sourcebook.

The data generated on publications/presentations will be used to determine the impact of several recent changes within the Department. Publication numbers should show an increase since the move towards the Publication Option for M.S. students and the requirement that a portion of the Ph.D. dissertation must have been accepted for publication by a refereed journal. If the data show the expected improvements, further requirements will be considered for both the M.S. and Ph.D. programs. Examples of such improvements could be: (1) a requirement that M.S. research is presented at a scientific meeting in addition to being published and (2) an increase in the number of publications required from Ph.D. dissertations from one to two. As part of the recent Ohio Board of Regents review, the Department sent a survey to over 100 Ph.D. graduates. The results of this survey were described in the 1995-1996 assessment report. The Department proposes to repeat this process every three years for both M.S. and Ph.D. graduates to determine the satisfaction of the graduates with the education they received, the relevance of the course work to their job immediately after graduation, and the preparation that the research undertaken gave them for their job.

A nationally competitive research fellowship was awarded to one graduate student based on his portfolio. Two other graduate students were recognized for productivity. One published two papers, has two accepted and presented two at professional meetings. Another graduate student published three papers and submitted two. He also made six professional presentations, one of which was recognized as the outstanding student paper. He has been accepted for a postdoctoral position with a Nobel Prize winner.

In light of the restructured focus on research, this demonstrated leadership by current students is rewarding. In addition, the department is taking steps to recognize outstanding research with incentives such as travel to a scientific meeting.