| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| CHEM 420 |
analyze organic compounds through the operation of instruments such as the refractometer, Fourier transform infrared spectroscopy (FTIR), nuclear magnetic resonance spectroscopy (NMR), gas chromatography (GC), and polarimeter |
1 - All or most students |
|
|
| CHEM 420 |
analyze the relationship between the molecular structure of an organic molecule and its physical properties and chemical reactivity |
1 - All or most students |
|
|
| CHEM 305 |
demonstrate the properties of acids and bases and convert acid concentration to pH and vice-versa. |
1 - All or most students |
|
|
| CHEM 309 |
differentiate between physical and chemical properties of matter. |
1 - All or most students |
|
|
| CHEM 305 |
name and write formulas of elements, ions, acids, and ionic and molecular compounds. |
1 - All or most students |
Individual |
I wish to find a way to get my students to learn this material faster and before they start struggling with additional material, preventing them from falling behind. |
| CHEM 306 |
predict the chemical reactions used in carbohydrate and lipid metabolism. |
1 - All or most students |
Individual |
No action necessary - the POGIL activity with lipid metabolism was a recent successful modification to the curriculum that has had positive outcomes. |
| CHEM 305 |
formulate qualitatively and quantitatively the effect of change of one or more variables on one another. |
2 - More than half of students |
Individual |
The gas law calculations could further be explored in the laboratory by incorporating additional gas measurement experiments. This is not a change that I would be comfortable making without input from the other CHEM 305 instructors. |
| CHEM 401 |
demonstrate safe laboratory practices and proper materials handling. |
1 - All or most students |
|
|
| CHEM 400 |
demonstrate the proper collection and recording of scientific measurements in tables with the correct units and number of significant figures (i.e. measuring mass, volume, temperature, length, and pressure), and the recording and evaluation of observations (physical and chemical changes and properties). |
3 - Half of students |
Individual |
I plan to spend more time on this objective at the beginning of the semester in the future. I hope that the students will improve their technique when more practice is given right from the start. |
| CHEM 130 |
identify the characteristic features of solutions, suspensions, emulsions, and the processes of diffusion as they relate to the embalming process. |
1 - All or most students |
Individual |
Present more examples of dilution problems. |
| CHEM 400 |
label the parts of a phase diagram, use it to predict the temperature and pressure at which phase changes will occur, and construct heating curves that include phase changes. |
2 - More than half of students |
Individual |
I will spend more time working with students in class regarding which region of the phase diagram represents which phase and do a better job of tying the diagram to water, the phases and phase changes of which they are most familiar. |
| CHEM 420 |
perform laboratory techniques such as separation, synthesis, purification, identification, and characterization of organic compounds utilizing both macro- and micro-scale procedures |
1 - All or most students |
|
|
| CHEM 305 |
formulate qualitatively and quantitatively the effect of change of one or more variables on one another. |
1 - All or most students |
Individual |
Please note the Chem 305 class was instructed totally online. For S22 the laboratory was onlne; for F22 the laboratory will be class experiments in the lab. |
