Department of Physical Sciences School of Science and Technology B.S. in Chemistry Education CIP CODE: PROGRAM CODE: Program Quality Improvement Report Fall 2010

Student-Learning Outcomes Standards mandated by an accreditation agency (NCATE/NSTA) Outcome 1: The chemistry education major understands the major concepts, principles, theories, laws, and interrelationships found in the discipline of chemistry and related fields. Outcome 2: The chemistry education major understands the major unifying concepts of science. Outcome 3: The chemistry education major understands important personal and technological applications of science. Outcome 4: The chemistry education major understands research and can successfully design, conduct, report evaluate investigations in science.

Outcome 5: The chemistry education major understands the historical and cultural development of science and the evolution of knowledge in chemistry. Outcome 6: The chemistry education major understands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. Outcome 7: The chemistry education major understands the legal and ethical responsibilities in chemistry and in science, in general, regarding safety issues related to the proper treatment of animals; the maintenance and disposal of materials; knows and follows emergency procedures; knows how to maintains safety equipment; and knows safety procedures.

Program Goals and Objectives Objective 1: Teachers of science understand and can articulate the knowledge and practices of contemporary science. Objective 2: Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. Objective 3: Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. Objective 4: Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. Objective 5: Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. 4

Objective 6: Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. The candidate actively engages students in science- related studies or activities related to locally important issues. Objective 7: Teachers of science construct and use effective assessment strategies to determine that backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. Objective 8: Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. Objective 9: Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment.

Alignment of Outcomes Alignment with Cameron University Mission: Foster “a student-centered academic environment that combines innovative classroom teaching with experiential learning”. Prepare “students for professional success, responsible citizenship, life- long learning, and meaningful contributions to a rapidly changing world”. Alignment with School of Science and Technology Mission Educate students based on “excellence in academic work” and “exposure to latest technological advances”. Provide students the skills and confidence to excel as lifelong learners”. “Ensure success of graduates in a diverse and ever-changing environment”. 6

Alignment of Outcomes Alignment with Physical Sciences Department Mission Provide “a rigorous basic education in chemistry and physics both in theory and practice at various levels appropriate for students to prepare to become professionals in their selected fields of study as a major in chemistry …” Provide an education in chemistry and physics appropriate for students preparing for various careers, e.g., teaching science in secondary schools and health care. Relationship with Cameron University Plan 2013 (Goal One): Highest quality in instruction, research, and service to better meet the needs of the citizens of the region. Effective assessment of student learning. University and programmatic accreditation. Efficient, effective course delivery in multiple formats. Student/faculty opportunities to demonstrate scholarship in regional and national forums.

The Principal Program Objective To prepare reflective, well-prepared science teachers in science, particularly in the chemistry discipline. To accomplish the objective, chemistry education majors referred to as candidates (candidates for licensure in the State of Oklahoma as a science teacher) must complete a series of transition points which follow those of the Education Unit.

Assessment Data Eight assessments are used as evidence demonstrating that the candidate is meeting the most current National Science Teachers Association standards. For each assessment used in the chemistry education program, the type of the assessment and the time it is administered is identified below. The eight assessments align with the chemistry education’s specific objectives: content knowledge, pedagogical knowledge, and professional knowledge. Content knowledge relates to subject area content, the ways of science through investigation and research, and the disposition of liability and safety.

DIRECT MEASURES OF STUDENT-LEARNING: 1a) Content Knowledge – State Licensure Tests Oklahoma Subject Area Tests (OSAT) in Chemistry, Physics, Physical Science, Earth Science 1b) Content Knowledge – Standardized Exams American Chemical Society (ACS) standardized first-year chemistry examination 1c) Content Knowledge – Grades (Courses aligned with NSTA competencies) Completion of chemistry course sequence (i.e. general chemistry)

2a) Pedagogical and Professional Knowledge and Skills Science Integrated Lesson Plan - Inquiry Nature of Science Classroom/Laboratory Safety and Liability Research Design Cultural/Historical Relationships to Science 2b) Pedagogical and Professional Knowledge and Skills Student Teaching Assessment (Rubric) - Part 3 Student Teaching Evaluation EDUC 4965/4975

3a) Effects on Student Learning Teacher Work Sample

IN-DIRECT MEASURES OF STUDENT-LEARNING: 1) Program Entry-Points (defined by the Education Unit) 2)Exit Interview (defined by Department) 3)OGET (general education mean scores)

Action From Previous Priority Outcomes 1.The chemistry education major can successfully design, conduct, report, and evaluate investigations in science. 2.The chemistry education major understands the historical and cultural development of science and the evolution of knowledge in chemistry. 3.The chemistry education major understands the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world (nature of science).

Action From Previous Priority Outcomes Program Outcome Curriculum Area Measurements Of Student Learning or Service Outcomes Measurements Validation Reliability Schedule Procedures Procedures Research Design Nature of Science Historical or Cultural Development of Science CHEM 4772 or Special Problems CHEM 4772

ASSESSMENT DATA

State Mandated Licensure Test (OSAT) Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009 Cameron University Mean State Score Mean Student Score

Comprehensive Grade Analysis Courses – Knowledge & Content # of students assessed % students complete C or better General Chemistry 2100 General Biology 1100 General Physics 0 Earth Science 0

Standardized Chemistry Exams (ACS) Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean Student Score 39

Science Integrated Lesson Plan Inquiry Strategy Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Nature of Science Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Liability and Laboratory Safety Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Research Design Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Historical/Cultural Development of Science Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Student Teaching Assessment (Part 3 Rubric Evaluation) Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Teacher Work Sample Teacher- Student Interaction Assessment Module Chemical Education Assessment DataSpring 2007Fall 2007 Fall 2008Fall 2009Fall 2010 Cameron University Mean N/A National Score Mean N/A Student Score N/A

Analysis of Assessment Data A significant amount of data is being collected this semester; however, we only have two students in the program at this time. The data will be limited. We, at this time, do not have enough data to evaluate the program.

Action Plan for Outcomes We are currently collecting initial data to determine outcomes so we can plan for the future.

Ancillary Actions No actions at this time.

Graduate Information We have no graduates at this time.