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Science and Mathematics Education

Chemistry Publications

Second-year undergraduate

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Full-Text Articles in Education

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Ii: Organic Chemistry, Jeffrey R. Raker, Thomas Holme, Kristen L. Murphy Jan 2013

The Acs Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map Ii: Organic Chemistry, Jeffrey R. Raker, Thomas Holme, Kristen L. Murphy

Chemistry Publications

As a way to assist chemistry departments with programmatic assessment of undergraduate chemistry curricula, the ACS Examinations Institute is devising a map of the content taught throughout the undergraduate curriculum. The structure of the map is hierarchal, with large grain size at the top and more content detail as one moves “down” the levels of the map, of which there are four levels total. This paper presents these four levels of the map with reference to second-year, organic chemistry.


A Historical Analysis Of The Curriculum Of Organic Chemistry Using Acs Exams As Artifacts, Jeffrey R. Raker, Thomas Holme Jan 2013

A Historical Analysis Of The Curriculum Of Organic Chemistry Using Acs Exams As Artifacts, Jeffrey R. Raker, Thomas Holme

Chemistry Publications

Standardized examinations, such as those developed and disseminated by the ACS Examinations Institute, are artifacts of the teaching of a course and over time may provide a historical perspective on how curricula have changed and evolved. This study investigated changes in organic chemistry curricula across a 60-year period by evaluating 18 ACS Organic Chemistry Exams through the lenses of problem-type, visualization use, content covered, and percentile rankings. For all lenses, the early 1970s emerged as a focal point for change and stabilization of the organic chemistry curricula.


Results From A National Needs Assessment Survey: A View Of Assessment Efforts Within Chemistry Departments, Mary Elizabeth Emenike, Jacob Schroeder, Kristen L. Murphy, Thomas Holme Jan 2013

Results From A National Needs Assessment Survey: A View Of Assessment Efforts Within Chemistry Departments, Mary Elizabeth Emenike, Jacob Schroeder, Kristen L. Murphy, Thomas Holme

Chemistry Publications

As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation, role, instrument use, and challenges associated with assessment efforts. For the more than 70% of participants who reported departmental efforts related to assessment, these findings emerged: motivations were primarily external factors related to accreditation and certification, ACS Exams and in-house exams were the most common instruments used, and time ...


Validating Chemistry Faculty Members’ Self-Reported Familiarity With Assessment Terminology, Mary Emenike, Jeffrey R. Raker, Thomas Holme Jan 2013

Validating Chemistry Faculty Members’ Self-Reported Familiarity With Assessment Terminology, Mary Emenike, Jeffrey R. Raker, Thomas Holme

Chemistry Publications

With the increasing emphasis placed upon chemistry instructors and departments to assess and evaluate their courses and curricula, understanding the structure of chemistry faculty members’ knowledge and use of assessment terms and concepts can shed light on potential areas for targeted professional development. Survey research that might accomplish this objective often relies on self-reported responses from the target audience, and such information is sometimes difficult to assess in terms of validity. As an example of an internal mechanism to help establish validity, it is possible to include an “internal standard” item early in the survey. For the sake of understanding ...


Building The Acs Exams Anchoring Concept Content Map For Undergraduate Chemistry, Kristen L. Murphy, Thomas Holme, April Zenisky, Karen Knauss Jan 2012

Building The Acs Exams Anchoring Concept Content Map For Undergraduate Chemistry, Kristen L. Murphy, Thomas Holme, April Zenisky, Karen Knauss

Chemistry Publications

The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow chemistry departments to make comparisons between the performance of their own students relative to national samples; however, currently there appears to be no systematic means for noting students’ content knowledge growth over a four-year degree. The Exams Institute is undertaking the task of organizing content along an anchoring concept or “big ideas ...