Learning Outcomes

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Learning outcomes
are statements referring to the specific knowledge, practical skills, areas of professional development, attitudes, or higher-order thinking skills that instructors expect students to develop, learn, or master by the end of their learning.1 Learning outcomes are written at the lesson-, course-, program-, or degree-level and have a connections between levels. For example, a concept learned in class connects to the broader outcomes of the course, which in turn contributes to the outcomes of the program and the expectations for degree completion.

A. Depth and breadth of knowledge

1. Be able to describe the fundamental scientific principles in the subfields of chemistry (analytical, inorganic, organic and physical), and apply these principles to problems.

2. Be able to explain, integrate and apply relevant knowledge to problems that emerge from the broader interdisciplinary subfields (life, environmental and materials sciences).

See also: 3, 6

B. Knowledge of methodologies

3. Be able to identify and describe the underlying principles behind chemical techniques relevant to academia, industry, and government.

4. With guidance, be able to apply the methodologies in order to conduct chemical syntheses, analyses or other chemical investigations.

5. Obtain information from library, online and literature resources that will support the solving of chemical and research problems.

Also: 7

C. Application of knowledge

6. Be able to use chemical knowledge to predict and rationalize properties, mechanisms, and patterns of reactivity.

7. Be able to develop a testable hypothesis, execute research experiments, compile raw data and provide conclusions.

Also: 5

D. Communications skills

8. Be able to prepare logical, organized and concise written reports, and oral and poster presentations that effectively communicate chemical content to other scientists.

9. Be able to field questions pertaining to chemical theory, research experiment design, and data interpretation.

E. Awareness of the limits of knowledge

10. Recognize assumptions and limitations in the scientific models and simulations, and propose their possible impact on the results.

11. Evaluate the accuracy of, and the sources of errors in, experimental measurements.

F. Autonomy and professional capacity

12. Be able to work productively and collaboratively as a team member.

13. Be able to conduct laboratory experiments safely; evaluate the potential impact chemistry may have on society, health, and the environment.

Alternate / Modified Versions

Learning Outcomes for HSp in Biochemistry and Chemistry

1a. Be able to describe the fundamental scientific principles in the subfields of chemistry and biochemistry, and apply these principles to problems.

2a. Be able to explain, integrate and apply relevant knowledge to problems that emerge from the broader interdisciplinary subfields of biological and medical sciences.

Learning Outcomes for Major in Chemistry

5b. Obtain information from library, online and literature resources that will support the solving of chemical problems.

7b. Be able to execute chemical experiments, compile raw data and provide conclusions.

9b. Be able to field questions pertaining to chemical theory.

Reference

1 Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.