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(Short Term-Learning)

(Medium Term-Action)

(Long Term-Conditions)

Faculty member responsible for development of long-term ecological monitoring of groundwater in course: J. Logan


Overview of water analysis, chemical methods, and impact of ecological monitoring


Existing course: project integrated into CHM 270 lab component


Other faculty who may participate in course project development: R. East, J. Kilgore, and J. March.


Undergraduate Students from CHM, BIO, and other departments


Review of course effectiveness through course evaluation and CURE tool


Equipment and Supplies: no new equipment needed—current holdings in CHM sufficient.


Use of the Abernathy Field Station


HHMI stipend to J. Logan for course development


Other Funding Sources: CHM department budget



Solicit faculty currently involved in long-term ecological monitoring to provide input on their research and their needs using chemistry techniques and instrumental analysis.


Develop a half-semester project in which students collect water samples from Field Station and analyze for various chemical species and properties.


Develop procedures based on published techniques, using Standard Methods for the Examination of Water & Wastewater (edited by A.D. Eaton, L.S. Clesceri, E.W. Rice, and A.E. Greenberg, 2005).


Require students to present their work to the W&J community through the campus poster session.



Number and demographics of chemistry students enrolled in the course


Evaluation of course objectives and goals using course evaluations and CURE surveys


Student presentations associated with the course



Chemistry students are introduced to the role of chemical analysis in ecological monitoring.


CHM students learn to apply common lab techniques to the measurement of specific chemical properties in groundwater.


Students learn about strategies for collaboration when working in pairs.


Students learn how to present scientific posters and communicate their findings to a diverse audience.

Students take more science courses outside of their immediate area of study.


Students acquire greater understanding of method development and instrument use in the analysis of real-world systems.


Students seek additional opportunities to participate in research projects, potentially including continued involvement with development of the long-term ecological monitoring.

Students understand science concepts better.


Students pursue careers or educational opportunities in conservation-related activities and professions.






Evaluation Questions for OUTCOMES

Possible Indicators/Measures

Possible Data Collection Methods and Information Sources

Rank/Priority (include brief rationale)

  1. How effective was the curriculum development activities in

a)  Enhancing the students’ learning and

                  understanding of the course material?

      b) Improving the faculty’s teaching?


  1. How does the curriculum development improve the course compared with the original one?

      a) Improve the way the course is taught?

            b) Better way for the students to understand?

            c) A better overall structure of the course?


  1. How were the items purchased with HHMI-funds used to effectively teach or train students?


  1. What was the effect of curriculum development changes to the faculty and department/major?


  1. What impacts where there beyond the department for the curriculum development activities?


  1. a) Students positive about course

       b) Students increased interest in analytical chemistry

c) Students show gains in the degree to which they value course elements

d) Students show gains in perceived learning

             e) Students positive about course instructor


  1. a)  Continued integration of similar projects into course

b) Students increased interest in analytical chemistry

c)  Students show gains in the degree to which they value course elements

d) Students show gains in perceived learning


  1. a)  Items become integral part of lab project


  1. a) Effect of student participation in research opportunities

b) Course enrollment increases

       c) Student majors/minors increases


  1. a) Additional curriculum development grants and awards

       b) Effect on other courses/majors/minors/departments

       c) Effect on course development and support in other departments

  d) Students continue in science (majors, minors and   careers)





  1. a) Course Evaluations

b) CURE (Pre- and Post-Tests)

c) Course/Classroom observations


  1. a) Course Evaluations

b) CURE (Pre- and Post-Tests)

c) Course/Classroom observations


  1. a) Demonstrated use of purchased items.


  1. a) Track course enrollment data

b) Track research participation data in on-campus, off campus opportunities

c) Track number of chemistry majors/minors


  1. a) Grant funding information

b) Data collection on cross-departmental offerings

c) Departmental and Institutional funding reports

d) Track new and changed courses in other departments

e) Track number of science majors

f)  Track number of science careers following graduation



The questions are ranked based on how soon they can be assessed.  Question 1 can be assessed in the short-term through course evaluations, CURE tests, and observations made by both faculty and students.  Question 2 will involve comparison of course evaluations with those obtained from previous years. 


Question 3 will require additional curriculum development as some of the purchased supplies are for experiments not yet developed.


Questions 4 and 5 will require long-term assessment and consist of input beyond that of the individual CHM 270 course.