Core Course Review Documentation

Foundational Component Area: LIFE & PHYSICAL SCIENCES

Component Area Option? No

Proposed Course: CHEM 1303 - Introduction to General, Organic and BiochemistryCredit Hours: 3 hours (3-0)Proposed by: Chemistry ProgramDate: 01-21-2013

Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.)

Content: Courses in this category focus on describing, explaining, and predicting natural phenomena using the scientific method.

General-Organic-Biological Chemistry covers the basic concepts of chemistry for the allied health sciences. The foundations of chemistry and its connection to living systems and health care are discussed and analyzed. Content is addressed through lectures, readings, and individual and group projects.

SKILLS: Courses involve the understanding of interactions among natural phenomena and the implications of scientific principles on the physical world and on human experiences.

Students will be able…

To use the topics of health care interest to illustrate chemical principles. To relate chemical problems to living systems and health care. To have a better appreciation for chemistry as an open-ended learning experience. To apply the scientific method to the new science and technology being developed. To see, through chemistry essays and exercises, the connections between chemical

understanding and the administration of health care. To understand chemical topics better and to find chemistry topics more interesting than

intimidating.

ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The following four Core Objectives must be addressed in each course approved to fulfill this category requirement:

Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Critical thinking skills are developed through course readings, lectures, individual and group projects. As an example of critical thinking skills development, the specific assessment for critical thinking in this course is obtained through a Journal Project, in which each student selects appropriate articles pertaining to chemistry in the health sciences. Students will base their analysis upon a minimum of ten articles. The Journal Project (see attachment) will be assessed using an attached rubric that is based on the AACU Critical Thinking Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric. In all of the rubrics, the point system is an “in-house” means of giving credit that may enhance the student’s grade in the course.

Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication

Written communication skills will be assessed using the Journal Project mentioned under the Critical Thinking Core Objective. Ten or more articles will analyzed and then students will write a detailed statement on how these issues have increased your awareness of topics in health care chemistry. The Journal Project (see attachment) will be assessed using an attached rubric that is based on the AACU Written Communication Value Rubric and students will be expected to exceed the benchmark (level 0) of the rubric.

Oral communication skills will also be assessed through preparation and presentation of posters. The topics will involve group research into a theme chosen by each student group in which chemical issues are developed concerning a health related topic. During the poster presentation, students will express their ideas orally, in writing, and visually. The Chemistry Poster Presentation Project (see attachment) will be assessed using an attached rubric that is based on the AACU Oral Communication Value Rubric and students will be expected to exceed the benchmark (level 0) of the rubric.

Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions

The empirical and quantitative skills are a pillar of any physical science and are carried throughout the course and assessed continually as the course develops. Empirical skills and quantitative skills are developed throughout the course through test questions, homework, and assigned readings. The specific assignment used to assess Empirical and Quantitative Skills in this course are problems embedded in a homework assignment and the first major exam as noted on the “Proposed Lecture Schedule” of the “General-Organic-Biological Chemistry Syllabus”. The basic development of properties and characteristics of matter, manipulation and analysis of quantitative data of gas properties, serves as an example for the assessment of empirical and quantitative skills, and a sample of embedded questions used in this assessment is presented as a homework assignment in which two thirds of the assessment is quantitative and one third is empirical (see attached Empirical and Quantitative Homework Assessment). The Homework Questions (see attachment) will be assessed using an attached rubric that is based on the AACU Quantitative Literacy Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric.

Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

Teamwork skills will be assessed through the Chemistry Poster Presentation Project mentioned under the Communication Core Objective. Since CHEM 1303 is lecture only with no laboratory section, students will be arranged in groups to complete this out of class assignment. Therefore, it is important to have a “self-assessment” component of teamwork, as the instructor will not be present through much of the teamwork development. Students will each evaluate their perceived percentage contribution to the poster presentation. The instructor will also evaluate each student’s contribution to the poster presentation. The Chemistry Poster Presentation Project (see attachment) will be assessed using an attached rubric that is based on the AACU Teamwork Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric.

ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in the core (optional).

PLEASE ATTACH THE FOLLOWING1. Syllabus2. Assessment for Critical Thinking Skills3. Assessment for Communication Skills4. Assessment for Empirical & Quantitative Skills5. Assessment for Teamwork

JOURNAL PROJECT

Your assignment to write a journal entry analyzing and answering the following questions:1. What is the event, issue or concern?2. Is it a treatment, condition, treatment, diagnostic test, or a combination?3. Describe the impact on health care.4. Is the science (or chemical process) presented?5. References 6. After 10 or more articles have been analyzed write a statement on how these issues have increased your

awareness of topics in health care chemistry.

ASSESSMENTProject will be assessed on two separate skills

1. Critical Thinking – 6 possible points2. Written Communication – 4 possible points

CRITICAL THINKING RUBRIC – 6 POINTS POSSIBLEPOINTS 2 1 0 TOTALISSUES Issue/event/problem

stated with clarificationor description

Issue/event/problem stated without clarification or description

Issue/event/problem not stated

EVIDENCE Information is taken from source(s) with enough interpretation/evaluativeto develop an analysis or synthesis; viewpoints are questioned

Information is taken from source(s) with some interpretation/evaluation

Information listedwithout interpretation or evaluation

CONCLUSIONS/OUTCOMES

Conclusions logically tied to a range of information; outcomes identifiedclearly

Conclusions/out-comes tied to information (chosen to fit); some outcomes are identified

Conclusions/outcomesnot tied to information; outcomes are oversimplified

SCORE

WRITTEN COMMUNICATION RUBRIC – 4 POINTS POSSIBLEPOINTS 2 1 0 TOTALCONTEXTAND PURPOSE

Demonstrates thorough attention to context, purpose,and assigned task

Demonstrates adequate attention to context, purpose, and assignedtask

Demonstrates minimal attention to context, purpose, and assignedtask

DISCIPLINARY CONVENTIONS

Uses all required organizational and presentationelements

Minimally uses required organizational and presentation elements

Fails to use required organizational and presentation elements

SCORE

CHEMISTRY POSTER PRESENTATION PROJECT

Your assignment1. Select a health care topic in Chemistry of interest to your group.2. Identify the chemically related issue that created the negative or positive impact on health care.3. Do literature research online and/or in the library to develop your topic.4. Identify and promote alternative responses that would reduce negative effects or increase positive effects5. References

ASSESSMENTProject will be assessed on two separate skills

1. Communication – 6 points2. Teamwork (self-assessment) – 3 points

ORAL COMMUNICATION RUBRIC – 6 POINTS POSSIBLEPOINTS 2 1 0 TOTALORGANIZATION All required elements are

addressed3-4 required elements are addressed

Fewer than 2 required elements are addressed

SUPPORTING MATERIALS

Examples/statistics/explanations makereferences that significantly support credibility of presentation

Examples/statistics/explanations make references that partially support credibility of presentation

Examples/statistics/explanations make references that minimally support credibility of presentation

CENTRAL MESSAGE

Compelling Not memorable Not explicitly stated

SCORE

TEAMWORK RUBRIC - 3 POINTS POSSIBLEPOINTS 2 1 0 TOTALCONTRIBUTES TO TEAM MEETINGS(student evals)

Offers alterative solutionsor course of action thatbuild on the ideas of others

Offers new suggestionsto advance work of the group

Listens to ideas but does not advancework of the group

INDIVIDUAL CONTRIBUTIONS OUTSIDE OF TEAM MEETINGS (Teacher Evals)

Proactively helps otherteam members completetheir assigned tasks to a similar level of excellence.

Completes assignedtasks by deadline; work advances project

Fails to complete assigned tasks

SCORE

Empirical and Quantitative Homework Assessment:

1.

2.

3.

4.

5.

6.

ASSESSMENTProject will be assessed on Empirical and Quantitative skills

QUANTITATIVE LITERACY RUBRIC - 3 POINTS POSSIBLEPOINTS 2 1 0 TOTALCALCULATION Calculations attempted are

successful and elegantly presented

Only a portion of the attempted calculation solve the problem

Calculations are unsuccessful and not comprehensive

APPLICATION/ANALYSIS

Deep and thoughtful judgments; insightful conclusions

Ordinary, “workmanlike” judgments; plausible conclusions

Tentative judgments; uncertain conclusions

SCORE

GENERAL-ORGANIC-BIOLOGICAL CHEMISTRYCHEM 1303-201

Instructor: Dr. R. L. Cate

Phone, Office, Email: (940)397-4284; BO 307; rodney.cate@mwsu.edu

Office Hours: by appointment {call 397-4251}

Text: (Required): General, Organic & Biological Chemistry: An Integrated Approach, Laura Frost, Todd Deal, & Karen C. Timberlake, 2011, Pearson Prentice Hall, N.J.

SaplingLearning Online Homework Access Kit {Online Homework License}(Recommended): Study Guide and Guided Inquiry Activities

Prerequisites: Math 1003, math THEA score of 270, math Accuplacer score of 90, or satisfactory score on placement exam.

Grading Procedure: Quizzes & Online Homework 10%Exams I-III 55%Group Activity 10%Individual Project 10%Final Exam 15%

Quizzes – to be given periodically covering assigned material and previous class lectures (may or may not be announced).1

Homework – To be posted on the “SaplingLearning” class site. Late homework will not be accepted.1

Major Exams – see "Proposed Schedule" on class website (available when announced in class).Group Activity – One group activity that will be completed and presented in poster format. (10% of class grade) If you miss the day that your group does one of these, you will do one on your own and present it during my office hours.Individual Project –An individual project will comprise the keeping of a journal of newspaper or journal articles about the chemistry in the health sciences with comments and self assessment of your new perspectives (weekly journal with 10 entries required). (10% of class grade)Final Exam – see "Proposed Schedule" on class website.

Attendance Policy: Attendance is mandatory. Excessive unexcused absences will result in an instructor drop with a grade of "F". Tardiness will be treated as an unexcused absence. Disruptive classroom behavior will not be tolerated. Visiting with classmates after the start time for the class and arriving late to class is also considered disruptive behavior.

General Education Statement: Students in this course must demonstrate their competency in reading, writing, and fundamental math skills through satisfactory completion of all assignments.

Additional Course Information:

1There will be no make-up work for missed quizzes and homework. At least one quiz/homework grade will be dropped which will permit at least one absence without grade penalty. Make-up on major exams will be given for official excused absences only and must be completed before the following class period.

All students should refer to the MSU Student Handbook for university policies related student responsibilities, rights and activities. Students with disability must be registered with Disability Support Services before classroom accommodations can be provided.

Proposed Lecture Schedule:

General-Organic-Biological Chemistry (CHEM 1303-101) -- Fall -- 2012

BO 100 TR 8:00am-9:20pm

Date(s) Chapter Topic

8-28,30 1 Chemistry: It’s All About “Stuff”8-30,9-4,6 2 Atoms and Radioactivity9-6,11,13 3 Compounds: Putting Particles Together9-13,18,20 4 Introduction to Organic Compounds

9-25 1-4 Exam I

9-27,10-2,9 5 Carbohydrates: Life’s Sweet Molecules10-9,11,16 6 Intermolecular Forces: State Changes, Solubility,

and Cell Membranes10-18,23,25 7 Solution Chemistry: How Sweet Is Your Tea?10-25,30,11-1 8 Acids, Bases, and Buffers in the Body

11-6 5-8 Exam II

11-13,15 9 Proteins: Amides at Work11-20,27 10 Enzymes: Nature’s Chemists11-27,29 11 Nucleic Acids: Big Molecules with a Big Role12-4 12 Food as Fuel: A Metabolic Overview

12-6 5d -8 Exam III

12-13 1-12 Final Exam (8:00am-10:00am)

Class Website: http://faculty.mwsu.edu/chemistry/<instructor>/<class>

SaplingLearning Chemistry Website: http://www.SaplingLearning.com