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Georgia Southwestern FY 2017 ANNUAL REPORT
Page 1
Georgia Southwestern State University
FY2016 Annual Report
UNIT:
GSW ANNUAL REPORT 2016/2017
Table of Contents ....................................................................................................................... Page
Section 1-State of the Organizational Unit ......................................................................................2
Section 2-Annual Assessment Summary .........................................................................................4
Section 3-Highlights of Faculty/Staff Activities..............................................................................6
Section 4- Unit Changes (including changes in unit responsibilities, academic programs, faculty-
staff changes, etc.) .........................................................................................................................10
UNIT: CHEMISTRY
Georgia Southwestern FY 2017 ANNUAL REPORT
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SECTION 1
STATE OF THE SCHOOL/COLLEGE/UNIT
Graduates:
The Department of Chemistry graduated ONE student with BS in Chemistry
Christopher Odom, graduated May 2017
Prepharmacy completers:
The Department of Chemistry had 1 student successfully apply and be accepted to Pharmacy
school within the last academic year: Ryan Cromer.
We expect 3 more students to be accepted this year:
Lindsay Brooks, Brandon Doggett, and Terrance Mann
Courses:
Dr. Iordanov continues to teach eCore CHEM 1211K and CHEM 1212K.The Department offered
six courses during the summer semesters: ENVS 1100, CHEM 1040, CHEM 1211, CHEM 1211L,
CHEM 1212, CHEM 1212L. This continues the commitment the Department has to offering
Chemistry core courses to students in the summer. This is particularly important for the CHEM
1211/CHEM 1212 sequence to make sure that students do not fall behind on their way to
graduation.
Program: No changes have been made to the BS in Chemistry program or in the Pre-pharmacy
program.
Equipment: The Department needs a new ultracentrifuge for use in the Biochemistry laboratory.
The old ultracentrifuge no longer spins at all. It was approximately 12 years old.
Allocation of Budget: Other than regular supplies and expenses, the following items were
purchased:
One LaserJet Enterprise M553 (Roney 318) ($441)
Two Replacement cartridges for the Still (approximately $200)
The Department obtained several micropipeters from Cofer Funds for use by students in all of the
upper division lab courses and for research projects.
Georgia Southwestern FY 2017 ANNUAL REPORT
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Needs: The following needs have been identified for the Department:
o Micro-ultracentrifuge (see above): This piece of equipment serves the
Biochemistry course on a routine basis and other courses on occasion.
o Still in Science 207: The still in Science 207 needs replacement parts, including but
not necessarily limited one of the heating elements.
o Improved water quality to still in Roney 207: The still in Science 207 supplies water
for ALL sections of ALL laboratory courses in the Chemistry department. The still
has had several parts destroyed by having very poor (un-prefiltered, metal rich)
water passing through it. Improving the quality of water going into Science
building will significantly help prolong the life of this expensive equipment.
o Updated laboratory space: The biochemistry lab space (RONEY 306) requires a
great deal up updating. The laboratory space is allocated in such a way that the
students are crowded. The benches and cabinets are old and broken. The hoods
and storage cabinets are corroded. The lab needs new benches, cabinets and
drawers, and new hoods and storage cabinets. The storeroom needs new shelves.
The sinks do not run hot water at all and the blackboard should either be replaced
with a new blackboard or a whiteboard as the surface is worn out. As far as
equipment however, only the centrifuge (see above) needs replacing.
o Laboratory Manager/Assistant: A Lab Manager to help maintain the chemical
inventory, set up the labs each week and assist in the running of the labs would be
extremely useful. The chemistry department carries a large load of Area D Core
courses that support the Biology and Geology programs as well as the Exercise
Science, Pre-Nursing, and Engineering students. Our Faculty cannot offer more
sections of core courses because they are overloaded with so many lab sections.
Having someone to assist in the would open up the option of offering more courses
for incoming freshmen, in particular more sections of CHEM 1151/1151L and
CHEM 1152/1152L (Survey of Chemistry Sequence) to accommodate the large
number of incoming pre-Nursing students.
Georgia Southwestern FY 2017 ANNUAL REPORT
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UNIT: CHEMISTRY
SECTION 2
ANNUAL ASSESSMENT SUMMARY
(Unit Name) Assessment Plan (Year(s)
Outcomes Outcome Measures
Review of Outcome
Data
Outcome Target
Students will
demonstrate
conceptual
understanding of
inorganic, organic,
analytical, biological,
and physical
chemistry. Curricular
guidelines are those
suggested by the
American Chemical
Society (ACS).
1. ACS Standardized
Exams are
administered every
semester for the
general chemistry
series.
2. ACS Standardized
Exams are
administered in the
five subdisciplines of
chemistry.
3. The ACS DUCK
(Diagnostic of
Undergraduate
Chemistry
Knowledge) exam
will be administered
at the end of the
undergraduate career.
4. An exit survey with
questions regarding
undergraduate course
content is
administered at the
end of the
undergraduate career.
1. Results of
standardized exams
are reviewed
annually by faculty.
2. Exit survey
responses are
reviewed annually
by department chair.
3. All data is shared
with the faculty of
the department.
Students’
performance in our
courses should
reflect their
performance in the
standardized exams.
Therefore, the
minimum that a
student should get
on any of the
standardized exams
is 70%.
Also, the score on
the individualized
ACS exams in the
subdisciplines
should be close to
their average grade
in the class. If they
score considerably
HIGHER on the
exams, then our
courses are being
graded too harshly.
Conversely, if they
score considerably
LOWER on the
exams, then our
courses are being
graded too softly.
Every student should
therefore score a
minimum of 70% on
applicable exams.
Georgia Southwestern FY 2017 ANNUAL REPORT
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Students will
demonstrate critical
thinking and problem
solving skills related
to the discipline.
1. Laboratory projects
in which students
design and execute
experiments, utilize
and integrate both
classical laboratory
techniques and
modern
instrumentation, and
analyze and interpret
results.
1. Laboratory
projects and reports
are evaluated by
faculty members in
the given sub-
discipline.
All students should
pass with at least a
“satisfactory” or
70% average to
show competence in
these areas.
Students will
demonstrate effective
communication of
technical information.
1. Laboratory reports
in advanced chemistry
courses are required to
be in ACS publication
format.
2. Written and oral
presentations in
advanced chemistry
courses.
1. Laboratory reports
are evaluated by
faculty members in
the given sub-
discipline.
2. Student
presentations in
advanced chemistry
courses are
evaluated by the
faculty
Students must score
at a “satisfactory”
level on EVERY
assessment of
effective
communication.
This will include
oral and written
presentations in
several upper
division courses,
including the Senior
Seminar Courses.
Georgia Southwestern FY 2017 ANNUAL REPORT
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UNIT: CHEMISTRY
SECTION 3
SUMMARY OF FACULTY-STAFF ACCOMPLISHMENTS
Dr. Elizabeth Gurnack:
I. TEACHING:
Dr. Gurnack taught the following courses over the year:
FALL 2016 (12 contact hours)
o CHEM 4410
o CHEM 4410L
o CHEM 1151
o CHEM 1151L
SPRING 2017 (10 contact hours)
o CHEM 1152
o CHEM 1152L
o CHEM 1211
o CHEM 4491
SUMMER 2017 (6 contact hours)
o CHEM 1212
o CHEM 1212L
II. SCHOLARSHIP
Dr. Gurnack has continued to develop the flipped strategy for the following courses:
CHEM 4410, CHEM 1151, CHEM 1152. She has also been developing using board/card games
in the classroom. She hosted a Teaching Circle titled “Games Across the Curriculum” and
received a Faculty Development Grant to present at the TIES (Technology, Innovation, &
Educational Strategies) Conference at Valdosta State University from February 22-24, 2017.
The title of her presentation was, “Games in the Introductory Chemistry Courses.” She also
received a Faculty Instructional Grant for performing electrophoresis on proteins for the
Biochemistry laboratory. (approximately $2500)
III. SERVICE
Dr. Gurnack serves as Chair of the Department of Chemistry, Secretary to the Faculty
Affairs Committee, is a member of the Faculty Senate, and serves on the Arts and Science
Committee for Tenure and Promotion.
Georgia Southwestern FY 2017 ANNUAL REPORT
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Dr. Nedialka Iordanova
I. TEACHING:
Dr. Iordanova taught the following courses over the year:
FALL 2016 (12 contact hours)
o CHEM 1020
o CHEM 1212
o CHEM 1212L (2 sections)
SPRING 2017 (12 contact hours)
o CHEM 1212 (2 sections)
o CHEM 1212L (2 sections)
SUMMER 2017 (3 contact hours)
o CHEM 1020
II. SCHOLARSHIP
Dr. Iordanova applied for an external grant: Generation Study Abroad access Grant
($20,000) from the Council on International Educational Exchange. She also gave an invited
talk at the Chemistry department of University of Illinois at Urbana Champaign: “Challenges and
Benefits of Being a College Professor in a Predominantly Undergraduate Teaching Institution.”
She also acted as a reviewer for the Journal of Physical Chemistry.
III. SERVICE
Dr. Iordanova continues as Chair for the Faculty Affairs committee as well as the advisor
for the Chemistry club. She is also on the College of Arts and Science Promotion and Tenure
committee and is active around campus supporting many extracurricular student events.
Georgia Southwestern FY 2017 ANNUAL REPORT
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Dr. Michele Smith
I. TEACHING:
Dr. Smith taught the following courses over the year:
FALL 2016 (12 contact hours)
o CHEM 3301
o CHEM 3301L (2 sections)
o CHEM 1211L
SPRING 2017 (12 contact hours)
o CHEM 3302
o CHEM 3302L (2 sections)
o CHEM 3310
SUMMER 2017 (6 contact hours)
o CHEM 1211
o CHEM 1211L
II. SCHOLARSHIP
Dr. Smith is certified as a Chemical and Bacterial Trainer for the Georgia Adopt-A-Stream
program. She received a Faculty Instructional Grant ($508) for Melting Point Determination
equipment. She is a Textbook reviewer for several Organic Chemistry publishers (Cengage,
Pearson Education, John Wiley & Sons, Macmillan Learning). She has one manuscript in
preparation: “Synthesis of Noel Linear Polydentate Phosphines and Characterization of the
Resulting Complexes with Silver (I)”.
III. SERVICE
Dr Smith acts as an advisor for the Pre-Pharmacy Program (currently 16 advisees). She
collaborated in writing an MOU with South University School of Pharmacy. She is also
extremely active in providing opportunities for students to engage with and visit Pharmacy
schools and organizes visits from representatives from the local Pharmacy schools for our
students. She is a Review panelist for 2017 SMART Schoolarhip Evaluatioin Panel; on the ACS
Webinars-Audience Advisory Group and participates in Georgia Adopt-A-Strem.
Georgia Southwestern FY 2017 ANNUAL REPORT
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Dr. Tzvetelin Iordanov
I. TEACHING:
Dr. Iordanov taught the following courses over the year:
FALL 2016 (12 contact hours)
o CHEM 1211 (2 sections) (Implementing Sapling homework assignments into
course.)
o CHEM 1211L (2 sections)
SPRING 2017 (9 contact hours)
o CHEM 1211 (Implementing Sapling homework assignments into course.)
o CHEM 1212L
o CHEM 1211L
SUMMER 2017
o None
Dr. Iordanov has continued his eCore certification for the Principles of Chemistry sequence
(CHEM 1211/CHEM 1211L and CHEM 1212/CHEM 1212L)
II. SCHOLARSHIP
Faculty development:
o Smart Thinking, Smart Eval, Beacon, Sapling Learning, and eCore trainings;
o General Interest teaching circle;
o Publication in progress: T. D. Iordanov, A. E. Masunov, C. N. Odom, A. A. Atlanov,
G. Barari, B. Koroglu, S. S. Vasu “Propionaldehyde gas phase oxidation pathways:
combined experimental and quantum chemical study”
o Student poster at the regional ACS meeting - Fall 2016
III. SERVICE
Dr. Iordanov performs the following service for the Department:
Preview Day in Feb
Maintaining and troubleshooting the departmental instrumentation, worked on the
distiller in the first two weeks of August
Study abroad fairs in Fall 2016 and Spring 2017, Fall 2017
Past Chair of the local ACS section
Business and Finance Committee Fall 2016 and Spring 2017
Instructional Technology Committee – Fall 2017
Preparing a solution manual for CHEM 1211K – Spring 2017 and Summer 2017
Organizing UNIV 4000 to Nepal in May 2017
Georgia Southwestern FY 2017 ANNUAL REPORT
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UNIT: CHEMISTRY
SECTION 4
UNIT CHANGES
The following Personnel changes were made:
Dr. M. Elizabeth Gurnack promoted to Full Professor.
Dr. Tzvetelin Iordanov promoted to Full Professor.
Dr. Michele Smith promoted to Full Professor.
The department has worked on improving retention of students by adding an online homework
program to the Principles of Chemistry sequence. The low rate of student success in the
introductory course sequence (CHEM 1211/1212) has been targeted by the Department. In order
to improve student success and, hopefully science major retention, we have implemented a
required online component. The online Sapling homework system is now required for the students.
It allows students much more practice with detailed feedback on homework problems. It is too
early to say whether this has had a positive effect on student success and retention however we are
gathering data in order to make an assessment at the end of this academic year.
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Administrative, Academic, and Student Support Services Institutional Effectiveness
[DEPARTMENT OF CHEMISTRY] – [2016]
Unit Mission Statement: The Mission of the Department of Chemistry is to provide:
1. An appreciation for the concepts and applications of Chemistry in everyday life for majors of all disciplines.
2. A firm background of Chemistry upon which students in pre-professional programs can link concepts of Biology, Physics, and Mathematics.
3. The ability to apply concepts and analyze data in Inorganic Chemistry, Organic Chemistry, Physical Chemistry, Analytical Chemistry, and
Biochemistry for Chemistry majors. The goal is to provide the resources necessary for success upon graduation, independent of the chosen career
path.
4. An environment in which all students are encouraged to learn, question, and explore individually, and as part of a team, while under the guidance of
the faculty.
Unit Goal 1: Improve pass rates in introductory chemistry courses (CHEM 1211 and CHEM 1212 and CHEM 1151 and CHEM 1152)
University Strategic Theme(s) supported by Unit Goal 1: Strategic Theme 1. EXPANDING HIGH‐IMPACT TEACHING AND LEARNING
EXPERIENCES
Explanation of how Unit Goal 1 supports specified University Strategic Theme(s):This unit goal specifically addresses section 1.3.3 of the
institutional strategic plan (Increase student retention, persistence and timely graduation to support student success) by targeting an area of the Core that is a barrier to retention, persistence and timely graduation.
Goal 1, Objective 1:
Implement online homework system for CHEM 1211/1212
Implementation Strategy & Timeline:
We require students to register for the online Sapling homework system for CHEM 1211 and CHEM 1212 courses. This system provides excellent real time feedback to students as they work on homework problems. This system was initiated in Fall of 2015 and will remain in effect for 3 years. If it is found to be effective, it will be continued.
Assessment Method and Data Collection:
Monitor initial pass rates for both CHEM 1211 and CHEM 1212. Monitor student use of online homework system. Survey students on the use of and attitude towards the online homework system.
Target: Increase initial pass rates for CHEM 1211 and CHEM 1212 a minimum of 10% over the next 3 years.
Results and Findings:
Analysis and Discussion:
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Action Plan:
Goal 1, Objective 2:
Increase supplemental instruction for all 1000 level courses.
Implementation Strategy & Timeline:
Supplemental instruction and extra tutoring will be available for CHEM 1211, CHEM 1212, CHEM 1151, and CHEM 1152
Assessment Method and Data Collection:
Monitor initial pass rates for both CHEM 1211 and CHEM 1212 and CHEM 1151 and CHEM 1152. Monitor student use of the SI opportunities.
Target: Increase initial pass rates for CHEM 1211 and CHEM 1212 and CHEM 1151 and CHEM 1152 10% over the next 3 years. On average, a minimum of 75% of the students will attend each of the SI sessions.
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 1, Objective 3:
Implement early intervention for students in introductory chemistry courses.
Implementation Strategy & Timeline:
Starting FALL 2017 the Chair of chemistry and/or Advisor of any student performing poorly in an introductory chemistry course will meet as soon as possible with that student and discuss the problems the student is having and make sure the student is aware of all options for assistance that GSW can offer. This includes students identified via Beacon, noted in class, or identified by the instructor of the course as a student who is struggling.
Assessment Method and Data Collection:
Monitor initial pass rates for both CHEM 1211 and CHEM 1212 and CHEM 1151 and CHEM 1152. Track visits by poorly performing students to the Advisor/Chair in Chemistry. Review SmartEvals for student comments on advisement/helpfulness in introductory chemistry courses.
Target: Initial pass rates will increase 10% over the next 3 years. Every student in 1211 or 1212 or 1151 or 1152 who is performing poorly will meet with his/her advisor or the Department Chair. Students will have positive comments to make about the attention by the advisor/Chair.
Results and Findings:
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Analysis and Discussion:
Action Plan:
Unit Goal 2: Improve student writing and reading in Chemistry.
University Strategic Theme(s) supported by Unit Goal 2: 1.3.3 Increase student retention, persistence and timely graduation to support student success.
Explanation of how Unit Goal 2 supports specified University Strategic Theme(s): Chemistry majors must, in most of their upper division chemistry courses, be able to find, read, and explain primary research articles in chemistry. Students find this very difficult and helping them achieve these goals will help them continue in a timely manner towards graduation.
Goal 2, Objective 1:
Rewrite writing guidelines and outcomes for introductory laboratory chemistry courses: CHEM 1211L, CHEM 1212L, CHEM 1151L, CHEM 1152L
Implementation Strategy & Timeline:
Academic year 2017-2018 we will develop standardized guidelines and outcomes for the writing component of the introductory chemistry laboratory courses. Starting academic year 2018-2019 we will implement the new guidelines and outcomes for the writing component. Assessment of the change will begin in academic year 2019-2020.
Assessment Method and Data Collection:
We will monitor grades in the final writing assignments in the last (CHEM 1212L and CHEM 1152L) introductory laboratory courses. (all years) We will monitor grades in writing assignments in the upper division laboratory courses. (Starting in year 2019-2020).
Target: All writing assignments will meet ALL minimum satisfactory requirements as outlined in the Writing Guidelines and Outcomes.
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 2, Objective 2:
Develop sophomore Chemical Literature course for chemistry (major) curriculum.
Implementation Strategy & Timeline:
Develop a course (CHEM 3100 Chemical Literature 1-0-1) focused on helping students read primary chemical literature and research papers and communicating the complex topics to others both in written and oral formats. The proposal will be in Academic Affairs during the academic year 2017-2018 and ready to offer by year 2018-2019.
Page 4 of 9
Assessment Method and Data Collection:
Add a survey question to senior exit survey regarding the students’ preparedness to read and write in upper level assignments. The survey question will ask:
How well prepared were you to be able to read a research paper?
How well prepared were you to research a topic for your seminar course?
How well prepared were you to present a topic in your seminar course? Likert choices: (not prepared at all, somewhat prepared, adequately prepared, very prepared)
Target: All students will consider themselves, at a minimum, “adequately prepared” to read, research and present a topic in the seminar course.
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 2, Objective 3:
[objective title here]
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Unit Goal 3 Develop undergraduate research program for Chemistry majors
University Strategic Theme(s) supported by Unit Goal 3: 1.1.3 Expose students to faculty expertise and scholarship through signature courses offered across majors and schools. 1.1.2 Increase opportunities for students to engage in research, scholarship, creative works, internships, civic involvement and other co-curricular learning experiences, and encourage and enable all students to participate.
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Explanation of how Unit Goal 3 supports specified University Strategic Theme(s):
Goal 3, Objective 1:
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 3, Objective 2:
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 3, Objective 3:
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Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Unit Goal 4:
University Strategic Theme(s) supported by Unit Goal 4:
Explanation of how Unit Goal 4 supports specified University Strategic Theme(s):
Goal 4, Objective 1:
[objective title here]
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 4, Objective 2:
[objective title here]
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Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 4, Objective 3:
[objective title here]
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Unit Goal 5:
University Strategic Theme(s) supported by Unit Goal 5:
Explanation of how Unit Goal 5 supports specified University Strategic Theme(s):
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Goal 5, Objective 1:
[objective title here]
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 5, Objective 2:
[objective title here]
Implementation Strategy & Timeline:
Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan:
Goal 5, Objective 3:
[objective title here]
Implementation Strategy & Timeline:
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Assessment Method and Data Collection:
Target:
Results and Findings:
Analysis and Discussion:
Action Plan: