Chemistry Department Program Review August 2009 - the ...

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Chemistry Department

Program Review

August 2009

Prepared by: Iraj Parjamazad, Ph.D., Chair of Chemistry Department Submitted to: Jonathan Reed, Ph.D., Interim Dean of the College of Arts and Sciences Robert Neher, Ph.D., Natural Sciences Division Chair

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Executive Summary The Department of Chemistry, within the Natural Sciences Division, offers a B.S. and a B. A. Degree in Chemistry and in Environmental Chemistry, as well as a certificate program in Solar Photochemistry and Technology, Environmental Chemistry, and Instrumental Analysis. The certificate programs will be the basis of a future plan to establish a doctorate program in Environmental Sciences and Technology. The number of chemistry majors has fluctuated in the last five years from 24 to 32 students. Each student is required to complete a Senior Project in which the student participates actively in laboratory research. The research areas of these projects are related to top-of-the-field topics that will provide the springboard from which students can acquire the expertise as professional graduates and become involved in high-tech activities (either at universities or industries). The department has been heavily involved in research and development in alternative energy areas such as fuel cells and hydrogen technology (resulting in several pending and granted patents). The department and the university as a whole can benefit from this effort in many ways including the stability of the financial situation, better visibility, and the ability to attract new and better students. This research also creates new intellectual property that can be licensed or sold, builds commercial prototypes, and creates visibility for the university as a new alternative energy R&D program. The department offers full year courses in General and Organic Chemistry and semester courses in each of the different areas in chemistry: Analytical Chemistry, Instrumental Analysis, Biochemistry, Inorganic Chemistry, and Advanced Organic Chemistry giving a major of 53 hours for a B.S. in Chemistry. In addition, the department actively is involved in offering General Education courses such as Introductory Chemistry, Energy Issues, and Topics in Modern Chemistry. All of the courses are taught by PhDs in the different fields of Chemistry. Currently, the department is composed by 3 full-time faculty members, 2 adjunct faculty members, one biology faculty member, and one emeritus faculty member. All courses emphasize the theory of the subject matter in lecture while the laboratory portion of the course is more concerned with the practical aspect of the material. The chemistry curriculum follows the guidelines of the American Chemical Society. Nevertheless, in some courses such as Instrumental Analysis, the course content exceeds these guidelines. The assessment procedure includes senior survey, exit interview, and feedbacks from the students accepted for PhD programs in well-known universities, and starting in 2010, a departmental exit exam will be taken by the graduating seniors. Our assessment plan and goals suggest the following:

1. The chemistry graduates receive a strong foundation in the principles and theories of chemistry including analytical, organic, inorganic, physical, and biochemistry and are able to apply logically the methodologies and discovery processes of science in the field of chemistry.

2. The students learn about how chemical energy is transformed into other forms of energy

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and the implications that this has on our world as we run out of crude oil. Also, students learn the effect that their actions have on the environment and are sensitive to sustainability.

3. Because the department’s approach for teaching chemistry is based on understanding and critical thinking and not memorization only, each student learns the quantum mechanical model of the atom and molecule and gets involved in the calculations of chemical bonding and spectroscopy.

4. The students have the opportunity to work directly with the different chemical instruments available in the department. However, the results of the senior survey show that students suggest the acquisition of updated instruments and better laboratory facilities.

5. Considering the ACS guideline for getting ACS Accreditation, the department needs to hire more full-time faculty members. This also is important for covering the novel research activities and education goals of the department.

6. Increase both faculty and student research in alternative energy areas that promotes expansion through attracting outside funding and investment.

7. Laboratory safety is emphasized in exposure to the MSDS, safety tools (fire extinguishers, blankets, showers) and proper handling of reactive chemicals.

8. The department needs to rethink about the chemistry curriculum to offer actively a major in Environmental Chemistry, as we formerly did, and a concentration in Nanotechnology in relation to alternative energy, catalysis, chemical sensors, and its Pharmaceutical applications.

9. We have demonstrated that we can take qualified students into industrial positions, medical schools, and pharmaceutical fields, or into graduate school.

Our action recommendations include the following:

1. Updating or remodeling the laboratory facilities, or much better, the creation of a new Chemistry Wing or Science Building.

2. Bringing the chemistry laboratories up to code is absolutely necessary, therefore, increasing their functionality. This is a safety issue and must be considered as soon as possible.

3. Establish the Energy Institute and launch our Certificate Programs and/or a Doctorate Degree in Environmental Sciences and Technology. An operational budget for this must be established.

4. Increase staffing in order to get accreditation from the American Chemical Society. 5. Provide updated instrumentation required for a stronger Department of Chemistry. 6. Plan constructive research, particularly in the area of alternative energy in such a way

that the results of the effort can be patented and entrepreneurial advantage can be achieved.

7. Establish a budgeted structure for the better visibility of the Natural Sciences Division and the Chemistry department, working closely with the Admissions Office to recruit more qualified chemistry majors.

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I. Chemistry Department’s VISION The Department of Chemistry has enormous potential to secure funding for chemistry research, specifically in the areas of electron/energy transfer and conversion, specifically solar energy conversion to electric and chemical energy, and nanotechnology. The department is also interested in the field of chemical sensors, pharmaceutical and natural product chemistry and R&D. Through outside funding of these research projects, the faculty members of the Department of Chemistry will achieve financial independence from the tuition-driven university model. This independence will enable the department to be known as a high-level chemistry-education AND research program. Additionally, funds garnered through outside proposals will enable the purchase and maintenance of modern, up-to-date instrumentation and the construction of additional lab space for research and teaching purposes. It is hoped that within the next three years two additional full-time faculty members will be hired to aid the education of the growing number of chemistry majors and to allow adequate time for research projects. II. Mission The mission of the Chemistry Department is to provide a foundation rich in theory, applications and values that will enhance the quality of life and ensure opportunities that will fulfill our students’ professional aspirations. This will be achieved by offering the highest quality educational program for both traditional-aged and adult students. III. Response to University’s Mission Statement The Chemistry department meets the first, second, and third objectives of the mission statement of the University of La Verne by imparting knowledge of Humans, Planet Earth, and the Universe as chemical entities. We do feel that the understanding of the chemical aspects of life helps give meaning and purpose to life as well as promoting understanding of our Physical environment. IV. Learning Outcomes Graduates of the Chemistry Department will: 1. Acquire a foundation in the principles and theories of chemistry including analytical, organic, inorganic, physical, and biochemistry 2. Be able to apply the methodologies and discovery processes of science in the field of chemistry

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3. Demonstrate skills in accessing, interpreting, evaluating and integrating chemical literature 4. Be familiar with the use of technology and equipment in chemistry 5. Design a study, collect and analyze data and prepare a formal report on the results of an independent research project or culminating senior experience 6. Understand the role science and technology plays in society 7. Gain acceptance into appropriate graduate programs and/or obtain employment in a related field if so chosen 8. Understand that their actions can and will make a difference. V. Program Description

A. Organization

The Department of Chemistry offers a B.S. and a B. A. Degree in Chemistry, as well as a certificate program in Solar Photochemistry and Technology, Environmental Chemistry and Instrumental Analysis. The Department, though autonomous, is contained within the Division of Natural Sciences and Mathematics, and the Department chair reports to both the Division chair as well as the Dean of the College of Arts and Sciences.

B. Faculty and Staff

Currently (2008-2009) the Department has 3 full time chemistry faculty members (Drs. Iraj Parchamazad, Ernest Baughman, Ricardo Morales), one adjunct chemistry faculty member (Dr. Melvin Miles), one emeritus faculty (Dr. Ernest Ikenberry), and one biology faculty member in charge of teaching Biochemistry, Dr. Jay Jones. Dr. Baughman will continue his full time work until Spring 2010 at which time Dr. Mark Nelson will join the Chemistry Department as a full time faculty, and Dr. Baughman will be an adjunct faculty.

There is one chemistry stock room and lab manager, and one NMR instrument technician. The Natural Sciences office coordinator assists with office needs. Appendix A includes the CVs of the faculty and their research interests (Please see the Appendix A).

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C. Courses and Degrees

Degrees

For each degree program there are core requirements, electives and supportive courses. Every major has to complete an independent research projects and take the comprehensive exam. Courses are offered in a four-year rotation cycle (See Appendix B for the rotation cycle).

1. Core Requirements for the B.S. and B.A. degrees:

* CHEM 201, 202 General Chemistry I, II (5,5)

* CHEM 230, 430 Analytical Chemistry I, II (4,4)

* CHEM 311, 312 Organic Chemistry I, II (5,5)

* CHEM 411, 412 Physical Chemistry I, II (4,4)

* NASC 370 Science Seminar (4 sem.) (1,1,1,1)

2. Electives:

All of the following for the B.S. and one for the B.A. degree:

* CHEM 314 Biochemistry (5)

* CHEM 440 Inorganic Chemistry (4)

* CHEM 450 Advanced Organic Chemistry (4)

3. Supportive Requirements:

Students must show competency in:

* Mathematics (MATH 201, 202),

* Physics (PHYS 201, 202),

* Biology (BIOL 204, and 205 ),

4. Culminating Requirements:

* CHEM 499 Senior Project (1-4)

* Comprehensive Examination (0)

Refer to Appendix C for the courses’ outline.

The Department is committed to the General Education and its two primary objectives: 1) to communicate the central values of the University as expressed in its Mission Statement, and 2) to

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expose students to the traditional liberal arts fields of study, this in order to provide students with the knowledge, skills, and attitudes crucial to student success in the 21st century world and workplace. The courses offered include:

CHEM 103 Introduction to Chemistry (3)

CHEM 280 Topics in Modern Chemistry (3)

CHEM 303 Energy Issues (3)

D. Certificate Programs in Chemistry

For graduates who would like additional theoretical and technical training in specialized fields of chemistry, the University has established yearlong certificate programs in Solar Photochemistry and Technology, Environmental Chemistry and Instrumental Analysis.

Targeting chemistry majors, scientists, educators, government officials and professionals, these innovative educational programs fill out a traditional bachelor's degree. Courses are offered in the evening and on the weekends to minimize possible conflicts with other classes or work schedules.

* CHEM 400 Fundamentals of Electronics, Optics, and Computers (4)

* CHEM 401 Introduction to Scientific Principles of Chemical Engineering (4)

* CHEM 402 Environmental Chemistry and Technology (4)

* CHEM 403 Solar Photochemical and Thermal Process (4)

* CHEM 404 Instrumental Analysis I (4)

* CHEM 405 Instrumental Analysis II (4)

* CHEM 406 Selected Topics in Energy Technology (4)

* CHEM 407 Selected Topics in Environmental Technology (4)

Certificate program requirements are as follows:

Solar Photochemistry and Technology

Requirements: CHEM 400, 401, 403, 405

Electives: One of the remaining four courses.

Environmental Chemistry

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Analytical Instrumentation



Currently, we do not have active students in these programs because of insufficient budget, facilities and advertisement, factors that are required for the offering of these excellent programs. These certificate programs are very important for the chemistry department’s growth and for the university’s image as a whole. In the Action Recommendations section we will suggest the launching of the programs as soon as possible.

Accelerated Medical Program

In addition to traditional four-year preparation for M.D. and D.O. programs, the University has developed a pre-med ladder program with Western University of Health Sciences, formerly the College of Osteopathic Medicine of the Pacific (COMP) in Pomona. After three years at ULV, students may transfer to Western and complete their bachelor's and medical degrees simultaneously, thus earning the two degrees in seven rather than eight years.

E. Students

Because of the intensive nature of the chemistry major students are encouraged to declare their major very early, preferably at the point of entry.

The following are the number of majors from the last five years:

Students Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

Unduplicated Headcount

24 28 30 27 25

FTE 22.1 26.6 28.6 24.3 22.1

Degrees Conferred (Fall & Spring)

04-05

2

05-06

3

06-07

3

07-08

4

08-09

5

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It appears that number of degrees conferred is quite low compared to number of majors in Chemistry. The discrepancy between both numbers is basically due to the following factors:

• Students do not complete their requirements because they have been accepted in medical schools. These groups will use the learning acquire during the years they have remained in the chemistry department to apply and pursue a degree in medical schools.

• Students are very knowledgeable in theoretical and practical chemistry; therefore they are hired by different institutions and laboratories before acquiring their diplomas.

• Students cannot continue with their careers due to family and financial problems.

F. Student Research topic

The research program in the Chemistry Department is quite active. The faculty believes that hands-on research is an integral part of a student's education. Most work is done as part of the Senior Project, a culminating requirement for all Chemistry majors. Current research topics are listed below.

1. Fuel-Cell and Hydrogen Technology

* PEM Fuel Cell

* Reforming novel catalyst integration and system automation

* Stereoselective reactions using zeolite as nanoreactor

2. Chemistry of Natural Products:

* Peganum harmalla

* Eriodictyon californicum

* Cotonester sp. Shirhesht

3. Environmental Analysis:

* Heavy metal content in Puddingstone Reservoir sediment

* Lead content of local contaminated soils

4. Environmental Technology:

* Identification of byproducts formed during ozonation of natural waters

* Photocatalysis and degredation of organic contaminants

5. Twisted Intramolecular Charge Transfer Excited States:

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* Boronamines and pyrimidine derivatives

6. Electron transfer induced by light and conversion of solar energy, including study of fullerenes derivatives, which may be used as organic solar cells.

7. Surface Chemistry:

* Deposition of various metals on various surfaces

* Study of vapor deposed metals using scanning tunneling microscopy

* Chemistry of organoholmium compounds

* Nanotechnology and catalysis (characterization and applications)

8. Cation Radical Chemistry

9. Dynamic NMR

10. Synthesis of metal nanoparticles for different applications, including novel catalysts.

G. Equipment Inventory

The equipment available within the Chemistry Department is extensive, especially when compared to similar liberal arts institutions. The hands-on experience students get, often not possible at a larger university, gives them a definite edge in understanding the practical and theoretical aspects of chemistry, as well as competing in today's job market. The equipment items available are:

Gas Chromatography/Mass Spectrometry/Data System, Shimadzu Quadrupole.

Gas Chromatography/Mass Spectrometry/Data System, Varian Ion trap with chemical ionization capability.

Purge and Trap Concentrator

Gas Chromatographs (FID, TCD, PD-HID)

High Performance Liquid Chromatography/Data System

Ion Chromatograph

Atomic Absorption Spectrophotometer

Flame Emission Spectrometer

Refractometer.

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Polarimeter

Fluorescence Spectrometer

UV-Vis Spectrophotometers

Near-IR Spectrophotometer

FT-IR Spectrophotometer

FT- Nuclear Magnetic Resonance Spectrometer

High Vacuum Evaporator

Scanning Tunneling Microscope (STM)

Digital Data Acquisition Systems (Analog Digital conversion systems for measuring pH and monitoring reactions)

Distillation with vacuum systems

Electronic calorimeter to measure heats of combustion

Molecular modeling system to calculate the thermodynamic and spectroscopic data and the energy of HOMO/LUMO states (including Spartan and Schrödinger softwares)

Electrochemical Instrumentation

Fully Equipped Light Microscopy Facility

H. Safety The department has established several key measures to insure the safety of the students in chemistry laboratories. These measures include having the fire department train teaching assistants and the professors in the proper use and selection of fire extinguishers. In each laboratory session the students are required to read and understand the MSDS of the chemicals that they are using in that laboratory, and this is assessed by quizzes. In addition, the student will be exposed to the proper disposal of chemical waste. The safety guidelines of the Chemistry Department are strongly enforced that a student cannot work alone in the laboratory and must wear proper clothing including goggles.

I. Facilities

A few years ago we received two grants from outside of ULV for the renovation of Chemistry labs. With these funds, we started the very basic renovation of Founder's Hall labs. The

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chemistry labs remodeling in Founders Hall and the building of new storage facilities have been completed. The high-pressure gases have been moved to an outside storage location. Compressed air and vacuum lines are completed and we are using the systems. However, remodeling is still needed in the General Chemistry Lab (MA57) and Physical Chemistry Lab (FH 25) to bring them up to code and increase their functionality. This remodeling is a safety issue, not a strategic issue. It can be thought of as a "band-aid" on the needs of the Chemistry Department. We hope to get more funding for the complete renovation and building the new Chemistry Wing. Now, we are trying to get funding for a Science Building.

For the University to remain competitive, we must continue to upgrade and replace our existing scientific equipment. Some of this requires the purchase of new instruments and in other cases it requires installation or repair of items donated to the University. During the last few academic years, the Chemistry Department and Science Division were successful in purchasing instrumentation to fulfill some very important needs. These instruments include the acquisition of a 400MHz NMR (nuclear magnetic resonance spectrometer) through the establishment of the W.M. Keck Foundation NMR Facility. The Bruker NMR in the Keck NMR Facility is quickly proving to be a very efficient and frequently used tool in research and as a teaching and learning tool in the entire ULV Natural Science Division, especially in the Department of Chemistry. In the academic setting, the NMR completes the spectroscopy suite that ULV needed for our students to successfully apply and succeed in the chemical industry or graduate school.

Currently, all full time faculty members have their own offices located in the Mainiero Building and Founders Hall. These offices are equipped with a personal desk and a personal computer for the exclusively use of the faculty. There is a student lounge that is shared by all the students in other science division departments, such as mathematics and physics.

J. Advising

Generally speaking, all the academic advising has been done by the tenure and tenure track faculty members. The full time chemistry faculty has performed senior project advising, and the Chemistry Department has been responsible for coordination of these efforts.

VI. Assessment Procedures

Our current assessment plans are based on several criteria: • Theory and Knowledge Base • Application of Knowledge • Learning Environment • Impact of Program • Entering to graduate school and to the desired job market.

Our assessment methods include:

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• Syllabi of course and lab • Senior project evaluation: senior project subject originality, literature survey, and

written section of senior project. • Feedback from alumni in graduate school and/or in job markets • Senior survey • Departmental Exams to be given to seniors.

A. Review of syllabi of courses and labs Course and lab syllabi are review to great a curriculum map that identifies what course addresses which learning outcome (see Appendix D for examples). B. Senior project evaluation

Senior projects are evaluated using 5 criteria with a total of 23 sub-criteria (See form in Appendix E):

1. Integration and inferences in their written product

2. Reference list in their written product

3. Organization of their written product

4. Language use in their written product

5. Academic integrity of their written product

Altogether 21 senior projects from the last few years were evaluated for this review.

Senior projects are presented to student peers and faculty and the presentation skills are evaluated on 13 criteria (See form in Appendix E). C. Senior survey Seniors are surveyed while they are in their senior years and working on their senior projects (See survey form in Appendix F). Altogether responses of all 8 senior who responded to the survey were used for this review. D. Alumni survey Alumni are surveyed every five years (See survey form in Appendix F). Altogether responses of all alumni who responded to the survey were used for this review. Moreover, regularly letters and emails are obtained that reflect their progress in graduate school and careers paths. E. ACS (American Chemical Society) Exam

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The ACS Exam is a comprehensive exam that demonstrates mastery and learning and is administered to students during their courses as a part of the homework. In our future assessment plan, these ACS questions will be part of the departmental exam, which will start on Spring 2010.

VII. Findings

The results of the senior and alumni surveys can be found in Appendix E. The results of the evaluation of senior projects and their presentations can be found in Appendix F.

A. Learning outcome 1: Graduates will acquire a foundation in the principles and theories of chemistry

Our assessment is concentrated in the students’ feedback when they enter the job market or are admitted in graduate schools. Please refer to Learning outcomes 7 in the following section.

B. Learning outcome 2: Graduates will be able to apply the methodologies and discovery processes of science in the field of chemistry

Question 14 on the senior and alumni surveys addresses this learning outcome (Appendix G). Among seniors 63% indicate that the chemistry department prepared them to understand the discovery process of science quite well or very well. Among alumni 61% indicated such preparation. On question 16 (Appendix G) among seniors 88% indicated that the department prepared them to do research and solve problems quite well or very well. Among alumni 43% indicated such preparation being somewhat well or quite well. It seems that more seniors than alumni are inclined to indicate well preparation in methods of science in chemistry.

Evaluation of 21 senior projects (Appendix H, Table 1, item 3) showed a mean rating of 1.48, on a 4-point scale with 1 being excellent, indicating that students use scholarly sources and appropriate research methods in their research. Also, in their presentations students received a mean rating of 3.81, on a 4-point scale with 4 being excellent, indicating that they do an excellent to good job presenting their own research methodology and analysis with proper detail and clarity (Appendix H, Table 7, item 2).

Overall, students appear to have acquired the proper research skill in chemistry, with alumni realizing perhaps that they could use more.

C. Learning outcome 3: Graduates will demonstrate skills in accessing, interpreting, evaluating and integrating chemical literature

Evaluation of 21 Senior projects (Appendix H) shows that students are able to thoroughly analyze, evaluate and integrate information, as well as draw appropriate conclusions (Table 1, items 4 and 5); use current sources from refereed scholarly journals in proper format (Table 2, items 1,2, and 3); as well as relate findings to prior research and literature and express proper

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reservation and point out limitations of their research (Table 7, item 5 and 6). All rating of these skills was between good and excellent.

Overall, students appear to have acquired the skills to utilize the scholarly chemical literature well in their research and learning.

D. Learning outcome 4: Graduates will be familiar with the use of technology and equipment in chemistry

Senior and alumni survey address this learning outcome (Appendix G, items 20 and 21). Among the seniors 50% were very happy and 13% were somewhat happy with the existing technology and laboratory equipment in the department, and only 13% was somewhat happy and the rest unhappy with the hands on labs in chemistry. Among the alumni 71% was somewhat happy and the rest unhappy with the existing technology and laboratory equipment in the department, and only 29% was happy and the rest unhappy with the hands-on labs in chemistry.

Students seem to be less than very happy about their experience with the equipment and the hands-on lab experiences. However, the list of equipment, mentioned above under III. F: Equipment Inventory, indicates that students have exposure to a fairly good array of equipment and technology in chemistry. Lab experiences seem to have room for improvement.

E. Learning outcome 5: Design a study, collect and analyze data and prepare a formal report on the results of an independent research project or culminating senior experience.

The evaluation of 21 senior projects and their presentation to peers (Appendix H) addresses this learning outcome. In all of the evaluation criteria the students seem to score between good and excellent: using the scholarly literature, collecting data, analyzing and presenting data, making inferences and writing up the report.

The senior survey (Appendix G, item 25) shows that only 43% had a somewhat positive and the rest unsatisfactory experience conducting their senior projects. Among the alumni only 29% indicated somewhat positive and the rest unsatisfactory experience conducting their senior projects.

While the quality of the culminating senior projects is quite high, the senior and alumni survey seem to suggest that the experience is not as positive as could be. Please see Action Recommendations.

F. Learning outcome 6: The role science and technology play in Society

The senior and alumni survey (Appendix G, item 17) addresses this learning outcome. The 38% of seniors indicate that they were prepared very well or quite well and 63% somewhat well understanding the role that science and technology play in society. The 28% of alumni indicate that they were prepared very well or quite well and 29% somewhat well understanding the role that science and technology play in society.

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It appears there is room for improvement in teaching students about the role science and technology play in society

G. Learning outcome 7: Gain acceptance into appropriate graduate programs and/or employment in related field if so chosen

The alumni survey (Appendix G, Items 27-42) addresses this learning outcome. Also, personal letter and email provide information in this respect.

A large portion of our students goes on to graduate school, in pursue of advanced degrees in chemistry (M.S., PhD) in well-recognized schools like Cornell University, USC, UC Santa Barbara, UC Santa Cruz, UC Irvine, UC Berkeley, among others. Some others go into the medical field or industry. It is the goal of the department that all three groups are prepared to succeed, by teaching them with a strong theoretical background in chemistry and the practical aspects of the field.

Alumni and exit survey clearly indicates the students’ happiness and pride in choosing ULV Chemistry Department for their higher education. We have been attempting to meet the needs of students who wish to enter the work place as scientist, educators, and professionals. Teaching methods stress critical thinking and reasoning skills rather than memorization of facts. The following feedbacks from our alumni and graduates show their feelings towards the Chemistry Department.

A. Gregory Andonian wrote “ The University of La Verne and the Chemistry Department has been a truly valuable experience that has allowed me to set foot on my path as a physician and if it were not for the chemistry professors, the University of La Verne, and the Chemistry Department curriculum I would not be who I am today”.

B. Jennifer Cash

Chemistry at UCSC

cash [[email protected]]

Sent: Tuesday, August 13, 2002 7:22 PM

To: parchama [[email protected]]

Dr. Parchamazad, How are you? I arrived here in Santa Cruz July 1st, and I have been working in lab over a month now. I am

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working on the synthesis of diazonamide-A. I'm trying out several different ways to synthesize the intermediates in order to improve product yields. Once I determine the methods that result in the highest yields, I will be trying to characterize the stereochemistry of one of the stereocenters of the final product. I really like working for Dr. Konopelski and I will probably continue research with this group. Classes don't start for another month, but I am studying every day for attainment exams in mid-September. There are four separate exams: Physical, Organic, Inorganic and Biochemistry. I'm nervous about the Physical Chemistry test, especially those sections on Thermodynamics and Kinetics. I'm trying my best to review everything from all of my classes at La Verne. I wanted to tell you that I become more and more impressed with the education I received at ULV. Many other students entering their first year here have not had all of the courses pertaining to the attainment exams we are required to take. Several people I talked to have never taken Inorganic and others weren't required to take Biochemistry for their bachelor's degrees. We were also given a list of recommended text books to study from; one for each subject test. Three of the four texts are books that I already have from classes at La Verne! You and Dr. Nelson always told us that La Verne chemistry classes were preparing us for grad school, but I've really come to believe you in this past month! Of course, Dr. Sinkaset was a huge help too. I heard that he will be teaching Physical Chemistry next semester...I wish he had been at La Verne a year earlier! I am sending you my final paper for my senior project by mail. It should arrive within the next couple of days. UC Santa Cruz has to have my final transcript from La Verne before I can register, so when you get a chance, please let the registrar know that I have met the requirements for my degree! I hope everything is going well there and I'll make sure to keep in touch. Sincerely, Jennifer Cash

VIII. Action Plan

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The assessment from last several years includes exit interviews from the graduating classes as well as letters from alumni regarding their feeling about the education they received from ULV. Talking with transfer students in the last five years indicates that they are very happy with our chemistry program. They appreciate the personalized education as well as the quality of our program; specifically hand-on work with instruments and the level of course work.

From this plan we have steps that we wish to take in order to reach our main goals for 2009-11. This is a general list of the basic order that we feel is the best plan of action to help our department grow as desired. Although this plan is not detailed, we feel it gives a great overview of our aspirations as the Department of Chemistry grows competitively in conjunction with the University of La Verne.

1. Increase the staffing for the Department of Chemistry, including but not limited to another two faculty members. It is hoped that within the next three years two additional full-time faculty members for the Chemistry Department will be hired (at least four full-time faculty members are required by American Chemical Society for ACS accreditation), to aid the education of chemistry majors and to allow adequate time for research projects. ACS minimum requirements for eligibility to apply for accreditation are at least four full-time faculty members along with the necessary instrumentation and appropriate laboratories.

2. Establish the Energy Institute and launch our Certificate Programs and a Doctorate Degree in

Environmental Sciences and Technology. In addition, seek and employ a technical secretary. This position would take some of the secretarial pressure off of the Natural Science Division office and would help to smooth the function of the Department. This person would also be instrumental in grant writing. All of the increases in staff must be accompanied by an increase in office space.

3. Try to gain accreditation from the American Chemical Society, which will in turn attract even more qualified individuals for future faculty and staff positions and higher quality students

4. Offer more New General Education courses (such as Energy and Society) to meet the needs of both science and non-science undergraduate students at the University of La Verne.

5. Increase both faculty and student research (including but not limited to solar energy and hydrogen technology) that promotes expansion through attracting outside funding/investment.

6. Seek and recruit more, qualified chemistry students. This can be done through the increased

staff and further publicity of the quality, depth, and strength of our department as a whole. Recruitment is happening in the Chemistry Department. We are currently sending information to local junior colleges in order to attract transfer students. This is being done with a limited budget and Admissions is being contacted to help with postage and materials. In order to recruit from the national and international markets we need a recruitment budget.

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Particularly the Chemistry Department believes in bringing good students from the international market, but we need a recruitment system, advertisement and, of course, budget. We still do not have enough advertisement and more effective process to recruit national and international students. By acquisition of other important instruments such as the ones mentioned in aspect 9, and by launching the Graduate Degree in Environmental Sciences, Technology, and Sustainability in the Science Division and Chemistry Department, we can attract both students and industry partners. By gaining visibility within the related industries, the University will be able to attract financial backing and will enjoy a solid reputation in both industrial and academic circles.

7. Continue renovation of equipment in order to insure our competitive edge among other colleges. State-of-the-art equipment is essential to both attracting and maintaining a strong student body. Senior survey and student exit interviews indicate that the students were less than happy regarding their senior projects. The main reasons are related to the insufficient facilities and updated equipment. Therefore it is absolutely necessary to replace the old chemistry instruments and having a new chemistry building.

8. The department of chemistry is looking forward to offer the Certificate programs, to launch the Doctoral degree in Environmental Technology, and reestablish the Energy Institute in the next few years. In this way, we are in need of hiring new faculty members that could contribute to the excellence of our department. This would require the construction of a new Chemistry wing or a new Science building, which will allow more free space for the creation of new offices and faculty research laboratories, conference rooms for both students and faculty, more space for state-of-the-art laboratory instrumentation required for the research and teaching of the different courses offered. It is crucial to create appropriate R&D facilities for several projects such as fuel cell and hydrogen technology.

9. Another aspect that is important to mention is the need of updating and acquisition of instruments which are required for the Doctoral Degree in Environmental Science and Technology. The following is a list of the instruments that are suggested: • X-ray Photoelectron Spectrophotometer: this instrument is used for obtaining the

chemical composition of nanomaterials for the determination of layer thickness, as well as for the characterization of other materials.

• High-Resolution transmission electron microscope: this instrument will complement our current Microscopy facility. It is used to analyze samples in the range of the nanometers, something that it is not possible with the current SEM that we already have.

• Surface area and porosymetry analyzer: This instrument will allow us to determine the surface area of synthesized zeolites, clays, silicas, as well as of supported materials in the meso and microporous range.

• X-ray diffractometer: X-Ray Diffraction (XRD) is a high-tech, non-destructive technique for analyzing a wide range of materials, including fluids, metals, minerals, polymers,

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catalysts, plastics, pharmaceuticals, thin-film coatings, ceramics, solar cells and semiconductors. Example areas of application include qualitative and quantitative phase analysis, crystallography, structure and relaxation determination, texture and residual stress investigations, controlled sample environment, micro-diffraction, nano-materials, lab- and process automation, and high-throughput polymorph screening.

• Induced-coupled plasma – Optical Emission Spectrophotometer: For chemical analysis of samples, this type of technique is promising because we can detect a large number of atoms and know the chemical composition of chemical compounds.

• High-Performance liquid chromatography-Mass spectrometer: It is typically used for easy identification of compounds in application ranging from peak purity and impurity profiling, to syntheses confirmation, to product deformulation.

• Differential Scanning Calorimeter, Differential Thermal Analyzer: These instruments will allow the characterization of solid materials, like catalysts, polymers, and zeolites.

10. Create a Chemistry Wing or Science Building that will allow our students to study, perform research, grow, expand, learn and enjoy the entire college experience here at the University of La Verne.

11. Continue our effort for remodeling the chemistry labs and bringing them up to code.

12. Develop, improve and implement our assessment plans by using direct performance measures (Exit exams).

13. Continue to work on alternative energy including solar hydrogen, and attract the new investors, more inventions, file new patents. Establish new corporation to take benefit of developed patents and technology. All Fuel processor and fuel cell prototypes and inventions are located at ULV are ready for further developments and entrepreneurial actions. These R&D activities require more appropriate rooms and budget. Please see the following details.

The University of La Verne has had a ten-year history of research and development in hydrogen and fuel cell technology. The efforts of its scientific and technology personnel have resulted in the development of prototypes and five granted and pending patents for novel propane and methanol fuel processor that is compact, portable, delivers high purity hydrogen (+99.99%), and promises to be the key component of an affordable fuel cell. Thus, I believe the likelihood of obtaining funding for a new chemistry and R&D facility is greatly increased by utilizing a specific, successful system.

With the passage of recent Congressional legislation to fund clean energy research, the use of this existing technology in conjunction with the funding efforts of ULV creates an opportunity for the Arts and Sciences to obtain funding both for R&D to commercialize this technology, and

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for a new facility to advance the creation of alternative energy and the conservation of scarce resources, including hydrogen and fuel cell technology, solar chemistry, and desalination. Alternative energy projects exemplify the kind of work that will be accomplished in the new facility.

Additionally, it may be beneficial to begin the process of combining these efforts by creating a formal relationship that will allow the use of this existing licensed technology and the current ULV labs and facilities to create new intellectual property that can be licensed or sold, to build commercial prototypes that can lead to manufacturing, and to create visibility for ULV as a new alternative energy R&D center.

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Appendix A

Faculty

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1. Iraj Parchamazad, Ph.D.

Chair of Chemistry Department and Professor of Chemistry

Ph.D (Doctorat d'Etat) and Graduate Degree in Chemical Technology (D.E.S.T.) Aix-Marseille University, France; M.S., B.S. Teheran University.

• Areas of research Expertise:

Structure, reactivity and selectivity; electron transfer processes induced by light; twisted-intramolecular-charge-transfer excited states; molecular and organic photochemistry, mechanistic organic and organometallic chemistry; photochromism; solar energy storage and conversion. Fuel Cell and Hydrogen Technology, PEM Fuel Cell, Reforming novel catalyst integration and system automation. Stereoselective reactions using zeolite as nanoreactor

2. Mark Nelson, Ph.D.

Professor of Chemistry

Ph.D. University of Washington, Seattle

Research associate Montana State University

• Areas of research Expertise:

UHV systems: XPS, ISS,AES, LEED, EELS, temperature programmed desorption, modulated molecular beam reactive scattering, Electronic Structure Studies of semiconductor surfaces and ordered interfaces using Synchrotron Radiation.

3. Ernest Baughman, Ph.D.

Assistant Professor of Chemistry

PhD University of Minnesota,

M.A.L.S. Reed College,

B.S. in Education, Concordia Teachers College.

• Areas of research expertise:

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FTIR, NIR (received EAS award for his contribution to NIR), FIA.

4. Ricardo Morales, Ph.D.

Assistant Professor of Chemistry

PhD University of California, Riverside

B.S. Simón Bolívar University, Venezuela


Heterogeneous catalysis with supported catalysts. Surface Science. Synthesis of metal nanoparticles.

5. Jay Jones Ph.D.

Professor of Biology and Biochemistry

PhD, M.A., Indiana University

B.A., B.S., M.S. Southern Illinois University


Effects of metals and gases on soil microbes and on plant fluorescence, remote sensing, biogeochemistry, diagenetic changes in biochemical components of plants (particularly cutin), plant physiology, paleobotany.

6. Ernest A. Ikenberry, Ph.D.

Ph.D. Kansas State University, Organic Chemistry

Professor of Chemistry (Emeritus)

7. Melvin Miles Ph.D.

Adjunct Professor of Chemistry

Ph.D., University of Utah


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Thermal batteries, lithium batteries, fuel cells, cold fusion, corrosion, electrochromic materials, thermodynamics, chemical kinetics, and electrochemical super-capacitors.

Curriculum Vitae

1. Iraj Parchamazad, Ph.D.

Dr. Iraj Parchamazad

1589 Bianca Street

La Verne, CA 91750

Tel: (909) 596-6584(home)

(909) 593-3511, ext.4608

Citizenship: USA

E-mail: [email protected]

PROFESSIONAL EXPERIENCE:

1992-Present: Chairman of Chemistry Department and Professor of Chemistry

University of La Verne

1987 - 1992: Associate Professor of Chemistry, University of La Verne

1986 - 1987: Visiting Professor, Chemistry Department

University of Texas at Austin

Other Positions:

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Full Professor, Chemistry Department, Faculty of Sciences, University of Tehran, Iran; several months 1970 and 1972, Visiting Scientist, University of Brunel, England, University Aix-Marseille, France, and, MIT, United States.

PRESENT RESEARCH PROJECTS:

Twisted Intramolecular Charge Transfer Excited States, a Dynamic NMR Approach to TICT State; photochemical storage of solar energy using organic molecules, especially by using intramolecular Charge Transfer States or by Intramolecular Energy Transfer processes; Hydrogen and Fuel Cell technology, Hydrogen production through reforming and photochemical processes, Cation Radical Chemistry and Organic Synthesis, Molecular Photochemistry of pyrazol and pyrazoline derivatives and their optical brightening effects; photochromism and photochemistry of thiopyran derivatives; surface photochemistry and electron transfer processes; conversion of solar radiation to dye-laser; solar R&D projects to prepare some industrial chemicals, e.g. surface-active agents, chlorinated products, long-chain ketones and acids; photoelectrolysis of water, and Solar hydrogen photochemical conversion of halogenated compounds by laser photolysis; photoxidation of hydrocarbons using singlet oxygen, Organoholmium and Organic Synthesis.

RESEARCH AREAS:

Photochemistry, Organic reaction and mechanism, Natural Products, Solar energy conversion and storage (from theory to R&D projects); Environmental Chemistry and technology, petroleum and alternative energy, Solar and Green Chemistry, Petrochemistry

OTHER EXPERIENCES:

Consultant to the Ministry of Industry in Iran 1982-1987, and member of the scientific advisory committee for the preparation of a master plan for the chemical and petrochemical industry of Iran.

Consultant to the Ministry of Energy from 1981-1982 for the application of solar energy in energy planning for Iran.

ACADEMIC HISTORY:

Ph.D. (Doctorat es Sciences), Aix-Marseille University, France, 1968, Doctorat d'Etat, Photochemistry): photochemical action of chlorine upon some aralkyl hydrocarbons, particularly by using concentrated solar radiation. Second thesis: Free radical aromatic

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substitution. Diplome d'Etudes Superieurs Techniques (Graduate Degree in Chemical Technology), Aix-Marseille University, France

Fuel Cell Workshop, 05/16/98, University of California, Irvine.

NMR Annual Workshops Southern California, 1992,93,94,95,96,97,98

Advanced training course, 360 MHZ FT-NMR, one- and two-dimensional, University of Texas, Austin, 1987

Advanced training course, FT-IR BOMEN and NICOLET, University of Texas, Austin, 1987. Introduction to UNIX, Computation Center, University of Texas, Austin, 1986.

Advanced training courses in high-performance liquid chromatography, Switzerland, 1976.

Advanced training in gas-liquid chromatography, 1971, Tehran.

M.S. Chemistry, Tehran University, 1963.

B.S. Chemistry, Tehran University, 1961.

PROFESSIONAL AFFILIATIONS:

Member of American Chemical Society; Member of the Chemical Society of France; Member of COMPLES, la Cooperation Mediterraneenne Pour l'Energy Solaire (International Central Commission of the COMPLES, 1982-1987); Member of International Combustion Society; Member of the European Photochemistry Association.

CONFERENCES AT WHICH PARTICIPATED AND/OR LECTURED (Selected since 1984):

1 Presented at 14th International Conference on Condensed Matter Nuclear Science.

Washington DC August 2008, Abstract # 13, Investigations of Nanoparticle

Palladium/Deuterium Systems in Zeolites I. Parchamazad, J. R. Alston, and M.H.

Miles, Department of Chemistry, University of LaVerne

2. 217th ACS, American Chemical Society National Meeting & Exposition Program

and Workshops, New Development in Semiempirical Quantum Mechanics (

MOPAC 2000, QSAR), March 22-24, 1999, Anaheim California.

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3. 2nd Annual Lake Tahoe Fuel Cell Conference, 26-28 October 1999.

4. Annual National Laboratory R&D Meeting of the D.O.E Fuel Cells for

5. Transportation, 7/28/98 - 7/29/98, Los Alamos, New Mexico

6. Fuel Cell - Engines of the Future, UCI Extension, May 16,1998 212TH ACS,

American Chemical Society National Meeting, August 25-29,1996, Orlando FL

7. Southern California NMR Workshop, Innovation in 2-D Nuclear Magnetic

Resonance Spectroscopy November 16, 1995, SCUM 2000,2001,2002

8. Proposal Writing Seminar Series March 16, 1996, Los Angeles, CA

9. SPIE’s Annual Meeting July 1995 San Diego California

10.Structure and Reactivity Symposium, March 10, 1989, A Dynamic Approach to

TICT States in Pyrimidine Derivatives, University of Texas at Austin, Austin,

Texas.

11. Xth IUPAC Symposium on Photochemistry, 1984, Switzerland, Photochromism

Observed in Thiopyran Derivatives. IUPAC, International Union of Pure and

Applied Chemistry, 1971, alkylation of benzene by cyclopropane.

SELECTED PATENTS AND PUBLICATIONS (Selected since 1984):

1. U.S. Patent Application Serial Number 12/378135, entitled “ Hydrogen Membrane Purifier” March 2009.

2. Patent, US 6,511,521 B1 issued on Jan.28, 2003 PURIFIER OF HYDROGEN FROM REFORMER FOR FUEL CELL

3. Patent, US 6,352,792 B1 issued on Mar.5, 2002 PORTABLE COGENERATION FUEL-CELL POWER GENERATOR FOR RECREATIONAL VEHICLES.

4. Pending U.S. Patent, Portable Co-generation Fuel-Cell Power Generator With High -Yield for Recreational Vehicle, October 5, 2001.

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5. Pending U.S. Patent, Fuel Cell Power Generating Systems for Recreational Vehicles, October 29, 2002.

6. Photochromism observed in thiopyran derivatives, I. Parchamazad and coll., Xth IUPAC Symposium on Photochemistry, 337-8, Switzerland, 1984.

7. Etudes d’alkylation de nitrobenzene par le cyclopropane, I. Parchamazad et coll. C.R. Acad. Sc. Paris, (1978), 373-375

8. Selectivity in alkylation of aromatics by cyclopropane, I. Parchamazad and coll. Abstract book of 26th IUPAC, 1977, Tokyo, Japan

9. Abnormal reaction of benzylmagnesium chloride, VIIIth ICOMC, 1977, I. Parchamazad Kyoto, Japan

10. Selectivity in photochlorination using solar energy, I. Parchmazad and coll., Vol. 1, (1976), Heliotechnique and Development, 488-491, Massachusetts.

11. Photobromination of alkylbenzenes, I. Parchamazad and coll., Proc.of VIth IUPAC of Photochemistry, France, 1976.

12. Etudes de certaines anomalies dans la reaction du chlorure de Benzylmagnesium par l’anhydride acetique, I. Parchamazad et coll. C. R. Acad. Sc. Paris, 282,(1976), 69-71

13. Selectivity in alkylation of benzene by cyclopropane, Revue Roumaine de Chimie, I. Parchamazad and coll. (1976), 1355-1377

14. Etudes comparatives des formations des o, m, et para-chloropropylbenzenes, M.Khosrovi et I. Parchamazad, Tetrahedron Letters, (1975), 4017-4020, England

15. The effect of light intensity in solar photochlorination, non-classical variation of electron density induced by light, Solar Energy Conference, 1976, MIT, USA

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2. Ernest Baughman, Ph.D.

Education: BS in secondary education, Concordia Teachers College, Seward, NB., MALS (Master of Arts in Liberal Studies, my liberal studies were Math and Physics) Reed College, Portland, OR., PhD in Chemistry, kinetics, U of Minnesota.

Work History, two years with DuPont in making nylon, 18 years with Amoco, eight of those were in making Oil Additives, five years of which were spent in a Cost Reduction Program where we tried to make better use of raw materials, and 10 were in On-line Instrumentation. Some of the instruments we developed were the PIONIR 1024, first instrument was given credit for saving $14 million its first year in the refinery, the CS-200 which measures H2S and CO2 in an aqueous amine stream, the Oil and Gas Journal reported these units save $270,000/year/installation in energy and one unit reported an extra $1,000,000 worth of gas when using the instrument, modified a turbidity instrument to measure ppm of H2SO4 in the output of an alkylation unit, one refinery report it paid for its self the first day it was on line. (The refinery world puts two C4’s together to make a high octane C8 and calls that unit the alkylation unit.) There were several smaller developments that made use of optical spectroscopy and FIA, Flow Injection Analysis, tools. Also spent time at Orbital Science as R&D Director but no major accomplishments. Several, 10-15, patents, assigned to DuPont and Amoco, have come out of this work. I’ve also spent a few years teaching at both the High School and University level.

Goals: To find a position where I could save the company money by improving their processes with the use of on-line analytical equipment, some of which has already been invented, others will require new tools to be developed.

Contact information: At the University of LaVerne 909-593 3511 ext 4646, home PO Box 1171, Rancho Cucamonga, CA 91729 phone 909 593 1093

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3. Ricardo Morales, Ph.D.

PERSONAL DATA

Names: Ricardo Alfonso Morales

Permanent address: 1334 W Foothill Blvd, Apt 29F, Upland CA 91786.

Phones: Home: (909)920-3611

Cellular: (951)323-7559

Office: (909)593-3511 Ext 4620.

E-mail: [email protected]

EDUCATION

4. PhD in Chemistry.

University of California, Riverside, Riverside, California, USA.

Graduation: December 2007.

Research Area: Physical Chemistry, Surface Science and Catalysis.

Advisor: Prof. Francisco Zaera

3. Licenciate in Chemistry.

Simón Bolívar University, Caracas, Venezuela.

November 2002.

Research Area: Acetona Transformation into MIBK on Pt-Sn/H[Al]ZSM5 Bifunctional Catalysts.

Advisor: Prof. Luis Melo (Central University of Venezuela, Caracas, Venezuela)

2. Certificate in Methodology of Teaching II.

Grupo Escalera


November 1998.

1. Certificate in Methodology of Teaching I.

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Grupo Escalera


November 1997.

PROFESSIONAL EXPERIENCE

5. Assistant Professor in Chemistry.

Department of Chemistry

University of La Verne.

September 2007 – present.

4. Teaching and Research Assistant.

Department of Chemistry

University of California, Riverside.

September 2003 – August 2007.

3. Research Assistant.

Refining and Petrochemistry Laboratory.

Faculty of Engineering

Central University of Venezuela, Caracas, Venezuela.

August 2001 – October 2002.

2. Teaching Assistant.

Department of Chemistry.


January 2000 – December 2001.1. Chemistry Tutoring.

Grupo Escalera


January 1998 – March 2003.

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ASSOCIATIONS

1. American Chemical Society. Member since 2003.

2. American Association for the Advancement of Science. Member since 2008.

GRANTS

1. Scholarship from the Gran Mariscal de Ayacucho Foundation (FUNDAYACUCHO, Venezuela) for Undergraduate Studies. September 1997 – July 2002.

PUBLICATIONS

1. Morales, Ricardo; Melo, Luis; Llanos, Aura; Brito, Joaquin; Diaz, Yraida; Albornoz, Luis; Moronta, Delfin. Preparation and Characterization of Bifunctional Pt-Sn/H[Al]ZSM5 Catalysts. Catalysis Letters (2003), 89(1-2), 99-104.

2. Morales, Ricardo; Melo, Luis; Brito, Joaquin; Llanos, Aura; Moronta, Delfin; Albornoz, Luis; Rodriguez, Eloy. Acetone transformation over PtSn/H[Al]ZSM5 Catalysts. Journal of Molecular Catalysis A: Chemical (2003), 203(1-2), 277-286.

3. Morales, Ricardo; Melo, Luis; Llanos, Aura; Zaera, Francisco. Characterization of bifunctional PtSn/H[Al]ZSM5 catalysts: a comparison between two impregnation strategies. Journal of Molecular Catalysis A: Chemical (2005), 228(1-2), 227-232.

4. Morales, Ricardo and Zaera, Francisco. Thermal Chemistry of 1-Methyl-1-cyclopentene and Methylene Cyclopentane on Pt(111) Surfaces: Evidence for Double-Bond Isomerization. Journal of Physical Chemistry B (2006) 110, 9650.

5. Wilson, Jarod; Guo, Hansheng; Morales, Ricardo, Podgornov, Egor; Lee, Ilkeun; Zaera, Francisco. Kinetic Measurements of Hydrocarbon Conversion Reactions on Model Metal Surfaces. Physical Chemistry Chemical Physics, 9 (2007) 3830.

6. Morales, Ricardo and Zaera, Francisco. Thermal Chemistry of 1-Methyl-1-Cyclohexene and Methylene Cyclohexane on Pt(111) single crystal surfaces. Journal of Physical Chemistry C (2007) 111, 18367.

7. Lee, Ilkeun; Morales, Ricardo; Albiter, Manuel A.; Zaera, Francisco. Synthesis of Heterogeneous Catalysts with Well Shaped Platinum Particles to Control Reaction Selectivity. Proceedings of the National Academy of Sciences 105 (2008) 15241-15246.

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8. Lee, Ilkeun; Delbecq, Françoise; Morales, Ricardo; Albiter, Manuel A.; Zaera, Francisco. Tuning Selectivity in Catalysis by Controlling Particle Shape. Nature Materials 8 (2009) 132-138.

CONTRIBUTED PRESENTATIONS

1. 49th Annual Convention of AsoVAC, Maracay, Venezuela, November 1999.

Determinación de la concentración de Plomo presente en dos tipos de plantas en distintas zonas de Caracas. (Poster) R. Morales, M. Melo, A. Llanos, and L. Melo.

2. XVIII Simposio Iberoamericano de Catálisis, Porlamar, Venezuela, September 2002.

Transformación de la Acetona sobre Catalizadores Bifuncionales del Tipo Pt-Sn/H[Al]ZSM5. (Oral). R. Morales, L. Melo, A. Llanos, M. Mediavilla, D. Moronta, J. Brito, E. Rodríguez.

3. 10th Congreso Venezolano de Microscopía Electrónica, Maracaibo, Venezuela, October 2002.

Caracterización de Catalizadores Bifuncionales del tipo PtSn/H[Al]ZSM5. (Poster). R. Morales, L. Melo, M. Mediavilla, J. Brito, E. Cañizales, E. Rodríguez.

4. Jornadas de Investigación de la Facultad de Ingeniería UCV, Caracas, Venezuela, November 2002. Preparación, Caracterización y Evaluación de un Catalizador Bifuncional del Tipo PtSn/H[Al]ZSM5. (Oral). R. Morales, L. Melo, A. Llanos, M. Mediavilla, D. Moronta, J. Brito, L. Albornoz.

5. The Third San Luis Symposium on Surfaces, Interfaces and Catalysis, Mérida, Venezuela, March 2004. Characterization of Bifunctional PtSn/H[Al]ZSM5 Catalysts: A Comparison between two Impregnation Strategies. (Poster) R. Morales, L. Melo, A. Llanos, F. Zaera.

6. Gordon Research Conference on Chemical Reactions at Surfaces, Ventura, California, USA, March 2005. Adsorption of Enantiopure Propylene Oxide on 2-Butoxide Covered Pt(111): Probing Surface Chiral Modification. (Poster). I. Lee, R. Morales, F. Zaera.

7. 229th ACS National Meeting, San Diego, California, USA, April 2005.

Thermal Chemistry of 1-Methyl-1-Cyclopentene and Methylene Cyclopentane on Pt(111) single-crystal surface. (Oral) R. Morales, F. Zaera.

8. 4th Annual University of California Symposium on Surface Science on Surface Science and Its Application, Berkeley, California, USA, February 2006. Evidences for Selective β-Hydride Elimination Reactions: Surface Chemistry of 1-Methyl-1-cyclopentene and Methylene Cyclopentane on Pt(111). (Poster) R. Morales, F. Zaera

9. 232nd ACS National Meeting, San Francisco, California, USA, September 2006.

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Thermal chemistry of 1-methyl-1-cyclohexene and methylene cyclohexane on a Pt(111) single-crystal surface. (Oral). R. Morales, F. Zaera.

10. 53rd AVS Annual Symposium, San Francisco, California, USA, November 2006.

Double-Bond Isomerization in Cyclic Olefins Adsorbed on Platinum Surfaces. (Oral) R. Morales, F. Zaera.

11. XIII International Symposium on Relations between Homogeneous and Heterogeneous Catalysis, Berkeley, California, USA, July 2007.

Reflection-absorption infrared spectroscopy studies of the stability and reactivity of alkylidynes on Pt(111) single-crystal surfaces in the presence of atmospheric pressures of hydrogen. (Poster) R. Morales, F. Zaera.

12. XIII International Symposium on Relations between Homogeneous and Heterogeneous Catalysis, Berkeley, California, USA, July 2007. Acetone Transformation on PtSn/H[Al]ZSM5 bifunctional catalysts: Effect of the density of acidic sites. (Poster) R. Morales, B. Barrera, A. Llanos, J.L. Brito, M. Mediavilla, and L. Melo.

COURSES.

2. Summer School “Techniques of Surface Science and Catalysis”

August 13th-26th 2006 – University of California, Santa Barbara.

Santa Barbara, California, USA.

1. 1st Iberoamerican School in Catalysis

September 14th-15th, 2002 – XVIII Iberoamerican Symposium of Catalysis.

Porlamar, Isla de Margarita, Venezuela.

ADDITIONAL DATA.

1. More than 12 International Journal articles reviewed.

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Appendix B

Chemistry Course Rotation

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Chemistry

Subject Course Title

Fall

06 Spring

07 Fall 07

Spring 08

Fall 08

Spring 09

Fall 09

Spring 09

CHEM 103 Introduction to Chemistry x x x x x x x x

CHEM 103L Introduction to Chemistry Lab

x x x x x x x x

CHEM 199 Independent Study As needed

CHEM 201 General Chemistry I x x x x

CHEM 201L Gen Chemistry I Lab x x x x

CHEM 202 General Chemistry II x x x x

CHEM 202L General Chemistry II Lab x x x x

CHEM 230 Analytical Chemistry I x x

CHEM 230L Analytical Chem I Lab x x

CHEM 280 Topics in Modern Chem x x x x x x x x


CHEM 303 Energy Issues x x x x x x x x

CHEM 311 Organic Chemistry I x x x x

CHEM 311L Organic Chem I Lab x x x x

CHEM 312 Organic Chemistry II x x x x

CHEM 312L Organic Chemistry II Lab x x x x

CHEM 314 Biochemistry x x x x

CHEM 314L Biochemistry Lab x x x x

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Subject Course Title

Fall

06 Spring

07 Fall 07

Spring 08

Fall 08

Spring 09

Fall 09

Spring 09

CHEM 315 Advanced Biochemistry If needed


CHEM 411 Physical Chemistry I x x

CHEM 412 Physical Chemistry II x x

CHEM 412L Physical Chemistry II Lab x x

CHEM 420 Environmental Chemistry If needed x

CHEM 420L Environmental Chemistry Lab

If needed x

CHEM 430 Instrumental Meths of Analysis

x x

CHEM 430L Analytical Chemistry II Lab x x

CHEM 440 Inorganic Chemistry x x

CHEM 450 Advanced Organic Chemistry

x x

CHEM 499 Senior Seminar/Project As needed

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Appendix C

Selected Chemistry Course Outline

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CHEM 201. General Chemistry I.

The student is exposed to comprehensive treatment of topics related to introductory quantum chemistry, quantum numbers, atomic and molecular orbital and chemical bonding. Lecture portion shall include interaction of matter and electromagnetic radiation, behavior of electrons in atoms and molecules, atomic and molecular structures, chemical and physical properties of chemical dynamic systems, chemical bonding theories, and thermo-chemistry. Stoichiometry calculations should be involved in most areas of chemical systems to promote better understanding of modern chemistry and critical thinking to solve scientific problems. Laboratory, which is required for all students enrolled for this course, consists of experiments corresponding to the subjects listed below..

CHEM 202. General Chemistry II.

Building on concepts and basic principles learned in General Chemistry I, topics involving the physical nature of chemical systems and their mathematical descriptions will be discussed in General Chemistry II. These topics include thermochemistry, thermodynamics, properties of gases, liquids, solids and solutions, chemical kinetics, chemical equilibrium, weak acid and bases including buffers, and solubility. Laboratory, which is required for all students enrolled for this course, consists of experiments corresponding to the subjects listed above.

CHEM 201-2L. General Chemistry Laboratories.

The student is exposed to the general safety requirements which include no cutoffs, goggles, and shoes with solid tops and reasons for them in the laboratory. Basic laboratory techniques which include the proper use of the balance, pipets, mass balance equations, redox reactions and their implications are taught. The student works with acids and bases and uses this knowledge in determining the acetic concentration in vinegar. The student determines the empirical formula of a compound. The student is involved in naming and molecular geometry as well. Most students enjoy making aspirin and using computerized titration methods. The second semester closes with a five week experiment that finishes with the student doing a qualitative analysis of ions in solutions.

CHEM 280. Topics in Modern Chemistry. ( For non-science majors)

In this course, a survey of the chemical principles in chemistry is used to show students about the different chemical processes and phenomena that exist in the world surrounding us. In this way, students will learn and understand how and why things happen everyday.

CHEM 230. Analytical Chemistry.

In this course, the experimental methods and data handling common in chemical analysis are covered. Starting from the data analysis and error treatment, students will be taught about volumetric, electrochemical, and gravimetric analysis and techniques that are used in the analytical field. This course is meant to be practical, focusing on techniques and problems found in analytical chemistry.

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CHEM 303. Energy Issues.

The purpose of this course is to get the student to think about the potential of what would happen if gasoline was no longer available at any price, diesel was a thing of the past, one no longer had nylon or polyester in their wardrobe, plastics no longer existed, many of the pharmaceutical were not available, and some foods no longer existed (some foods are made directly from crude oil). Is there a way to prevent this from happening? The course also looks alternative energy sources, nuclear both fission and fusion, solar in its various forms, hydro, wind, solar cells, and hydrogen and geothermal. It is noted that these supply energy only, not the other items that can be made from crude oil. A major aspect of the course is that each student prepares an energy topic and gives a report to the class and a short paper.

CHEM 311. Organic Chemistry I

The purpose of this course is to get student to think about the relationship between the structure of molecules and their reactivity along with the interactions between the orbitals involved. The successful mastery of organic chemistry requires intensive knowledge of physical organic chemistry, reaction mechanism, quantum and spectroscopic concepts. Lecture portion shall include a wide range of reaction mechanism including substitution, addition, and free radical reactions. Proton NMR, IR, UV, and mass spectrometry will be covered in class and laboratory.

CHEM 312. Organic Chemistry I I

Building on concepts and basic principles learned in Organic Chemistry I, topics involving the detailed reaction mechanisms and rearrangements and their intermediates will be discussed. Precyclic reactions and Woodward-Hoffman Rules and the conservation of orbital symmetry are discussed. Lecture and laboratory shall include C-13 NMR and NMR of the nuclei other than H and C-13 NMR including 2-D NMR. Along with the fundamentals of organic chemistry, critical-thinking and problem-solving skills are developed. Students will receive theoretical and practical knowledge that will serve them well in any professional or academic endeavor.

CHEM 411. Physical Chemistry I.

This course covers the three Laws of thermodynamics applied to ideal and non-ideal physicochemical systems. Also, students are instructed about chemical dynamics including molecular kinetic theory and chemical kinetics.

CHEM 412. Physical Chemistry II.

In this course, students are taught about quantum mechanics, symmetry, group theory, atomic and molecular structure, chemical bonding and statistical mechanics. A large amount of the course is dedicated to the calculations involved the different covered topics.

CHEM 430. Instrumental Analysis.

Surveys the principles of the different techniques used in modern instrumental methods of analysis, such as spectroscopy, chromatography, and electrochemistry.

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CHEM 440. Inorganic Chemistry.

Students are instructed about the atomic and molecular structure of inorganic compounds, giving emphasis in the study of the theory of molecular orbitals. Symmetry elements, operations and group theory are the most extended topics covered in this course. In addition, students are taught about descriptive inorganic, coordination, and solid-state chemistry.

CHEM 450. Advanced Organic Chemistry.

A study of the relationship between the structure of molecules and their reactivity is indispensable in advanced organic chemistry. Molecular orbital calculations, spectroscopy, kinetics and thermodynamics are of prime importance when probing the depth of reaction mechanisms. In addition the student is exposed to Hard and Soft Acid –Base theory. Topics covered in this course include theoretical & physical principle of organic reactivity, Huckel Molecular Orbital calculations (HMO & EHMO), molecular orbital interactions and reaction mechanism. The student is exposed to molecular photochemistry and photo-physics, including energy transfer and conversion processes. The Hammett Equation and its relationship to reaction mechanism is fully covered.

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Appendix D

Selected Chemistry Course Syllabi

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COURSE SYLLABUS

Fall 2008, Chem 201

CHEMISTRY 201-2, General Chemistry I&II

One year beginning chemistry course for science, engineering, and pre-health science students.

Prerequisites

Competent level of high school chemistry, mathematics, and physics, or Chemistry 103 (Introduction to Chemistry), or consent of the class instructor.

Course Description

Lecture portion shall include interaction of matter and electromagnetic radiation, behavior of electrons in atoms and molecules, atomic and molecular structures, chemical and physical properties of chemical dynamic systems, chemical bonding theories, and thermo-chemistry. Chemical calculations will be involved in most areas of chemical systems.

Laboratory, which is required for all students enrolled for this course, consists of experiments corresponding to the subjects listed above.

Goals

Comprehensive treatment of topics related to introductory quantum chemistry, chemical bonding dynamics, and molecular behavior in this course is designed to promote better understanding of the interactions of man, matter and the environment. Using knowledge gained in lecture, laboratory, reading, and homework assignments, students are expected to be able to solve basic chemical problems and understand the concepts related to the following topics:

The Quantum Mechanical Atom, Units and dimensional analysis. Atoms, molecules, and ions; mole concept

Interaction of matter and electromagnetic waves, Behavior of electrons in atoms and molecules, Atomic structure and the periodic table, Chemical bonding and structure.

Valence Shell Electron-Pair Repulsion theory and molecular shapes

Molecular Orbital and Valence Bond theories

Stoichiometry and chemical reactions; acid-base equilibrium

Chemical thermodynamics, equilibrium, and chemical kinetics

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Intermolecular forces and state of matter (gas-liquid-solid)

Redox reactions, ion-electron methods and electrochemistry.

Coordination compounds and organic chemistry:

Environmental Compliance

Please note that the new safety codes and regulations require that extra care and caution must be taken by every individual student when handling any chemical while working in lab. Copies of all respective MSDS (Material Safety Data Sheets) are available in designated areas and also on the Chemistry Computer System. Before handling or using any chemical, make sure that you read and understand the information on the respective MSDS. No hazardous material may be disposed of down the sink, and these materials must be stored in designated containers for later treatment and disposal. A pair of safety goggles with side guards for your eye protection and a lab coat are required at all times. Also, open shoes, such as sandals, or shorts will not be permitted. Long hair must be tied back. Students may never work alone in the laboratory. Lab technique is part of the total lab grade. You will need a lab note book, and a scientific calculator.

General Information

You may need an electronic calculator, a periodic table, and other reference material.

Your instructor: Dr. Iraj Parchamazad, MA 50, 593-3511, ext.4608.

You are expected to attend class and lab on a regular basis and to be on time for each session.

I expect all of you to come to class on time. It is disrupting and inconsiderate when you come to class late and disrupt the lecture discussion.

I will not tolerate cell phones ringing during class. I will not tolerate students talking during the class (unsolicited conversation).

Text Materials

Lecture: James E. Brady and Fred Senese, Chemistry: Matter and Its

Changes, Fourth Edition, John Wiley & Sons, New York, 2004.

Lab Jo A. Beran, Laboratory Manual for Principles of General

Chemistry, 7th ed., John Wiley & Sons, New York 2004

Course Organization

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1. Lecture: Mon.,Wed., and Fri., 8:00 - 9:10 A.M., La Fetra Auditorium

Hour Tests: Two such tests will be given during the semester. Each will cover all

the material studied up to that time. These tests will be designed to be completed in

one session.

2. Laboratory: Mon. 6:00 - 9:50 P.M., or Tues. 2:00 - 6:00 P.M., or Thurs, 2 -6 PM

The lab schedule for the entire semester is attached. Prepare for your lab by

answering questions in the Pre-laboratory Assignments and as per lab

instructions provided to you by lab Professor, Dr. Ernest Baughman,

MA 56C, 593-3511, ext.4646

3. Questions and Conferences: Only if you do not study hard enough will you have no questions! Have your questions answered as soon as possible; the staff is eager to help you. Please do not hesitate to ask for an appointment whenever we can assist you in understanding the subject matter in this course.

4. Make-up Test Policy: In accordance with university policy, make-up exams will be given only in cases of illness or unavoidable official university function. For a

qualified make-up, please make an arrangement with your instructor; if possible in advance. As noted in the catalog, the make-up exam fee is $40.

5. Don’t try to memorize your way through your learning process. With little memorization, try to grasp the major concepts, facts, and basic principles and develop logic strategies to apply your knowledge to work the problems.

For example, in naming the chemicals, do not memorize the name of each compound. Instead, try to learn the concepts and rules for naming the chemicals.

Final Grade

Your final grade will be computed APPROXIMATELY as follows:

Let: HT = your homework total 50 max

HE = the average of your TWO tests 260 max

FE = your final exam grade 450 max

LT = your lab total 240 max

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Then your final numerical grade = HT + HE + FE + LT. We do not know at this time, and will not predict, the exact letter grade boundaries.

Homework assignments Fall 2007: To be turned in by dates defined by the instructor during the course. Because most topics in chemistry are related and build on one another, it is important to work on and turn in assignments as they are due.

In order to do well in this class, you need to spend enough time to read and learn from your text book, lab book and notes, and be prepared for the next class or lab.

P: Practice exercise; T: Thinking it Through; R: Review Questions/ Problems

#1 1: P5, P6, P8, T4, T8, T10, R22, R23, R26, R37, R55, R80, R83

#2 2: P9, P10, P12, P16, R22, R26, R39, R48, R51, R60

#3 2: R62, R67, R73, R76, R80, R83, R86, R88

#4 2: R90, R91, R94, R96, R97, R100, R106, R108

#5 3: P6, P10, T6, T10, R16, R19, R21, R70, R82, R102

#6 4: P5, P6, P8, P11, P16, P18, P19, P20, P21, P23, P24, P25

#7 4: T11, T13, R28, R57, R60, R73, R76, R87, R88

#8 4: R93, R101, R103, R104, R105, R117, R120, R122, R136

#9 8: P1, P3, P5, P7, P9, P10, T1, T3, T5, T6, R6, R33

#10 8: R36, R39, R46, R53, R58, R63, R70, R84, R89, R93

#11 8: R97, R99, R111, R120, R126, R128, R131, R147, R148

#12 9: P1, P2, P3, P6, P7, P9, P11, P12, T3, T5, T8, T9, R1, R7

#13 9: R13, R16, R21, R22, R27, R37, R50, R52, R56, R66, R69

#14 9: R75, R79, R86, R91, R99, R115, R116, R120, R123, R135

#15 10: P6, P7, P8, P10, P12, P14, T2, T6, T9, R20, R22

#16 10: R24, R36, R43, R44, R45, R52, R57, R58, R67, R75

#17 10: R81, R85, R86, R88, R93, R96, R97, R104, R107

#18 5: P2, P3, P5, P10, P12, P15, P18, P21, P22, P23, P29

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#19 5: T8, R1, R5, R12, R14, R20, R36, R37, R41, R50, R54

#20 5: R61, R63, R79, R86, R88, R106, R113, R116, R132, R143

#21 6: P3, P9, P10, P12, P17, T6, T12, R10, R19, R26, R28

#22 6: R44(a,c,h), R45( a,e), R57, R58,R77, R88

#23 17: P1, P2, P4, P7, P9, T2, R14, R23, R30, R35, R42, R43

#24 17: R49, R51, R52, R54, R60, R61, R72, R74

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General Chemistry I - C201

Tentative Schedule, Fall 2008

Date Topic Chapters*

09/03 Intro. to General Chemistry,

physical and chemical properties 1

09/05-09/15 Atoms, molecules, naming inorganic compounds,

and chemical equations, and Units 2,3 & 5(1-10)

09/17-09/24 Stoichiometry and calculations, Redox reactions 3,4

09/26 Energy Change and Chemical Reaction 7

09/29-10/08 Interaction of matter and electromagnetic waves,

behavior of electrons in atoms and molecules 8

10/10 – 10/17 Quantum Numbers and Periodic Table 8

10/20 FIRST TEST

10/22 Lewis structures and chemical bonding 9

10/24-11/03 Covalent bonding and molecular structure,

VSEPR 9,10

11/05 -11/12 Hybridization and MO Theory 10

11/14 – 11/19 Chemical reactions, ionic reactions 5

11/21 SECOND TEST

11/24 Redox Reactions 6

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11/26-11/28 THANKSGIVING HOLIDAY

12/01-12/03 Redox Stoichiometric Calculations 6

12/05 - 12/10 Acids and Bases, and periodic correlations 17

12/12 Organic chemistry or General Review 25

12/15-12/19 FINAL EXAM

*Chapters where material is discussed. More important chapter sections will be

assigned at a later date.

General Chemistry I - C201

Tentative Laboratory Schedule, Fall 2008

Week

09/08 - 09/11 Equipment check-out and general instruction Page 1 & Dry Lab 1(p37)

Safety rules, MSDS, SI units, and calculation

09/15 - 09/18 Basic lab techniques and operations Page 11 & Ex.1 (p45)

09/22-09/25 Empirical formula of a compound Ex.7 (p109)

09/29-10/02 Limiting reactant Ex.8 (p117)

10/06-10/09 Periodic chart and periodic law Ex.11 ( p143)

Inorganic nomenclature I & II Dry Lab 2A,2B (p85, 88)

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10/13-10/16 Acids and bases; pH Ex.6 (p 97)

Inorganic nomenclature III Dry Lab 2C (p92)

10/20-10/23 Identification of a compound Ex.2 (p53)

10/27-10/30 Antacid analysis and potentiometric analysis Ex.17&18 (p213, 221)

11/03-11/06 Molecular geometry, Electronic

and molecular geometry, Spectroscopy Dry Lab 3 (p155)

and identification of a compound.

11/10- 11/13 Aspirin synthesis and analysis Ex.19 (p231)

11/17-11/20 Oxidation-reduction reactions Ex.27 (p309) and Handout

11/26-11/28 Thanksgiving Holiday, NO LAB

12/01- 12/04 Molar Solubility, Common ion effect Ex.22 (p257)

12/08-12/11 Check-out and Clean-up

12/15 –12/19 FINAL EXAM WEEK

NOTE: You must have a passing grade in both the lecture and laboratory portion of this course to receive a passing grade for the course. That is, if you fail either the lab or the lecture portion of this course; you will receive a failing grade for the course. You must attend all laboratories.

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COURSE SYLLABUS

CHEM 311

Fall 2009

COURSE DESIGNATION

CHEMISTRY 311-12 ORGANIC CHEMISTRY

Undergraduate course, one year beginning organic chemistry course for science, engineering and pre-health science students.

PREREQUISITE: Chemistry 201-2, Consent of instructor of class.

COURSE DESCRIPTION

The frontiers of modern organic chemistry encompass industrial, synthetic, analytical, physical, and theoretical chemistry. A study of the relationship between the structure of molecules and their reactivity is of prime importance. Careful studies of molecular structure of organic compounds and the concept of functional group make a connection between structure and reactivity. The successful mastery of organic chemistry requires intensive knowledge of physical organic chemistry, quantum and spectroscopic concepts. Lecture portion shall include a wide range of topics concerning structure, stability, reactivity, and reaction mechanism.

Objectives:

The objectives of organic chemistry are to give the beginning student a basic understanding of carbon chemistry. This includes structure and properties of carbon compounds which are the basic building blocks of all living things. We learn the nomenclature, synthesis and chemical properties of almost all common classes of organic compounds. We are introduced to molecular orbital theory, covalent bonding and reaction mechanisms. We study the spectroscopic methods for structural determination especially infrared (IR), nuclear magnetic resonance (NMR) both 13C and 1H, and mass spectroscopy. In the laboratory, we learn the basic techniques of organic chemistry; preparation, separation, purification and analysis of organic compounds. Students are expected to be able to solve and explain different problems of organic chemistry through lecture, reading, laboratory work and homework assignment on various topics.

TEXT MATERIAL

LECTURE: Organic Chemistry, Francis A. Carey, Seventh Edition, McGraw-Hill Inc. 2008

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LABORATORY: Organic Laboratory Techniques, D.L. Pavia, Second Edition, Brooks/Cole 2005

ENVIRONMENTAL COMPLIANCE:

Please notice that the new safety codes and regulations require that extra care and caution need to be taken by every individual students in handling all the chemicals while working in laboratory. All respective MSDS (MATERIAL SAFETY DATA SHEETS) copies are available in designated areas and also on the Chemistry Computer System. Before using or handling any chemical, make sure that you read and understand the information on the respective MSDS. No hazardous material must be disposed into the sink, and these materials must be stored in designated container for a later treatment and disposal.

A pair side of safety goggles with guards for your eye protection and a lab coat is required at all times, without exception, in the laboratory. Also, open shoes such as sandals, or shorts will not be permitted. Long hair must be tied back. At no time is any student allowed to work alone in the laboratory. Part of your lab grade will be based on safe and appropriate lab technique.

YOUR INSTRUCTOR: Dr. Iraj Parchamazad, SEL 50, 593-3511, ex.4608.

ASSIGNMENTS:

Homework assignments will be given in class. Assignments will consist of problems from each chapter of the text and handouts given in class. The answers to all problems from the text are provided in the publisher=s study guide. Answers to handouts will be made available by the instructor. Because most topics in chemistry are related and build on one another, it is important to work on and turn in assignments as they are due.

In order to do well in this class, you need to spend enough time to read and learn from your text book and notes, and be prepared for the next class or lab. Don=t try to memorize your way through your learning process. With a little memorization, try to grasp the major concepts, mechanisms, reasons, facts, and basic principles and develop logic strategies to apply your knowledge to work the problems. It does not work with A only memorization@; believe me.

If you follow this approach to learning chemistry, you will do well on the organic chemistry exams.

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Attendance:

You are expected to attend class and lab on a regular basis and to be on time for each session.

I will not tolerate cell phones ringing during class.

The final grade will be computed approximately as follows:

30% Three Hour Exams

35% Final Exam

25% Laboratory

10% Homework (details and assignments in class)

All homework assignments and laboratory reports must be turned in without delay on the day announced in class.

Course Organization

1. Lecture: Mon., Wed., and Fri., 10.20-11:20 am

2.Lab: The lab schedule for the entire semester is attached. Tues. or Thurs 2:00 – 6:00 pm

3. Makeup test policy:

In accordance with the University policy, make-up exams will be given only for illness or unavoidable official function of the University. For a qualified make-up, please make an arrangement with your instructor, in advance if possible. As noted in the ULV catalog, the fee for a make-up exam is $40.

4. Students are expected to comply with all safety and environmental regulations. Safety goggles and lab coats are required; working alone is not permitted. Any work done outside of the scheduled lab sessions must be approved and monitored by Chemistry personnel. One pagesummaries of the scheduled lab will be due each week; lab reports must be submitted on the day specified by the instructor. Quizzes will be given periodically to check understanding.

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ORGANIC CHEMISTRY I, TENTATIVE SCHEDULE

FALL 2009

Date Topics Chapter*

08/31- 09/04 Chemical bond and molecular structure 1

Reactivity and Resonance

09/09 - 09/11 Introduction to M.O. Theory

Orbitals, Alkane and Cycloalkane 1,2

09/14 - 09/18 Energy changes and reaction rates 2,3

Functional Groups, Conformations of Alkanes

and mono-substituted Cycloalkane

09/21- 09/ 25 REACTION MECHANISM, pushing electrons 4

Resonance forms, Alcohols and Alkyl Halides

Free- Radical reactions

09/28- 10/ 05 Organic Spectroscopy, NMR, IR, MS 13

10/07 FIRST TEST

10/09- 10/14 Stereoisomers, Chiral Center and

Conformational Analysis 7

10/16- 10/23 Nucleophilic Aliphatic Substitution

SN1, SN2, Carbocations, alcohols&ethers 8

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10/26 - 10/30 Hindered Rotation, Elimination Reactions

Unimolecular and Bimolecular Elimination 5

11/02 - 11/09 Reaction of Alkenes, Addition Reactions 6

11/11 SECOND TEST

11/13 - 11/20 Alkynes, carbon-carbon triple bond 9

11/23-11/25 Dienes, Conjugation and Resonance 10

11/26- 11/27 THANKSGIVING RECESS

111/30 - 12/02 Dienes, Conjugation and Resonance 10

12/04 HIRD TEST

12/07- 12/11 Aromaticity & Aromatics 11

12/14-12/19 FINAL EXAM WEEK

----------------------------------------------------------------- * Chapters where the material is discussed. More important chapter sections will be assigned during lecture sessions.

ORGANIC CHEMISTRY 311

FALL 2009

TENTATIVE LABORATORY SCHEDULE

WEEK EXPERIMENT Chapter or page

09/08-09/10 Equipment check-out and general instruction

Safety rules, basic organic lab techniques P557-658

Melting Point, and Sublimation P659-66, P21(c) and 779-85

09/15-09/17 Separation and Purification: Distillation,

Simple Distillation and Refractometer P723-744 and 867-872

09/22-09/24 Gas Chromatography and Fractional Distillation P744-760 and 837-854

09/29-10/01 Steam Distillation, P105, 786

Thin Layer Chromatography P819

10/06-10/08 Identification of organic compounds P 873- 908

NMR, IR and MS, Computer Simulation

10/13-10/15 Continuation of NMR, IR and MS P909-964

and Computer Simulation

10/20-10/22 Conversion of Alcohols to Alkyl Halides P187-193

n-Butyl Bromide, t-Butyl Chloride

10/27-10/29 Grignard Reactions P303-312

11/03-11/05 Grignard Reactions

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11/10– 11/12 Photochlorination and photobromination See the Handout

Free-Radical VS Electrophlic Substitution

11/17– 11/19 Continuation of photochemistry

11/26-11/27 THANKSGIVING HOLIDAY, NO LAB

12/01-12/03 E1 and E2 Reactions See the Handout

12/08-12/10 Equipment check out and general cleanup

12/14-12/19 FINAL EXAM WEEK

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Syllabus for Energy Issues, Chem 303, NASC 303, Phys 303

Fall Sem. 2009

Wednesday 6:30PM—9:50 PM Sept. 2 – Dec. 16

Textbooks: “Out of Gas” by David Goodstein and the 4th edition of “Energy—Its uses and the Environment” by Roger Hinirichs and Merlin Kleinback and related newspaper articles. (Out of Gas will be used 12/2, it is very eye opening.)

Instructor Dr. Ernest Baughman, Contacts phone ext 4646, email [email protected] (No capitals) Phone ext 4646, Office FH 8 (backroom)

Purpose of the course: To start preparing you for the time you no longer have gasoline to put in your car at any price; no longer have nylon or polyester in your wardrobe; no longer have polyethylene, polypropylene, nor polystyrene commonly called plastics; no longer heat your home or cook with natural gas. Natural gas produced electricity is a thing of the past; some of your pharmaceuticals will not be available. Your food supply will be limited. (Yes, certain foods are made directly from crude oil and many of our farms depend on diesel, which is derived from crude oil, powered tractors.) Sad outlook!

We will also look at some substitute sources of energy, nuclear fusion and fission, hydrogen, solar cells, wind…. What is required for them to replace crude oil, at least as a source of energy?

Normal class sessions will start with a quiz following any questions you are willing to voice. Normally the quiz will be taken from the “Questions” or “Problems” in “Energy” which were assigned for the week. The first week’s quiz will be based on the symbols for the following elements: Hydrogen, H, Helium, He, (note when two letters are used only the first is capitalized), Lithium, Li, Boron, B, Carbon, C, Nitrogen, N, Oxygen, O, Fluorine, F, Neon, Ne, Sodium, Na, Magnesium, Mg, Aluminum, Al, Silicon, Si, Phosphorus, P, Sulfur, S, Chlorine, Cl, Argon, Ar, Potassium, K, Calcium, Ca, Iron, Fe, Cobalt, Co, Nickel, Ni, Copper, Cu, Zinc, Zn, Arsenic, As, Bromine, Br, Silver, Ag, Tin, Sn, Iodine, I, Gold, Au, Mercury, Hg, Lead, Pb, Thorium, Th, Uranium, U, and Plutonium Pu. (You must know the symbol in both directions, which is element to symbol and symbol to element. Since I speak chemistry, not English, this will help you.)

Each student will be required to give a presentation of about 15 minutes on some energy issue. A short, four-five page, paper must accompany the presentation, you must have at least 5 references. Topics must have prior approval; the reason for this is to spread the topics out. At

3

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last count, there were 339 articles and books in the Wilson Library on Energy Issues, more have been added since then. (Tentative schedule is people with last names starting with A or B will give their papers on 9/30, C 10/7, D 10/21, G-L10/28, M 11/4, N-T 11/11 and R-Z 12/2.) We will have a session in the Wilson Library on Sept. 9 to give you information on how to access their resources and those of libraries connected to them. Note these presentations and papers are 15% of your final grade. An easy 15% of your final grade if you put some effort in, however if I notice many misspellings, poor grammar etc. you will not receive full credit.

I do not grade homework questions: however, I strongly recommend you do them because they will help you learn the material and are the source for quiz questions, except for the first one which is element abbreviations, and most of the exam questions.

Grading Policy

15% Presentation and Paper

20% Quizzes (weekly unless there is an exam)

30% Hourly Exams (there will be two)

35% Final Exam (This will attempt to cover the whole course.)

The following homework refers to “Energy-Its Use and the Environment”. Due date is given

9/9. We will start in Wilson Library room 152 at 6:30 pm and return to our normal room after the library presentation. Chapter 1 Questions 1,2,4,5,11,16,18

Chapter 2 Problems 1,2,3,4,6,7,8,12,13

9/16 (Please note the typo on page 90, food Calorie, should be spelled with a capital, therefore 1 Cal = 1,000 cal.) Chapter 3 Questions 1,2,4,5,6,7,9,11 Problems 1,3,4,7

Chapter 4 (Note: Fig 11.24 is on page 382) Questions 2,3,6,9,12,13,20 Problems 1,3,5,7,9,11

9/23 Chapter 5 Questions 1,5,7,11 Problems 1,7

Chapter 6 Questions 1,3,7,13,17 Problems 2,3,5,6,7

4

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9/30 Chapter 7 Questions 1,3,6,8,10 Problems 1,2,3,5 also “Special Topic” Questions

2,4,5 and Chapter 8 Questions 2,3,5,7,9,11,13,15,16,21 Problems 1,2,3,5,6

10/7 Chapter 9 Questions 1,3,5,7,9,12,13,17 (Prepare for Exam 1)

10/14 Exam 1 Chapter 10 Questions 1,2,4,5,6,7,9,12,13,17 Problems 1,3,4,7,9,11,13

10/21 Chapter 11 Questions 1,3,5,7,9,12 Problems 1,2,3,4

Chapter 12 Questions 1,2,3,8,11,13 Problems 2,3,5,6,7

10/28 Chapter 13 Questions 1,4,5,7,8,9,10,11,13

11/4 Chapter 14 Questions 1,4,7,8,9,10,13,14,18

11/11 Chapter 15 Questions 1,3,5,10,11,13

11/18 Chapter 16 Questions 1,2,5,8 Chapter 17 Questions 2,3,5 Problems 1,2,3 (Prepare for Exam

11/25 Exam 2 Chapter 18 2,4,7 (San Bernardino only)

12/2 Read “Out of Gas” Class time will be a discussion of the book

12/9 Read Chapter 19 Questions for the Final

12/16 FINAL

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CHEM – 440: Inorganic Chemistry

Fall 2009 Syllabus

MWF 9:10 – 10:10 AM Instructor: Dr. Ricardo Morales Mainiero Building (MA) 56B Phone: (909) 593-3511 x4620 Email: [email protected] Office Hours: T-F after 2:30 pm (or by appointment) Text Book: James E. Huheey, Ellen A. Keiter, and Richard L. Keiter, Inorganic Chemistry, Fourth Edition (1993) Harper Collins. Course Description: This course will cover the basic principles of modern inorganic chemistry. A heavy emphasis will be placed on understanding theories that describe the structure of inorganic molecules and how structure relates to reactivity and chemical properties. If time permits, the course will conclude with some descriptive chemistry of the elements. Goals: Inorganic chemistry is the branch of chemistry concerned with the properties and behavior of inorganic compounds. This field covers all chemical compounds except the myriad organic compounds (compounds containing C-H bonds), which are the subjects of organic chemistry. The distinction between the two disciplines is far from absolute, and there is much overlap, most importantly in the sub-discipline of organometallic chemistry. Classroom rules and Attendance: Be on time. You are expected to attend all lectures. Bring your textbook. Inappropriate behaviors will not be tolerated. Grading Policy: You will be evaluated based on the following scale: Homework: 15 % Three Exams: 55 % Final: 30 % Homework problems will be assigned in the lecture when a chapter is complete. They must be turned in to me at the beginning of the lecture period the day they are due, no exceptions. They will be accepted up to one calendar day after they are due. The maximum score on a late homework assignment is 75%.

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Makeup Policy: According to university policy, makeup exams for two hourly exams will be given only to those with University accepted excuses. Those qualified for makeup exams should contact your instructor in advance. No makeup exams otherwise.

Tentative Class Schedule Week Topics Chapters

08/31 – 09/04 The Structure of the Atom

2

09/07 Labor day – No class 09/09 – 09/11 Symmetry and Group

Theory 3

09/14 – 09/18 Symmetry and Group Theory

3

09/21 – 09/25 Symmetry and Group Theory

Exam #1

3

09/28 – 10/02 Bonding Models…(1) 4 10/05 – 10/09 Bonding Models…(2) 5 10/12 – 10/16 The Structure and

Reactivity of Molecules

6

10/19 – 10/23 The Solid State Exam #2

7

10/26 – 10/30 Acid Base Chemistry 9 11/02 – 11/06 Chemistry in Aqueous

and Nonaqueous solvents 10

11/09 – 11/13 Coordination Chemistry 11 11/16 – 11/20 Coordination Chemistry 11 11/23 – 11/25 Coordination Chemistry

Exam #3 11

11/26 - 11/27 Thanksgiving break 11/30 – 12/04 Organometallic

Chemistry

15 12/07 – 12/11 Organometallic

Chemistry 15

12/14 – 12/18 Finals

7

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Appendix E

Senior Project Evaluation Rubric

And

Senior Project Presentation Evaluation form

8

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Code Number: __________ 4/29/02

Course Dept. and Number: ___________

Semester: ___________

Senior Project Rubric/Rating Scale

1= Excellent (Demonstrates skill or property to a very high degree)

2= Good (Demonstrates skill or property to a high degree with minor or occasional shortcomings)

3= Fair (Demonstrates skill or property at a minimally acceptable level with some serious shortcomings)

4= Poor (Demonstrates skill or property at less than acceptable level with serious shortcomings)

A. Integration and Inference 1 2 3 4 1. Has clear and well-defined thesis

1 2 3 4 2. Recognizes the complexity of the factors involved

1 2 3 4 3. Uses scholarly sources and appropriate research methodology

1 2 3 4 4. Thoroughly analyzes, evaluates and integrates information

1 2 3 4 5. Concludes and infers appropriately

B. Reference List 1 2 3 4 6. Majority of sources are current (appropriately current)

1 2 3 4 7. Sources are from refereed journals or scholarly books and

exceptions are appropriate

1 2 3 4 8. Formatting is consistent with appropriate academic style

(e.g.APA, MLA)

1 2 3 4 9. Total number of references is reasonable (not too few or not too

many)

1 2 3 4 10. Reference list matches with citations

9

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C. Organization 1 2 3 4 11. Is well-organized (good headings/paragraph breaks)

1 2 3 4 12. Main ideas are clear and vivid

1 2 3 4 13. Sequencing is smooth and effective

1 2 3 4 14. Project overall is clean and presentable

D. Language Use 1 2 3 4 15. Displays consistent facility with language

1 2 3 4 16. Uses variety of sentence structures from simple to complex

1 2 3 4 17. Word choices are sophisticated, precise, original

1 2 3 4 18. Uses idioms appropriately

1 2 3 4 19. There are no detectable grammatical or mechanical errors

E. Academic Integrity 1 2 3 4 20. Citations/footnotes are placed appropriately

1 2 3 4 21. Quotation marks are placed where necessary

1 2 3 4 22. Paraphrasing is well done and cited

1 2 3 4 23. No glaring shift of style/vocabulary indicating plagiarism

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5/5/2005 UNIVERSITY OF LA VERNE

EVALUATION of

Senior Project Presentations

Semester_________________________

Department_______________________

Major____________________________

Competency Rating Scale

Effective Presentation Very Somewhat Minimally Not atall

True True True True

1. Spoke in a clear and confident

voice n/a 4 3 2 1

2. Made individually directed eye

contact with the audience n/a 4 3 2 1

3. Audio-visual materials, tables

or graphs were well n/a 4 3 2 1

designed

4. Used audio-visual material

effectively n/a 4 3 2 1

5. Paced presentation to the allotted

time n/a 4 3 2 1

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6. Used well organized notes n/a 4 3 2 1

7. Responded to questions

professionally and n/a 4 3 2 1

to the point

Comments about the effectiveness of the presentation_____________________________________________________________________

Integration of Theory, Research, and Application

8. Referred to relevant theory n/a 4 3 2 1

9. Presented own methodology

and analysis with proper

detail and clarity n/a 4 3 2 1

10. Identified relevant application

of findings (Conclusions) n/a 4 3 2 1

11. Related findings (Conclusions)

to theory n/a 4 3 2 1

12. Related findings to prior research

and/or the literature n/a 4 3 2 1

13. Expressed reservations and

acknowledged limitations n/a 4 3 2 1

Comments about the integration of theory, research and application________________________________________________________________________

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Appendix F

Senior and Alumni Surveys Blank Forms

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Appendix G

Results of Senior and Alumni Surveys

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Chemistry Department Summary Report of Senior and Alumni Surveys

May 30, 2009 Demographics: Seniors Only (N=8) ______________________________________________________________________________ Item % ______________________________________________________________________________ 1. Which campus/center did you attend? 100% Central Campus, La Verne 2. Which was your status upon entry into ULV? 100% Freshmen 3. What was your major? 100% Chemistry 4. Did you have a minor? 13% Yes 87% No 5. What is your gender? 75% Female 25% Male 6. What is your ethnic background? 13% Caucasian 13% African American 13% Asian 13% Latino/Hispanic 13% Multiethnic 35% Other ______________________________________________________________________________ Demographics: Alumni Only N=7 ______________________________________________________________________________ Item % ______________________________________________________________________________ 1. Which campus/center did you attend? 100% Central Campus, La Verne 2. Which was your status upon entry into ULV? 100% Freshmen 3. What was your major? 100% Chemistry 4. Did you have a minor? 14% Yes 86% No 5. What is your gender? 71% Female 29% Male

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6. What is your ethnic background? 43% Caucasian 14% African American 43% Asian ______________________________________________________________________________

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Responses of Chemistry Seniors (08-09) and alumni to the program related survey Questions

4-point scales: 1= Strongly Agree 1=Very Well 1=Very Much

2= Agree 2=Quite Well 2=Somewhat 3=Disagree 3=Somewhat Well 3=Very Little 4=Strongly Disagree 4=Not Well 4=Not at all

The percentages represent the categories as indicated, usually 3 and/or 4;The balance of the percentages represent the other rating scale categories. Seniors Only (N=8) ______________________________________________________________________________ Item M SD % ______________________________________________________________________________ 8. The ULV Chemistry Department 2.00 .53 13% Strongly Agree offers a high quality academic program 75% Agree 9. ULV Chemistry department has 2.62 .51 38% Strongly Agree adequate teaching resources 63% Agree 10. The chemistry faculty actively 2.37 .51 63% Strongly Agree engages students in learning 37% Agree 11. The chemistry faculty 1.75 .46 25% Strongly Agree demonstrates a strong knowledge base 75% Agree 12. The faculty promotes critical 2.87 .64 25% Agree thinking in chemistry courses 13. Do you feel faculty of the 2.37 .52 62% Quite Well Natural Sciences Division defined and explained the basic principles 38% Somewhat Well and concepts of the life and physical sciences. 14. How well did the chemistry 2.12 .83 25% Very well department prepared you for understanding the discovery of science. 38% Quite Well 38% Somewhat Well 15. How well the ULV chemistry 2.37 .74 13% Very Well department prepare you to analyze problems/data? 38% Quite Well 50% Somewhat Well 16. How well did the chemistry 2.00 .53 13% Very Well department faculty prepare you to do research and problem solve? 75% Quite Well

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13% Somewhat Well 17. How well did the chemistry 2.50 .75 13% Very Well department faculty demonstrate and prepare you in understanding the 25% Quite Well 63% Somewhat Well role science and technology play in society? 18. Did you feel the pre-requisite 2.62 1.18 25% Very Well courses helped you in your major? 13% Quite Well 38% Somewhat Well 19. Did you feel the supportive 3.25 .71 13% Somewhat course requirements helped you in your major? 20. Were you happy with the 1.87 .99 50% Very Much existing technology and laboratory equipment in the department? 13% Somewhat 21. Were you happy with the 3.12 .64 13% Somewhat hands-on labs in your major? 22. Wednesday science seminars 1.50 .53 50% Very Much contributed positively to your learning processes? 50% Somewhat 23. Science related clubs 1.50 .53 50% Yes contributed positively to student life 50% No 24. Did you take a field course 2.00 .00 100% No in which half or more of the class was based at an off campus site? 25. Was the research in 3.57 .53 43% Somewhat conducting your senior project a positive learning experience? 26. Where was your senior 1.00 .00 87% On Campus project conducted? ______________________________________________________________________________

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Alumni Only (N=7) ______________________________________________________________________________ Item M SD % ______________________________________________________________________________ Academic Experience 8. The ULV Chemistry Department 1.57 .53 43% Strongly Agree offers a high quality academic program 57% Agree 9. ULV Chemistry department has 2.00 .57 14% Strongly Agree adequate teaching resources 71% Agree 10. The chemistry faculty actively 1.71 .48 63% Strongly Agree engages students in learning 37% Agree 11. The chemistry faculty 1.42 .78 29% Strongly Agree demonstrates a strong knowledge base 71% Agree 12. The faculty promotes critical 1.42 .53 57% Strongly Agree thinking in chemistry courses 43% Agree 13. Do you feel faculty of the 3.28 .49 71% Somewhat Well Natural Sciences Division defined and explained the basic principles and concepts of the life and physical sciences. 14. How well did the chemistry 3.14 .69 14% Very Well department prepared you for understanding the discovery of science. 57% Somewhat Well 15. How well the ULV chemistry 3.14 1.06 43% Quite Well department prepare you to analyze problems/data? 16. How well did the chemistry 3.42 .78 14% Quite Well department faculty prepare you to do research and problem solve? 29% Somewhat Well 17. How well did the chemistry 3.00 1.15 14% Very Well department faculty demonstrate and prepare you in understanding the 14% Quite Well role science and technology play in society? 29% Somewhat Well 18. Did you feel the pre-requisite 2.57 .97 14% Very Well courses helped you in your major? 29% Quite Well 43% Somewhat Well 19. Did you feel the supportive 2.14 1.21 43% Very Much course requirements helped you in your major?

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20. Were you happy with the 2.28 .48 71% Somewhat existing technology and laboratory equipment in the department? 21. Were you happy with the 3.14 .89 29% Somewhat hands-on labs in your major? 22. Wednesday science seminars 2.42 .53 57% Somewhat contributed positively to your learning processes? 23. Science related clubs 1.57 .53 43% Yes contributed positively to student life 57% No 24. Did you take a field course 1.85 .37 14% Yes in which half or more of the class was based at an off campus site? 86% No 25. Was the research in 3.71 .48 29% Somewhat conducting your senior project a positive learning experience? 26. Where was your senior 1.28 .48 72% On Campus project conducted? Life after ULV 27. Do you apply the principles, concepts, 2.33 1.03 14% Very Much and methods of life and physical science sin your everyday life? 14% Somewhat 28. Did your ULV chemistry training 3.50 .54 43% Somewhat give you an appreciation of the interdependence of humans and their environment 29. Does your lifestyle reflect what is 3.16 .75 29% Very Much necessary for creating a ‘sustainable planet’? 43% Somewhat 30. Did you pursue further education 1.50 .54 43% Yes after attending ULV? 57% No 33. What post graduate degree were/ 2.66 .57 14% Masters are you pursuing? 29% Doctoral 34. When did you begin graduate work? 1.00 .00 43% Within 3 Months 35. How well do you feel your ULV 3.00 1.00 14% Very Well chemistry education prepare you for graduate/professional school? 14% Well 36. How well do you feel you were 2.66 1.15 29% Equally Prepared prepared from graduate/professional school compared to your fellow graduate students from other universities?

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37. What is the highest degree you 1.00 .00 57% Bachelors have obtained? 38. Are you currently employed in a job 1.33 .51 57% Yes related to your major? 43% No 39. Did you find employment in a 3.50 2.42 29% 3 months biology-related job following ULV graduation? 40. How well were you prepared at ULV 2.50 .83 57% Equally for your career compared to your peers from other universities? 41. How well were you prepared at ULV 2.83 .75 43% Better Prepared to deal with diversity issues in the workplace compared to your peers? 42. If you were to enter college all over 1.00 .00 85% Still Attend again to obtain a B.S. or B.S., in chemistry, which of the following options would you select? ______________________________________________________________________________

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Appendix H

Senior Project Evaluation Results

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Chemistry Department

Senior Project Evaluation Analysis

Summary Report

Submitted to:

Dr. Iraj Parchamazad, Chair

April 23, 2009

Prepared by:

Danielle Bryce and Natalie Roweiheb, M.A., Psychology Doctorate students at the University of La Verne

Supervised by:

Aghop Der-Karabetian, Ph.D.

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Purpose

The purpose of the analysis of senior project presentations in the Chemistry Department is to provide faculty with a summary of the average strengths and areas of improvement for students completing their senior projects. This analysis will guide teaching and preparing students as they conceptualize, develop, and present their individual senior projects.

Method

The senior project evaluations from the Spring 2002 semester through the Fall 2008 semester were used. Each student was evaluated in terms of their written presentation and oral presentation by Likert-scale. Twenty-two senior projects were evaluated during this time, with 21 meeting criteria of having both the verbal and written presentation evaluations included for the analysis. The following 5 categories including 23 items were used to evaluate the written senior project:

1. Integration and inferences in their written product

2. Reference list in their written product

3. Organization of their written product

4. Language use in their written product

5. Academic integrity of their written product

Individual items within each category reflected core aspects of that category. Each item was rated on a Likert-scale, where 1 is Excellent, 2 is Good, 3 is Fair, and 4 is Poor.

The following 2 categories including 13 items were used to evaluate the oral presentation of the senior project:

1. Effective oral presentation

2. Integration of theory, research, and application in oral presentation

Each item was rated on a Likert-scale, where 4 is Examplary, 3 is satisfactory 2 is adequate and 1 is inadequate.

The mean and standard deviation of each Likert-score was calculated for each item response for the 21 students. The statistics in the tables present the item means and standard deviations included in each broad category.

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Highlights of Findings

• Table 1 reflects the integration and inferences category, where students were strongest in their conclusions and inferences within their written reports.

• Table 2 corresponds with the reference lists in the written reports. All students included in the analysis were evaluated as being excellent for having reference lists that matched their citations.

• Table 3 is the organization of the written report, which demonstrates that the projects being clean and presentable overall was the area of greatest strength for the students.

• Table 4 reflects the language use within the written report. As the table demonstrates, word choice and lack of grammatical and mechanical errors received the best ratings.

• Table 5 presents the level of academic integrity within the written reports. Students demonstrated very high academic integrity across all of the four items.

• Table 6 presents the evaluations of the effectiveness of the oral presentations. Students were strongest in their abilities to pace their presentations to fall within the allotted time.

• Table 7 illustrates the students’ abilities to integrate theory, research, and application into their oral presentations. Students were most effective in referring to relevant theory.

Summary

Students appear consistently to be reaching a high standard in both their written and oral senior project presentations. They demonstrate strengths in their abilities to conclude and infer appropriately, reflect their use of references, provide a clean and presentable final product, minimize the presence of grammatical and mechanical errors, demonstrate high academic integrity, orally present their product within the allotted time, and adequately reference relevant theory during their oral presentation. Across each item with every category, students were evaluated consistently as fair or better, with 30 of the 36 items evaluated as good or excellent.

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Table 1

Means and Standard Deviations for the Integration and Inference section in the evaluations of the written Senior Projects in the Chemistry Department at the University of La Verne

Total

M SD

1. Has clear and well-defined thesis 1.38 .59

2. Recognizes the complexity of the factors 1.48 .68

Involved

3. Uses scholarly sources and appropriate 1.48 .51

Research methodology

4. Thoroughly analyzes, evaluates and 1.71 .64

Integrates information

5. Concludes and infers appropriately 1.24 .44

Note. In this rating system 1 is Excellent and 4 is Poor. Students’ greatest strength was the ability to conclude and infer appropriately.

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Table 2

Means and Standard Deviations for the Reference List section in the evaluations of the written Senior Project in the Chemistry Department at the University of La Verne

Total

M SD

1. Majority of sources are current 1.38 .59

(within five years)

2. Sources are from revered journals or 1.29 .56

Scholarly books and exceptions are appropriate

3. Formatting is consistent 1.14 .36

4. Totally number of references is reasonable 1.24 .44

(not too few or not too many)

5. Reference list matches with citations 1.00 .00

Note. In this rating system 1 is Excellent and 4 is Poor. Students’ greatest strength in terms of their reference lists was that their reference lists matched with the citations.

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.

Table 3

Means and Standard Deviations for the Organization section in the evaluations of the written Senior Project Presentations in the Chemistry Department at the University of La Verne

Total

M SD

1. Is well-organized 1.33 .48

(good headings/paragraph breaks)

2. Main ideas are clear and vivid 1.19 .51

3. Sequencing is smooth and effective 1.24 .44

4. Project overall is clean and presentable 1.10 .30

Note. In this rating system 1 is Excellent and 4 is Poor. Students’ greatest strength in terms of organization was the ability to present a project that was clean and presentable overall.

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Table 4

Means and Standard Deviations for the Language Use section in the evaluations of the written Senior Projects in the Chemistry Department at the University of La Verne

Total

M SD

1. Displays consistent facility with language 1.10 .30

2. Uses variety of sentence structures 1.24 .44

From simple to complex

3. Word choices are sophisticated, precise, 1.05 .22

Original

4. Uses idioms appropriately 1.10 .30

5. There are no detectable grammatical 1.05 .22

Or mechanical errors

Note. In this rating system 1 is Excellent and 4 is Poor. Students’ greatest strengths in terms of language use were their sophisticated, precise, and original word choice and lack of detectable grammatical and mechanical errors.

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Table 5

Means and Standard Deviations for the Academic Integrity section in the evaluations of the written Senior Projects in the Chemistry Department at the University of La Verne

Total

M SD

1. Citations/ footnotes are placed appropriately 1.05 .22

2. Quotation marks are placed where necessary 1.00 .00

3. Paraphrasing is well done and cited 1.00 .00

4. No glaring shift of style/vocabulary 1.00 .00

Indicating plagiarism

Note. In this rating system 1 is Excellent and 4 is Poor. Students demonstrated a high level of academic integrity with the appropriate placement of quotations, use of paraphrasing with appropriate citations, and no indication of plagiarism by glaring shifts in vocabulary style all being evaluated as Excellent..

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Table 6

Means and Standard Deviations for the Effective Presentation section in the evaluations of Senior Project oral presentations in the Chemistry Department at the University of La Verne

Total

M SD

1. Spoke in a clear and confident voice 3.47 .51

2. Made individually directed eye contact 3.43 .51

With the audience

3. Audio-visual materials, tables or graphs 3.69 .46

Were well designed

4. Used audio-visual material effectively 3.66 .48

5. Paced presentation to the allotted time 3.90 .30

6. Used well organized notes 2.14 1.93

7. Responded to questions professionally 3.66 .48

And to the point

Note. In this rating system 4 is Excellent and 1 is Poor. Students’ greatest strength in terms of having an effective presentation was their pacing to meet the allotted time requirements.

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Table 7

Means and Standard Deviations for the Integration of Theory, Research, and Application section in the evaluations of Senior Project oral Presentations in the Chemistry Department at the University of La Verne

Total

M SD

1. Referred to relevant theory 3.81 .40

2. Presented own methodology and analysis 3.57 .51

With proper detail and clarity

3. Identified relevant application of findings 3.76 .44

(conclusions)

4. Related findings (conclusions) to theory 3.62 .50

5. Related findings to prior research and/or 3.76 .44

The literature

6. Expressed reservations and acknowledge 3.52 .51

Limitations

Note. In this rating system 4 is Excellent and 1 is Poor. Students’ greatest strength in terms of integration of theory, research, and application was that they referred to relevant theory.

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