Single-course evaluations of a reform in a post-secondary chemistry class are common, but offer little information on the impact on student progression throughout the rest of the curriculum.  On the other hand, readily available institutional graduation rates are too general to offer information on the success of a chemistry department.  This presentation describes a model that attempts to fit between these two extremes by describing a curriculum-wide evaluation of an undergraduate chemistry program.  The model will employ university records in a quantitative approach and focus on the chemistry courses which are required for graduation.  Benefits from this model that will be discussed include identifying sources of student attrition, understanding differential performance among student groups and evaluating the impact of a single-course reform on student progression.  Model limitations and teaching and research implications will also be discussed.

Looking for a bigger picture:  A model for curricular wide evaluation

246th National Meeting (2013)

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