Sample Diversification: Physical Sciences (DP) Initial Application and Syllabus

As most of the required questions in the Initial Application are straightforward and easy to respond to (e.g., pro forma questions about course alpha, number, title, etc.), the Diversification Board has chosen to provide a sample response to the last question: "Which Diversification hallmarks does your course fulfill, and how does this course fulfill those hallmarks in your selected Diversification category/categories?"

As noted in the Diversification Board Proposal Guide, one should take care to explain, by way of a short narrative, how the course meets those hallmarks through the Course Learning Outcomes (CLOs). A mere list of CLOs is insufficient to satisfy this requirement. In your response to this final question of the application, please be aware that you do NOT need to prove how two-thirds of the required class meetings fulfill the hallmarks of the Diversification designation being sought. Instead, use the syllabus to establish the two-thirds requirement.

The below response was supplied in the Initial Application for a Diversification: Physical Sciences (DP) Designation for Chemistry 272: Organic Chemistry I. Take particular note of the way the applicant explains which hallmarks of the DP designation the Course Learning Outcomes (CLOs) fulfill and how the CLOs fulfill them. The attached syllabus at the bottom of this page establishes how two-thirds of the required class meetings demonstrate the hallmarks of the DP designation.

Please remember that responses should be entered into the online Initial Application form.

Sample Response

Which Diversification hallmarks does your course fulfill, and how does this course fulfill those hallmarks in your selected Diversification category/categories?

DP.1 uses the terminology of the physical sciences.

All CLOs address this hallmark. Students are not only expected to learn a plethora of chemical reactions, but also their mechanisms and utility; all of which requires a great deal of scientific terminology. This is also highlighted very well by the amount of conceptual application questions that are presented on exams and quizzes.

DP.2 involves knowledge and theories relating to processes in the physical sciences. Organic chemistry is known as one of the most challenging courses pre-health majors take along their path to becoming doctors, pharmacists, veterinarians, etc. and part of that difficulty stems from the vast amount of knowledge that is required for mastery of the CLOs. Students learn in great detail the organic functional groups of alkanes, alkenes, alkynes, alcohols, ethers, epoxides, and alkyl halides in this first semester course. Skills they need to develop relate to proper nomenclature, discussion of physical and chemical properties, reactivity, mechanism of reactivity, stereochemical implications, and utility in organic synthesis (see below). Multiple theories are also highlighted such as an extensive coverage of covalent bonding, resonance, Markovnikov's and Zaitsev's Rules, and molecular orbital theory.

DP.3 demonstrates inquiry that involves observation/experiment and reasoning and mathematics. There are many examples of meeting this hallmark, so instead of mentioning them all, I've selected a few to discuss in detail. Organic synthesis is the process of breaking down a large, typically biologically-relevant, molecule into smaller components and seeing how you can put them together using a variety of chemical reactions. Students are required not only to learn what the reactions are, but how they are useful and the effects they have on the structure of the whole molecule. This takes a high level of critical thinking and reasoning to go beyond rote memorization and get creative with the thousands of different combinations of reactions possible.

Another example comes from discussions with the faculty of the UH Manoa Chemistry Department and that is a strong emphasis on the relationship between reaction mechanism and stereochemistry (the 3D shape of a molecule). Focusing on learning the mechanism of a reaction involves carefully observing the electron flow for every step along the path and seeing how that flow affects the shape of the product.

Sample Syllabus

Attached below is the accompanying syllabus for Chemistry 272. Please note that a syllabus does NOT require a daily course calendar updated for the semester of application, though it may. Rather, a syllabus that includes a list of topics and/or issues covered over the sixteen weeks of instruction may be submitted instead. However, the syllabus provided must be updated for current course alpha, number, and catalog description; credit hours; and Course Learning Outcomes (CLOs). If you are uncertain about any of these required elements, please consult the course information archived in the Kuali Student Curriculum Management system.