Program Purpose

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DRAFT REVISED PROGRAM PURPOSE

The PhD in Chemistry or Biochemistry at Brigham Young University prepares students to become independent, ethical scientists who push the frontiers of chemical or biochemical knowledge. Through advanced coursework and immersive mentored research, candidates master cutting-edge chemical or biochemical principles and techniques, design and execute original experiments, and defend a dissertation that yields publishable, high-impact discoveries. Graduates emerge able to communicate their work clearly to both specialist and general audiences and are ready to lead research initiatives and mentor others in academia, industry, government, or entrepreneurial settings.

Curricular Structure

Graduate Catalog

Learning Outcomes

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DRAFT REVISED LEARNING OUTCOMES

Integrate foundational and emerging chemical or biochemical knowledge to critically analyze primary literature

Graduates synthesize foundational and emerging chemical or biochemical concepts and apply this integrated understanding to analyze, critique, and contextualize primary literature with scholarly rigor.

Formulate an original, testable research hypothesis and design a rigorous experimental plan

Graduates formulate original, testable hypotheses that address significant gaps in chemistry or biochemistry and devise rigorous, feasible experimental plans, which include appropriate controls, statistical analyses, and consider appropriate alternative approaches.

Demonstrate advanced proficiency with laboratory and computational techniques

Graduates demonstrate command of the laboratory and computational techniques essential to their research area, execute experiments with precision and reproducibility, and adapt or develop new methodologies as scientific questions evolve.

Practice responsible, ethical, and safe research conduct

Graduates embody the highest standards of research integrity, including accurate data stewardship, compliance with safety and regulatory policies, ethical authorship and peer review practices, and thoughtful consideration of the societal impact of their work.

Communicate chemical or biochemical research effectively to specialist and non-specialist audiences in written and oral formats

Graduates convey complex chemical or biochemical concepts and research findings clearly and persuasively in written documents, oral presentations, and graphical formats, tailoring their message to both expert peers and lay audiences.

Work independently and collaboratively to generate new scientific knowledge

Graduates manage long-term research projects while contributing productively to interdisciplinary teams, culminating in a dissertation that advances biochemical knowledge.

Exhibit professional readiness for diverse chemistry or biochemistry careers

Graduates enter postdoctoral, industrial, governmental, or entrepreneurial roles equipped with the technical expertise, transferable skills, and professional network necessary to thrive and to continue contributing meaningfully to the chemical or biochemical sciences.

Evidence of Learning

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DRAFT REVISED EVIDENCE OF LEARNING

Integrate foundational and emerging chemical or biochemical knowledge to critically analyze primary literature

Measure	Description	Timing/Milestore	Target
General Chemistry Foundations Entrance Exam	Departmental diagnostic covering core general chemistry concepts that underpin advanced biochemistry. "Pass" is meeting the department's established cut score.	First sitting at program entry; if needed, retake after remediation within the first term; final opportunity by the end of Year 1.	≥ 80% pass on first attempt; 100% pass by the end of Year 1.
Area-of-Specialty Entrance Exam	Diagnostic in the student's declared specialty (e.g., analytical, bio, inorganic, organic, physical). "Pass" is meeting the department's established cut score.	First sitting at program entry; if needed, retake after remediation within the first term; final opportunity at the end of Year 1.	≥ 80% pass on first attempt; 100% pass by the end of Year 1
CHEM 692R: Current Topics Literature Presentation	Each student delivers a literature review presentation on a paper relevant to their area of study. A "Pass" requires meeting the minimum standards outlined on a common rubric and fulfilling the course performance expectations.	Each student will make one literature presentation each year (Year 1-Year 3) while enrolled in CHEM 692R.	Year 1: ≥ 90% pass on first attempt; 100% pass by the end of Year 1. Year 2-3: ≥ 100% pass on first attempt in Year 2-3.
Exit Survey and Interview	Students are asked about how they learned to critically evaluate current research.	Students are required to complete the department survey and participate in an interview to be eligible for graduation. Surveys and interviews take place between the student's dissertation defense and graduation.	100% completion of the exit survey and interview.

 

Formulate an original, testable research hypothesis and design a rigorous experimental plan

Measure	Description	Timing/Milestore	Target
Specific Aims/Project Summary Checkpoint (CHEM 694R)	Students develop an initial Specific Aims/Project Summary page for their Research Prospectus.	Enroll in CHEM 694R in the Fall semester of the 2nd year. The major course assignment is to develop a Specific Aims/Project Summary page and outline their Research Prospectus.	≥ 95% receive a 'B' or better in CHEM 694R.
Written Research Prospectus	Students prepare an 8-to 10-page Research Prospectus (Research Proposal) that outlines their planned dissertation research, which their committee will evaluate. The evaluation is based on the Department rubric for the Research Prospectus.	The written Research Prospectus is due to their committee at least one week before the oral presentation of their Prospectus. Submission of the written Prospectus occurs in the Fall of the 3rd year.	≥ 80% pass on first attempt; 100% pass by the end of the Winter semester of Year 3.
Oral PhD Candidacy (Prospectus) Exam	Students present an oral presentation of their research plan detailed in the written Research Prospectus, and answer questions from their committee.	The Oral Presentation of their Research Prospectus comprises the Candidacy Exam for PhD students. Their presentation is evaluated based on the Department rubric for the Oral Presentation of the Research Prospectus. This presentation occurs in the Fall of Year 3.	≥ 80% pass on first attempt; 100% pass by the end of the Winter semester of Year 3.

 

Demonstrate advanced proficiency with laboratory and computational techniques.

Measure	Description	Timing/Milestore	Target
Technique Mastery Assessment	The PI/Committee Chair and the Committee assess competency in discipline-appropriate methods.	Rolling; Assessed at the Annual Progress Review	By the end of Year 2, mastery has been achieved in ≥3 core techniques. Students should achieve mastery in one or more advanced techniques by the end of Year 3.
Data Reproducibility & Documentation	Evidence of appropriate biological or technical replicates, use of proper controls, raw data retention, and the proper use of a lab notebook	Annual Progress Review	≥90% meets the discipline-specific standards; remediation of any deficiencies within one semester.
Shared Instrument/Platform Certifications	Completion of required trainings (e.g., NMR/MS/confocal/flow) tracked by facility managers or PI.	Before independent use	100% complete needed certifications before unsupervised access; 0 safety/usage violations.

 

 Practice responsible, ethical, and safe research conduct

Measure	Description	Timing/Milestore	Target
CITI "Responsible Conduct of Research" Training Completion	Take the institutionally required modules and quiz.	Within the 1st year.	100% completion; ≥90% quiz average.
Safety & Compliance	Completion of the institutionally required safety and compliance training, as well as lab-specific safety documentation.	Before conducting independent lab work, renewal training was completed in accordance with institutional requirements.	100% completion/on-time renewals; 0 verified non-compliance incidents

 

Communicate biochemical research effectively to specialist and non-specialist audiences in written and oral formats

Measure	Description	Timing/Milestore	Target
External of Campus-Wide Presentation	Poster or oral presentation at a disciplinary meeting or campus research conference.	One presentation each year, starting in Year 2.	100% completion; ≥80% make at least one presentation at an external meeting or conference (funding permitting).
Manuscript Writing	One first-author manuscript submitted to a peer-reviewed journal.	Before scheduling the defense	100% completion; ≥80% have an accepted first-author paper.
Lay Summary / Broader Impacts	300-500 word plain-language summary of the dissertation work, reviewed by the committee.	Submitted to the committee with the dissertation.	100% completion
Departmental Research Seminar (defense)	One full-length seminar evaluated by the committee for structure, clarity, data interpretation, visual design, and Q&A.	At the dissertation defense	100% completion; ≥80% rated as excellent or higher.

 

Work independently and collaboratively to generate new scientific knowledge 

Measure	Description	Timing/Milestore	Target
Annual Progress Review (APR)	The committee rates progress in areas that include the path toward independence, initiative, and research productivity	Each year (timing varies by year in the program)	≥90% receive Satisfactory ratings, and any Marginal ratings are remediated within one semester.
Evidence of Collaboration	Co-authorship, shared methods/protocols, or documented mentoring of junior researchers (e.g., undergraduates).	Reviewed at APR	≥80% demonstrate at least on collaborative product or output by the end of Year 4.
Dissertation & Time-to-Degree	Successful dissertation defense within the program's normative timeframe	End of program	Median = 5.5 years; ≥90% defend within 6 years; 100% within the University's maximum.

 

 Exhibit professional readiness for diverse biochemical careers 

Measure	Description	Timing/Milestore	Target
Individual Development Plan (IDP)	Take the institutionally required modules and quiz.	Student completes an IDP and discusses it with their advisor and committee	100% annual completion and committee sign-off.
Professional Development Activities	Workshops (grant writing, leadership, data science), informational interviews, or internships/externships.	Across all years	Each student documents ≥2 substantive activities
Placement Tracking	Alumni outcome within 6 months of graduation (postdoc, industry, government, etc.).	Post-graduation	The program tracks outcomes annually, with an aspirational benchmark of 80% in STEM research roles or postdoctoral positions within 6 months.

 

 

Learning and Teaching Assessment and Improvement

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We will continue to monitor the success rate of our students on the proficiency exam.

We will continue to monitor the semiannual reviews to ensure this objective is met.

We will continue to review the committee evaluations in the oral defense to ensure our graduates are sufficiently productive as scientists.

We are emphasizing ethics in Chem 694, our graduate level writing course.

We will continue to use exit interviews to assess our graduates' understanding of and training in ethics.

In 2014, we began to track employment placement of our program graduates.

In 2013 our Assistant Graduate Coordinator began encouraging all incoming students to create a BYU eRecruiting (now The Bridge) profile when they start. 

Starting in 2014 we began following up on students' signups for The Bridge during their fourth semester in our program in Chem 694.

We will continue to review the committee evaluations in the oral defense to ensure our graduates are capable of critically evaluating current research.

We will continue to track the literature meeting results to ensure that our students have strong skills in evaluating current research.

We will continue to track the success of our students in achieving this outcome through monitoring exit interviews.

Issues identified from the exit interviews regarding the critical evaluation of research are communicated to the faculty who mentor students in this program for ongoing improvement.

We will continue to monitor laboratory course performance to ensure that students are achieving this outcome.

We will continue to monitor the semiannual reviews to ensure this objective is met.

We will continue tracking publication data for any longer-term downward deviations from this trend that might indicate a need to strengthen teaching of writing and communication skills.

We are encouraging faculty to remind students (in their semiannual progress reports) of the importance of peer-reviewed publications in their professional development.

We will continue to review the committee evaluations in the oral defense to ensure the writing and communication skills of our graduates are acceptable.

Since 2009 we have required students in this program to take a one-semester scientific writing course (Chemistry 694), which they must pass to remain in good standing in the program.

We will continue monitoring presentation data in future years to see if this year's small drop is a blip or part of a larger trend.

We will continue to track the literature meeting presentation results to ensure that our students have suitable skills in giving oral presentations.

We will continue to follow our students' pass rates on the proposal requirement, to ensure that our students have suitable communication skills.

We will continue tracking publication data for any longer-term downward deviations from this trend that might indicate a need to strengthen research skills.

We will continue to monitor the semiannual reviews to ensure this objective is met.

We will continue to review the committee evaluations in the oral defense to ensure that research skills are being obtained.

We plan to monitor future exit interviews for further improvement in the percentage of students who feel they can carry out independent research.

We will continue to follow our students' pass rates on the proposal requirement, to ensure that our students have suitable research skills.

We will continue monitoring presentation data in future years to see if this year's small drop is a blip or part of a larger trend.

Assessment and Improvement of Teaching

Teaching performance is assessed with a combination of student evaluations, peer reviews and annual stewardship interviews with the department chair. Student evaluations are collected for each course taught in the department. Although these online evaluations are not direct measures of either teaching or learning, they are effective gauges of student attitudes and their perceptions of the value that a course has added to their education. Numerical scores and student comments for each faculty member are reviewed at least annually by the department chair. Peer reviews of teaching play a critical role in rank and status reviews and complement student evaluations in providing an assessment of teaching performance. The department has adopted the practice of assigning peer reviewers to a new faculty member in the year that an assistant professor is hired, enabling the peer reviewers to track the progress of the new professor over several semesters.

The department regularly schedules seminars by experts in education to bring outside perspective on developments in chemistry education.

Assessment Committee

Jaron Hansen, Chair; Matthew Asplund, Associate Chair; Ken Christensen, Associate Chair; Kara Stowers, Graduate Program Coordinator