P863: Defining the domain: Understanding what affective traits general chemistry instructors value
The affective domain has rapidly gained attention as an important part of chemistry education research, yet little has been done to understand how this domain is incorporated into the values and learning objectives of instructors. In order to successfully measure student affect in the general chemistry classroom, it is important to understand what faculty who teach such courses perceive to be of value with respect to the affective domain. The present research focuses on identifying the goals and skills that faculty value as outcomes of general chemistry coursework, and how those goals fit within a framework of cognitive and affective domains. Qualitative and quantitative measures relating to defining and understanding instructors’ values of the affective domain and how it relates to assessment measures in the cognitive domain will be presented.