Georgia State University
Annual Student Learning Outcomes Assessment
Report
Unit
Name: Geology
Prepared
by: Pamela Burnley
Date: September
26, 2005
Academic Year: 2004-2005
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III. Changes to Procedures
or Curriculum Based on Assessment |
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Learning outcomes for the geology major were assessed according to 8 criteria that that correlate with the 8 learning outcomes developed by the Geology Department faculty (Appendix 1). In order to gage the department’s effectiveness in guiding students towards achieving its learning outcomes, we decided that the faculty would assess student performance in the required courses for the major. We developed a checklist for faculty to rank the student’s achievement of each of the learning outcomes on a 5 point scale (Appendix 2).
During the 2004-2005 academic year, all 9 of the required courses for the geology major were taught. Due to the departure of a faculty member at the end of the spring semester, one of the courses was not assessed. Two of the courses (GEOL 1121 and 1122) are part of the undergraduate core. Most of the students in these courses are not geology majors. Many large sections of these courses are taught each year. In contrast the other courses in the geology major are populated exclusively by majors. The class sizes are small (10-15 students) and only one class is offered each year. Most of our majors take 3 or 4 of these courses in a single year. Therefore, for example, many of the same students that were assessed in GEOL 3002 were also assessed in GEOL 4013 and GEOL 4009. Due to the difference in populations between the core courses and the courses for majors, we decided to consider them separately here.
Results from Assessment of Student
Learning Outcomes
GEOL 1121 and 1122
These courses are part of the undergraduate core as well as required courses for our major. With the exception of a single section for freshmen honors students, they are taught in large (>40 students) sections and assessed with multiple choice exams. Labs are taught by teaching assistants. Performance in lab is also assessed by multiple choice tests. Responses for the assessment checklist for faculty teaching 1121 and 1122 are compiled in Table 1. Nine sections were evaluated. The columns list the number of courses assessing each outcome, the average assessment score and the standard deviation.
Table 1
|
|
Learning Outcome |
Number |
Avg. score |
|
1 |
communication
skills, both oral and written |
4 |
3.5(0.6) |
|
2 |
experience and
skills in collaborative exercises and activities |
6 |
3.2(1) |
|
3 |
skills in
quantitative & technological laboratory & field procedures in geology |
6 |
3.0(.9) |
|
4 |
skills in critical
thinking as it relates to science in general and geology in particular |
6 |
2.7(1) |
|
5 |
general geological
knowledge and contemporary geological issues |
9 |
3.5(1.2) |
|
6 |
general understanding
of the physical constitution of the earth |
9 |
3.4(1.2) |
|
7 |
general
understanding of the dynamic processes of earth systems |
9 |
3.3(1.2) |
|
8 |
general
understanding of the history of the earth and the solar system |
9 |
3.5(1.2) |
Faculty members disagree as to whether they were able to assess student’s performance on outcomes 1-4 and ratings of student performance by faculty are highly variable. Since these are large classes, taught in very much the same style, such large variations between achievement of learning outcomes of entire sections is not expected. We attribute the apparent variation instead to differences in faculty expectations and interpretation of the meaning and goals of the checklist instrument. This interpretation is supported by the observation that average standard deviations of scores assigned by individual faculty members for learning outcomes 5-8 (which are content oriented) is much smaller (s=.12) that the average of the standard deviations for each outcome (s =1.2) as assessed by all faculty members.
Upper Division Required Courses
Responses for the assessment checklist for faculty teaching required courses in the geology major are compiled in Table 2. Six courses, GEOL3002, GEOL4013, GEOL4009, GEOL4015, GEOL4016, and GEOL4095 were assessed. The columns list the number of courses assessing each learning outcome, the average assessment score and the standard deviation.
Table 2
|
|
Learning Outcome |
# |
Avg. score |
|
1 |
communication
skills, both oral and written |
6 |
3(1.1) |
|
2 |
experience and skills
in collaborative exercises and activities |
4 |
4(0.82) |
|
3 |
skills in
quantitative & technological laboratory & field procedures in geology |
5 |
4.2(0.84) |
|
4 |
skills in critical
thinking as it relates to science in general and geology in particular |
4 |
4(1.2) |
|
5 |
general geological
knowledge and contemporary geological issues |
4 |
3.75(0.5) |
|
6 |
general
understanding of the physical constitution of the earth |
4 |
3.75(0.5) |
|
7 |
general
understanding of the dynamic processes of earth systems |
4 |
4(0.0) |
|
8 |
general
understanding of the history of the earth and the solar system |
2 |
3.0 (1.4) |
Courses in the major are highly focused. No course is expected to address all of the learning outcomes (Appendix 1). As observed with the checklist for 1121 and 1122, faculty rankings of student performance are highly variable. This could represent 1) differences in subpopulations of majors, 2) improvement as majors move through the program or 3) differences in faculty expectations and interpretation of the meaning and goals of the checklist instrument. The second interpretation is not supported by the observation that the lowest scores for objective #1 were awarded by the instructor of GEOL4016 and 4015, which are generally the last academic year courses taken in the major. The first interpretation is not supported by the observation that the same instructor rated essentially the same cohort of students as excellent for objective #1 during the spring semester and good during the following summer semester. The data can best be explained by assuming that some faculty have differing expectations for students and that some faculty interpreted the instrument as asking them to rate how well their courses addressed each learning outcome rather than how well students performed relative to those outcomes.
Suggestions for Improving Student
Performance
GEOL 1121 and 1122
Faculty suggestions for improving student performance include the use of open discussions in class, encouraging students to work in groups during lab, adding more specimens to lab exercises, spending more time in lecture on certain topics and adding more problem solving and critical thinking type questions to exams.
Upper Division Required Courses
Suggestions for improving student performance included adding writing assignments to courses, adding computer programming, GIS and other technology based exercises to courses, as well as adding more in-depth thin section interpretation, increasing the diversity of rock types in labs and adding questions to labs that stimulate critical thinking.
Suggestions for Improving Department’s
Assessment Strategy
GEOL 1121 and 1122
The department will improve the assessment of learning outcomes in these courses by incorporating a set of questions into the student’s final exams that are specifically designed to assess the department’s content objectives (objectives 5-8) and to test the student’s performance in critical thinking and quantitative problems. The most likely venue for these questions will be the laboratory final, since there is already a single exam used for all sections.
Upper Division Required Courses
To better assess student outcomes the department will modify the learning outcomes assessment checklist to contain a more detailed rubric. The rubric will separate different components of the learning outcomes, eliminate faculty confusion and narrow the latitude for personal interpretation of terms (such as good and very good). For example:
1. Communication skills, both oral and written:
a. Written communication
|
0 |
1 |
2 |
3 |
4 |
5 |
|
Skill not assessed |
<10% of students can write an organized essay. The remainder of the class has difficulty with organization, spelling and grammar. |
<50% of students can write an organized essay. The remainder of the class has difficulty with organization, spelling and grammar. |
>75% of students can write an organized essay. The remainder of the class has difficulty with organization, spelling and grammar. |
>85% of students can write an organized essay. The remainder of the class has difficulty with organization, spelling and grammar. |
>90% of students can write a well organized professional essays. |
b. Oral communication
|
0 |
1 |
2 |
3 |
4 |
5 |
|
Skill not assessed |
<10% of students can articulate their ideas. Other students struggle with logical sequencing of ideas or are vague in their expression. |
<50% of students can articulate their ideas. Other students struggle with logical sequencing of ideas or are vague in their expression. |
>75% of students can are articulate their ideas in a succinct and professional fashion and can construct a well organized, professional oral presentation. |
>85% of students can are articulate their ideas in a succinct and professional fashion and can construct a well organized, professional oral presentation. |
>90% of students can are articulate their ideas in a succinct and professional fashion and can construct a well organized, professional oral presentation. |
Conclusion
Our first efforts as assessing our student’s achievement of our learning outcomes has allowed us to learn more about the assessment process and has benefited the program by helping faculty to focus their courses to more specifically address the learning outcomes. For example, as a result of this process, two of the major’s courses (GEOL3002 and GEOL4015), that did not have a writing component, have now been converted to writing intensive courses. In the coming year we will refine our assessment strategy to improve data quality.
Appendix 1
I. BS Degree in
Geology
A. General Skills
General Learning Outcome
1: Each graduate shall develop communication
skills, both oral and written, including some or all of the following.
Specific Outcomes:
1a. Each
graduate will participate in oral examinations and/or give an oral presentation
in class
1b. Each graduate will write a literature
review, grant proposal, term paper, or short essays
1c. Each graduate will write a computational
routine using a computer language for repetitive calculations
1d. Each
graduate will prepare a course portfolio
1e. Each
graduate will participate in essay tests
General Learning Outcome
2: Each graduate will have experience and
develop skills in collaborative exercises and activities.
Specific Outcomes:
2a. Each
graduate will participate in a collaborative research project or in-class
debate
2b. Each
graduate will participate in field trips
B. Geological and General Scientific Skills
General
Learning Outcome 3:
Each graduate shall develop skills in conducting proper laboratory and
analytical procedures in geology.
Specific
Outcomes:
3a. Each graduate will learn accepted lab
techniques, protocol and analytical procedures
3b. Each graduate will learn theory as applied
to laboratory exercises
3c. Each graduate will learn accepted field
techniques and protocol
General Learning Outcome
4: Each graduate shall develop skills in
critical thinking as it relates to science in general and to geology in
particular.
Specific
Outcomes:
4a. Each
graduate will learn to develop valid research questions and hypotheses
4b. Each
graduate will learn the techniques of data acquisition and interpretation
4c. Each
graduate will learn problem solving and formulation of new questions
General Learning outcome 5: Each graduate shall develop skills common to
geologic professionals.
Specific
Outcomes:
5a. Each graduate will learn to read and
comprehend a geological map and construct a geological cross section from a
map.
5b. Each graduate will construct an internally
consistent geological map from a set of given observations.
5c. Each graduate will construct a contour map
from numerical data.
5d. Each graduate will write a scientific report
utilizing acceptable technical writing and organization, and with citations to
appropriate geological literature.
C. Knowledge Base
General Learning outcome 6: Each graduate shall develop a general
understanding of the physical constitution of the earth.
Specific
Outcomes:
6a. Each graduate will learn to characterize and
identify common rocks and minerals in hand specimen and in thin section using
the petrographic microscope.
6b. Each graduate will learn to characterize the
fundamental attributes of atoms and atomic bonding as they relate to crystal
structures.
6c. Each graduate will learn to relate physical
properties of the rock forming minerals to the crystal structure and chemistry
of the minerals.
6d. Each graduate will learn to characterize the
gross chemical layering of the earth (inner and outer core, mantle, crust) and
explain what lines of evidence have been used to deduce this structure.
6e. Each graduate will learn to characterize the
distribution of continents and ocean basins, and locations of major
physiographic features such as mountain belts, oceanic ridges, oceanic
trenches, and oceanic island chains.
General Learning outcome 7: Each graduate shall develop a general
understanding of both the internal and external dynamic processes of the earth
system.
Specific
Outcomes:
7a. Each graduate will be able to explain the
fundamental concepts of plate tectonics, including mantle convection and the dynamic
layered structure of the earth (inner and outer core, mesosphere,
asthenosphere, lithosphere).
7b. Each graduate will be able to characterize
the distribution and origin of magmas within the earth, including the concept
of magmatic differentiation.
7c. Each graduate will be able to describe and
explain rock structures at all scales ranging from intragrain deformation to
orogenic belts.
7d. Each graduate will be able to describe and
explain metamorphic processes that take place in the lithosphere.
7e. Each graduate will be able to explain the
fundamental principles of the hydrologic cycle.
7f. Each graduate will be able to characterize
the distribution and origin of aqueous fluids within the earth.
7g. Each graduate will be able to explain the principles
of weathering, sediment transport and deposition.
7h. Each graduate will be able to integrate
igneous, metamorphic, and sedimentary phenomena with respect to seafloor
spreading, continental drift, and orogenic and post-orogenic events.
General Learning outcome 8: Each graduate shall develop a general
understanding of the history of the earth and the solar system.
Specific
Outcomes:
8a. Each graduate will be able to relate general
principles of stellar nucleosynthesis and the nebular hypothesis for origin of
the solar system.
8b. Each graduate will be able to explain how
earth history is divided into the standard geological time scale, and relate
the general historical character of each major time division.
8c. Each graduate will be able to identify some
common representatives of both vertebrate and invertebrate fossils and place
them correctly within the geologic time scale.
8d. Each graduate will be able to explain the
fundamentals of biological evolution, particularly in regard to the fossil
evidence for biological change through geologic time.
8e. Each graduate will be able to identify
various sedimentary structures, relate them to modern depositional
environments, and interpret the geological significance of paleoenvironmental
reconstruction.
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LEARNING OUTCOMES |
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BS in Geology |
Scale: |
4 = essential, 3 = major, 2 = moderate, 1 =
minor, 0 = none |
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Required Courses |
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Learning |
Geol |
Geol |
Geol |
Geol |
Geol |
Geol |
Geol |
Geol |
Geol |
|
|
|
Outcomes |
1121 |
1122 |
3002 |
4006 |
4009 |
4013 |
4015 |
4016 |
4095 |
Totals |
|
1a |
|
0 |
0 |
0 |
3 |
0 |
4 |
0 |
0 |
0 |
7.0 |
|
1b |
|
0 |
0 |
1 |
4 |
2 |
4 |
1 |
1 |
3 |
16.0 |
|
1c |
|
0 |
0 |
1 |
1 |
0 |
0 |
3 |
2 |
0 |
7.0 |
|
1d |
|
0 |
0 |
2 |
0 |
3 |
0 |
1 |
0 |
0 |
6.0 |
|
1e |
|
0 |
0 |
2 |
4 |
0 |
4 |
4 |
4 |
0 |
18.0 |
|
1. Communication |
average |
0.0 |
0.0 |
1.2 |
2.4 |
1.0 |
2.4 |
1.8 |
1.4 |
0.6 |
10.8 |
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2a |
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0 |
0 |
0 |
2 |
4 |
1 |
0 |
0 |
0 |
7.0 |
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2b |
|
1 |
1 |
2 |
4 |
4 |
4 |
0 |
0 |
0 |
15.0 |
|
2. Collaboration |
average |
0.5 |
0.5 |
1.0 |
3.0 |
4.0 |
2.5 |
0.0 |
0.0 |
0.0 |
11.0 |
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3a |
|
2 |
2 |
4 |
4 |
1 |
3 |
4 |
4 |
0 |
22.0 |
|
3b |
|
2 |
2 |
4 |
4 |
1 |
4 |
4 |
4 |
0 |
23.0 |
|
3c |
|
0 |
0 |
2 |
3 |
4 |
4 |
0 |
2 |
0 |
15.0 |
|
3. Science skills |
average |
1.3 |
1.3 |
3.3 |
3.7 |
2.0 |
3.7 |
2.7 |
3.3 |
0.0 |
20.0 |
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4a |
|
1 |
1 |
2 |
2 |
2 |
2 |
1 |
2 |
1 |
13.0 |
|
4b |
|
1 |
1 |
3 |
4 |
3 |
4 |
3 |
3 |
1 |
22.0 |
|
4c |
|
1 |
1 |
3 |
3 |
3 |
3 |
2 |
3 |
1 |
19.0 |
|
4. Critical Thinking |
average |
1.0 |
1.0 |
2.7 |
3.0 |
2.7 |
3.0 |
2.0 |
2.7 |
1.0 |
18.0 |
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5a |
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2 |
1 |
0 |
0 |
4 |
4 |
0 |
1 |
0 |
10.0 |
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5b |
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0 |
0 |
0 |
1 |
4 |
3 |
0 |
0 |
0 |
8.0 |
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5c |
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2 |
2 |
0 |
2 |
0 |
3 |
0 |
0 |
0 |
7.0 |
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5d |
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0 |
0 |
0 |
4 |
0 |
4 |
0 |
0 |
0 |
8.0 |
|
5. Geology Skills |
average |
1 |
0.75 |
0 |
1.75 |
2 |
3.5 |
0 |
0.25 |
0 |
8.3 |
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6a |
|
2 |
0 |
4 |
4 |
2 |
0 |
4 |
4 |
0 |
18.0 |
|
6b |
|
2 |
0 |
4 |
1 |
0 |
1 |
4 |
4 |
0 |
14.0 |
|
6c |
|
2 |
0 |
4 |
2 |
0 |
1 |
4 |
4 |
0 |
15.0 |
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6d |
|
2 |
0 |
4 |
0 |
1 |
2 |
1 |
4 |
0 |
12.0 |
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6e |
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2 |
1 |
4 |
4 |
1 |
1 |
1 |
4 |
0 |
16.0 |
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6. Physical constitution |
average |
2 |
0.2 |
4 |
2.2 |
0.8 |
1 |
2.8 |
4 |
0 |
15.0 |
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7a |
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2 |
1 |
4 |
0 |
1 |
1 |
0 |
4 |
0 |
11.0 |
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7b |
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1 |
0 |
4 |
0 |
1 |
0 |
0 |
4 |
0 |
9.0 |
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7c |
|
1 |
0 |
4 |
1 |
4 |
4 |
1 |
3 |
0 |
17.0 |
|
7d |
|
2 |
0 |
0 |
3 |
4 |
1 |
1 |
4 |
0 |
13.0 |
|
7e |
|
0 |
2 |
0 |
4 |
0 |
0 |
0 |
1 |
0 |
7.0 |
|
7f |
|
0 |
1 |
0 |
3 |
0 |
0 |
0 |
2 |
0 |
6.0 |
|
7g |
|
0 |
2 |
3 |
4 |
3 |
1 |
0 |
1 |
0 |
14.0 |
|
7h |
|
1 |
1 |
4 |
4 |
3 |
1 |
0 |
3 |
0 |
16.0 |
|
7. Dynamic processes |
average |
0.9 |
0.9 |
2.4 |
2.4 |
2.0 |
1.0 |
0.3 |
2.8 |
0.0 |
11.6 |
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8a |
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0 |
2 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
3.0 |
|
8b |
|
1 |
2 |
0 |
4 |
4 |
0 |
0 |
0 |
0 |
10.0 |
|
8c |
|
0 |
2 |
0 |
4 |
3 |
0 |
0 |
0 |
0 |
9.0 |
|
8d |
|
0 |
2 |
0 |
4 |
2 |
0 |
0 |
0 |
0 |
8.0 |
|
8e |
|
0 |
2 |
0 |
4 |
4 |
2 |
0 |
0 |
0 |
12.0 |
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8. History |
average |
0.2 |
2 |
0 |
3.2 |
2.6 |
0.4 |
0 |
0.2 |
0 |
8.4 |
Appendix 2
