Georgia State University
Annual Student Learning Outcomes Assessment
Report
Due to the A&S Dean’s Office Aug. 19, 2005
Unit Name __Physics and
Astronomy________________
Prepared by ___H. R. Miller___________, Date
___Aug 31, 2005____
Academic
Year: 2004-2005
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III. Changes to Procedures
or Curriculum Based on Assessment |
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II. Achievement
of Departmental Objectives for Students A. Undergraduate--
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A. Outcomes
assessed:
In a traditional physics curriculum like the one at GSU, programmatic goals include general and specific-content elements. Among the general elements are “development of analytical skills,” etc. Specific content areas include the standard subject areas are:
1. Mechanics (classical and relativistic);
2. Electricity and magnetism (including optics);
3. Heat and statistical physics;
4. Quantum physics.
Instruction in these subject areas is approached in a "layered" fashion. The layers (or levels) are distinguished mainly by application of more sophisticated mathematical techniques. Thus, an important prerequisite to these areas is solid preparation in mathematics. Our curriculum requires math courses up to the level of partial differential equations and vector analysis.
B. Elements of assessment
1. Analytical Skills
a. Students learn how to collect data
b. Hands-on experience with laboratory techniques including a working knowledge of data analysis
i. Theory of laboratory techniques
ii.Students learn computer skills
2. Critical Thinking Skills
a. Students learn how to develop research questions and formulate testable hypotheses
b. Students learn how to analyze and interpret data (hypothesis testing, drawing
inferences and drawing conclusions.)
c. Students learn how to use results of experiments to formulate new research
questions.
3. Communication Skills
a. Students develop oral communication skills.
b. Students develop written communication skills (e.g. critical literature reviews, grant proposals, computer language)
4. Collaborative/Group Skills
a. Students develop skills in working on collaborative projects (e.g. research projects, classroom presentations)
Specific-Content
Elements: Acquisition of Knowledge
1. to have a working knowledge of classical mechanics and its application to "standard" problems such as central forces and rotational dynamics;
2. to understand the principles of special relativity and to have a working knowledge of its application to the mechanics of particles;
3. to have a working knowledge of basic electrostatics, electrodynamics, and magnetism leading to the development of Maxwell's equations;
4. to have a working knowledge of geometrical and physical optics;
5. to have a working knowledge of basic thermodynamic principles and the relation of statistical mechanics to them;
6.
to have a working knowledge of elementary quantum
mechanics and its application to the explanation of atomic structure and atomic
spectroscopy.
C. Data Collected
The department has begun to assemble quantitative criteria that will allow one to evaluate how effective we are in meeting the goals that we have set for each course.
During the 2005-06 academic year, the department will define the specific outcomes expected for each course, devise criteria for assessing how well students are succeeding in meeting the expected outcomes, and implement a plan for assessing the success-rate for those students enrolled in the class.
D.
Data Analyses
The department has established an Assessment Committee which has responsibility for defining the appropriate criteria and analyses to be used in this process.
II. Achievement of Departmental
Objectives for Students
Previously, an in-depth study of a representative sample of students in introductory courses in physics and astronomy was conducted. Questions related to the primary goals of these courses were identified, graded, and the correlation with overall course grade was examined. It was clear that there was a correlation of a student’s performance on these questions with their overall success in the course.
B. Graduate
The departmental Assessment Committee is in the process of defining the appropriate
quantitative criteria for determining how well we are meeting our goals for all of the graduate courses in the department. It will take up to three years to fully implement and complete this process for all courses offered by the department since some of the graduate courses are only offered once every three years.
III.
Changes to Procedures or Curriculum Based on Assessment
A. Undergraduate
Based on a pilot program begun during the Spring, 2005 semester, three of the Introductory Astronomy laboratory experiments have been modified to incorporate an interactive style learning experience. These include the laboratory exercise on Lunar and Solar Eclipses, the laboratory exercise on Phases of the Moon, and the laboratory exercise on Seasons.
In addition, a uniform assessment procedure is being developed for all the 1000- and 2000-level courses. This procedure will be implemented no later than the Spring, 2006 semester.
B. Graduate
The departmental Assessment Committee is in the process of defining the appropriate
criteria to determine how well we are meeting our goals for all of the graduate courses in the department. It will take up to three years to fully implement and complete this process since some of the graduate courses are offered only once every three years.
IV. Changes in Department’s Assessment Goals
Although the departmental faculty have used various assessment techniques for many years, it is clear that we need to develop a uniform set of criteria for assessing the learning outcomes of students enrolled in all the courses offered by the department. Therefore, the department has established an Assessment Committee which has responsibility for defining the appropriate criteria and analyses to be used in this process. It is expected that, by the end of this academic year, we will have fully implemented the new assessment criteria for all courses that the department offers during the current 2005-06 academic year.