ࡱ> (*%&' ^Kbjbj rr/ """""$00///////$+24F0"0""0U!U!U!""/U!/U!U!//c)pm//000/#57 #5(/#5"/$U!00U!0#5 : Geology B.S., B.A. Programs Assessment Report 2014 Assessment Results, 2013-2014 Overview We present four assessments from the B.A and B.S. Program in Geology that evaluate a full range of Program Learning Outcomes. Not surprisingly, all of the assessments presented here are derived from laboratory-based assignments. Capstone and other milestone experiences in geology typically and necessarily integrate the traditional lecture hall experiences of reading, critical analysis, and subsequent written communication (our PLOs 2 & 3), but also the very applied experience of working with geologic materials, maps and techniques in the laboratory and the field. As such, the Laboratory Skills / Course Project rubric is applied in all cases. These four assessments analyze 30 separate pieces of student work derived from four sequential courses that progress in complexity. In the two lower-level classes (GEOL 3701 and 3801) overall class results are strong and there are no students that fall below the minimum competence level. In fact results indicate that our students are operating at or above the accomplished level. The two upper-level classes (GEOL 3810 and 3910) are difficult courses, where students are introduced to the complications of three-dimensional geometry and thinking. These difficult-to- grasp concepts are applied in both the laboratory and in the field. Here we see the both the rigor of the courses and difficulty that some students have with 3D thinking, spatial relationships, their comfort working in the field, and applying mathematical analysis to natural systems. In these courses there are four instances where students perform below the level of basic competence, and two instances of work that is at, or just above, minimum competence level. The large standard deviation for the Field Methods (GEOL3910) is evidence of this. Course assessments are briefly summarized below. Assessments were performed using the departmental rubrics, modified as needed to take into account the requirements of the assignment. GEOL 3710 Igneous and Metamorphic Petrology: Term Project Term-long comprehensive study of a suite of rocks. A course average of 10.7/15, where 5/15 indicates competence and 10/15 indicates accomplishment. The large standard deviation (2.66) indicates that there is a wide range of abilities. The lowest average scores in the area of Organization is consistent with difficulties students encounter when needing to track numerous aspects of the project and integrate them into a coherent piece of work. This project provides an excellent introduction to the methods used by and skills required of a professional geologist. It incorporates all of the Geology BS/BA PLOs, and the students highly value the experience. GEOL 3801 Sedimentology and Stratigraphy: Cull Canyon Stratigraphic Section Field data collection, laboratory analysis and discipline-specific write-up. Course average is 9.8/12 , where 4/12 indicates competence and 9/12 indicates accomplishment. The lowest scores indicate that execution is a weak area relative to others. Future efforts to demonstrate methods, provide examples and make clear the expectations for the final product may help in this area, but overall the class results are very strong. We would be wise to continue and ideally increase the number of field experiences in order to produce students with strong field skills. There is no substitute for field experience and no question that the more time in the field that students accumulate, the more insight they will have in other aspects of geology. GEOL 3810 Structural Geology: Term Project A term-long, semi-cumulative analysis of a complexly deformed area in Montana. Course average is 8.6/15, where 5/15 is competent and 10/15 is accomplished. With the exception of one student who barely met the competence threshold (5/12), the results are solid. These types of term-long, highly integrative projects that simulate professional duties are an important part of a modern education in geology. The difficult nature of this type of assignment is visible in the low scores in the areas of "Quantitative Skills and Synthesis". This is not surprising considering that many students have poor math and critical analysis skills. Both of these are likely issues prior to attending CSUEB, and thus it is incumbent upon us to maintain and even increase the number of assignments that require our students to apply mathematical methods to geologic problems, and to read challenging scientific literature for content and analysis. GEOL 3910 Geologic Field Methods: Geologic Map Produce from direct field investigation a geologic map and report. Course average is 8/15, where 5/15 is competent and 10/15 is accomplished. Two students failed to meet the competence threshold (5/12), and one was just above it (6/12). There is a relatively large range of scores, as indicated by the standard deviation of 4.65. This serves as a capstone course and may be, in many ways, the most difficult course for many students: it is a field class, where ideally all of the methods from previous courses are applied. Issues range from discomfort from being in the field, difficulty recognizing rock types and structures, and inability to visualize in 3D. This assessment area does not necessarily measure how good a geologist a student may be, but rather reflects more on their ability to operate comfortably in a field environment (hills, wildlife, 3D, etc.), which is not necessary for all geologists, as some may prefer to work in laboratory or less rugged field environments. CSUEB Geology B.S., B.A. Program  CRITICAL THINKING VALUE RUBRIC Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. This rubric may be applied to student writing assignments and projects in order to assess how well the Geology B.S., B.A. Program Learning Outcomes have been achieved. Exemplary 3Accomplished 2Competent 1Insufficient Evidence 01. Competencies Strategies and skills that apply to geological problem solving (i.e. discipline specific lab & field exercises).Clearly understands purpose and role of the exercise and its importance and context within the Earth Sciences and/or related subfield. Proposes/develops new means methods to address the problem.Strong understanding of purpose and role of the exercise and its importance and context within the Earth Sciences and/or related subfield. Uses discipline appropriate means to address the problem.Understanding of the purpose and role of the exercise and some insight into its importance and context within the Earth Sciences and/or related subfield. Follows instructions and understands the steps.Poor understanding of the purpose and role of the exercise with little/no insight into its importance and context within the Earth Sciences and/or related subfield. Unable to follow instructions.2. Problem SolvingDevelopsalogical,consistentplan to solveproblem,andrecognizes consequencesof solutionandcan articulate reasonforchoosing solution.Develops a plan to solve the problem. Has some insight into consequences and some ability to articulate reasonfor choosingsolution.Considers and rejects less acceptable approaches to solving problem.Only a single approach is considered and used to solve the problem.3. Embracing ContradictionsIntegrates alternate, divergent, or contradictory perspectives or ideas fully. Proposes/uses multiple working hypotheses.Incorporates alternate, divergent, or contradictory perspectives or ideas in a exploratory way. Applies multiple working hypothesesIncludes (recognizes value) alternate, divergent, or contradictory perspectives or ideas in a limited way. Has difficulty creating multiple working hypothesesFails to Acknowledge alternate, divergent, or contradictory perspectives or ideas. No use of multiple workinghypotheses4. Innovative ThinkingCreates a novel/unique idea, method, hypothesis, format, or product.Imagines/conceives a novel/unique idea, method, hypothesis, format, or product.Reformulates a collection of available ideas.No new ideas5. Connections, Synthesis, TransformationSynthesizes ideas or solutions into a coherent whole.Connects ideas or solutions in novel ways.Recognizes existing connections among ideas or solutions.No recognition of significance of exercise to discipline or global context. Modified from: Critical Thinking Value Rubric, AAC&U  HYPERLINK "http://www.aacu.org/value/rubrics/WrittenCommunication.cfm" http://www.aacu.org/value/rubrics/WrittenCommunication.cfm CSUEB Geology B.S., B.A. Program LABORATORY SKILLS / COURSE PROJECT RUBRIC Laboratory skills and course projects and assignments are where the discipline specific skills, methods, techniques and processes that are fundamental to the Earth Sciences are acquired and utilized. This rubric or portions of it may be applied to student laboratory and course assignments and projects in order to assess how well the Geology B.S., B.A. Program Learning Outcomes have been achieved. Exemplary 3Accomplished 2Competent 1Insufficient Evidence 01. OrganizationOrganization is clear, consistent, observable and skillful and content is cohesive.Organization is clear, consistent & observable.Organization is intermittently observable.Organization is poor or not observable.2. PresentationWork is attractive, clean, clear, accurate, visually strongWork is well produced, clear, mostly accurate, visually effectiveWork is adequate with minor errors, visually inertWork is unclear, informal, minimally conveys intent and error prone3. Quantitative SkillsApplied innovative and insightful mathematical methods and techniques. Demonstrates mathematical mastery.Applied situation appropriate mathematical methods and techniques. Demonstrates solid math skills.Applied basic mathematical methods. Demonstrates modest math skills.Unable to apply basic mathematical methods and techniques. Insufficient math skills.4. ExecutionWork is complete to levels above expectation and turned in early or on timeWork is strong, complete and turned in on timeWork is adequate, complete and turned in on timeWork is incomplete or not turned in on time5. Connection, Synthesis, TransformationSynthesizes ideas or solutions into a coherent whole. 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