Assessing Graduate and Undergraduate Geoscience Programs: Similarities and Contrasts

1. Assessing Graduate and Undergraduate Geoscience Programs: Similarities and Contrasts Sheila Roberts Department of Geology Bowling Green State University

2. Department of Geology at BGSU • We offer a • BA, BS and BS with a specialization in paleobiology • MS

3. Learning Outcomes:Undergraduate Degrees • At the completion of baccalaureate degree in Geology, all students should be able to: • Identify, describe, and classify earth materials, formations, and structures and interpret them in the context of geologic processes • Analyze and report quantitative geologic data collected in the field and laboratory • Read, write, present, and critically evaluate geologic reports, professional papers and maps • Synthesize information from a variety of disciplines to solve geologic problems

4. Assessment Strategy • Identify, describe, and classify earth materials, formations, and structures and interpret in the context of geologic processes • Students should be able to: • Observe and record the important aspects of earth materials, formations, and/or structures • Integrate observations, inferences and relationships of earth materials, formations, and/or structures to infer the geologic processes that produced them • Gather and evaluate information pertaining to earth materials, formations, and/or structures from multiple sources and/or sub-disciplines in geology

5. Assessment Strategy • Identify, describe, and classify earth materials, formations, and structures and interpret in the context of geologic processes • Selected laboratory exercises in • GEOL 302 (Earth Materials) • GEOL 309 (Earth Structure and Tectonics) • GEOL 316 (Sedimentation and Stratigraphy) • Field Trips • Capstone course (GEOL 494 Field Geology)

6. Assessment Strategy • Analyze and report quantitative geologic data collected in the field and laboratory • Students should be able to: • Interpret graphs and charts of quantitative data • Interpret basic statistics • Select data collection and analysis techniques appropriate for problem • Integrate quantitative data from multiple sources and/or sub-disciplines in geology

7. Assessment Strategy • Analyze and report quantitative geologic data collected in the field and laboratory • Selected exercises from homework assignments in GEOL 315 (Quantitative Methods) • Selected laboratory exercises in GEOL 309 • Capstone course

8. Assessment Strategy • Read, write, present, and critically evaluate geologic reports, professional papers and maps • Students should be able to: • Understand and use appropriate terminology • Direct writing and presentations to appropriate audience • Identify whether or not writing contains: clear focus, adequate development of arguments or points, clear and coherent paragraphing, appropriate use of examples and evidence, appropriate word choice, and appropriate sentence structure • Identify whether or not presentation contains: articulation, voice projection, bodily response, organization, use of examples, and variations in pitch, intonation, volume, and pause • Structure writing and presentations so that they contain an introduction, conclusion, and arguments that follow logically and support the thesis • Use transitions to connect sentences, paragraphs, and arguments • Provide evidence for conclusions and arguments • Locate and/or create, and effectively incorporate images into texts and presentations • Discuss credibility of sources • Analyze sources to determine their relevance to the topic • Fully and correctly cite sources, using a standard citation format

9. Assessment Strategy • Read, write, present, and critically evaluate geologic reports, professional papers and maps • Selected laboratory exercises in GEOL 302 and GEOL 316 • Capstone course professional papers and maps

10. Assessment Strategy • Synthesize information from a variety of disciplines to solve geological problems • Students should be able to • Synthesize information from geologic samples, field observations, maps, texts, photographs, diagrams, charts, tables, and other information sources to determine and describe a solution to a geologic problem.

11. Assessment Strategy • Synthesize information from a variety of disciplines to solve geological problems • Capstone course • Alumni Survey

12. From the 2006 Assessment Report • Analyze and report quantitative geologic data collected in the field and laboratory • Students continue to show problems in the areas of quantitative skills (from reports, presentations, and ungraded exercises). GEOL 315 will be more closely linked to GEOL 302 next time they are taught to form a cohort. Exercises in 302 will use skills being taught in 315 so students see the need for strong quantitative skills.

13. From the 2006 Assessment Report • Identify, describe, and classify earth materials, formations, and structures and interpret them in the context of geologic processes. • Students did well on making field observations and converting these observations into field maps. Some problems were identified in written reports with working out temporal relationships. It was decided that more exercises emphasizing relative age relations will be developed for core courses and more time will be spent in the field geology course showing field examples of timing relationships

14. From the 2007 Assessment Report • Identify, describe, and classify earth materials, formations, and structures and interpret them in the context of geologic processes. • Two labs were used to assess this outcome: Classification of faults and classification of folds, both of which focus on the geometry and occurrence of earth structures. Performance on each was scored as meeting, not meeting, or exceeding expectations using a rubric. Of the 19 students, 58% met expectations, 21% exceeded expectations, and 21% did not meet expectations.

15. From the 2007 Assessment Report • Identify, describe, and classify earth materials, formations, and structures and interpret them in the context of geologic processes.

16. From the Assessment 2007 Report • Identify, describe, and classify earth materials, formations, and structures and interpret them in the context of geologic processes. • The assessments showed that students were able to classify structures that were very similar to standard examples; however, some had trouble extrapolating the concepts to structures that were very different from the examples. More emphasis will be placed on the key features used in classification rather than similarity to stock examples.

17. For the MS • Possess knowledge at the graduate level of several areas within geology. • Possess an in-depth knowledge in the student's area of specialization. • Possess the ability to design and conduct an original geoscience research project, with appropriate use of the scientific method, robust sampling, and analytical methodologies. • Possess the ability to justify and communicate the results and interpretations of an original geoscience research project.

18. Possess knowledge at the graduate level of several areas within geology. • Performance in six 500- or 600-level courses (at least four of which are in geology, not in related fields)

19. Possess an in-depth knowledge in the student’s area of specialization. • Quality of the thesis proposal • Quality of the Masters thesis • Performance in the thesis defense

20. Possess the ability to design and conduct an original geoscience research project, with appropriate use of the scientific method, robust sampling, and analytical methodologies. • Quality of the thesis proposal • Quality of the Masters thesis • Performance in the thesis defense

21. Possess the ability to justify and communicate the results and interpretations of an original geoscience research project. • Quality of the thesis proposal • Quality of the Masters thesis • Performance in the thesis defense

22. State clearly the purposes, research question(s), and hypotheses appropriate to the topic and area of study? • Show appropriate preparation and knowledge through the background/review of literature? • Use and competently implement methods appropriate to the area of study and to the purpose and question(s)? • Illustrate appropriate means for evaluating the results? • Discuss and arrive at appropriate and logical conclusions from the results? • Demonstrate fluent verbal communication? • Demonstrate fluent written communication? 

23. Clarifying questions: • Purposes, Questions, Hypotheses • Was a purpose identified and clearly stated? • Background/Review of Literature • Methods • Results • Discussion/Conclusions • Speaking Fluency • Writing Proficiency

24. State clearly the purposes, research question(s), and hypotheses appropriate to the topic and area of study?

25. Show appropriate preparation and knowledge through the background/review of literature?

26. Illustrate appropriate means for evaluating the results?

27. State clearly the purposes, research question(s), and hypotheses appropriate to the topic and area of study? • Mean = 3.75 • Show appropriate preparation and knowledge through the background/review of literature? • Mean = 3.5 • Use and competently implement methods appropriate to the area of study and to the purpose and question(s)? • Mean = 3.5 • Illustrate appropriate means for evaluating the results? • Mean = 3.22 • Demonstrate fluent verbal communication? • Mean = 4.06 • Demonstrate fluent written communication?  • Mean = 3.69

28. Why are the assessment methods different for grads and undergrads? • Undergraduate students all take common courses • Can imbed program assessment in these courses • Undergraduate students all take a capstone course, the summer field course, near the end of their career • Can assess all outcomes in this course

29. Why are the assessment methods different for grads and undergrads? • Graduate students have no required courses • Graduate students all • Write and defend a thesis proposal at the end of year 1 • Write and defend a thesis at the end of their career • Can assess and compare assessed learning outcomes

30. Areas to work on • Develop common rubrics to assess learning outcomes for the undergraduate program • Course versus program assessment • Assess progress through the undergraduate program when courses for majors are only offered on an alternate year basis • How do we insure graduate students • Possess knowledge at the graduate level of several areas within geology. • Performance in six 500- or 600-level courses (at least four of which are in geology, not in related fields) • Share results with faculty and use results to modify program