Student Learning Assessment Programassess/GEL bs 07.doc · Web view10. Identify different igneous rock bodies. 11. Identify igneous and metamorphic rocks by mineralogy and textures

STUDENT LEARNING ASSESSMENT PROGRAMSUMMARY FORM AY 2006-2007

Degree andProgram Name:

Submitted By:

Submitted by: K. BowerCourse: ____Esc/Gel 1300G__Introduction to Earth Sciences_ Date: ___05/20/23 ____ ________

What are the learning objectives?

How, where, and when are they assessed?

What are the expectations? What are the results? Committee/ person responsible? How are results shared?

1. Geology graduates should understand how the scientific method applies to the earth sciences.Students were assessed at the beginning and end of both fall and spring semester using a test which included 25 multiple choice and true false questions designed to measure the understanding of the learning objectives. Lower level courses have lesser expectations than upper level courses.

This course is required of all Geology Program majors and minors and of Science Certification Teaching majors. Expectations for this course included memorizing earth science terms, understanding and using earth sciences processes, using techniques used in earth science, writing at an appropriate level, and critical thinking.

The students were required to answer 70% of the test questions correctly.

111 student in the Fall 2006 and Spring 2007 semesters completed both the Pre-test and Post-test. Analysis of Esc/Gel 1300G results indicate an improvement from 1% answered better than 70% of the pre-test questions. 17% of the students answered more than 50% of the post-test questions. This is an increase over the semester of 16% of the students attaining mastery of the material tested. The fraction of students tested in Geo/Esc 1300G (sections taught by K. Bower) who are declared geology majors is 0% and approximately 0.4% science

Individual instructors in the courses; results shared with the assessment committee.

The chair of the assessment committee shares that data with the faculty.

B.S. Geology

Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department. Worksheets are due to CASA this year by June 15, 2007. Worksheets should be sent electronically to [email protected] and should also be submitted to your college dean. For information about assessment or help with your assessment plans, visit the Assessment webpage at http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.

Kathleen Bower

http://www.eiu.edu/~assess/

mailto:[email protected]




certification teaching majors.

The results of the above testing indicate that the learning objectives have been met.

Additional testing will be given to all students in all required Geology Program courses in the future in order to add to the data.

Since the course is general education, all students, whether general education or a geology majors or minors, were tested. The results for all students in the introductory general education courses were grouped together for reporting purposes because of the small numbers of geology program majors and minors that enter the program at the introductory level.

Note that, due to small number of geology majors in each year being tested, these results should be considered preliminary. The results for this year and the previous year are shown graphically in Appendix I.

2. Graduates should have a thorough knowledge and understanding of core concepts in the earth sciences, including the following




areas:2.1. Major physical and

paleontological events in Earth history, and the methods used to interpret this history;

2.2. Common mineral, rock, and soil formation processes; the identification of common minerals, rocks, and soils; and the interpretation of the environments in which they are found;

2.3. Surface processes and their impact on development of landforms, and the ability to identify and interpret landforms;

2.4. Basic tectonic processes, and the ability to interpret structural relations from geologic data;

2.5. Processes occurring at different types of lithospheric plate boundaries;

2.6. Major geological cycles and the interactions, both human and physical,

Students were assessed at the beginning and end of the semester using a test which included 25 multiple choice and true false questions designed to measure the understanding of the learning objectives. Lower level courses have lesser expectations than upper level courses.



111 student in the Fall 2006 and Spring 2007 semesters completed both the Pre-test and Post-test. Analysis of Esc/Gel 1300G results indicate an improvement from 1% answered better than 70% of the pre-test questions. 17% of the students answered more than 50% of the post-test questions. This is an increase over the semester of 16% of the students attaining mastery of the material tested. The fraction of students tested in Geo/Esc 1300G (sections taught by K. Bower) who are declared geology majors is 0% and approximately 0.4% science certification teaching majors.



Since the course is general education, all students, whether general education or a geology majors or minors,






with the Earth. were tested. The results for all students in the introductory general education courses were grouped together for reporting purposes because of the small numbers of geology program majors and minors that enter the program at the introductory level.

Note that, due to small number of geology majors in each year being tested, these results should be considered preliminary. The results for this year and the previous year are shown graphically in Appendix I.

3. Geology graduates should have a set of fundamental skills that they can apply to a variety of situations, including:3.1. Critical Thinking

Skills -- the ability to formulate strategies, collect and synthesize data, and apply mathematical and graphical techniques to arrive at solutions, and interpret results related to geologic processes.

Students were assessed at the beginning and end of the semester using a test which included 25 multiple choice and true false questions designed to measure the understanding of the learning objectives. Lower level courses have lesser expectations than upper level courses.



111 student in the Fall 2006 and Spring 2007 semesters completed both the Pre-test and Post-test. Analysis of Esc/Gel 1300G results indicate an improvement from 1% answered better than 70% of the pre-test questions. 17% of the students answered more than 50% of the post-test questions. This is an increase over the semester of 16% of the students attaining mastery of the material tested. The fraction of students tested in Geo/Esc






1300G (sections taught by K. Bower) who are declared geology majors is 0% and approximately 0.4% science certification teaching majors.



Since the course is general education, all students, whether general education or a geology majors or minors, were tested. The results for all students in the introductory general education courses were grouped together for reporting purposes because of the small numbers of geology program majors and minors that enter the program at the introductory level.

Note that, due to small number of geology majors in each year being tested, these results should be considered preliminary. The results for this year and the previous




year are shown graphically in Appendix I.

Submitted by: J. StimacCourses: GEL 1430 (Historical Geology), GEL 3430 (Structural Geology), and GEL 3440 (Tectonics) Date: __5/13/07_




1. Geology graduates should understand how the scientific method applies to the earth sciences.

Students were assessed in GEL 1430 (Historical Geology), GEL 3430 (Structural Geology), and GEL 3440 (Tectonics) via multiple laboratory exercises and reaction papers. Exercises and papers were spaced throughout the semester that that course was taught. A pre- and a post-test were also administered in GEL 1430 to evaluate increase in knowledge.

Students were expected to understand the basic hypothesis, methodology, and assumptions made in the laboratory or made by the geoscientist in the article. It is expected that 80 percent of the students would have the required knowledge by completion of the course.

Comparison between pre- and post-test results were made with an expectation that there would be an in crease in the understanding; no level of increase in expectation was prescribed.

Results from GEL 1430 laboratory exercises indicate that 83% of the students (n = 10 of 12 possible) demonstrated acceptable understanding of scientific methodology in the earth sciences. Pre-test results indicate that 58% (n = 7 of 12) understood scientific methodology applied to geology. This resulted in a net increase of a 25% increase in the understanding. Of those who initially did not understand the methodology (n = 5), by the end of the course only two remained.

Results from GEL 3430 laboratory exercises indicate that 75% of the students (n = 3 of 4 possible) demonstrated acceptable understanding of scientific methodology in the earth sciences. Based on reaction papers, that number increased to 100%.

Results from GEL 3440 laboratory exercises indicate that 86% of the students (n = 6 of 7 possible) demonstrated



acceptable understanding of scientific methodology in the earth sciences based on reaction papers. Based on reaction papers, that number increased to 100%.

2. Graduates should have a thorough knowledge and understanding of core concepts in the earth sciences, including the following areas:

A. Major physical and paleontological events in Earth history, and the methods used to interpret this history;

B. Common mineral, rock, and soil formation processes; the identification of common minerals, rocks, and soils; and the interpretation of the environments in which they are found;

C. Surface processes and their impact on development of landforms, and the ability to identify and interpret landforms;

D. Basic tectonic processes, and the ability to interpret structural relations from geologic data;

E. Processes occurring at different types of lithospheric plate boundaries;

F. Major geological cycles and the interactions, both human and physical, with the Earth.

Students were assessed in GEL 1430 (Historical Geology), GEL 3430 (Structural Geology), and GEL 3440 (Tectonics) via multiple laboratory exercises, discussions, and papers. A pre- and post-test were also given in GEL 1430. While not each sub-goal was assessed in each course, GEL 1430 assessed A, B, C, D, E, and F; GEL 3430 assessed C, D, E, and F; and GEL 3440 assessed C, D, E, and F.

Students were expected to understand the core concepts in each sub-goal. It is expected that 80 percent of the students would have the required knowledge by completion of the course. An acceptable passing rate was C or better.

GEL 1430: based on pre-test results broken down by sub-goal, A: 17% (n = 2 of 12); B: 67% (n = 8 of 12); C: 50% (n = 6 of 12); D: 33% (n = 4 of 12); E: 17% (n = 2 of 12); and F: 17% (n = 2 of 12). Post-test results broken down by sub-goal, A: 83% (n = 10 of 12); B: 92% (n = 11 of 12); C: 83% (n = 10 of 12); D: 92% (n = 11 of 12); E: 83% (n = 10 of 12); and F: 83% (n = 10 of 12). Overall knowledge of the goals as an aggregate at the end of the course was 92% (n = 11 of 12).

GEL 3430: based on laboratory exercises, discussions, and papers the results broken down by sub-goal, C: 100% (n = 4 of 4); D: 75% (n = 3 of 4); E: 100% (n = 4 of 4); and F: 75% (n = 3 of 4). Overall knowledge of the goals as an aggregate at the end of the course was 100% (n = 4 of 4).

GEL 3440: based on laboratory exercises, discussions, and papers the results broken down by sub-goal, C: 86% (n = 6 of 7); D: 86% (n = 6 of 7); E: 86% (n = 6 of 7); and F: 71% (n = 5 of 7). Overall knowledge of the goals as an aggregate at the end of the course was 86% (n = 6 of 7).



3. Geology graduates should have a set of fundamental skills that

Students were assessed in GEL 1430 (Historical Geology), GEL 3430

It is expected that 80% of the students attain a grade of C or

Results from the GEL 1430 students indicate that 92% of

Individual instructors in the courses; results shared

they can apply to a variety of situations, including:

A) Critical Thinking Skills -- the ability to formulate strategies, collect and synthesize data, and apply mathematical and graphical techniques to arrive at solutions, and interpret results related to geologic processes.

B) Communication Skills -- the ability to clearly express earth science concepts and present results from laboratory and fieldwork orally, graphically, and in writing.

(Structural Geology), and GEL 3440 (Tectonics) via in-class speeches and final papers. Speeches were assessed using a slightly modified Speaking Across the Curriculum rubric. Papers were assessed using a writing rubric (Appendix II). Critical thinking and synthesis of data are key components to each rubric.

better on their oral presentations.

It is expected that 80% of the students attain a grade of C or better on their final papers.

the students (n = 11 of 12 possible) demonstrated acceptable communication thinking skills based on a combination of their oral and written presentations. Solely judging critical thinking skills, 75% (9 of 12) exhibited acceptable critical thinking skills.

Results from the GEL 3430 students indicate that 75% of the students (n = 3 of 4 possible) demonstrated acceptable communication thinking skills based on a combination of their oral and written presentations. Solely judging critical thinking skills, 50% (2 of 4) exhibited acceptable critical thinking skills.

Results from the GEL 3440 students indicate that 86% of the students (n = 6 of 7 possible) demonstrated acceptable communication thinking skills based on a combination of their oral and written presentations. Solely judging critical thinking skills, 71% (5 of 7) exhibited acceptable critical thinking skills.

with the assessment committee.


Submitted by: C. ChesnerCourses: GEL 2440 - Mineralogy____________________ Date: __4/24/07______________




1. Geology graduates should understand how the scientific method applies to the earth sciences.Students were assessed 1. Identify ~ 100 common Based on the nature and Individual instructors in the

throughout the semester via exams, lab reports, homework assignments, and a term paper

minerals from their physical properties 2. Determine symmetry content of crystals (identify all external symmetry operations)3. Classify minerals using external symmetry into the 6 crystal systems and 32 crystal classes4. Identify all open and closed crystals forms5. Construct stereographic projections of crystals6. Name crystal faces using Miller Indices7. Use the Bragg Equation to determine a mineral’s d-spacings8. Use X-Ray diffraction data to identify minerals 9. Identify unknown minerals using the department’s X-Ray diffractometer10. Understand internal symmetry operations and the symbolism of the 230 space groups 11. Determine mineral formulas from compositional data12. Understand what causes variations in mineral compositions13. Use of mineral stability diagrams14. Plot mineral compositions on compositional diagrams15. Ability to examine and understand crystal structures16. Recognize and understand polymorphism, pseudomorphism, and

level of the expectations, 100% of the students in this class demonstrated a significant improvement of their understanding, use, and application of the principles and concepts enumerated as expectations for this course.

12 students were enrolled in the class, and 6 were Geology majors. Others were Teacher Certification with a concentration in Earth Sciences.

58% of the class met the expectations at an above average level, 25% met the expectations at an average level, and 17% met the expectations at a below average level.

courses; results shared with the assessment committee.


amorphous minerals17. Understand how structure influences the physical properties of minerals18. Learn the major mineral families (oxides, sulfides, carbonates, etc.)19. Assign mineral families from mineral formulas20. Assign mineral families from structural diagrams21. Learn the main elements in different minerals22. Learn the occurrence of ~100 common minerals23. Apply all of the above to 1 mineral in the form of a comprehensive mineral report

Submitted by: C. ChesnerCourse: GEL 3405 - Petrology____________________ Date: __4/24/07______________




2. Geology graduates should understand how the scientific method applies to the earth sciences.Students were assessed throughout the semester via exams, lab reports, homework assignments, and a term paper

1. Understand the origin of igneous and metamorphic textures2. Classification of igneous rocks by their mineralogy, composition, and occurrence 3. Perform and understand normative calculations4. Ability to use eutectic, solid solution, and ternary phase diagrams to track 5. crystallization and melting of magmas and rocks6. Understand the origin of mafic and silicic magmas

Based on the nature and level of the expectations, 100% of the students in this class demonstrated a significant improvement of their understanding, use, and application of the principles and concepts enumerated as expectations for this course.

10 students were enrolled in the class, and 7 were Geology majors. Others were Teacher Certification with a concentration in Earth



7. Understand partial melting and how it controls magma types8. Understand the various ways that magmas can evolve and diversify9. Understand occurrences of the different plutonic and volcanic rock associations10. Identify different igneous rock bodies11. Identify igneous and metamorphic rocks by mineralogy and textures in hand sample12. Use the petrographic microscope to precisely name igneous and metamorphic rocks from their mineralogy and texture13. Visit a volcano/plutonic terrain, make field observations at several locations, and construct a geologic report that summarizes the magmatic history of the area14. Make a simple geologic map of igneous rocks15. Learn the different types of metamorphism16. Understand the variety of metamorphic mineral reactions17. Assign metamorphic facies from mineral assemblages18. Use of the petrogenetic grid to establish pressure and temperature conditions of metamorphism19. Association of metamorphic facies to tectonic environment20. Using and plotting

Sciences.

70% of the class met the expectations at an above average level, 30% met the expectations at an average level, and none were at a below average level.

metamorphic phase diagrams

Submitted By: K. BowerCourses: _Gel 4335__Envirnomental Geology____________________ Date: __5/07/07__




1. Geology graduates should understand how the scientific method applies to the earth sciences.Students were NOT directly assessed.

2. Graduates should have a thorough knowledge and understanding of core concepts in the earth sciences, including the following areas:

2.1. Major physical and paleontological events in Earth history, and the methods used to interpret this history;

2.2. Common mineral, rock, and soil formation processes; the identification of common minerals, rocks, and soils; and the interpretation of the environments in which they are found;

2.3. Surface processes and their impact on development of landforms, and the ability to identify and interpret landforms;

2.4. Basic tectonic processes, and the ability to interpret

Students were assessed throughout the semester using homework, quizzes and exams which included essays and word problems designed to measure the understanding of the learning objectives. Lower level courses have lesser expectations than upper level courses.

Expectations for this course included knowledge, application and synthesis of major geological cycles and the interactions, both human and physical, with the Earth.The students were required to write essays and solve problems to show their mastery of the material at the analysis level of cognitive thinking.

This course is required of all Geology Program majors. The number of students enrolled in Gel 4335 was 8 with 3 geology majors.

The results of assessment in Gel 4335 indicate that 33% of the geology majors met the above expectations level. 67% of the geology majors met the expectations level. No geology majors did not meet the expectations level.

Additional testing will be given to all students in all required and elective geology courses in the future in order to add to the data.

Note that, due to small number of geology majors in each year being tested, these results should be considered preliminary.



structural relations from geologic data;

2.5. Processes occurring at different types of lithospheric plate boundaries;

2.6. Major geological cycles and the interactions, both human and physical, with the Earth.

3. Geology graduates should have a set of fundamental skills that they can apply to a variety of situations, including:3.1. Critical Thinking

Skills -- the ability to formulate strategies, collect and synthesize data, and apply mathematical and graphical techniques to arrive at solutions, and interpret results related to geologic processes.

3.2. Communication Skills -- the ability to clearly express earth science concepts and present results from laboratory and fieldwork orally, graphically, and in writing.

Students were assessed throughout the semester using homework, oral presentations, quizzes and exams which included essays and word problems designed to measure mastery of the learning objectives. Lower level courses have lesser expectations than upper level courses.

Expectations for this course included knowledge, application and synthesis of major geological cycles and the interactions, both human and physical, with the Earth.The students were required to write essays and solve problems to show their mastery of the material at the analysis level of cognitive thinking.

This course is required of all Geology Program majors. The number of students enrolled in Gel 4335 was 8 with 3 geology majors.

The results of assessment in Gel 4335 indicate that 33% of the geology majors met the above expectations level. 67% of the geology majors met the expectations level. No geology majors did not meet the expectations level.

Additional testing will be given to all students in all required and elective geology courses in the future in order to add to the data.

Note that, due to small number of geology majors in each year being tested, these results should be considered preliminary.



Submitted by: C. ChesnerCourses: GEL 4800 Geology Field Camp____________________ Date: __4/24/07______________




3. Geology graduates should understand how the scientific method applies to the earth sciences.Students were assessed throughout the semester via assignments that included constructing pace and compass maps, topographic maps, geologic maps, geologic cross sections, detailed stratigraphic sections, maps from aerial photographs, maps from GPS data, and written reports.

Students are expected to apply their overall classroom knowledge acquired from courses taught in the Geology program to collect geologic field data, make geologic maps and cross sections, and interpret the geologic history of the assigned areas.

On the last day of Geology Field Camp 2006, all 18 students (EIU and non-EIU) were given a learning assessment form in which they were requested to respond to the following:

Reflecting back on the past 6 weeks, list 10 geological principles, concepts, techniques, skills, etc., that you have learned (or increased your understanding of) at Geology Field Camp.

Below is a general summary of the topics that students indicated that they learned or increased their understanding of during Geology Field Camp. 100% of the students indicated an increased ability in all of the topics listed below.

1. Brunton Compass skills for taking geological field measurements.2. General field skills.3. Taking accurate field notes and data.4. Thinking geologically and stratigraphically while in the field.5. Overall field ability and



mapping skills: including topographic maps, geologic maps, geologic cross sections, using and interpreting aerial photographs.6. Using Global Positioning System (GPS) equipment in the field.7. Learning special field techniques.

In 2006, 28% of Geology Field Camp students were from EIU. EIU students received 66% of the A’s, 17% of the B’s, and 33% of the C’s. One could argue that if EIU students are comparable to the nationwide pool, then they should have received 28% of the A’s, B’s, and C’s. Thus, in this particular year, some of the EIU Geology majors were above the norm of non-EIU Geology majors attending our Geology Field Camp, while others were below the norm.

PART TWODescribe what your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

The multiple objectives given in the Departmental Assessment Geology Plan are Student Learning Goals and Objectives continue to apply over the entire undergraduate course of study. These are the objectives the departmental faculty determine that geology majors

should master before graduation. While the students are introduced to a particular learning objective in one course, the objective may be expanded on or reinforced in other courses. There are several objectives that are equally developed in multiple courses within the Geology Curriculum: critical thinking, communication skills, application of the scientific method, and understanding of geologic cycles. Nationally, a discussion across geology field is taking place to determine national standards for education in the geology profession is desirable and what standards would be appropriate. Should such national standards be developed, they will appropriately affect the Geology Program learning objectives at EIU.

Currently, faculty assess student learning in each of the geology courses required for the B.S. in Geology. The Geology Program Assessment Sub-committee is in the process of developing assessment tools that assess mastery over the entire program. The draft plan (Appendix III) includes assessment of student attainment of learning objectives through student accomplishments in the geology program capstone course, assessment of mastery of learning objectives from an objective exam taken before student graduation, and assessment of student accomplishments through exit and alumni surveys. The Geology Program faculty have agreed upon outcomes and expectations for the program. The faculty continue to test and develop the Departmental Assessment Geology Plan.

The Geology Program faculty plan to use the Departmental Geology Program Assessment results to improve the course of study in the Department of Geology/Geography. At this time, the assessment of student mastery of Student Learning Goals and Objectives can be used to improve each course and the coordination of all the courses to teach student mastery.

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?

The Geology Program faculty continue to use the results of the assessment of student learning to improve the curriculum. Two examples of this are in Gel/Esc 1300G and Gel 4335. These are required courses in the geology major. Students appear to have difficulty mastering higher level learning in the courses. It is proposed for next year that students be required to participate in small group work with required assignments outside of the classroom in order for a larger percentage of students to master material at the application level. It is thought that this will increase there mastery of higher levels of thinking.

Summary: Fall 2006 - Spring 2007

Course Number of students tested/ number of geology majors/ number of science certification teaching majors

Pretest, percent students passing achievement level (all students)

Exit test, percent students passing achievement level (all students)

Gel 1300Gel 1300, (taught by K. Bower)

111/0/5(See Appendix I for a graph

of results)

1 17

Percent meeting above expectations (geology and science certification majors)

Percent meeting expectations (geology and science certification majors)

Percent meeting below expectations (geology and science certification majors)

Gel 1430 12/6/5Gel 2440 12/6/6 58 25 17Gel 3405 10/7/3 70 30 0Gel 3420Gel 3430 4/3/1Gel 3510Gel 3560Gel 4335 8/3/0 33 67 0Gel 4490Gel 4800 18/18/0 (includes non-EIU

students)

Appendix IGraph of Pre-test/Post-test results of Gel/Esc 1300G student learning assessment for 2005-2006 and 2006-2007.

Spring 2007, Gel/Esc 1300G Assessment Results

0102030405060708090100

0 10 20 30 40 50 60 70 80 90 100

Pre-test Results, % correct

Post

-test

Res

ults

, %

corr

ect

2006-2007

2005-2006

20% improvement

10% improvement

0% improvement

-10% improvement

40% improvement

30% improvement50% improvement

70% Mastery Level

Appendix IIWriting rubric used in GEL 1430, GEL 3430, and GEL 3440.

ContentGrade Criteria

5 outstanding explanation with superior supporting information; unusual insights and flashes of brilliance; creative and original analyses and thoughts; goes well beyond minimum required for assignment.

4 good solid job on explanation with excellent support from examples, data figures, etc., excellent reasoning, or excellent explanations; goes beyond minimum required for assignment.

3 good solid job; does what the assignment asks; decent reasoning or explanations; decent support by data, examples, figures, etc.

2 decent explanation but too general or some inaccuracies or flaws in reasoning or coverage is accurate but cursory and does not meet the minimum required for a complete answer.

1 doesn't effectively address assignment; fails to support assertions with data or examples; unclear explanations; inadequate understanding; majors’ flaws in reasoning or explanations.

0 answer missing or does not answer the question.

WritingGrade Criteria

5 meets criteria for 4, but also has a sense of style, going beyond grammatical correctness to real readability.

4 excellent paper/paragraph organization, interesting sentences, good grammar, very few spelling errors, does not read like a first draft.

3 decent organization; serviceable prose; reads like a first draft; a paper with excellent writing will still earn a 3 if it contains many spelling errors and is clearly not proofread.

2 disorganized; awkward sentence structure; poor grammar; poor spelling.1 similar problems to 2, but worse.0 no paper, or just random thoughts

Appendix III: DRAFT - Geology Program Student Learning Assessment Plan 2006-2007

Introduction

The Departmental Assessment Geology Plan serves as an overall measure of the effectiveness of the curriculum providing students with a well-rounded background in geologic knowledge, analytic skills, and presentation skills. The Geology Program curriculum committee has developed a sequence of required and elective courses that present students with a broad background of geologic knowledge and technical skills. These will serve as a strong foundation for further education or a career as a professional geologist.

Mission Statement

The mission of the Geology Program within the Department of Geology/Geography is to provide quality undergraduate education in the earth sciences to students of Eastern Illinois University. We seek to provide an enriched learning environment for students through extensive interaction between faculty and students, emphasis on scholarship, field experiences and use of technology-enhanced instruction. The department offers programs that will enhance critical thinking, global citizenship, and communication skills in our majors and minors. The department offers programs that provide students with the essential knowledge and skills needed to qualify them for additional graduate education or professional employment, including licensing, in the earth sciences or related fields. The department also contributes to the broader mission of the University by providing general education courses that enhance student awareness, appreciation, and understanding of the physical environment and the scientific process. In order to promote faculty vitality and increase scientific knowledge, the department encourages faculty to engage in basic and applied research. The department actively encourages and supports undergraduate inquiry through independent or one-on-one research with faculty members. We offer international educational experiences to students to enhance global skills needed by professionals working in a global community. Faculty also provide professional expertise in the earth sciences to the community and public school system. We seek to continue building a solid base of personnel and facilities to serve Eastern Illinois University and central Illinois.

Goals and Objectives of Geology Student Learning

The Department of Geology and Geography expects each geology major or minor to acquire a set of comprehensive geologic principles and expertise including the ability to skillfully represent information in written and oral forms. In addition, graduates of geology are expected to carry out independent research of a geologic topic. The department requires geology majors and minors to successfully complete a series of courses throughout their undergraduate program in order to acquire this knowledge and skill base.4. Goal: Geology graduates should understand how the scientific method applies to the earth sciences.

5. Goal: Geology graduates should have a thorough knowledge and understanding of core concepts in the earth sciences including the following areas:Major physical and historical events of the Earth, and the methods used to interpret these events;

Common mineral, rock, and soil physical processes; the identification and classification of common minerals, rocks, and soils; and their genesis;

Surface geologic processes and their impact on development of landforms, and the ability to identify and interpret landform development;

Basic tectonic processes and the ability to interpret structural relations from geologic data;Processes occurring at different types of lithospheric plate boundariesMajor geological cycles and the interactions, both human and physical, with the Earth.

6. Goal: Geology graduates should have a set of fundamental skills that they can apply to a variety of situations, includingCritical thinking skills – the ability to formulate strategies, collect and synthesize data, and apply mathematical and graphical

techniques to arrive at solutions, and interpret results related to geological processes;Communication Skills – the ability to clearly express earth science concepts and present results from analysis, laboratory and field

work in written, oral, and graphic format.

Methods of AssessmentThe assessment of the above Student Learning Goals and Objectives are measured at multiple stages in each student’s program. They are measured by both direct and indirect methods. The assessment includes the following:

Assessment of educational outcomes of Geology majors and minors will be performed before the tenth week of the final Spring or Fall semester before a student graduates. A Geology Program Assessment of Student Learning test will include objective test questions measuring the Geology Program Learning Objectives, i.e. questions to determine if the students are achieving specific knowledge and critical thinking skills as outlined above.

The Geology Program Assessment of Student Learning test will be the 1991 GRE test of geology knowledge and critical thinking previously purchased by the Department of Geology/Geography. The test requires 170 minutes of student time.

The test is written in such a way that students at the beginning of study in the Geology major or minor would perform very poorly. Successful completion of the test depends on critical thinking skills, knowledge of geologic processes and features, and an extensive geologic vocabulary.

The Geology Program Learning Assessment test will be administered to exiting geology program majors and minors during their last semester before graduation as a geology major or minor. The test will be administered by each student’s advisor. The test will be scored by the advisor and the results forwarded to the Departmental Assessment Geology Subcommittee

Chair. If the student's last course at EIU is Field Geology, the student and advisor will make arrangements to take the exam after field camp (preferred) or at the end of field camp (if necessary).

The Geology Program Learning Assessment test will allow Geology Program faculty to assess whether the Geology Program major and minor curriculum is providing a meaningful learning experience in geology. Test results will be summarized by those faculty advising students graduating in the department. The summary of test results will be forwarded to the Departmental Assessment Geology Subcommittee Chair for dissemination to the department faculty. The summaries of student results will be used to improve the Geology Program.

7. All EIU geology program majors must successfully complete a geology capstone course, Geology Field Camp. Historically, 24% of the students in the course come from EIU and 76% come from other geology programs across the U.S. Such a diverse population allows comparison of the geologic knowledge and skills of EIU geology majors with majors from other geology undergraduate programs. Thus, comparing the percentage of EIU students earning a particular grade with students from other geology programs across the U.S. in the EIU Geology Field Camp is an indication of how well EIU geology program students are prepared. This information from each summer term will be used to track the preparedness of EIU students in geologic knowledge and skills.

8. An exit survey of geology majors and minors will be conducted to determine the level of satisfaction students have with the undergraduate experience in the Geology Program. Categories of questions include satisfaction with the undergraduate curriculum, the physical facilities of the department, and any research or internship experience in which the student may have participated.

9. An alumni survey will be mailed to all geology graduates, three years after graduation. This will allow time for the student to work on careers, interact with peers, determine if the EIU experience provided him/her with a useful background in geology and help the department to further assess potential improvements in the program.

Who Will Perform the Assessment?The Departmental Assessment Geology Subcommittee is composed of the entire Geology Program tenure/tenure track faculty. A Chair is appointed to ensure that activities are conducted in a timely manner. The Chair maintains the current and historic assessment records.

Timing of Assessment ActivitiesEvaluation of student’s performance on the Geology Program Assessment of Student Learning test will be performed by their academic advisor. The Geology Field Camp Director will assess student geologic skills, critical thinking, and knowledge of geology during the Geology Field Camp. Exit surveys of student satisfaction with the geology program will be given to graduating seniors by the department chair in the 10th week of the last semester of residence. Evaluation summaries of the exit surveys, objective testing and

the Field Camp assessment are to be delivered in electronic format to the Departmental Assessment Geology Subcommittee Chair within three days after final exam week of each semester. The Alumni Survey will be sent to each graduating geology major or minor three years after graduation. The summary of the results will be delivered in electronic format to the Departmental Assessment Geology Subcommittee Chair by the end of the following semester.

Form of Assessment Data SummaryData describing student learning will be compiled, analyzed, summarized and reported on the annual EIU Student Learning Assessment Program summary form. The results of each type of assessment tool will be averaged each year. The results over time will be compiled.

Evaluation of Data for Program Improvement of Curriculum RevisionThe Departmental Assessment Geology Subcommittee will meet as a group after the end of each academic year to evaluate student learning performance in relation to the Geology’s learning goals and objectives. The committee, by quantitative and qualitative methods, will identify significant strength and weaknesses in the curriculum. Attention will be given to national trends within the discipline and employment and graduate school requirements. Individual courses and/or program curriculum and/or the goals and objective may be modified to meet the needs of the changing trends of the geology career.

Documents

Student Learning Assessment Programassess/GEL bs 07.doc · Web view10. Identify different igneous rock bodies. 11. Identify igneous and metamorphic rocks by mineralogy and textures