Sheila RobertsDepartment of GeologyBowling Green State University
Department of Geology at BGSUWe offer a
BA, BS and BS with a specialization in paleobiology
MS
Learning Outcomes:Undergraduate DegreesAt 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
Assessment StrategyIdentify, describe, and classify earth
materials, formations, and structures and interpret in the context of geologic processesStudents 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
Assessment StrategyIdentify, describe, and classify earth
materials, formations, and structures and interpret in the context of geologic processesSelected laboratory exercises in
GEOL 302 (Earth Materials) GEOL 309 (Earth Structure and Tectonics) GEOL 316 (Sedimentation and Stratigraphy)
Field TripsCapstone course (GEOL 494 Field Geology)
Assessment StrategyAnalyze and report quantitative geologic data
collected in the field and laboratoryStudents 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
Assessment StrategyAnalyze and report quantitative geologic data
collected in the field and laboratorySelected exercises from homework
assignments in GEOL 315 (Quantitative Methods)
Selected laboratory exercises in GEOL 309Capstone course
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
Assessment StrategyRead, write, present, and critically evaluate
geologic reports, professional papers and mapsSelected laboratory exercises in GEOL 302 and
GEOL 316Capstone course professional papers and maps
Assessment StrategySynthesize 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.
Assessment StrategySynthesize information from a variety of
disciplines to solve geological problemsCapstone courseAlumni Survey
From the 2006 Assessment ReportAnalyze 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.
From the 2006 Assessment ReportIdentify, 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
From the 2007 Assessment ReportIdentify, 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.
From the 2007 Assessment ReportIdentify, describe, and classify earth
materials, formations, and structures and interpret them in the context of geologic processes.
From the Assessment 2007 ReportIdentify, 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.
For the MSPossess 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.
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)
Possess an in-depth knowledge in the student’s area of specialization.Quality of the thesis proposalQuality of the Masters thesisPerformance in the thesis defense
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 proposalQuality of the Masters thesisPerformance in the thesis defense
Possess the ability to justify and communicate the results and interpretations of an original geoscience research project.Quality of the thesis proposalQuality of the Masters thesisPerformance in the thesis defense
• 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?
Clarifying questions: Purposes, Questions, Hypotheses
Was a purpose identified and clearly stated?
Background/Review of Literature
Methods
Results
Discussion/Conclusions
Speaking Fluency
Writing Proficiency
• 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
Why are the assessment methods different for grads and undergrads?Undergraduate students all take common
coursesCan imbed program assessment in these
coursesUndergraduate students all take a capstone
course, the summer field course, near the end of their careerCan assess all outcomes in this course
Why are the assessment methods different for grads and undergrads?Graduate students have no required coursesGraduate 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
Areas to work onDevelop common rubrics to assess learning
outcomes for the undergraduate programCourse 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