Draft Assessment Plan Program B.S. in Earth Science Assessment Coordinator for the program Department(s) or Interdisciplinary Council Responsible for the Program Five-Year Implementation Dates (2010-2011 to 2014-2015) Is this program accredited by an external organization? No x 1. Student Learning Outcomes for the program. List the Student Learning Outcomes for the program. 1. Demonstrate the ability to recognize, formulate, employ, and interpret the scientific methodology 2. Demonstrate the knowledge of major rock types, geologic time, evolution, and earth history events 3. Demonstrate the knowledge in various specializations within the field of earth science to solve appropriate research or applied problems. 4. Demonstrate the ability to function independently, collaboratively, and ethically with others in the profession as colleagues and supervisors 5. Demonstrate the written and verbal communications skills required to convey contemporary theories in earth science and in how the Earth operates as a system 6. Demonstrate sufficient skills in computers and multi-media systems for the application and presentation in earth science 2. Curriculum Alignment of Student Learning Outcomes. Where is the information introduced, enriched, and/or reinforced in the courses required in the program? Student Learning Outcome I=Introduced, E= Enriched, R= Reinforced Courses in the Program 1 2 3 4 5 6 (Required and Electives) ENG 101, 102 I ENG 231 or 232 E Multicultural and I International MATH 126/127, 128 or I 181 ENG 405B, 407B, 407A, or R E 407a GEOL 100, 101 or GEOG I I I I I I 103 GEOL 102 E E E E E E GEOL 220 R R R R R E GEOL 335 R R R R R R CHEM 121/121L I PHY 151/151L I Geology/ Geography Electives 200 level or E/R E/R E/R E/R E/R E/R above, 28 credits Additional Electives in Geology or other topics E/R E/R E/R E/R E/R E/R above 300 level, 32 credits 3. Evidence/Artifacts used to assess Student Learning Outcomes over the 5 year period of this Plan. What instruments will be used in each of the five years? When and where will they be administered in each of the five years? Which Student Learning Outcomes will be assessed during each of the 5 years? How will results be reported (e.g. percentages, ranks, state or national comparisons) for each of the 5 years? Student Methods/Instrum Person Expected Measures When and where will Learning ents (Direct and Responsible for from the the Outcomes for Indirect) to be instrument and Methods/Instruments Methods/Instruments be the Program used data collection administered and data collected? 1. (Scientific a. Course grades a. Instructor, Progress Grades at end of each Method) tabulation by academic year, courses b. Course Assessment each semester, and evaluations Coordinator during mandatory b. Dept. Chair advising 2. (Geological a. Course grades a. Instructor, Progress Grades at end of each Knowledge) tabulation by academic year, courses b. Course Assessment each semester, and evaluations Coordinator during mandatory b. Dept. Chair advising 3. (Geological a. Course grades a. Instructor, Progress Grades at end of each Applications) tabulation by academic year, courses b. Course Assessment each semester, and evaluations Coordinator during mandatory b. Dept. Chair advising 4. Advising with Academic Progress report During mandatory (Collaboration, student advisor advising every Spring Independence, semester Ethics) 5. a. Course grades a. Instructor, Progress Grades at end of each (Communication) tabulation by academic year, courses b. Course Assessment each semester, and evaluations Coordinator during mandatory b. Dept. Chair advising 6.(Computers a. Course grades a. Instructor, Progress Grades at end of each and Multi- tabulation by academic year, courses media) b. Course Assessment each semester, and evaluations Coordinator during mandatory b. Dept. Chair advising 4. Dissemination of Information over the 5 year period of this Plan. When, where, and how will results be disseminated to stakeholders? All results will be analyzed by the Assessment Coordinator, the Geology Undergraduate Program Committee, and Chair with assistance of faculty and support staff. The tabulated results and a written evaluation of them will be disseminated them will be made available in the department office, and sent to the University Assessment Office. 5. Process for Program Improvement 1) The Geoscience Department is engaged in a continuous loop of educational and research activities, assessment and self-reflection of these activities based on our outcomes, re-evaluation and revision of our Departmental strategic plan; and implementation of these changes into our operation of educational and research activities. On a typical year, our model is to have a department retreat just prior to the Fall semester wherein we set the agenda for which aspect(s) of our department mission that we wish to focus our efforts to improve over the academic year. We then establish working groups, and working groups present their recommendations to the general faculty at faculty meetings staggered throughout the academic year. Curriculum evaluation and revision within degree programs is included in this process. 2) The Department of Geoscience takes student evaluations very seriously and uses this as a method to "close the loop", by adjusting our teaching, field trips, scheduling and curriculum to consider the expressed wishes of the students. Student evaluations are done for each class, with evaluators remaining anonymous, and are a quantitative measure of classroom performance. The evaluations are reviewed by the Department Chair and then distributed, with comments, to the relevant faculty instructor. If the Chair perceives a need for discussion or revision of some curricular issue, this is brought up to the faculty at a general faculty meeting. General faculty meetings are usually scheduled once a week, and are typically attended by a graduate student representative. The faculty also have smaller curricular groups that meet less frequently, and review course scheduling, textbooks, laboratory issues, and coordination aspects of classes. Additionally, students in our 100-level physical geology course are surveyed every semester regarding the textbook (price, level, graphics, etc.), laboratory (utility, field trips, etc.), and other curricular aspects. The survey focuses entirely on curricular issues, and excludes evaluating instruction. The resulting advisement from the students is taken into account for planning purposes. Our responsiveness to student evaluations is a definite way we continually and institutionally mandate review of teaching and learning in the Department. 3) The UNLV Geoscience undergraduate program has just undergone a complete reevaluation and revision. This review involved a 1 ½ day National Science Foundation external peer workshop attended by all faculty. There followed data gathering and committee reports on Objectives (what the goals are for our academic programs), Expectations (what the professional/academic community expects of our graduates and how we can improve), and Models (surveys of other geoscience programs and their approaches). As a result, two of our three undergraduate programs have been entirely revised, the third is still under consideration.
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