Program: Geology & Geophysics (BS, BA Geology)
Degree: Bachelor's
Date: Tue Oct 13, 2009 - 8:46:33 am
1) List your program's student learning outcomes (SLOs).
Undergraduate Student Learning Outcomes
- Students can explain the relevance of geology and geophysics to human needs, including those appropriate to Hawaii, and be able to discuss issues related to geology and its impact on society and planet Earth.
- Students can apply technical knowledge of relevant computer applications, laboratory methods, and field methods to solve real-world problems in geology and geophysics.
- Students use the scientific method to define, critically analyze, and solve a problem in earth science.
- Students can reconstruct, clearly and ethically, geological knowledge in both oral presentations and written reports.
- Students can evaluate, interpret, and summarize the basic principles of geology and geophysics, including the fundamental tenets of the sub-disciplines, and their context in relationship to other core sciences, to explain complex phenomena in geology and geophysics.
2) Where are your program's SLOs published?
Department Website URL: NA Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: NA Other: Other: 3) Upload your program's current curriculum map(s) as a PDF.
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0% 1-50% 51-80% 81-99%
100%5) State the SLO(s) that was Assessed, Targeted, or Studied
Faculty, being cognizant of the SLO's have improved their record keeping and now periodically review the student accomplishments and progress on a periodic basis.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
The faculty are more aware of whether students are learning and have begun to modify their classroom methods accordingly. The department conducts ongoing assessment activites during a students residence in our program. This formative assessment has increased among faculty such that it exists throughout our curriculum. The primary question driving aseessment is "Has the student achieved an enduring understanding of geology and geophyiscs such that the SLO's have been achieved?"
7) State the Type(s) of Evidence Gathered
Exit interviews, capstone experiences, faculty/student committee interaction, faculty grading, student evaluations of faculty, students interviews.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Evidence is interpreted in light of department assessment goals by the curriculum committee.
9) State How Many Pieces of Evidence Were Collected
too numerous and constantly evolving to dictate here.
10) Summarize the Actual Results
The curriculum in GG200 has evolved in light of mapping SLO's. 300-level courses have clarified writing intensive requirement to the benefit of the student. Capstone courses have picked up a new focus on department SLO's; esp. oral communication skills.
11) Briefly Describe the Distribution and Discussion of Results
Results are discussed at faculty meetings and in GG faculty-wide emails.
12) Describe Conclusions and Discoveries
The assessment process is ongoing; but at this point it is fair to say, student learning now better reflects what faculty have hoped they would achieve.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
Results are discussed among faculty and departmental committees and incorporated by instructors into currciulum development. We wish to continue the same approach for several years to establish that these results are a reliable outcome of our efforts.
14) Reflect on the Assessment Process
By minimizing goals and keeping it simple, faulty are more willing to participate.
15) Other Important Information
N/A