Evaluating the Assessment of Student Learning in the Geosciences Carl Drummond and Jane Markin Office of Research and External Support Department of Geosciences Indiana Univ. - Purdue Univ. Fort Wayne Fort Wayne, IN 46805-1499 drummond@ipfw.edu

The Most Essential Aspect of an Assessment of Student Learning Is the Articulation of Specific Learning Goals 352 Departments/Programs Solicited 105 Responses 38 Returned some form of Assessment Document 22 Documents Contained Learning Goals

8 most frequently cited learning goals 80% 86% 68% 60% 50% 40% 36% 32% 27% 20% 23% 17% Intellectual Skills Work in a Team Domain Knowledge Communication Skills Integrate Knowledge Environment and Society Earth History/Evolution/Time Employable/Grad School Ready

Some Infrequently Cited Learning Goals - a Surprise? 14% Cognate Sciences Scientific Method Cultural Diversity 9% Field Skills Earth Systems Professionalism/Ethics 5% Interdisciplinary Experiences Science/Religion Modern Technology

Some Assessment Plans go on to Explicitly State Student Skills as Desired Outcomes Of the plans received, only 8 listed specific student skills to be developed by their program.

9 most frequently cited skill outcomes 80% 73% 73% 60% 64% 40% 45% 36% 36% 27% 27% 27% 20% Communication 3D Visualization Geologic Time Identify/Classify Rocks Identify/Classify Minerals Problem Solve/Analyze Technology/Computers Systems/Cycles Processes Produce/Interpret Geologic Maps

Some less frequently listed skills - Observation Field Work Identify Fossils Quantitative Literacy Identify Structures Retrieve Existing Data Search/Understand Scientific Literature Apply Cognates to Geological Problems

15 Contained a copy of the Departmental Mission Statement Assessment Plans Should be linked to the Departmental Mission Statement 352 Departments/Programs Solicited 15 Contained a copy of the Departmental Mission Statement 105 Responses 38 Returned some form of Assessment Document

3 most frequently cited mission themes 75% 80% 60% 50% 25% 27% Student Research Excellent Education Professional Preparation

Some Conclusions about the Status of Assessment in Geoscience Departments in the United States Assessment of Student Learning is not fully embraced Assessments not clearly linked to departmental mission Desired skills and goals are very traditional Written and Oral Communication is highly valued Field Skills are not explicitly stated in goals or desired skills

An Analysis of the Bachelor of Science Undergraduate Degree in the United States (a status report) 289 Degree programs reviewed ~ 97% of all programs 320 Different course titles !?!

Most Frequently Occurring Courses in the Required Curriculum % of Programs Requiring Structural Petrology Mineralogy Invert Paleo Geomorph Geophysics Field Geology Physical Geol Stratigraphy Sedimentology Historical Geol Hydrogeology Geochemistry

Less Frequently Occurring Courses in the Required Curriculum % of Programs Requiring Seminar Tectonics Petrography Optical Min/Pet Environmental Writing/Comm Earth Systems Econ/Pet Geo GIS/Cartography Lab Methods/Res Surficial Process Data Analysis/Stats

Conclusions BS Geology Curriculum is traditional, consistent, but not uniform Field geology is an ideal (?) capstone course for assessment purposes Few required courses in laboratory or research methods, geological communication, research seminar, or student research “Modern” concepts of tectonics and earth systems science are rarely addressed as stand alone courses Paleo is required by less than 50% of the programs (?!?)