A Skills Matrix as a Geology Department Planning Tool SAVINA, Mary E., BUCHWALD, C. Edward, BICE, David M., and BOARDMAN, Shelby J. Department of Geology, Carleton College, One N. College St, Northfield, MN Geological Society of America Annual Meeting, November 6, 2001

Outline Objectives and description of matrix –example of writing and communication skills Matrix and the intellectual atmosphere we seek in the Carleton Geology Department Developing the matrix further –changes at Carleton Matrix as an assessment tool

Matrix form Skill categories Course numbers from Carleton College

Main objectives of matrix  Geology majors should begin their "senior integrative exercise" having practiced all of the formal steps in the process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways) multiple times in previous geology courses;  Geology students should learn a variety of geologically specific skills, preferably practicing these skills in more than one course;  Geology students also should develop general communication, analysis and quantitative skills in geology classes.

From the Carleton Academic Catalog “At its simplest, a liberal education teaches the basic skills upon which higher achievements rest: to read perceptively, to write and speak clearly, and to think analytically. Carleton draws upon these skills to foster a critical appreciation of our intellectual, aesthetic, and moral heritage and to encourage original thought. A Carleton student not only masters certain information and techniques, but also acquires a sense of curiosity and intellectual adventure, an awareness of method and purpose in a variety of fields, and an affinity for quality and integrity wherever they may be found.” [Emphases added]

Matrix form Skill categories Course numbers from Carleton College

Main categories of matrix General skills Computer skills Field skills Lab skills Interpretive skills (Carleton matrix)

General Skills Writing Speaking Critical Thinking Information Literacy Quantitation Working in Groups 3D concepts (Carleton matrix)

Writing Skills Writing –Essay –Lab Report –Research proposal –Library research paper –Critique of journal article –Poster presentation (examples from Carleton matrix)

Communication skills Required for “comps”: –Oral presentation –Poster presentation –Long written report Others: –video/multimedia –web page –etc.

Matrix form Writing skills examples (Carleton examples) Key: a = always, each year; s = some years; blank = rarely or never

Department matrix - Main points Process more important than product Thinking in skills, not content –e. g. in SE Minnesota, sedimentary geology is a great field course, but structural geology isn’t Tool for constructing a major –building in redundancy Plays to strengths of individual faculty –Each person need not cover all skills in a single course

Trust within departments (1) Working with matrix –requires mutual intellectual respect –Requires willingness to find out what colleagues are doing and why –Requires opening oneself up to similar scrutiny e.g. “Why do you think students need to understand spreadsheet applications?”

Trust within departments (2) Matrix emerged at Carleton from a systematic community-building effort in and continual work on issues of trust. –Myers-Briggs Type Inventory –Comparing definitions and priorities Matrix-building could help develop openness and trust

Example of class handout: “ A List of Some Skills you acquired in Geology 210 (Geomorphology)” A. Working with topographic maps B. Working with aerial photos and slides and other remote sensing C. Field skills D. Calculation and computer skills E. Information literacy skills F. Integrative skills

New categories for the Carleton matrix

Current initiatives in Carleton geology Information literacy Quantitative skills

Matrix and assessment Observations of student success and difficulty on “comps” Use the categories on the matrix to frame specific questions –to a class –in exit interviews –in questionnaires to grad students from department

Suggestions Begin with an expansive list of skills Ask colleagues for explanations of what made the list and why Ask if you (as a department) are trying to do too much Set priorities as a department “Hand off” particular skills to those best suited to task