1. Where are we now? Assessing Geoscience Programs: February 2009

2. Geoscience Departments Logic Model: Assessing Geoscience Programs: February 2009 Intro Courses Other Recruiting Intro Courses Other Recruiting Interested Students Major Employment Good Citizens Educated, Happy People Employment Good Citizens Educated, Happy People Institutional Goals Larger Curriculum Geoscience Knowledge/skills Communication Teamwork skills Confidence Creativity and Synthesis Geoscience Knowledge/skills Communication Teamwork skills Confidence Creativity and Synthesis

3. How to tell if you are making progress As you go along At the end For other people Assessing Geoscience Programs: February 2009

4. Geoscience Departments Logic Model: Assessing Geoscience Programs: February 2009 Intro Courses Other Recruiting Intro Courses Other Recruiting Interested Students Major Employment Good Citizens Educated, Happy People Employment Good Citizens Educated, Happy People Number of MajorsDepartmental ReviewAlumni Survey Institutional Goals Larger Curriculum Geoscience Knowledge/skills Communication Teamwork skills Confidence Creativity and Synthesis Geoscience Knowledge/skills Communication Teamwork skills Confidence Creativity and Synthesis

5. A hypothetical example Goal: Articulate role of geoscience in society Theory of Change: The ability to discuss a topic depends on knowledge, personal experience, and practice communicating Incoming student Equates geoscience with earthquakes Limited experience recognizing geoscience in public issues Incoming student Equates geoscience with earthquakes Limited experience recognizing geoscience in public issues Intro Course Activities on climate change Case study of wind energy in local region Intro Course Activities on climate change Case study of wind energy in local region Interest in geoscience and society motivates major Core Major Course Detailed understanding of mineral and energy resources Core Major Course Detailed understanding of mineral and energy resources REU Presentation for public audience REU Presentation for public audience Geology Club Leadership role on city council sustainability project Geology Club Leadership role on city council sustainability project Conversation in Lounge Spontaneous discussion of news Conversation in Lounge Spontaneous discussion of news Electives Service learning project on flood planes Policy-geoscience connections Global energy balance Electives Service learning project on flood planes Policy-geoscience connections Global energy balance Knowledge Practice making connections Practice speaking and making arguments Practice addressing real world problems Knowledge Practice making connections Practice speaking and making arguments Practice addressing real world problems Student can spontaneously discuss role of geoscience in a local or global issue with confidence and plausible basis

6. Assessment Resources Program Assessment and Review Assessment of Student Learning Assessment Map Assessing Geoscience Programs: February 2009

7. Program Goals Student Objective: Example: Can formulate a testable hypothesis Assessment Tool Options: Exam Questions Select Assignments (rubrics needed) Written work (rubrics needed) Evaluating Process (meta assessment) Discuss if assessment is working and if curriculum needs changing Rework Assessment YesNo Curriculum Mapping -intro geo (introd) -structure (intermed) -field camp (mastery) Evaluate (Program Scale) Aggregate of individual progress. Degree to which program goals are met at intro, interm and advanced levels. Are the objectives of assignment being met? Map of Assessing a Program Goal Report Compiled Ask yourself… Will they measure what you want to measure? Can you collect them? Is it too much? Rework Objective Revise Are objectives met?

8. Why Assessing? Improve Program Show Meeting Students Need Demonstrate Effectiveness of Major Demonstrate Institutional Role For whom? What makes a compelling case? Assessing Geoscience Programs: February 2009

9. Geologic Strategies in Assessment Multiple working hypotheses Observations –Describing, classifying, coding Inferring process and cause Probing complex systems Assessing Geoscience Programs: February 2009

10. Considerations What is the most important thing for your department to do first? –Understand program –Satisfy university accreditation –Build buy in What will make a compelling case? What is a reasonable plan (time, resources, management, return on investment)? Assessing Geoscience Programs: February 2009

11. Lessons I have learned All plans can be scaled All time can be estimated Many sticking points can be predicted and eliminated A smaller plan that works is better than a perfect plan that is never fully realized Assessing Geoscience Programs: February 2009

12. Lessons from Project Evaluation The Power of Being Explicit: Logic Models and Theories of Change The Importance of Purpose: Why are you doing this? The Need for Selectivity: Time not opportunity is the limiting variable Assessing Geoscience Programs: February 2009

13. Geologic Example Theory of change = hypothesis –These are sediments deposited on the side of an active volcano –(we would usually have more than one hypothesis) Logic Model = If so, that would mean that –Volcanic materials in seds –Volcanic source near by –Size graded from source –Slope deposits Assessment Plan = Research Plan –Look at clast composition –Look at size, and map changes of size with distance from source –Try to find source –Look at areal distribution of deposits and variation in thickness Assessing Geoscience Programs: February 2009