1. 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

2. 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

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 3 most frequently cited mission themes
75%
80%
60%
50%
25%
27%
Student Research
Excellent Education
Professional Preparation

10. 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

11. 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 !?!

12. 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

13. 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

14. 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 (?!?)