B.S. In Geology Assessment Plan · 2020-02-05 · Senior Thesis oral presentation Capstone examination Capstone Course Details: ... research through their Senior Thesis. GGE Assessment

B.S. In Geology Assessment Plan

The Mission Statement (for years up to 2014)

The mission of the Department of Geology and Geological Engineering B.S in Geology Programis to provide its graduates with sound knowledge, understanding and interpretation of 1) Earthmaterials, 2) surface and internal features, 3) dynamic processes, and 4) developmental historiesof Earth and other planetary bodies. Program GoalsObjective 1: Students will demonstrate an ability to evaluate and interpret geologic materials,processes, and history throughout their undergraduate curriculum. Objective 2: Students will demonstrate retention and synthesis of their geologic understandingthrough a capstone course experience.Objective 3: Students will effectively conduct geologic research on a personally determinedgeologic problem. Objective 3: Students will effectively communicate results of their personally conducted andcompleted geologic research.

So the program focuses on learning, doing, and communicating and intends that graduates fromthe program feel confident as geologists ready for graduate school or employment and life-longlearning.

Assessment methods:Course Grades: Department course grades and GPA reported for each graduating student Senior Thesis oral proposal presentationSenior Thesis oral presentationCapstone examinationCapstone Course

Details:

Course grades and program GPA: Grades are a reflection of a students level of achievement of knowledge gain intended by a course. Taken collectively they can provide some insight into howwell a program and its individual courses are doing.

Senior Thesis proposals: The sequential improvement of students geologic thinking as theymove through the curriculum should prepare them to engage and successfully complete apersonally chosen research problem. Senior thesis oral proposal presentations then serve as anearly reflection of a student’s ability to frame properly a scientific study. The student workswith a selected faculty research advisor to develop the study, but the proposal is to be reviewedby all the faculty during the students oral presentation of the proposed study. That assessmentchecks the following attributes::

Senior Thesis Proposal Excel Avg Poor

1) Demonstrated clear selection, identification, and depiction of a

geological problem

2) Clearly identified the central questions(s) in need of study

3) Clearly identified the appropriate hypotheses to test

4) Indicated most likely field and/or laboratory data gathering

procedures

5) Explained likely data processing methods and reasons for chosen

methods

6) Answered well the questions from the audience

Senior Thesis presentation: These reflect a students growth and achievement in completingself-started research. They reveal a students behavior as a scientist, considering a central focusedquestion, multiple working hypotheses, and objectivity in data gathering and interpretation. Theyreveal a students ability to communicate all aspects of their research to an audience. Thepresentation is done before a full-department audience of students and faculty. The assessmentby faculty checks the following attributes:

Senior Thesis Presentation Excel Avg Poor

1) Demonstrated clear selection, identification, and depiction of a

geological problem


3) Clearly identified the appropriate hypotheses to test

4) Used appropriate field and/or laboratory data gathering

procedures

5) Explained data processing methods clearly

6) Clearly demonstrated outcome(s) of hypothesis testing

7) Clearly gave the answer to the central question

8) Answered well the questions from the audience

Senior Capstone examination: This is an examination that checks student’s retention ofknowledge from earlier in the curriculum. Students in our program are notified about thiscapstone examination during their freshman year in the program. The capstone examinationquestions have been donated by each faculty member on the basis of what they expect graduatingseniors to retain foremost from their courses. The capstone examination is taken during the firstweek of the program’s capstone course. Students are told they must score above 75%. Student’sscoring below 75% must review throughout the semester and retake failed portions of the examduring the last week of the capstone course. This is intended to assist the students in gainingconfidence as knowledgeable and properly credentialed geologists. The capstone examinationscores should serve as important feedback to both the program and to individual faculty. Theexamination is entirely short answer or mini “essay”. I takes students 3 -5 hours to complete theexamination.

Exit interviews: These may provide information of use toward validating parts of the programand ideas as for changes in the program.

Information gleaned from this assessment can and should be used to validate or to suggestchanges within the B.S. in geology program.

GGE B.S. Geology Aessess. p. 1

UND Department of Geology and Geological Engineering (GGE)Bachelor of Science (B.S.) in Geology Assessment Report Fall 2010

January 1, 2011

B.S. Geology Mission StatementThe B.S. Geology Program mission in GGE is to provide its graduates with a sound understanding ofgeological interpretation and proper utilization of knowledge of Earth’s 1) materials, 2) surface andinternal features, 3) dynamic processes, 4) history, and 5) knowledge of other planetary bodies.

Student Learning GoalsObjective 1: Students will demonstrate an ability to evaluate and interpret geologic materials,

processes, and history during their undergraduate curriculum. Objective 2: Students will demonstrate retention and synthesis of their geologic understanding through

a capstone course experience.Objective 3: Students will present results of their personally conducted and completed geologic

research through their Senior Thesis.

GGE Assessment Plan for B.S. in Geology adopted in May 2003:1) Knowledge Surveys

• The use of “knowledge surveys” in each of our courses would promote the idea to our studentsthat knowledge attained in geology is a cumulative and synergistic process necessary in orderfor them to develop into capable scientists and engineers.

• Results of these knowledge surveys can and should be used by faculty to determine appropriatemodifications to their courses as part of improvements to the overall program.

2) Senior Thesis Research• Senior Thesis Research can serve as the second part of an overall Assessment Plan. The

iterative reinforcement of knowledge surveys should serve students well in their developmenttoward conducting senior thesis research. However, in order to develop data for use in anassessment, we should design a set of checks for specific achievements that can be documentedefficiently and uniformly. Examples may include:

S Creativity in selection of a problem.S Clear identification of a central question (as opposed to a description type of investigation

lacking a meaningful question to be addressed by hypothesis testing).S Demonstration of skill in developing multiple hypotheses.S Demonstration of an aptitude for determining appropriate methodology for testing

hypotheses.S Demonstration of skills in laboratory and field procedures.S Demonstration of an aptitude for drawing conclusions.S Demonstration of an aptitude for suggesting further research.S Demonstration of an ability to communicate the study to others.

3) Capstone Course• A need exists to assess the breadth of knowledge among seniors in our degree programs. Our

program is intended to provide a solid basis upon which our students can later develop aspecialization at the graduate level or in the workplace. A senior thesis does not by itself ensurethat each student has achieved sufficient breadth of knowledge; it may provide such evidencefor some students, depending on the scope of their thesis, but perhaps most students will havenarrow studies involving them with just one aspect of geology and limited field or laboratoryprocedures.


• In a capstone course, entitled, The Evolving Earth, students will integrate and synthesizeprinciples, concepts, and knowledge fundamental to the geological sciences.

• For students, a capstone course should:

S Provide the setting to engage in review and continued development of their ability tofunction capably after graduation.

S Check for achievement in stages, allowing for correction of basic knowledge inadequaciesalong the way.

S Provide for significant, ongoing peer review to keep students progressing toward becomingcapable geoscientists.

S Include an examination drawing its questions from the knowledge surveys of previouscourses taken by the students.

S Avoid being a course that simply grooms students for the examination or that relies much onfaculty presentation. The course should be formatted to guide the students themselves inintegrating and unifying their geological curriculum, but it must be the final check of ourstudents’ ability to function independently of the departmental faculty.

Examination of GGE’s Assessment Model and Program Goals

• The B.S. in Geology assessment model allows for straightforward assessment that addresses each ofthe learning goals, and provides ongoing feedback to faculty about how their courses can be adjustedto better meet program goals. Getting all faculty to comply with the assessment plan has taken years.This report is the first assessment to the university about how this model is functioning within GGE.

Item 1) Knowledge Surveys

The program assessment policy provides that each GGE course taken by our majors is to utilize“knowledge surveys.” Such surveys are given at the beginning and end of each course, and serve as1) a complete disclosure of course content and expectations, 2) a “before” and “after” comparisonof knowledge claims by students, 3) a means of signaling the need for retention and synthesis ofknowledge with progress through the curriculum.

Table 1 shows the inception and the use of knowledge surveys in our undergraduate courses. Werecognize that it has taken time for some faculty to engage with this important element of theassessment plan. Incorporation of knowledge surveys was intended to more effectively enablestudents to appreciate the importance of the transfer of knowledge from one course to another. Butenhanced student synergism of learning throughout the curriculum is not promoted by theassessment plan unless knowledge surveys are included in each course. Examples of knowledgesurveys are given as Appendix A (from Geol 101 and Geol 411).

When used properly, faculty have been able to use knowledge survey results to adjust either up ordown the time or emphasis spent on subjects. They give faculty an indication of student perspectiveabout what students have learned. Often that perspective turns out to be that bright students claimless knowledge than is really true and weaker students claim more knowledge than is likewisereally true. So the Dunning-Kruger effect is fairly well revealed by knowledge surveys.


Table 1. Use of Knowledge Surveys in the B.S. in Geology Program

Course Course Title Use of Knowledge Surveys

GEOL 101 Introduction to Geology Consistent since 2003

GEOL 102 The Earth Through Time Consistent since 2003

GEOL 311 Geomorphology Not until 2010

GEOL 318 Mineralogy Begun in 2007

GEOL 320 Petrology 2008 and 2009

GEOL 330 Structural Geology Not until 2010

GEOL 356 Geoscience Lectures Since 2008

GEOL 411 Sedimentology & Stratigraphy Consistent since 2003

GEOL 420 The Evolving Earth Since 2009

GEOL 421 Seminar I Since 2008

GEOL 422 Seminar II Since 2008

GEOL 487 Research I Uses a different device

GEOL 488 Research II Uses a different device

GEOL 494 Senior Thesis Uses a different device

GEOL 321 Geochemistry Since

GEOL 414 Applied Geophysics Not until 2010

GEOL 415 Introduction to Paleontology Since 2007

GEOE 417 Hydrogeology Since 2007

That information is useful for the assessment of student knowledge, but of little use in programassessment. The greatest value the knowledge surveys have in the GGE program assessment plan isto serve as predisclosure of what students are expected to learn and be able to do. That disclosure isthen carried up the line through the curriculum, culminating in a capstone examination in their finalGGE course. Essentially the plan goes like this. “No surprises . . . this is it . . . this is what you’llneed to know to be geologists. We will show you that at the beginning of each course, and then testyou during and at the end of each course, and then test you for retained and accumulatedknowledge and ability in your senior year, in both the department capstone course and in yoursenior thesis.”

So we’ve still work to do to get all the GGE faculty to comply with continued and thoughtful useof knowledge surveys as intended by the program assessment plan.

Item 2) Senior Thesis Research

Faculty introduce the student to the senior thesis requirement during the initial advisement sessionfor new Geology majors and generally continue to discuss the senior thesis requirement duringeach subsequent advisement visit, with all that guidance finally coming to bear in three courses –Geol 487, Geol 488, and Geol 494. In addition, the department provides a specific written seniorthesis guide on its homepage so that uniform advice will be given to each research advisee. Even


so, that guide has not been utilized by all the faculty advisors of senior thesis research. Thus, up tonow, not all students have been getting the same guidance and mentorship. We do have another device that provides departmental guidance to individual students concerningtheir thesis research and that is the department requirement that all students give an oral thesisproposal presentation before they begin work on a thesis. In that way, faculty in the audience canask questions and provide guidance in addition to whatever guidance a student has already receivedfrom their chosen research advisor.

Students also receive some “guidance” through witnessing the thesis proposals and researchpresentations of their fellow students as part of our Seminar I and Seminar II classes (Geol 421,Geol 422). All faculty are required to attend those particular Seminar presentations to providefeedback to the students and importantly, to also provide a written assessment (in the form of arubric) for use in this program assessment process.

The assessment forms used by the faculty are provided as Appendix B.

Table 2 shows the faculty assessments† of the oral research presentations of the students graduatedsince 2005 with a B.S. in Geology degree.

Table 2. Assessment of Final Senior Oral Presentation Students (Geol 422)

† The box in whichthe letters representing various students appears is based on the average of scores obtained from the faculty attending thepresentation. The subscript for each letter indicates the number of faculty turning in an assessment report for thatstudent’s presentation.

Of the 11 students doing B.S. in Geology senior theses since 2005, only four faculty assessmentforms were obtained or retained. In those four cases, the number of faculty completing formsgreatly varied, from one to six (out of 11 faculty employed in GGE). So clearly, this aspect of ourassessment has not functioned as planned. Some faculty are aware of the forms, but personallychoose not to use them. Other faculty attend the presentations and obtain the form, but fail to fill itout. Some forms seem to get misplaced or lost instead of preserved. And, in many cases, several or


even many faculty, fail to attend the presentations. You may note a similar table has not beenprovided for faculty assessment of the students senior thesis proposal presentations. That isbecause that data is missing. Forms were filled out and returned, but none are currently able to befound.

We can point out that the students were assessed by their classmates. But their assessments did notconsider the science within the presentations, just the communication aspect of the presentations aspart of the requirements of Geol 421 and 422. Also student presentations, both proposals andfinals, were videotaped and stored by GGE. Thus all faculty could have viewed and completedassessment forms for even the presentations they failed to attend. However, the faculty did notmuch avail themselves of this opportunity.

Item 3) Capstone Course

The capstone course provides the opportunity to gather final data about how well students haveretained and synthesized the education and training throughout the GGE curriculum. A capstoneexam drawing its questions from the earlier knowledge surveys is an important tool toward thisend. This part of the program assessment plan was not implemented until the spring of 2009 due tothe faculty member who was earlier teaching the course. So we only have such capstone coursedata for the past two years. We had hoped that test results from early in the decade could becompared with results from late in the decade to check the hypothesis that use of knowledgesurveys throughout the curriculum leads to improved mastery of geology. However, that evaluationis impossible, because the all-important capstone examination was only recently implemented.

The students are given the capstone examination at the beginning of Geol 420 The Evolving Earth.They are told that they must score at least 75% to pass the course and the program. They are toldthat if they score below 75% they must review the appropriate information and retake thoseportions of the exam to bring their total score above 75%

Tables 3 and 4 show the examination results from the past 2 years.

Table 3. Geol 420 Spring 2009

Student First Attempt Second Attempt

A 83 % 95 %

B 61 % 81 %

C 74 % 93 %

D 7 % Dropped

E 62 % 95 %

F 56 % 86 %

G 51 % 53 %

H 55 % 93 %

Table 4. Geol 420 Spring 2010

Student First Attempt Second Attempt

A 49 % 96 %

B 59 % 76 %

C 43 % 95 %


Most of the students eventually achieved well above the 75% level of comprehension of thegeology content deemed important by the faculty for students about to graduate. Student D left theprogram after recognizing his poor level of comprehension. Student G gave up near the end of thesemester, planning to retake the entire course the next year. That student did retake the course andmanage to pass with a score of 76%.

Students in the capstone course also demonstrate their level of expertise through a semester-longseries of student-led presentations concerning a variety of geologic topics. The individual topicsassigned to each student are part of an overall theme, so that each student presentation complimentsthe others to constitute an overall learning experience about the theme. An example of one suchCLU or “cooperative learning unit” is provided below. The students may choose chalkpresentations, artifact presentations, or PowerPoint presentations, while most students choose thelatter. A rubric is shared with the students to help guide them in bringing quality to theirpresentations. That rubric is shown below the example CLU.

GEOL 420, Spring 2009 – Cooperative Learning Unit (CLU) 3: Lake Agassiz

Objectives:• Explain the origin of Lake Agassiz.• Explain the size and position(s) of Lake Agassiz.• Give all the evidences for Lake Agassiz.• Give the age of Lake Agassiz.• Explain the disappearance of Lake Agassiz.

For each topic assigned, but sure to highlight the “evidences.”

You will be primarily using USGS Monograph XXV “The Glacial Lake Agassiz,” by WarrenUpham, published in 1895. There are several copies of it in the F.D. Holland Geology Library. You should also (after reading Upham) read “Review of Lake Agassiz History”, by T.H.Thorleifson, which is available on the www.

I expect an in-depth presentations concerning your assigned topics, so we will have only twopresentations per day. So we will spend one week to prepare and two weeks to present. That is 3weeks total on Lake Agassiz, so again, I expect in depth coverage, modeled for you by Uphamhimself. Present maps of appropriate coverage and scale to show us “where” things are. Rememberthat we can get out of our seats easily and do not need everything to be shown on screen.

1. Lake Agassiz origin, size, depth, age

2. Lake Agassiz beaches (2 students) [timing, extent, epeirogenic dependence]: Location, extent, processes, appearance

3. Lake Agassiz southern outlets (the River Warren): location, extent, processes, appearance

4. Lake Agassiz northeastern and northwestern outlets. Start with Upham, but find also morerecent literature: Timing, location, appearance, evidence

5. Lake Agassiz deltas: Location, extent, processes, appearance

6. Other evidences: Iceberg features, varves, informative clay units (Sherack, Brenna)


7. Other mid-continent glacial lakes: Cause, spillways, location, appearance

Geol 420 CLU Rubric, Spring 2009

Level 5 [Score]: Gives a presentation that introduces the topic and the assigned questions. Addresses those question in order, using abundant very well planned and selected visual aids. Ableto answer all audience questions very well. Comes across as a strong authority on the topic.Provides excellent references, appropriately. Avoids unneeded references or visual aids.Communicates very effectively, really engaging and educating the audience. Mode of presentationperfect for the topic.

Level 4: Gives a presentation that introduces the topic and the assigned questions. Addresses thosequestions in order, and uses several categories of appropriate and well selected visual aids. Able toanswer most audience questions well. Comes across as somewhat of an authority. Provides goodreferences where called for. Communicates effectively, helping the audience to understand thetopic. Mode of presentation good one for the topic.

Level 3: Gives a presentation that includes several appropriate visual aid categories. Includes theassigned questions for the audience. Able to answer some audience questions well. Comes acrossas having basic understanding of the topic. Provides some references where appropriate. Mode ofpresentation acceptable for the topic

Level 2: Gives a presentation that includes one or more visual aid categories (maps, cross sections,stratigraphic columns, field photographs, sketches, specimens, formulas, etc.). Somewhat able toanswer audience questions, but still showing some misconceptions or incomplete preparation.Mode of presentation (slides, PowerPoint, artifact, chalk) “chosen” by “default.”

Level 1: Prepared a presentation. It contains some errors of fact or misses the intention of theassignment. Not able to answer audience questions about the topic very well. Not viewed byaudience as an authority on the topic.

Rubric Considerations

• Students generally rate themselves at level 3 initially, rising to level 4 or 5 in some categories laterin the semester which shows improvement in their level of confidence regarding their expertise ingeology. Most students show actual improvement in their presentations commensurate with theirimprovement in confidence. Students starting low on the initial capstone exam also start low withthe quality of their course presentations. The quality of all student’s presentations improves as thesemester progresses. Rubric grading data from the instructor’s perspective from 2010 is shown inTable 5.

Table 5. Geol 420 Capstone Rubric Grading (Spring 2010)

Student CLU #1 CLU #2 CLU #3 CLU #4 CLU #5 CLU #6

A 3 4.5 5 5 3-4 5

B 3-4 4 4 4 2-3 3

C 2-3 2-3 4.5 3 3-4 3-4

• In summary, the capstone course is intended to 1) reveal to students that they must show they areready to function independent of GGE faculty, and 2) assist students in developing to that level.Students report that the class does strengthen their understanding of geology and their confidence


about their mastery of it. Evidence that this is accomplished is found through graduate schoolapplications by some students and through employment by the other students.

Final Discussion

• The tripartite assessment plan used by GGE is simple in design, aimed to focus the faculty on whatthey are doing in their courses, to improve student learning through disclosure of course contentand expectations early, to improve student learning through synergistic use of knowledge surveysand faculty adjustments in course content delivery, to thoroughly counsel, prepare, and guidestudents for senior thesis work, and, finally, to gauge student graduation readiness while at thesame time providing a means to correct any achievement shortcomings.

The plan is simple in design, but has clearly meet with some difficulties;

– Some faculty have been slow to develop knowledge surveys or to consistently use thosesurveys.

– Faculty have inconsistently attended student thesis presentations and have had rather poorinvolvement in providing the needed assessment data from those presentations.

– The gathering and storage of assessment forms from student presentations has been imperfect,with only some forms being effectively stored for retention.

– The capstone course was not being taught as intended by the assessment plan until 2009.

– Senior thesis guidance has not been as standardized as GGE has intended.

• We intend the following adjustments:

1) Evaluation of faculty will be more closely tied to compliance with all aspects of the assessmentplan. This means all faculty will be monitored for proper and consistent use of knowledgesurveys.

2) An approach is being developed to mandate faculty attendance at student thesis presentations. The department acknowledges that scheduling has sometimes been a problem so we areplanning to develop a single “student research and engineering design presentation day,” and ifthe university allows it, that day will be “reading and review” day so that no faculty have othercommitments.

3) Completed assessment forms for student presentations will be collected prior to faculty leavingthe room and those forms will be scanned and saved by GGE’s Administrative Secretary, and ahardcopy will be provided to the student’s academic/project supervisor advisor.

4) All students will be provided with GGE’s senior thesis research guide upon their initialenrolment in Geol 256 (new course, Critical Thinking in Geosciences). That way, no individualresearch advisor can get by with an omission of that important step toward standardizedguidance.

• We know we have a good program for training future geologists, and we have incorporatedassessment tools, course improvements, scholarship incentives, field trip opportunities, guestlectures (LEEPS), student focus groups, student organizations, and more. But we can also tell, andnow so can you, that we have not been keeping enough data to prove the quality of our program toother people. We now take serious note of our assessment status and see how to do better. We


would like to turn in a back-up assessment report in just one year, January 2012, at which time wewill report on our success or failure in providing the adjustments mentioned above. We wouldplace ourselves on a “show cause” as if undergoing an accreditation review, and rally our facultytoward more solid program assessment performance. We see also a need to incorporate anotherelement into our assessment plan, that being exit interviews with the students. We will design acareful set of exit questions aimed at getting students perspectives of the various elements of ourassessment and GGE curriculum delivery model.


Appendix A. Examples of Knowledge Surveys


Appendix B. Student Thesis Presentations Assessment Forms


Undergraduate Senior Thesis Oral Proposal Presentation Assessment (in Geol 421) Major

Date: (circle one) ______________________________________________________________

BS GeolStudent:______________________________________________________________

BS Environ GeolProject: ______________________________________________________________

Faculty Observer:______________________________________________________________

Senior Thesis Oral Proposal (part of Geol 421) Excellent Average Poor

1) Demonstrated clear selection, identification, and depiction of a feasible geological problem


3) Clearly identified appropriate hypotheses to test

4) Indicated most likely field and/or laboratory datagathering procedures

5) Indicated likely data processing methods and reasonsfor chosen methods.

6) Discussed potential outcome(s) of hypothesis testing

7) Understands the nature of how to report an answer tothe central question

8) Shows ability to adjust study as result of importantfeedback (to presentation)

Comments.........................................................................................................................................................................

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Undergraduate Senior Thesis Oral Presentation Assessment (in Geol 422)

Major

Date: (circle one)


______________________________________________________________ BS Geol

Student: ______________________________________________________________

BS Environ GeolProject: ______________________________________________________________

Faculty Observer:______________________________________________________________

Senior Thesis Presentation (part of Geol 422) Excellent Average Poor

1) Demonstrated clear selection, identification, and depiction of a geological problem


3) Clearly identified appropriate hypotheses to test

4) Indicated field and/or laboratory procedures

5) Indicated data processing methods and reasonsfor chosen methods.

6) Clearly demonstrated outcome(s) of hypothesistesting

7) Understood the nature of how to report ananswer to the central question

8) Answered well questions from audience

Comments.........................................................................................................................................................................

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A Proposal for Assessment of Student Learning

May 5, 2003

(Approved and adopted by GGE for Geology and Environmental Geoscience degree programsMay 6, 2003)

1) Knowledge Surveys

The use of “knowledge surveys” in each of our courses would promote the idea to ourstudents that knowledge attained in geology is a cumulative and synergistic processnecessary in order for them to develop into capable scientists and engineers.

Results of these knowledge surveys can and should be used by faculty to determineappropriate modifications to their courses as part of improvements to the overall program.

2) Senior Thesis Research

This research can serve as the second part of an overall Assessment Plan. The iterativereinforcement of knowledge surveys should serve students well in their development towardconducting senior thesis research. However, in order to develop data for use in anassessment, we should design a set of checks for specific achievements that can bedocumented efficiently and uniformly. Examples may include:

S Creativity in selection of a problem.S Clear identification of a central question (as opposed to a description type of

investigation lacking a meaningful question to be addressed by hypothesis testing).S Demonstration of skill in developing multiple hypotheses.S Demonstration of an aptitude for determining appropriate methodology for testing

hypotheses.S Demonstration of skills in laboratory and field procedures.S Demonstration of an aptitude for drawing conclusions.S Demonstration of an aptitude for suggesting further research.S Demonstration of an ability to communicate the study to others.

3) Capstone Course

Their exists a need for assessment of knowledge breadth among seniors in our degreeprograms. Our program is intended to provide a solid basis upon which our students canlater develop a specialization at the graduate level or in the workplace. A senior thesis doesnot by itself ensure that each student has achieved sufficient breadth of knowledge; it mayprovide such evidence for some students, depending on the scope of their thesis, but perhapsmost students will have narrow studies involving them with just one aspect of geology andlimited field or laboratory procedures.

In a capstone course, entitled, The Evolving Earth, students will integrate and synthesizeprinciples, concepts, and knowledge fundamental to the geological sciences.

For students, a capstone course should:

S Provide the setting to engage in review and continued development of their ability tofunction capably after graduation.

S Check for achievement in stages, allowing for correction of basic knowledgeinadequacies along the way.

S Provide for significant, ongoing peer review to keep students progressing towardbecoming capable geoscientists.

S Include an examination drawing its questions from the knowledge surveys ofprevious courses taken by the students.

S Avoid being a course that simply grooms students for the examination or that reliesmuch on faculty presentation. The course should be formatted to guide the studentsthemselves in integrating and unifying their geological curriculum, but it must be thefinal check of our students’ ability to function independently of the departmentalfaculty.

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B.S. In Geology Assessment Plan · 2020-02-05 · Senior Thesis oral presentation Capstone examination Capstone Course Details: ... research through their Senior Thesis. GGE Assessment