The Department
of Geology relies on a variety of tools to periodically assess
its undergraduate program.
1. Student Input in Assessment
Towards the end of spring semester, the department hosts a "feed
and feedback" reception for graduating students. After
a brief social, the group disperses into small groups of four
to six students and two to three faculty to discuss student
perceptions of major courses, skills achieved, inter-relationships
between courses and concepts, etc. Each faculty team records
information without identifying students and submits the report
to the department head for compilation. Results are discussed
at a faculty meeting and it often results in programmatic changes.
This format has been found to be more effective that a brief
experiment with "oral" content exams for graduating
seniors. We now find that students are more relaxed, feel less
threatened, and are very responsive.
2. Value-Added Assessment
In 1995-96, Geology faculty investigated an assessment tool
devised by the geology faculty at Illinois State University.
As used there, it consists of a written questionnaire which
is given on entry into the program and then again prior to
graduation. We have modified this questionnaire to make it
more appropriate for our program: it is given first to students
entering Geol 3550 Sedimentation-Stratigraphy, generally the
first upper-division geology course taken by majors; and then
the same questionnaire is given again at the conclusion of
Geol 5200 Geology Field Camp, our program's capstone experience.
Results of the "before" and "after" versions
are then compared to get a sense of "value added" assessment;
i.e., skills learned or improved over that transition. We have
modified the questionnaire each time we have given it and are
not yet satisfied. Geol 5200 has now been taught three times
since we have started this questionnaire, so we are close to
having a significant population for the results to be statistically
valid. We get a general sense that there is measurable accomplishment
in the transition between these two courses.
3. College-Level Assessment
Each year, the Dean of the College of Science interviews a
number of majors from each department in the college. In addition,
every student applying for graduation in the College of Science
is given a questionnaire to complete. These collectively provide
information on general student satisfaction with the degree
program, courses, faculty, and facilities. This information
is collected anonymously and then returned to the department
in the summer following graduation.
4. Alumni Participation in Assessment
In August 1996, the department solicited information from
its alumni in anticipation of semester conversion. We provided
a copy of current undergraduate degree requirements and asked
alumni to: 1) comment on the importance of topic areas and
courses, 2) indicate which topics or courses have assisted
them most in their careers, 3) indicate which courses they
wished they had taken or which we should require, and 4) with
respect to using computers in their professional activities,
recommend specialized software that we should be using with
students today. The results were somewhat mixed with most responses
reflecting current individual employment specialties rather
than the program in general. Information from alumni will be
solicited again as part of our Regents-mandated department
self study and external review during the 1999-2000 academic
year.
In April 2003, the department first met with an advisory board
that was formed to provide input and advice on the evolution
and strategic directions of the department. The advisory board
consists of members drawn from a variety of professional backgrounds,
including alumni of the department and non-alumni who have
an interest in the department’s direction.
5. Faculty Program Assessment
Assessment information from these various sources is discussed
and reviewed by all faculty and used to "tune up" or
modify program objectives, course content, and degree requirements.
The single most important department activity for reviewing
assessment as well as all other aspects of our program, is
the fall faculty retreat. This 2-day meeting, prior to the
start of fall semester, provides a period of reflection on
the past year; an opportunity to make changes and/or modifications
to requirements, policies, and procedures; and a forum for
planning for the coming academic year.
