A Curriculum by Design Part II: Student Learning Outcomes and Program Assessment


Posted: Jan 20 2014 by David Mogk, Dept. Earth Sciences, Montana State University

In an earlier blogpost (A Curriculum by Design) I outlined the philosophy and process we used in the Department of Earth Sciences, Montana State University, to revise our undergraduate curriculum. This continuing contribution describes the process we used to identify student learning outcomes (SLOs) across the curriculum, and how these SLOs have been used to develop our department assessment plan (required in anticipation of our forthcoming institutional accreditation review).

Assessment

Assessment is collecting data with a purpose. The Department of Earth Sciences completed an extensive review of student learning outcomes at the programmatic level for all courses offered by the department. Our assessment plan is designed to: a) provide faculty with an opportunity to reflect on course goals, methods and expected student learning outcomes, b) aggregate these course learning goals into an overall departmental matrix of student learning outcomes, c) provide formative feedback to improve teaching and learning in Earth Sciences courses, and d) for accountability, to demonstrate that the departmental and institutional vision and mission are being addressed and that the curriculum is consistent with contemporary professional standards in the geosciences. The resulting SLO Matrix (Excel 2007 (.xlsx) 122kB Jan16 14) provides a rapid, visual map of the "landscape" of our curriculum; you can readily see areas of emphasis, and areas that might need more attention in our curricular development. This exercise also provided our faculty the opportunity to reflect deeply on the concepts and skills they emphasize in their own courses, gave them some incentives to revise courses to respond to the SLO goals, and opened the door for more extensive curricular discussions between faculty (who generally were not aware of content/skills being taught in courses related to their own). More

Educating for "Sapience"


Posted: Sep 8 2013 by Kim Kastens
Topics: Evolution, Systems Thinking, Community, Solving Societal Problems, Metacognition

I've recently been digging into the writings of George Mobus on the subject of "Sapience." Mobus begins by asking himself and his readers "If we are such a clever species, why is the world the way it is, and heading in such a bad direction?"

His answer is that most humans, even very intelligent and clever ones, have too little "sapience."

"Sapience" is Mobus' term for a human attribute that is a combination of judgement (based on life experiences), moral sense (primarily altruism, thinking about the welfare of the group as well as of yourself), taking a long view of the future (strategic perspective), and systems perspective. He thinks that sapience is present in all humans, but very unevenly distributed with a few people having a lot and most people having little. More

What precursor understandings underlie the ability to make meaning from data?


Posted: Jun 6 2013 by Kim Kastens
Topics: Temporal Thinking, Research Idea, Metacognition, Interpretation/Inference

I've been thinking a lot recently about how scientists and students make meaning from data, spurred in part by the Earth Cube education end-users workshop. Among other things, I've been trying to understand what kinds of deeply foundational understandings might be constructed by young children through unstructured observation using the human senses, and then later re-purposed as they begin to work with data.

Here is one candidate: Future data users need to understand that:

  • events in the world leave traces, and
  • by looking the traces, we can make inferences about the events.
  • More

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Curriculum by Design


Posted: Mar 20 2013 by David Mogk, Dept. Earth Sciences, Montana State University

The Department of Earth Sciences, Montana State University, recently implemented a top to bottom revision of its curriculum. We are a department that encompasses both geology and geography, and we have degree options in Geology, Geography (physical and human), GIS/Geographic Planning, Hydrology (currently on hold pending appointment of a new faculty line), Snow Science, and Paleontology. These latter two degree options are somewhat unique in the US for undergraduate degree programs, and have been hugely successful in recruiting students to the geosciences, particularly out of state students. We currently have a faculty of 11, about 270 majors, 60 graduate students (40 MS and 20 PhD), and provide a large instructional service to MSU, particularly for students from Education, Ecology, Land Resources, and the social sciences.

Our curricular changes were necessitated by both philosophical and practical considerations. Philosophically we were guided by a number of principles: More

Is the Fourth Paradigm Really New?


Posted: Oct 20 2012 by Kim Kastens
Topics: Community, Spatial Thinking, History of Geosciences, Interpretation/Inference

Cover of Fourth Paradigm I have a long-standing interest in the use of data in education, so I've been reading with interest several articles and a book concerned with the so-called "Fourth Paradigm" of science, in which insights are wrested from vast troves of existing data. The Fourth Paradigm is envisioned as a new method of pushing forward the frontiers of knowledge, enabled by new technologies for gathering, manipulating, analyzing and displaying data. The term seems to have originated with Jim Gray, a Technical Fellow and visionary at Microsoft's eScience group, who was lost at sea in 2007. The first three paradigms, in this view, would be empirical observation and experimentation, analytical or theoretical approaches, and computational science or simulation. Earth and Environmental Sciences are well represented in the book, with essays on data-rich ecological science, ocean science, and space science.

I am finding these readings very stimulating and worthwhile. But I question whether this way of making meaning from the complexity of nature is really so new. More

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