Assessment of Course Goals
Pre/Post Critical Zone Science Personal Reflection
During one of the last classes, students will write a one-page statement of four aspects of the Critical Zone: define what it is, explain where it is, and describe how it functions and why it is important to society. The student should also briefly describe what the four driving questions mean to them. Finally, the statement should also include a brief statement of reflection on what they learned and whether they achieved their goals.
- The statement will provide the instructor with baseline information regarding students' knowledge and comprehension of Critical Zone concepts, as well as a mechanism for assessing the students' growth in Critical Zone science knowledge through the semester—the statement also provides the students with a metacognitive/self assessment tool.
The grading rubric for this assignment can be viewed below and is titled "Short Essay Rubric."
- Summative Assessment: CZO Proposal
- Students will progressively develop a proposal, in the NSF RFP form, that justificaties a new CZO observatory.
- They will report their findings in a 10-page (DS) paper and a 10-15 presentation at the end of the term.
- CZO Proposal (NSF RFP) Description: NSF RFP CZO Proposal Description (Microsoft Word 2007 (.docx) 18kB Apr12 17)
- Alternative Summative Assessment: Grand Challenges Paper
- Describe and characterize how interaction among the atmosphere, lithosphere, hydrosphere, biosphere, and soil (the Critical Zone) support and influence life, ideally at a specific site or of a topic identified by the student and cleared with the instructor.
- A 10-15 minute presentation, and a 10-pages, double-spaced, properly-referenced report that addresses one of the grand challenges in geosciences and the role the Critical Zone plays.
- Grand Challenge Paper Description: Grand Challenge Assignment (Microsoft Word 2007 (.docx) 23kB Apr12 17)
In general, by the end of the course, students will be able to:
- Identify grand challenges that face humanity and societies and the potential role of Critical Zone science to offer solutions for these challenges.
- Students will accomplish this through in-class discussions and nutrient activity challenge.
- Use and interpret multiple lines of data to explain Critical Zone processes.
- Students will accomplish this though multiple graphing and discovery activities.
- Evaluate how the structure of the Critical Zone influences Critical Zone processes/services.
- Students will accomplish this though in-class discussion, the national geologic map activity, and the geomorphology report.
- Analyze how water, carbon, nutrients, and energy flow through the Critical Zone and drive Critical Zone processes.
- Students will accomplish this through case studies, graphing, and discovery activities, and water balance worksheet.
- Identify ways in which humans depend upon and alter processes within the Critical Zone and explain how anthropogenic actions can minimize the magnitude of changes within and to Critical Zone processes.
- Students will accomplish this through the Model My Watershed activity, nutrient activity challenge, and in-class discussions.
- CZO Proposal Summative Assessment Rubric CZO Proposal Rubric (Microsoft Word 2007 (.docx) 16kB Apr12 17) (100 pts)
- Grand Challenge Research Paper Rubric Grand Challenge Paper Rubric (Microsoft Word 2007 (.docx) 21kB Apr12 17) (54 pts)
- Short Essay or Response Paper Rubric Short Essay Rubric (Microsoft Word 2007 (.docx) 25kB Dec26 16) (36 pts)
- Class Discussion Rubric Class Discussion Rubic (Microsoft Word 2007 (.docx) 20kB Dec26 16) (6 pts)
- Major Class Presentation Rubric Class Presentation Rubric (Microsoft Word 18kB Dec23 16) (48 pts)
- Minor Class Presentation Rubric Minor Class Presentation Rubric (Microsoft Word 2007 (.docx) 18kB Dec26 16) (15 pts)
- Student Peer Presentation Rubric Student Peer Presentation Review Rubric (Microsoft Word 29kB Dec23 16) (30 pts)
- Generic Graph Grading Rubric (Microsoft Word 2007 (.docx) 17kB Dec23 16) (15 pts)
Other assessment material