EART Fall 2012 Spring 2013


Summary for Program Review -- Review of 2012-2013 Assessments:

Based on a clear need for improved technology in our classroom (to meet the needs of transfer programs and the job market), we found funds and installed the following upgrades:

  • Google Earth Lab (35 computers – both laptop and desktop – to be accessible by all lecture and lab classes taught in Science 45). Installation of new computers and Google Professional software.
  • Addition of 12 more high-quality compound microscopes to provide a collection of 22 scopes for our oceanography and paleontology labs.
  • Department iClicker collection for use in S45, S5, and our off-site Mission class – purchase of iClickers and development of system for shared use by students (so they don’t have to purchase their own).

*NOTE: The data to support the above need comes from surveys of national earth science programs across the nation and the increased use of all the above technology. See the following references:

Assessment report: http://instruction.ccsf.edu/SLOReports/program_slo_details.php?division=instruction&requestedDepartment=Earth%20Sciences&requestedProgram=Major%20Geology%2C%20Oceanography%2C%20Earth%20Sciences

GIS Program Improvements: based on classroom experience and group faculty discussion, both instructors of GIS updated their syllabi to make the attendance policies and participation grades more standardized and clear.

Assessment report: http://instruction.ccsf.edu/SLOReports/program_slo_details.php?division=instruction&requestedDepartment=Earth%20Sciences&requestedProgram=Certificate%20of%20Accomplishment%20%28credit%29%20GIS

Sample course improvements made by our instructors:

Earth Sciences SLO Highlights -- SPRING 2013 Changes & Plans

All classes, both lecture and lab sections, are increasing the use of think-pair-share discussions and other forms of group work to increase engagement.

Many of the lab sections have been adapted to make use of our new laptop lab (Google Earth and other online data bases and resources) as well as our new microscopes.  Fine-tuning of the use of these resources continues as we gain experience and respond to student feedback and performance.

Geog 1:  Revising end-of-semester SLO assessment quiz to measure an expanded set of learning outcomes.

Geog 1 L: Develop/increase outside-class opportunities for student dialogue, mentoring, and peer review.

Geog 41:  Improve grading criteria and guidance on assignments (such as stated goals and rubrics)

Geog 110:  Will emphasize lecture materials on scale and data resolution, and align these to the similar content as presented in other Earth Sciences courses.

Geog 111: Develop/increase outside-class opportunities for student dialogue, mentoring, and peer review, including posting best student work online for students to learn from.

Geol 10:  After the discussions based on Fall 2012 data, each instructor will develop an improvement plan focusing on at least one area of weakness with a goal of improving student mastery of specific SLOs by spring 2013.

Geol 10 L:  Updating course outline in accordance to C-ID recommendations.  Many of these elements are already in place, but need to be better documented.

Geol 30:  Create or expand existing repository (website or hands on) of resources for students (rubrics, activities, news links, book or journal references, online tutorials) and adding new field trip opportunities for students to access course content through real experiences.

Geol 30 L:  Incorporating Google Earth and other computer/online resources into lab activities to maximize benefit from our new laptops.

OCAN 1 and 1L:  institute start-of-semester SLO preview activities to “front load” goals for the course.  Several instructors will be participating in a National professional development workshop this summer to share and discuss best practices for lecturing and developing lab activities in this content area.

FALL 2012 Activities:

  • January 11, 2013 -- Department meeting discussion of SLO plans for Spring -- assignment of responsibilities.
  • End of Fall 2012 -- All faculty complete faculty feedback form to store all data gathered during Fall 2012
  • 10/9 -- Department Meeting discussion of survey to use to assess programs for Spring 2013 -- which questions and what format.
  • 9/12 -- Department Meeting discussion of how to assess our programs in Spring 2013. It was decided to create a mid-semester survey to give to students in all classes -- asking 3-5 questions. Then gathering to review and analyze the results. Mid-semester survey will be completed this semester.
  • 8/15 -- Program mappings and revised program SLOs submitted to curriculum committee for review.
  • 8/15 -- All GEO mappings and program mappings completed.
  • 8/14 -- Department Meeting discussion of all draft GEO mappings, Program mappings, and Department Mission/SLOs. Course Managers assigned to lead efforts in all active courses. They led discussions on existing closed-loop process -- discussed SLO results from last semester/Summer and areas in which to make curricular changes -- and will update online Course Assessment forms.
  • Mapping to GE Outcomes for GE-courses: First draft completed and uploaded to main assessment page -- will be discussed and finalized in Department Meeting 8/14
  • Mapping of Program Outcomes to program requirements: First draft completed and uploaded to main assessment page -- will be discussed and finalized in Departmetn Meeting 8/14
  • Gathering of Summer 2012 SLO data for Geology 10 -- and review of these data + all Spring data (for all courses with multiple instructors) AT 8/14 department meeting

FALL 2012: Program/course revision highlights/plans:

  • More of our courses will be using the iClicker classroom response system, especially for our larger classes (40+) to maximize student interaction. Those that have been using it for a few semesters are continuing to refine the kinds of questions asked to facilitate more classroom interaction and promote deeper understanding.
  • Oceanography Lab is modeling a new lab procedure whereby students are quizzed weekly -- goals are to improve exam performance (achievement of our content outcomes), motivate mid-week studying and review of previous lab skills (instead of get it, forget it), and focus students during lab on acquiring new skills and understanding (instead of get it done, leave, forget it).
  • Oceanography Lecture is developing greater online resources available for all sections to supplement and maximize in-class interaction and participation. Goal: improved outcomes and greater in-class flexibility and interaction with deeper-level higher-order thinking and problem solving.
  • Paleontology has developed a pre-lab questionaire on reading out of class to motivate better preparation for labs,  has changed field trip to better locality for collecting fossils, has revised exam questions to better target SLOs, and is using higher-quality microscopes for labs on microfossils thanks to upgrades provided by donations.
  • All lab classes are working to embed more online computing and data/satellite photo access, including Google Earth, to prepare for our new laptop integration into our lab rooms for Spring 2013.
  • Environmental Geology is developing a learning community with English 1A for Spring 2013. Preliminary testing in Fall 2012 helped developed initial plans and content expertise (one of the English instructors is taking the Geol 30 class). It is also refining and improving its labs based on information gathered this Summer at a national workshop on Teaching Environmental Geology attended by 3 of the faculty members involved with this program. Improvements including addition on new materials and a new field trip learn about waste disposal and recycling.
  • Our Geography program is improving its accessibility through more study halls especially devoted to labs and embedding more in-class quizzing, qualitative assessments, and video clips and animations.
  • GIS class improvements include use of onscreen GIS software demos, new hands-on practicals, and continued upgrades to materials to meet latest software versions. We are also meeting to discuss future certificate and program needs based on model curricula being developed by the state.