ࡱ> FHCDE *bjbj rr"&  t4|IK!!!!!:::IIIIIII$)MOFI:::^::I!!K6=6=6=:@!l!I6=:I6=6=H|z,I!QBn;pIIK0IKI!P<$!P$I!PI$::6=:::::II6=:::IK::::!P::::::::: : CSUEB Environmental Science B.S. Program Learning Outcome Evaluation Course evaluated: ENSC 4800 Seminar in Environmental Science, Winter 2014 Assignment evaluated:  Brownfield Action capstone project PLO evaluated: PLO #4 (pre- revision),  synthesize knowledge of the major components of the physical environment, including landforms, climate, vegetation, and soils ( synthesis objective), PLO #5 (pre- revision),  critically analyze environmental issues through the evaluation of scientific literature, and present their positions clearly and persuasively in written and oral form (communication objective). Rubric(s) used: Critical Thinking Rubric (synthesis PLO), Laboratory Skills/Course Project Rubric (communication PLO) Synthesis objective evaluation (ENSC 4800 Seminar in Environmental Science) 14 students evaluated, 14 students in class Class total average: (6.50 out of 15, 5 is meeting PLO), class total standard deviation: 1.45 Student Competencies Problem SolvingEmbracing ContradictionsInnovative ThinkingConnecting, Synthesizing Total0111122702111126031111150421112705111126062211280701011308211127092121171021112711222129121111151321112714211127Class average1.501.141.071.071.716.50Standard deviation0.650.360.470.270.471.45(Interpretation on next page.) Interpretation: Students scored particularly high on the connecting and synthesizing portion of the rubric, which fits the nature of this assignment as an integrated capstone project simulating a real- world situation. Students scored low in the areas of problem solving and embracing contradictions, two areas that are very important for environmental science since  real world scenarios deal with incomplete data, and many unknown factors. That said, low student scores in these areas could also be attributable to the non- standard and open- ended nature of the assignment, which several students reported not really getting until about six weeks into the quarter. Low scores in innovative thinking are also likely due to the nature of the assignment (which takes the form of a contract prescribing specific deliverablesthere is not a great deal of room for innovation). Attached are two student papers (Students 5 and 11) as examples. Communication objective evaluation (ENSC 4800 Seminar in Environmental Science) 14 students evaluated, 14 students in class Class total average: (6.79 out of 15, 5 is meeting PLO), class total standard deviation: 1.85 Student Organization PresentationQuantitative Skills ExecutionConnecting, Synthesizing Total0112101502221128031210150422122905230229062211280701001208222118091111151011112611212229121111261312121714211127Class average1.431.641.001.071.576.79Standard deviation0.650.630.550.730.511.85 Interpretation: For the level to truly approach that of a professional most students need to work on details such as organization and execution, but overall students rated well in these areas. Most students were able to reasonably approach the quantitative portion of the assignment (which has no exact correct answer, but has a correct approach), but a few students chose not to attempt the calculation. One student who attempted the calculation came up with a nonsensical answer, but the students report was otherwise reasonable and well- presented. Quality, on- time execution is an issue with some students. Overall, the students met the PLO for  communication of discipline- specific information, but there is significant room for improvement. Attached are two student papers (Students 5 and 11) as examples.  Communication objective evaluation (ENSC 4140 Hazardous Waste Management) Assignment evaluated: Hazardous waste capstone presentation (based on research paper) PLO evaluated: PLO #5 (pre- revision),  critically analyze environmental issues through the evaluation of scientific literature, and present their positions clearly and persuasively in written and oral form (communication objective). Rubric(s) used: Laboratory Skills/Course Project Rubric 12 students evaluated, 12 students in class Class total average: 4.75 (out of 12, 4 is meeting PLO), class total standard deviation: 1.96 Student Organization PresentationQuantitative Skills* ExecutionConnecting, Synthesizing Total0112N/A1150211N/A1250322N/A1160421N/A1150500N/A0110601N/A1130713N/A1270810N/A1020921N/A2271011N/A1141122N/A1271211N/A125Class average1.171.25N/A1.001.334.75Standard deviation0.720.87N/A0.430.651.96Quantitative skills not evaluated in this assignment Interpretation: Students in this class did a good job of synthesizing their understanding from the class and applying it to their individual projects. Execution was an area where the students were particularly weak though their work for the final project was for the most part on- time and adequate. Overall, the program is meeting its communication objective for most students, but there is substantial room for improvement in student performance. Attached is one students presentation (Student 11) as an example. Synthesis objective criteria Exemplary 3Accomplished 2Competent 1Insufficient Evidence 01. Competencies Strategies and skills that apply to Earth Science problem solving (i.e. discipline specific lab & field exercises)Clearly understands purpose and role of the exercise and its importance and context within the Earth Sciences and/or related subfield. Proposes/develops new means/methods to address the problem.Strong understanding of purpose and role of the exercise and its importance and context within the Earth Sciences and/or related subfield. Uses discipline appropriate means to address the problem.Understanding of the purpose and role of the exercise and some insight into its importance and context within the Earth Sciences and/or related subfield. Follows instructions and understands the steps.Poor understanding of the purpose and role of the exercise with little/no insight into its importance and context within the Earth Sciences and/or related subfield. Unable to follow instructions.2. Problem SolvingDevelops a logical, consistent plan to solve problem, recognizes consequences of solution, and can articulate reason for choosing solution.Develops a plan to solve the problem. Has some insight into consequences and some ability to articulate reason for choosing solution.Considers and rejects less acceptable approaches to solving problem.Only a single approach is considered and used to solve the problem.3. Embracing ContradictionsIntegrates alternate, divergent, or contradictory perspectives or ideas fully. Proposes/uses multiple working hypotheses.Incorporates alternate, divergent, or contradictory perspectives or ideas in an exploratory way. Applies multiple working hypotheses.Includes (recognizes value) alternate, divergent, or contradictory perspectives or ideas in a limited way. Has difficulty creating multiple working hypotheses.Fails to acknowledge alternate, divergent, or contradictory perspectives or ideas. No use of multiple working hypotheses.4. 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Connecting, SynthesizingSynthesizes ideas or solutions into a coherent whole. Creates connections to higher level discipline specific concepts and practices.Connects ideas or solutions in novel ways. Recognizes connections to higher level discipline specific concepts and practices.Recognizes existing connections among ideas or solutions.No recognition of significance of exercise to discipline or global context.  Communication objective criteria Exemplary 3Accomplished 2Competent 1Insufficient Evidence 01. OrganizationOrganization is clear, consistent, observable, and skillful; content is cohesive.Organization is clear, consistent & observable.Organization is intermittently observable.Organization is poor or not observable.2. PresentationWork is attractive, clean, clear, accurate, visually strong.Work is well- produced, clear, mostly- accurate, visually effective.Work is adequate with minor errors, visually inert.Work is unclear, informal, minimally conveys intent, and error- prone.3. Quantitative SkillsApplied innovative and insightful mathematical methods and techniques. Demonstrates mathematical mastery.Applied situation appropriate mathematical methods and techniques. Demonstrates solid math skills.Applied basic mathematical methods. 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