Bachelor of Science in Natural History and Interpretation (NHI)
December 17, 2008 (D. Andrew Saunders)
Where Addressed in
the Program1
How Assessed2
Assessment Results
(see following narrative)
Response to Results
(see following narrative)
1. Recognize the major settings for
practicing environmental
interpretation, and its key functions,
qualities, principles, methods and
origins
EFB 390, EFB 413, EFB 416,
FOR 372
A. Performance on series of embedded
questions on EFB 416 Midterm Exam
These assessment methods will be
applied to students for the first time
in the Summer and Fall of 2009.
Performance tracking for this
outcome has been installed in the
relevant courses.
2. Design, implement, and evaluate
personal interpretation, focusing on
key elements and qualities
EFB 215, EFB 404, EFB 416
Learning Outcome (what
students should be able to do)
B. Performance in capstone presentation in
EFB 416
3. Create and evaluate nonpersonal
interpretation including exhibits,
wayside panels, and folded
publications.
EFB 416, EFB 417, LSA 300
4. Prepare and implement natural
history programs containing key
interpretive components and
constituent knowledge indicating
basic understanding of chemical,
biological and physical processes at
work in the natural world.
EFB 320, EFB 417, EFB
420, FCH 150/151, FCH
152/153, PHY 101, Field
Experience Elective
5. Explain contributions of natural
history to science
EFB 215, EFB 307, EFB 311,
EFB 320 EFB, EFB 404, EFB
405, EFB 406.
A. Performance in component of EFB 416,
the Oakwood Walk exercise, which stresses
this outcome
B. Averaged grades for performance in
capstone PowerPoint presentations included
in EFB 215 and EFB 404
A. Performance in creating professional
folded publication completed for EFB 417
B. Performance in evaluation of interpretive
trail, an exercise in EFB 416
A. Performance in a public interpretive
education program for EFB 420, supervised
and graded by outside evaluator
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B. Performance in natural history
interpretation program exercise within EFB
417
6. Describe the contributions of a
core group of great naturalists and a
supporting foundation of natural
history literature
EFB 405, EFB 406
7. Explain the various roles of
natural history and natural history
museums in modern science
EFB 404, EFB 405, EFB 406,
EFB 413
A. Mean grade for embedded components of
exams, portfolios and notebooks within EFB
215 that relate to this outcome
B. Performance in EFB 404, as measured by
final grade
A. Grade for a presentation based on the life
of a great naturalist in EFB 405
B. Grade for a presentation based on natural
history literature for EFB 406
A. Performance in capstone presentation for
EFB 404
B. Performance in group discussion within
EFB 404
8. Identify and describe life-history
EFB 101-104, EFB 202, EFB
A. Performance measured by mean of final
attributes of organisms spanning the
taxonomic diversity of life
308, EFB 320, Organismal
Diversity course series
grades in four organismal diversity electives
B. Performance in embedded components of
EFB 202 that relate to organismal diversity
1
This list includes the key program components that deal with the listed outcome. An online Appendix includes a full matrix of courses and outcomes at
XXXXXXXXXXXXXXX and a full explanation of program requirements is given in the Curriculum Plan Sheet, at XXXXXXXX.
2
Performance standards are based on the average grade of NHI students in the indicated outcome-focused embedded project or exercise, or the final course grade
(if the entire course focused on the learning outcome). They are scaled as follows: F does not meet the standard; D, C- are approaching the standard; C, C+, B-,
B meet the standard; B+, A-, A exceed the standard
Explanation
History. Between 1965-2002, the Bachelor of Science in Environmental & Forest Biology was
the single undergraduate program offered by the Department of Environmental & Forest
Biology. Because students felt that their investments in specialization were not rewarded by an
appropriate degree title, and to increase visibility and recruitment potential in traditional or
growing fields, six specialized programs were initiated in 2003-2004, Natural History and
Interpretation among them.
Assessment cycle. Data used to assess each learning outcome will be collected annually,
beginning in 2009. Full program assessment will occur at 3-year intervals, beginning in 2012,
but we will evaluate our assessment methods in 2010.
Results of Prior Assessment. Formal learning outcomes have only recently been established, so
no assessment has yet focused on them. Based on unstructured assessments, including
interactions between faculty and students, we have taken steps to remove problems associated
with the two choices for the “Advanced Interpretation” directed elective, which currently
requires students to chose between EFB 521, Principles of Interpretive Programming and EFB
417, Perspectives of Interpretive Design. The distinction between these courses has become less
in recent years and we have initiated changes that eliminate EFB 521 and make EFB 417 a core
course, with removal of the associated directed elective requirement. All critical components of
EFB 521, namely those treating program development and evaluation, will now be taught in EFB
417. Removed from the latter course are environmental communication topics and methods that
are obsolete or redundant. This change is desirable because of the increased technology
proficiency of today’s student, and because it will enhance the professional skill component of
EFB 417.