Chabot College Program Review Report 2014 ‐2015 GEOGRAPHY Year 2 of Program Review Cycle “You are in the same cycle as last year!” Submitted on Nov. 1, 2013 Contact: Don Plondke Final Forms, 1/18/13
1 Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. N/A (see Appendix B1) Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ___Geography A.A.______  PLO #1: identify the set of improved skills in observing the world, and in analyzing problems in space
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PLO #2: interpret maps and mapped data utilizing basic map elements, including scales, common coordinate systems, and map symbols
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PLO #3: 
PLO #4: NOTE: The following discussions in Appendix C are restatements from Geography’s Fall 2012 Addendum –SLO Update. What questions or investigations arose as a result of these reflections or discussions? Frequent use of maps and remotely sensed images is the best approach to improving student skills in observing the world and analyzing relationships between landscape features.
What program‐level strengths have the assessment reflections revealed? Strengths revealed: The exercise‐based approach to teaching the application of physical geography concepts in lab‐based courses using contemporary technologies (internet, remote sensing, GIS) has been largely successful in achieving high rates of student success in the course. The students' engagement with satellite imagery, maps, and animated tutorials on student workstations develops their observational skills. It is most helpful when students work with each other in the interpretation of mapped information. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Means to improve students' level of comprehension of the text and willingness to refer to it are needed. Instructor is implementing Reading Apprenticeship strategies to help students gain insight into ways that they read texts. Also, different textbooks have been adopted semester‐to‐semester since this assessment data was collected to discern influence of the text on learning outcomes. More classroom time in some courses is being allocated to interactive engagement with geography texts. 2 Program: ___ Certificate of Achievement in Geographic Information Systems (GIS)  PLO #1: identify the set of improved skills in observing the world, and in analyzing problems in space
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PLO #2: interpret maps and mapped data utilizing basic map elements, including scales, common coordinate systems, and symbology
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PLO #3: document courses that have prepared the student for transfer to a campus of the California State University system as a junior‐year level Geography major
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PLO #4: What questions or investigations arose as a result of these reflections or discussions? Experience in the classroom has revealed that GIS students progress in their development of skill in manipulating GIS software tools and map features. The sequence of GIS exercises is designed to provide for this development process. However, communication with students has indicated that they frequently do not develop a satisfactory level of understanding and familiarity with the terminology and definitions of GIS components. While the exercises give students practice in using the functional tools and data types of GIS, the "hands‐on" pedagogical strategy does not necessarily assure students' grasp of definitions and the vocabulary of GIS.
What program‐level strengths have the assessment reflections revealed? Strengths revealed: The exercise‐based approach to developing skills in GIS software usage appears to be producing high rates of student success.
What actions has your discipline determined might be taken to enhance the learning of students completing your program? Students could be provided with additional supplemental reading in GIS and handouts to reinforce the meaning of key terminology and clarify the appropriate uses of GIS components. We need to retain our Instructional Assistant position to provide real‐time software and hardware support and support student use of instructional resources. We need to keep advocating for a new full‐time Geography faculty position needed to continue and extend our Geographic Information Systems program. 3 Program: ___ Geography A.A.‐T._______  PLO #1: identify the set of improved skills in observing the world, and in analyzing problems in space
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PLO #2: interpret maps and mapped data utilizing basic map elements, including scales, common coordinate systems, and map symbols
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PLO #3: demonstrate competency in techniques of spatial overlay of themes, design and production of map layouts, graphical presentation of spatially distributed data, and analysis of geocoded database information
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PLO #4: What questions or investigations arose as a result of these reflections or discussions? Frequent use of maps and remotely sensed images is the best approach to improving student skills in observing the world and analyzing relationships between landscape features.
What program‐level strengths have the assessment reflections revealed? The exercise‐based approach to teaching the application of physical geography concepts in lab‐based courses using contemporary technologies (internet, remote sensing, GIS) has been largely successful in achieving high rates of student success in the course. The students' engagement with satellite imagery, maps, and animated tutorials on student workstations develops their observational skills. It is most helpful when students work with each other in the interpretation of mapped information. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Means to improve students' level of comprehension of the text and willingness to refer to it are needed. Instructor is implementing Reading Apprenticeship strategies to help students gain insight into ways that they read texts. Also, different textbooks have been adopted semester‐to‐semester since this assessment data was collected to discern influence of the text on learning outcomes. More classroom time in some courses is being allocated to interactive engagement with geography texts. 4