Program Assessment
Handbook
Assessment
(Undergraduate/G
raduate Studies
Committee)
Program
Assessment
Curriculum
Development
(Curriculum
committee)
Professional
Development
(PAC)
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Program Assessment
Handbook
Assessment
(Undergraduate/
Graduate Studies
Committee)
Program
Assessment
Curriculum
Development
Professional
Development
(Curriculum
committee)
(PAC)
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Last modified 4-16-08
ii
Department of Geography
College of Social and Behavioral Sciences
Program Assessment Handbook
Table of Contents
Background Documents
Department of Geography Mission Statement………………………
Mission statement for the University of Northern Iowa…………….
Mission statement for the College of Social and
Behavioral Sciences………………………………………………
1
2
2
Undergraduate Program Assessment
Undergraduate Curriculum Objectives………………………………
Disaggregate List of Undergraduate Student Learning Outcomes .....
Undergraduate Instructional Assessment Tools……………………..
General Procedures for Annual Assessment Cycle………………….
Standards of Success for Program Outcomes………………………..
Assessment Information Flowchart………………………………….
Portfolio Design for Undergraduate Programs………………..……..
Portfolio Assessment Procedures……………………………….…...
Professional Seminar: New Course…………………………….……
4
5
9
12
13
11
23
24
26
Graduate Program Assessment
Graduate Degree Curriculum Objectives………………………..…..
Disaggregated List of Graduate Student Learning Outcomes…….....
Graduate Program Assessment Tools……………………………….
Standards of Success for Program Outcomes……………………….
29
30
31
33
Assessment Forms and Instruments
Portfolio Assessment Form………………………………………….
Senior Exit Exam ……………………………………………………
Internship Evaluation Form………………………………………….
Senior Exit Survey…………………………………………………. .
Graduating Senior Career & Contact Survey…………………..……
On-line Alumni Survey…………………………………………….. .
Thesis/Research Paper Proposal Evaluation Form…………….…….
Thesis/Research Paper Defense Evaluation Form…….………..……
38
40
41
42
44
45
46
34
i
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Department of Geography Mission Statement
___________________________________
The mission of the Department of Geography is to assist the University and
the College of Social and Behavioral Sciences in achieving their goals
through provision of distinctive geographic programs of instruction, research,
and service. These services enhance the quality of a UNI experience by
provided integrated, global views of cultural and environmental issues critical
to the human experience. The Department holds a shared view of excellence
through passion for knowledge and diligence of action focused on the
expansion of intellectual horizons of students and self. The Department is
committed to clusters of integrated programs of instruction, research, and
service that include, but are not limited to, physical and environmental
geography, geographic information science, and human culture and
landscape. Instructional goals include substantial opportunity for students’
skill development within the broader context of an innovative liberal arts
environment, which assures assessment and encourages continuous
improvement to benefit students at both undergraduate and graduate levels.
Research goals include the development of coordinated agendas that include,
but are not limited to, the collaboration of colleagues to address real problems
within Iowa. We envision a community of scholars, faculty and students,
who are free and encouraged to question and act in an environment of trust.
Faculty and students alike embrace this freedom and protect it with
responsible behaviors that emphasize productive excellence in instruction,
research, and service.
____________________________________
1
University of Northern Iowa
Mission statement for the University of Northern Iowa
The University of Northern Iowa is a comprehensive institution dedicated to
providing a personalized learning environment, founded on a strong liberal arts
curriculum. It is committed to being an intellectually and culturally diverse
community. The University focuses both on undergraduate education, and on
selected master’s, doctoral and other graduate programs. It is characterized by
excellence in three areas: teaching and learning; research, scholarship, and creative
work; and service. Through its varied endeavors, UNI shares its expertise with, and
provides service to, individuals, communities and organizations throughout the state,
the nation and the world.
Mission statement for the College of Social and Behavioral Sciences
The mission of the College of Social and Behavioral Sciences is to achieve
distinction in undergraduate liberal and vocational education in those disciplines
housed within the College. To this end, the faculty of the College are committed to
excellence in teaching, research, and public service. The faculty of the College
believe that: (1) a liberally educated student is the most essential outcome of
undergraduate education; (2) excellence in instruction and scholarship are
complementary characteristics of an outstanding faculty, essential to the educational
process and achieved simultaneously only in those faculty committed to the highest
standards of educational excellence; and (3) public service is the natural expression
of faculty engaged in preserving , expanding, and communicating the storehouse of
humanity's knowledge; it is also a measure of faculty accountability to the people of
Iowa.
2
Undergraduate
Program Assessment
3
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
(Adopted 4-09-2008)1
___________________________________________________
Undergraduate Curriculum Objectives
The objectives of the Department of Geography’s undergraduate (BA) curricula
are to provide students with:
I. Geographic Knowledge: Students will be able to understand, analyze, synthesize, and
apply core geographic principles, concepts, models, and phenomena
II. Geographic Skills: Students will demonstrate skills and competencies used to
develop, analyze, execute, and communicate geographic concepts and analysis
Part 1 – Skills Related to the Liberal Arts Tradition of Geography
Part 2 – Skills Related to the Intellectual Inquiry of Research Design and Execution
Part 3 – Skills Related to Geospatial Sciences and Technologies
III. Geographic Methods: Students will be able to evaluate and apply geographic
methods and associated theories used to analyze and advance geographic concepts
The general objectives of the various tracks in the BA degree are the same.
However, the focus in the Liberal Arts, Geography Teaching, and Environmental
emphases is placed on synthesized knowledge, critical thinking, and methods (I, II.
Part 1, and III). In contrast, the focus in the GISc emphasis is placed on content
integration and skills development evident in the techniques of GIS. (II, and III).
1
The full list of student learning outcomes was approved by the faculty of the Department of Geography with a
unanimous vote at a faculty meeting on 4-9-08.
4
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Disaggregate List of Undergraduate Curriculum Student Leaning
Outcomes
I. Geographic Knowledge: Students will be able to understand, analyze, synthesize, and apply
core geographic principles, concepts, models, and phenomena
A. Students will be able to analyze and compare/contrast spatial distributions and patterns, spatial
associations and relationships, and the underlying processes that shape these phenomena.
Examples of these principles include:
1. Understanding geographic patterns
• natural distributions (geomorphic, climatic, biogeographic)
• economic, social, and cultural distributions
2. Spatial associations, comparing spatial distributions
• natural/natural, e.g., climate/soil – relationship of cold ocean currents vs. deserts
• human/human, e.g., ethnicity/religion
• natural/human, e.g., relationship between climate and crops
B. Students will be able to classify regions and describe how regions are constructed and applied in
geographic analysis.
Examples of these principles include:
1. Understanding concepts used to define regions
• formal/functional/vernacular, boundaries/area/location, internal homogeneity/interaction
2. Knowing and understanding natural regions (e.g. soil, climate, biogeography)
3. Knowing and understanding economic, social, and cultural regions
4. Understanding application of regionalization and boundary demarcation
• retail trade areas, political redistricting/gerrymandering, cultural vs. political boundaries
• hazard regions, flood plains, soil regions, climate regions
C. Students will be able to identify patterns and processes of spatial interaction, movement, and diffusion,
to explain their significance, and to understand analytical methods.
Examples of these principles include:
1. Understanding spatial interaction
2. Understanding spatial movement (e.g. migration)
3. Understanding spatial diffusion (e.g. innovations, culture, language, technology, disease)
4. Understanding methods used to analyze spatial interaction, movement, and diffusion
• Human (e.g. gravity model, diffusion curves, discrete choice models)
• Physical geography (e.g. terrain analysis, diffusion models, field & lab methods)
D. Students will be able to identify examples of human-environmental interaction and assess their past,
present, and future impact.
Examples of these principles include:
1. Awareness of the interactions between social and physical phenomena
• resource availability and constraints
• human impact on natural processes
• impact of the environment on economic, social, and cultural systems
• human perceptions of the environment, environmental cognition (e.g. environmental risk,
creation of cultural landscape, sense of place)
5
E. Students will be able to articulate the significance of scale for the analysis of geographic patterns and
processes.
Examples of these principles include:
1. Understanding the influence of the use of different geographic scale of observation and analysis (local
to global)
• on natural distributions and processes
• on social, cultural, and economic distributions and processes, spatial interaction, and
regionalization
2. Understanding scale-based issues related to the analysis of geographic phenomena
• modifiable areal unit problem
• ecological fallacy
II. Geographic Skills: Students will demonstrate skills and competencies used to develop,
analyze, execute, and communicate geographic concepts and analysis
Part 1 – Skills Related to the Liberal Arts Tradition of Geography
A. Students will be able to demonstrate abilities in critical thinking and intellectual synthesis including
multidisciplinary synthesis.
Examples of these principles include:
1. Capacity for critical thinking about geographic issues
2. demonstration of pattern analysis and argumentation
3. Demonstration of effective synthesis and use of knowledge from multiple disciplines
B. Students will be able to demonstrate effective written communication related to geographic knowledge.
Examples of these principles include:
1. demonstrate geographic communication through effective writing
• demonstrate knowledge of appropriate geographic terminology
• locate sources of geographic information and data useful in effective communication
• demonstrate the ability and skill to incorporate appropriate and effective graphics and
cartographics into written work and presentations
C. Students will be able to demonstrate effective oral communication skills related to geographic
knowledge.
Examples of these principles include:
1. demonstrate geographic communication through effective oral presentation
• demonstrate knowledge of appropriate geographic terminology
• locate sources of geographic information and data useful in effective communication
2. demonstrate the ability and skill to incorporate appropriate and effective graphics and cartographics
into an oral presentation
• ability to use PowerPoint or other appropriate medium for visual aid in oral presentations
• demonstrate ability to create, edit, and apply visual-based geographic data in a presentation
D. Students will be able to display evidence of on-the-job learning, effectively engage in collaborative
projects, and exhibit professional judgment, responsibility, and dependability.
Examples of these principles include:
1. Demonstrate a capacity for effective application of geographic knowledge and techniques within
professional work settings.
• ability for on the job learning
• ability to work with others
• display professional judgment, dependability, and responsibility
• ability to produce and an understanding of the importance of quality work and productivity
6
Part 2 – Skills Related to the Intellectual Inquiry of Research Design and Execution
A. Students will be able to conduct basic research through the development of a research question, select
an appropriate research methods, and execute suitable methods of data collection.
Examples of these principles include:
1. Capacity for research design
• developing a research question
• articulating a method to answer the research question
2. Capacity for original data capture
• ability to design and execute surveys
• ability to gather quantitative or qualitative data in a field setting
• ability to gather data from laboratory methods typical of our facilities
3. Capacity to access, integrate, and analyze electronic data sources [e.g., USGS, Census]
B. Students will be able to identify, evaluate and integrate scholarly literature.
Examples of these principles include:
1. Capacity for effective use of scholarly literature
• identify sources of scholarly literature and distinguish authoritative sources from biased or
uninformed opinion
• identify, research, and evaluate discussions and debates in the scholarly literature even when
those span multiply sources or years
• integrate and synthesize material from scholarly literature with other data to make original
arguments related to geographic phenomena
C. Students will be able to integrate, manage, process, and analyze spatial and statistical data.
Examples of these principles include:
1. ability to conduct and interpret quantitative analyses appropriate to the discipline including:
• traditional descriptive statistics for continuous and discrete settings
• traditional parametric and nonparametric inferential statistics
2. ability to conduct and interpret spatial statistics including:
• descriptive statistics for geo-coded data
• inferential statistics and issues for geo-coded data
Part 3 – Skills Related to Geospatial Sciences and Technologies
A. Students will be able to critically evaluate maps, draft quality cartographic products, and visually
communicate spatial data.
Examples of these principles include:
1. Develop ability to read, interpret and critique maps of different styles and methods
• know how to gather information for all typical map types
• be able to critique map design and accuracy
2. Develop skills in map design and production
• ability to produce maps with contemporary software
• know the essential components of a map including scale, projection and symbolism
• know the basic cartographic methods of data presentation and correctly identify best methods for
particular data
7
B. Students will be able to demonstrate abilities in geospatial technologies and apply those technologies to
geographic analyses.
Examples of these principles include:
1. Be able to use spatial data and explain its structure
• projections and coordinate systems
• perform spatial and attribute queries
2. Creation or acquisition of spatial data and management of spatial data
• digitization for analog sources
• GPS, total station, or other original data survey
• Airborne and satellite images and data
• locate and evaluate existing data
• data base management systems
3. Capacity for spatial data analysis within a GISc environment
• ability to construct basic geographic models
• ability to apply various geographic analysis such as trend, pattern, and spatial modeling
III. Geographic Methods: Students will be able to evaluate and apply geographic methods and
associated theories used to analyze and advance geographic concepts
A. Students will be able to define major epistemologies and identify and evaluate examples of geographic
scholarship.
Examples of these principles include:
1. understand the scientific method, hypothesis testing, the construction of laws, and the identification of
empirical generalizations
2. understand the interaction of global and local economic, social, and political forces that affect natural
and cultural environments
3. understand interpretive methods to analyze natural and cultural landscapes
4. understand methods related to the analysis of geographic systems
B. Students will be able to define and assess the qualitative and quantitative traditions of the discipline.
Examples of these principles include:
1. Students will be able to outline the importance of spatial data, statistical analysis, and spatial analysis
in creating geographic knowledge
• articulating issues with spatial units of observation
• describing statistical correlation
• describing spatial autocorrelation, analysis of distributions
• create and interpret graphed data
• create and interpret simple regression models
2. Students will be able to outline the importance of qualitative methods in creating geographic
knowledge
• defining qualitative methods
• articulating basic principles and methods
• prescribe meaning and extrapolate patterns from such data
This is a master list of cognitive and behavioral student learning outcomes that are differentially applicable to the
various emphases offered in the program and are assessed by a variety of measurement instruments. The GISc
emphasis, for example, is applied geography and mandates greater expectations on outcomes in category II part 3.
Note also that cognitive outcomes (I & III) are most effectively assessed with results from the standardized exam
and that behavioral outcomes (II) are most effectively assessed with results from portfolio evaluations and other
project-oriented assessments. Outcome II part 1 D. is assessed by an external internship supervisor, who does not
assign the final grade.
8
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Undergraduate Instructional Assessment Tools
(Adopted 4-16-2008)
Upon recommendation of The Department of Geography faculty, implementation of the
following tools permit: 1) assessment of the degree of attainment of undergraduate curriculum
objectives, 2) modification of curriculum as needed, and 3) provision of professional
development for faculty as needed.
An annual cycle of assessment/recommendation/modification is anticipated. The Undergraduate
Assessment Committee2 is responsible for executing the assessment tools and for analysis of the
data that are generated. The Head, in conjunction with the Undergraduate Coordinator, is then
responsible for finalizing an annual report including recommendations for generalized curricular
needs to the Curriculum Committee and for recommendations of professional development needs
to the PAC.
1. Internship Program (optional for all emphases)
This requirement is already in place and involves the evaluation of student performance
by external individuals (supervisors). The department will implement a formal manner of
reviewing students’ grades/performances from supervisors in order to then assess the
extent to which our curriculum is meeting objectives (see Assessment Forms &
Instruments section, page 41). The Assessment Committee, in conjunction with the Head,
is charged with the task of reviewing students’ external evaluations, identifying skill
areas in which students are particularly competent or need improvement, with the
purpose of making curriculum suggestions to the Curriculum Committee.
2. Portfolio
All geography majors will compile a portfolio over the course of their tenure at UNI that
will then be evaluated by the Assessment Committee prior to graduation3. Completion of
the portfolio will become a new requirement for graduation. The content of the portfolio
will consist of a number of components that will reflect the department’s goals/objectives
(see Portfolio Design, page 23), and students will be evaluated on the quality of each
component according to a grading rubric that will be developed by the Curriculum
Committee.
2
The Assessment Committee for undergraduate assessment will be comprised of the Undergraduate Coordinator,
members of the Undergraduate Committee, and the Department Head. All meetings and decisions of the committee
will be open to the entire faculty.
3
The portfolio requirement will be implemented in the next curricular cycle in Fall 2009. We will start notifing
incoming students of the requirement Spring or Fall of 2010. We anticipate seeing finished portfolios by Spring
2011.
9
A workshop will be held each semester to assist majors in initiating their portfolios. The
Department will also develop a 1 credit hour “Professional Seminar” that will be geared
toward assisting students with completion of their portfolios.
The portfolio evaluation process will consist of two steps. 1) By the end of the
Professional Seminar class, the instructor will assess each student’s portfolio for
completeness with a checklist, ensuring that each required component is present or in
final preparation; 2) Final evaluation will be conducted by the Assessment Committee
after all portfolios for the academic year have been collected. The Assessment
Committee must then report back to the Head and the Curriculum Committee its findings,
indicating areas in which students (collectively) are weak/strong and in which curriculum
might be improved or professional development offered.
3. Senior Exam
The senior exit exam will be administered to all geography majors during the
Professional Seminar course. There are three versions of the exam focusing on the three
main emphases of the program; Environmental, Liberal Arts, and GISc. Students in the
teaching emphasis will take the Liberal Arts emphasis exam. Each exam is comprised of
three parts; Part I pertaining to issues most germane to the student’s emphasis area (i.e.
Human, Environmental, GISc). Parts II and III pertain to the other two primary areas of
geography not covered in Part I. Individual questions within each part are linked to
specific student learning outcomes in the Disaggregate List of Undergraduate
Curriculum Objectives. The Undergraduate Coordinator, in conjunction with the
Assessment Committee and Department Head, will compile exam results.
The exam was written by the faculty of the Department of Geography at UNI. The exam
will be reviewed by the faculty, lead by the Assessment Committee, every two years.
4. Exit Interview
The senior exit interview will be administered to all Geography majors during the
Professional Seminar. Students will be asked their opinion about training related to the
Student Learning Outcomes (see Assessment Forms & Instruments section, page 42).
Following each semester, the individual surveys will be scored and aggregated. Results
from all surveys will be archived by the Undergraduate Coordinator and Department
Head. Therefore, results from multiple years can be used to increase the sample size for
statistical analysis.
5. Placement Statistics
The department will implement a formal procedure and database for tracking alumni job
placement and career development that may then be used as a means of providing us
feedback on the effectiveness of our curricula. Prior to graduation, students will fill out a
permanent address form that will then go into the Department database (see Assessment
Forms & Instruments section, page 44).
6. Alumni Survey
On-line alumni surveys we be conducted every five years. Questions concerning the
effectiveness of departmental offerings and instruction are included. Results of this
10
survey are monitored by the unit’s webmaster and then forwarded to the Undergraduate
Coordinator.
7. External Program Review
University of Northern Iowa participates in an extensive program of external review of
all undergraduate programs. A detailed self-study provides the basic data prior to a site
visit. After completion of the site visit, the external review committee responds to
specific questions dealing with program goals and curriculum, faculty quality, student
quality, and resources and support. Finally, a response plan is devised and agreed to.
Please note that the graduate program in geography completed its external review during
the spring semester of 2008. The response plan was finalized in fall of 2008.
11
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
General Procedures for Annual Assessment Cycle
Timing
Assessment reports are required by the College of Social and Behavioral Sciences in the Spring
semesters (typically late March). At that time the Head must submit a report detailing the
departments assessment results for the year. Prior to this time, typically in February, the
Assessment Committee, headed by the Undergraduate Coordinator and Head will compile and
analyze data from the previous two semesters. Additional semesters of data many be used if the
committee judges the number of data points in the past two semesters to be insufficient. The
Head will announce the timing of the committee meeting and dates the final reports will be due.
At that time a meeting will be convened where that portfolio database, internship database,
senior exit survey database, senior exit exam, and any other data available will be analyzed.
Recommendations from that meeting will be incorporated into the annual report.
Recommendations for possible curriculum reform or professional development contained within
that report will be presented by the Undergraduate Coordinator to the Chair of the Curriculum
and PAC Committees, and to the Head early in the following fall semester. The Curriculum and
PAC will recommend any needed changes prior to the conclusion of the fall semester. All
recommended changes shall then be considered by the Department Head.
Selection of Annual Assessment Criteria
Following the submission of the final assessment report to the Dean’s office, the Assessment
Committee will select 2-5 Student Learning Outcomes to be assessed in the next assessment
cycle. These will vary from year to year based on perceived need for assessment. Any SLOs
assessed in a particular year which do not mean the standards for success will be reassessed the
following year. SLOs are listed in the Disaggregated List of Undergraduate Curriculum
Objectives.
Assessment Cycle
Most assessment data for the Spring semester will not be available by March; therefore, the
department’s annual assessment cycle will consist of the two semesters and summer included in
a calendar year. Additional semester may be included if the committee judges the number of
data points in the past two semester to be insufficient.
12
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Standards of Success for Program Outcomes
Liberal Arts, Teaching, & Environmental Emphases
Portfolio database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent average
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent impressive
≥67 percent average
≥67 percent average
≥67 percent passing
≥67 percent passing
≥67 percent passing
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥67 percent average
≥67 percent average
13
Standards of Success for Program Outcomes
Liberal Arts, Teaching, & Environmental Emphases (cont.)
Senior exam
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75% score ≥67%
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
≥67% score ≥50%
≥67% score ≥50%
≥67% score ≥50%
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75% score ≥67%
≥75% score ≥67%
14
Standards of Success for Program Outcomes
Liberal Arts, Teaching, & Environmental Emphases (cont.)
Alumni survey database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent satisfied
≥75 percent satisfied
15
Standards of Success for Program Outcomes
Liberal Arts, Teaching, & Environmental Emphases (cont.)
Senior survey database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent satisfied
≥75 percent satisfied
16
Standards of Success for Program Outcomes
Liberal Arts, Teaching, & Environmental Emphases (cont.)
Internship supervisor database*
* Please note that the internship opportunity is an elective within these emphases
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent impressive
≥75 percent impressive
17
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Standards of Success for Program Outcomes
Geographic Information Science Emphasis
Portfolio database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent average
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥67 percent average
≥67 percent average
≥67 percent average
≥67 percent impressive
≥67 percent average
≥67 percent average
≥67 percent impressive
≥67 percent impressive
≥67 percent impressive
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥67 percent average
≥67 percent average
18
Standards of Success for Program Outcomes
Geographic Information Science Emphasis (cont.)
Senior exam
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
≥75% score ≥67%
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
Not applicable
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75% score ≥67%
≥75% score ≥67%
19
Standards of Success for Program Outcomes
Geographic Information Science Emphasis (cont.)
Alumni survey database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent satisfied
≥75 percent satisfied
20
Standards of Success for Program Outcomes
Geographic Information Science Emphasis (cont.)
Senior survey database
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
≥75 percent satisfied
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent satisfied
≥75 percent satisfied
21
Standards of Success for Program Outcomes
Geographic Information Science Emphasis (cont.)
Internship supervisor database*
* Please note that the internship opportunity is an elective within these emphases
I. Geographic Knowledge
I. A. Students will be able to analyze and compare/contrast spatial distributions and
patterns, spatial associations and relationships, and the underlying processes that shape
these phenomena…………………………………………………………………………...
I. B. Students will be able to classify regions and describe how regions are constructed
and applied in geographic analysis…………………………………………………………
I. C. Students will be able to identify patterns and processes of spatial interaction,
movement, and diffusion, to explain their significance, and to understand analytical
methods……………………………………………………………………………………
I. D. Students will be able to identify examples of human-environmental interaction and
assess their past, present, and future impact………………………………………………..
I. E. Students will be able to articulate the significance of scale for the analysis of
geographic patterns and processes………………………………………………………….
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
II. Geographic Skills
II. 1. A. Students will be able to demonstrate abilities in critical thinking and intellectual
synthesis including multidisciplinary synthesis……………………………………………
II. 1. B. Students will be able to demonstrate effective written communication related to
geographic knowledge……………………………………………………………………...
II. 1. C. Students will be able to demonstrate effective oral communication skills related
to geographic knowledge…………………………………………………………………...
II. 1. D. Students will be able to display evidence of on-the-job learning, effectively
engage in collaborative projects, and exhibit professional judgment, responsibility, and
dependability………………………………………………………………………………..
II. 2. A. Students will be able to conduct basic research through the development of a
research question, select an appropriate research methods, and execution of suitable
methods of data collection………………………………………………………………….
II. 2. B. Students will be able to identify, research, evaluate and integrate scholarly
literature…………………………………………………………………………………….
II. 2. C. Students will be able to integrate, manage, process, and analyze spatial and
statistical data……………………………………………………………………………….
II. 3. A. Students will be able to critique maps, draft quality cartographic products, and
visually communicate spatial data………………………………………………………….
II. 3. B. Students will be able to demonstrate abilities in geospatial technologies and
apply those technologies to geographic analyses…………………………………………..
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
≥75 percent impressive
III. Geographic Methods
III. A. Students will be able to define major epistemologies and identify and evaluate
examples of geographic scholarships………………………………………………………
III. B. Students will be able to define the asses the qualitative and quantitative traditions
of the discipline……………………………………………………………………………..
≥75 percent impressive
≥75 percent impressive
22
Department of Geography
College of Social and Behavioral Sciences
Portfolio Design for Undergraduate Programs
The portfolio has a two-fold function; an assessment tool for the department and a physical product for students to
use to begin their careers. Not all items required for assessment are necessarily appropriate for use in job interviews.
Therefore, students should be encouraged to produce flexible portfolios. Students should also be encouraged to
produce an electronic copy. This copy might be in the form of an e-portfolio or web page where prospective
employers can preview the portfolio prior to the selection of interview candidates, or as an interactive CD.
Each of the following are required
1. Reflection Statement
A one to two page reflection of your experience in geography, the knowledge and skills you have gained,
and your future goals and how your experiences will help you achieve them.
2. Résumé
Should include curricular and extracurricular activities, special skills, work experience, internship
experience, and any other information relevant to a prospective employer.
3. At least two examples of each of the following (not to exceed 10) are to be included. Students should be
creative and selective in their choices.
A. Critical Thinking and Communication Skills
Examples of work that demonstrates the student’s skills in critical thought and their ability to effectively
communicate ideas in both oral and written forms. Examples of work that might be presented include:
9Full length term or research paper
9Short essay
9Professional presentations (include program abstract)
9Publications
9Posters (produced for use at UNI or at professional meetings)
9Book Reviews
B. Geographical Analysis and Research
Examples in this category should reflect the student’s ability to carry out research on a geographical topic
and to analyze geographical data. Examples of work that represent these skills include:
9Quantitative data analysis, such as statistical analyses or models
9Independent research and project design. Many class projects require students to design and
carry out research projects. Sources for such projects include:
8Class labs that require research or data analysis
8Independent study projects that are research based
8Field course projects
8Class projects such as final research projects
C. Geographic Information Science
Students should demonstrate their competency in the cutting-edge tools and techniques of geography.
Examples of work that represents these skills include:
9Spatial data or data management exercises/projects
8These might include spreadsheet, database or GIS projects
9Cartographic projects or exercises
9GIS projects or exercises
9Remote sensing projects or exercises
If appropriate, students may include up to four additional items that reflect the specific attributes of their
educational experiences.
4. Additional Optional Items
Examples of work that represents these skills include:
9Internship reports/projects
9Extracurricular activities
9Community service or outreach work
9URL for a web version of your portfolio
23
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Portfolio Assessment Procedures
History. In 2007, the Department of Geography committed to an improved system of
undergraduate program assessment, which would serve to effectively inform both curriculum
development and professional development. The centerpiece of that new commitment is the
development of student portfolios. The requirement of a student portfolio is embedded in
Professional Seminar. The Professional Seminar will be proposed in Fall of 2008 and begin
implementation in the 2009-2010 year. The first class of students to be informed of the value
and requirement of a portfolio will take place in Fall semester of 2010. The first round of
completed portfolios will be submitted by graduating seniors in Spring semester of 2011.
Background. Each undergraduate major in geography must complete a portfolio, which
documents the quality of work, especially in terms of departmental undergraduate goals and
objectives. The content of student portfolios has been carefully articulated. The content of
portfolios is initiated in annual workshops and is finalized in the Professional Seminar class. The
quality of each portfolio is assessed by the Assessment Committee including the instructor of
Professional Seminar. Each portfolio is assessed by each committee member in terms of
disaggregate dimensions and is also provided an overall assessment.
Procedure. All portfolios are anonymously presented by the instructor of Professional Seminar
at the end of each fall and spring semester to the Undergraduate Coordinator. Each portfolio is
scored independently by the Undergraduate Coordinator and each member of the Assessment
Committee. It will be the Undergraduate Coordinator’s responsibility to assemble individual
scores into a database that provides both raw and averaged scores. Each semester’s portfolios
and database will be archived in hardcopy and in digital format. That archive will be maintained
by the Coordinator or the Head. Each spring a report of annual assessment is due from the Head.
At that time data from the previous two semesters will be analyzed for the report and the
Coordinator will convene a meeting of the Assessment Committee where that academic year’s
portfolio database, internship database, senior exit survey database, and on-line alumni survey
database will be analyzed.
Scoring Rubric. Each portfolio will be judged on each of the Student Learning
Outcomes which are appropriate for portfolio assessment on a 5-level scale(see Assessment
Forms & Instruments section, page 38).
Geographic Knowledge: Students will be able to understand, analyze, synthesize, and apply
core geographic principles, concepts, models, and phenomena.
Level 1. Articulation of geographic principles, concepts, models, and phenomena are generally below
novice level. Examples are frequently uninformed or misinformed. There is little or no appreciation of
pattern and process operating across various geographic scales.
24
Level 2. Articulation of geographic principles, concepts, models, and phenomena are at the novice level,
exhibiting superficiality. Examples are less frequently uninformed but may be frequently misinformed.
There is modest appreciation for patterns and processes operating across various geographic scales.
Level 3. Articulation of geographic principles, concepts, models, and phenomena are fairly well developed.
Examples are generally informed and seldom misinformed. There is clear evidence of appreciation for
patterns and processes operating at various geographic scales.
Level 4. Articulation of geographic principles, concepts, models, and phenomena are very well developed.
Examples are very well informed and never misinformed. There is a clear level of sophistication in
description and inference. A well-developed appreciation for patterns and processes operating at various
geographic scales is evident.
Level 5. Articulation of geographic principles, concepts, models, and phenomena are exceedingly well
developed. Examples illustrate insight, creativity, and energy. There is clear evidence of superior
appreciation for patterns processes operating at various geographic scales.
Geographic Skills: Students will demonstrate skills and competencies used to develop,
analyze, execute, and communicate geographic concepts and analysis
Level 1. Demonstration of Geographic Skills is generally below novice level. Examples are frequently
uninformed or misinformed.
Level 2. Demonstration of Geographic Skills is at the novice level, exhibiting superficiality. Examples are
less frequently uninformed but may be frequently misinformed.
Level 3. Demonstration of Geographic Skills is fairly well developed. Examples are generally informed
and seldom misinformed.
Level 4. Demonstration of Geographic Skills is very well developed. Examples are very well informed and
never misinformed. There is a clearly demonstrated level of sophistication.
Level 5. Demonstration of Geographic Skills is exceedingly well developed. Examples illustrate insight,
creativity, and energy. There is clear evidence of superior appreciation for relationships between the
natural and the constructed environments.
Geographic Methods: Students will be able to evaluate and apply geographic methods and
associated theories used to analyze and advance geographic concepts
Level 1. The capacity to apply methods and theories is generally below novice level. All examples are
poorly presented and poorly argued.
Level 2. The capacity to apply methods and theories is at the novice level, exhibiting superficiality. With
some exceptions, the majority of examples are poorly presented and poorly argued.
Level 3. The capacity to apply methods and theories is fairly well developed, exhibiting superficiality.
Examples seldom are poorly presented and poorly argued.
Level 4. The capacity to apply methods and theories is very well developed. A clear level of sophistication
in structuring and expressing logic is evident. Examples are always well presented and well argued.
Level 5. The capacity to apply methods and theories is exceedingly well developed. Examples illustrate
insight, creativity, and energy. Examples illustrate superior analytic and communication skills.
Global Portfolio Assessment. Each portfolio will be assessed at a general level which reflects
each assessor’s evaluation of the overall performance. Once again, a five point will be employed
and levels correspond to the following descriptors:
Level 1
Level 2
Level 3
Level 4
Level 5
=
=
=
=
=
Inexperienced
Passing
Average
Impressive
Outstanding
25
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Professional Seminar
New Course
Title:
Status:
Credit Hours:
Prerequisite:
Offered:
Geography Professional Seminar
Required course within all Geography emphases
One semester hour (1)
Senior Status as a Geography Major
Fall, Spring Semesters
Description: Examination of opportunities and key issues involved in transition from the
undergraduate degree program to professional life or continued formal education at the graduate
level. Design and/or completion of essential documents to facilitate the transition including
resume, professional portfolio, graduate program applications, and standardized examinations.
Purposes: This course has two primary goals. One goal is of direct utility to students and the
other is of direct utility to Geography’s undergraduate programs. First, students are provided a
systematic and complete exposure to educational and professional opportunities within the
discipline. This inventory will be provided by invited faculty and alumni guests. Second,
Geography undergraduate programs receive valuable assessment feedback on the preparedness
of students to achieve post-graduate goals. In particular, portfolios and exit surveys will be
examined by the Assessment Committee in light of educational objectives already established for
the programs. Systematic, i.e., common, inadequacies will be summarized for the Department’s
Curriculum Committee for their consideration and possible action. The Assessment Committee
might also refine or strengthen goal statements, which could also affect actions of the
Curriculum and PAC.
The Professional Portfolio: Students must successfully complete the development of a
professional portfolio in order to receive credit for the course. The portfolio is initiated in annual
workshops with a documented description of content and procedures. Students are expected to
continuously contribute to the portfolio with items that reflect high quality work throughout their
undergraduate programs. Activities that can lead to completion of individual portfolio items
have been designed in most undergraduate geography courses. The seminar provides an
effective platform for completion of the portfolio for both student use and program use.
26
970??? Professional Seminar
Tentative Course Outline
Week 1.
Overview of opportunities after graduation. Graduate opportunities, job
categories, industry trends, nontraditional opportunities, required credentials.
Week 2.
Graduate opportunities in physical geography. Premiere programs, premiere
people, trends, expected backgrounds and matching.
Week 3.
Graduate opportunities in human geography. Premiere programs, premiere
people, trends, expected backgrounds and matching.
Week 4.
Graduate opportunities in G.I. Science. Premiere programs,
premiere people, trends, expected backgrounds and matching.
Week 5.
Careers in Applied Geography. Environmental and hazards, location analysis,
development, planning, G.I.S., education.
Week 6.
Careers in Environmental and Hazards Geography. Job types, job trends,
professional organizations, literature, and web resources, continuing education, corporations and
public agencies, contacts.
Week 7.
Careers in Location Analysis and Business Geography. Job types, job trends,
professional organizations, literature, and web resources, continuing education, corporations and
public agencies, contacts.
Week 8.
Careers in Regional and Rural Development. Job types, job trends, professional
organizations, literature, and web resources, continuing education, corporations and public
agencies, contacts.
Week 9.
Careers in Urban and Land Use Planning. Job types, job trends, professional
organizations, literature, and web resources, continuing education, corporations and public
agencies, contacts.
Week 10.
Careers in Geographic Techniques. Job types, job trends, professional literature,
continuing education, corporations and public agencies, contacts.
Week 11.
Careers in Geographic Education. Job types, job trends, professional literature
and web resources, continuing education, curriculum, contacts.
_______________________________________________________________________
Week 12.*
The Professional Portfolio, I. Uses. Examples. Structure and content. Quality
and effectiveness.
Week 13.*
The Professional Portfolio, II. Submission and assessment of portfolios. Student
critiques.
_______________________________________________________________________
Week 14.
Professional Ethics. Relationships, listening, power, respect, ADA, equal
opportunity, affirmative action, gender, race, harassment
Week 15.
Closure. Professional development and the future, senior surveys, course and
program assessment.
*Please note that one of the intents of this course is to provide opportunity for completion of portfolios during weeks
12 and 13 of the semester. These are presented for evaluation by the instructor to the Assessment Committee during
Week 13. Although these portfolios will have been accumulated in association with coursework previously
completed, their final assembly will take place during the conduct of 970:???.
27
Graduate
Program Assessment
28
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Graduate Degree
Curriculum Objectives
The objectives of the Department of Geography’s graduate (Master of Arts) curriculum is to provide students with:
I. Students will acquire an awareness of the discipline of geography as a
professional field including an understanding of the social importance of
geographic knowledge and research
II. Students will develop a mastery of a specialized field within the discipline of
geography
III. Students will be able to conduct advanced research through the development
of a research question, select an appropriate research methods, and execution
of suitable methods of data collection:
IV. Students will demonstrate an advanced development in the effective
communication of new knowledge
29
Graduate Degree
Curriculum Objectives
Disaggregated List of Graduate Student Learning Outcomes
I. Students will acquire an awareness of the discipline of geography as a professional field
including an understanding of the social importance of geographic knowledge and research
A. Students will be able to explain and scrutinize the historical development of the discipline,
B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline,
C. Students will be able to explain the professional structure of the discipline including its
organizations and its literature.
• Cite major journals and authors
• Cite major organizations
II. Students will develop a mastery of a specialized field within the discipline of geography
A. Students will be able to cite, generalize, and synthesize the current literature relevant to
their studies
B. Students will be able to summarize and critique the current state of knowledge within the
specialized field
III. Students will be able to conduct advanced research through the development of a research
question, select an appropriate research methods, and execution of suitable methods of data
collection
A. Students will be able to articulate and to situate a research question in the context of
existing knowledge within the specialized field.
B. Students will be able to acquire data to address a well-stated research question
C. Students will be able to select and execute appropriate qualitative and quantitative analyses
of acquired data.
IV. Students will demonstrate an advanced development in the effective communication of new
knowledge
A. Students will demonstrate effective written communication skills related to geographic
knowledge
B. Students will demonstrate effective oral communication skills related to geographic
knowledge
C. Students will demonstrate effective graphic communication skills related to geographic
knowledge
30
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Graduate Program Assessment Tools
The MA program includes thesis and non-thesis options. All policies and procedures for the
graduate program are contained in the departmental publication entitled “Handbook for Students
and Faculty, University of Northern Iowa Graduate Program in Geography.”
Written Proposal of Thesis Research or Research Paper
Each student must provide a formal proposal in written form. The written proposal is
completed by the beginning of the third semester of the student’s residency. The
proposal is evaluated by the student’s adviser and the Research Committee, a total
committee of 3 to 4 faculty. The committee provides a basic assessment of pass/fail and
also indicates more specific areas of strengths and weaknesses on a form that is included
in the student’s file with a copy to the Graduate Coordinator.
Oral Proposal of Thesis Research or Research Paper
Each student must present the proposal in an oral presentation. This presentation takes
place by the beginning of the third semester of the student’s residency. The oral
presentation of the proposal is evaluated by the student’s adviser and the Research
Committee, and the remaining faculty in the department. The presentation is expected to
take 15 minutes. It is typical for all faculty to attend proposal presentations. The
committee and faculty provide a basic assessment of pass/fail and also indicate more
specific areas of strengths and weaknesses on a form that is included in the student’s file
with a copy to the Graduate Coordinator.
Thesis or Research Paper
Each student completes a research-based project as a culminating experience. A thesis
tends to be wider in scope and grounded in literature and theory, whereas a research
paper is typically an applied project. The thesis/research paper is evaluated by the
student’s adviser and the Research Committee. The committee provides a basic
assessment of pass/pass provisionally/fail. The committee also indicates more specific
strengths and weaknesses on a form that is included in the student’s file with a copy to
the graduate coordinator.
Defense of Thesis or Research Paper
Each student must defend their thesis/research paper as part of an oral presentation. This
defense typically takes place at the end of the student’s residency. The oral defense is
evaluated by the student’s adviser and the Research Committee, and the remaining
faculty in the department. The presentation is expected to take 25 minutes. It is typical
for all faculty to attend defense presentations. The committee and faculty provide a basic
31
assessment of pass/fail and also indicate more specific areas of strengths and weaknesses
on a form that is included in the student’s file with a copy to the Graduate Coordinator.
On-line Alumni Survey
An on-line alumni survey will be conducted every five years. Questions concerning the
effectiveness of departmental offerings and instruction are included. Results of this
survey are forwarded to the Graduate Coordinator.
External Program Review
University of Northern Iowa participates in an extensive program of external review of
all graduate programs. A detailed self-study provides the basic data prior to a site visit.
After completion of the site visit, the external review committee responds to specific
questions dealing with program goals and curriculum, faculty quality, student quality, and
resources and support. Finally, a response plan is devised and agreed to. Please note that
the graduate program in geography completed its external review during the spring
semester of 2008. The response plan was finalized in fall of 2008.
32
Department of Geography
College of Social and Behavioral Sciences
Standards of Success for Program Outcomes
Proposal Database
Written Proposal
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
67 percent receive 3+
II. Mastery of a Specialized Field
67 percent receive 3+
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
III. Conduct Advanced Research
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
Oral Proposal
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
67 percent receive 3+
II. Mastery of a Specialized Field
67 percent receive 3+
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
33
III. Conduct Advanced Research
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
Examination Database
Written Examination
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
67 percent receive 3+
II. Mastery of a Specialized Field
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
67 percent receive 3+
III. Conduct Advanced Research
67 percent receive 3+
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
Oral Examination
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
67 percent receive 3+
34
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
II. Mastery of a Specialized Field
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
III. Conduct Advanced Research
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
Defense Database
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
67 percent receive 3+
II. Mastery of a Specialized Field
67 percent receive 3+
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
III. Conduct Advanced Research
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
67 percent receive 3+
35
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
67 percent receive 3+
On-line Alumni Survey Database
I. Awareness of the Role of Geographic Knowledge
I. A. Students will be able to explain and scrutinize the historical development of the
discipline …………………………………………………………………………………...
I. B. Students will be able to describe and critique the philosophical and methodological
foundations of the discipline ………………………………………………………….……
I. C. Students will be able to explain the professional structure of the discipline including
its organizations and its literature…..………………………………………………………
II. Mastery of a Specialized Field
II. A. Students will be able to cite, generalize, and synthesize the current literature
relevant to their studies ………………………………………………………….…………
II. B. Students will be able to summarize and critique the current state of knowledge
within the specialized field ………………………………………………………………...
III. Conduct Advanced Research
III. A. Students will be able to articulate and to situate a research question in the context
of existing knowledge within the specialized field ……………………………………...…
III. B. Students will be able to acquire data to address a well-stated research question
……………………………………………………………………………..
III. C. Students will be able to select and execute appropriate qualitative and quantitative
analyses of acquired data …………………………………………………………………..
IV. Conduct Advanced Research
IV. A. Students will demonstrate effective written communication skills related to
geographic knowledge ……………………………………………………………………..
IV. B. Students will demonstrate effective oral communication skills related to
geographic knowledge …………………………………….…………………………..…..
IV. C. Students will demonstrate effective graphic communication skills related to
geographic knowledge ……………………………………………………………………..
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
90 percent satisfied
36
Assessment Forms and
Instruments
37
Department of Geography
College of Social and Behavioral Sciences
Portfolio Assessment Form
Year:
_____________
Portfolio #:
Semester:
___________
_____________ Degree Type:
Name of Assessor:
_____________
__________________________________
Please read carefully the scoring rubric provided to you and discussed in the organizational meeting.
Level 1 =
Unacceptable
Level 4 =
Impressive
Level 2 =
passing
Level 5 =
Outstanding
Level 3 =
Average
General Curriculum Goal
Assessed Level
I. Geographic Knowledge
A. Students will be able to analyze and compare/contrast spatial distributions and patterns,
spatial associations and relationships, and the underlying processes that shape these
phenomena.
Examples of these principles include:
1. Understanding geographic patterns
2. Spatial associations, comparing spatial distributions
B. Students will be able to classify regions and describe how regions are constructed and
applied in geographic analysis.
Examples of these principles include:
1. Understanding concepts used to define regions
2. Knowing and understanding natural regions (e.g. soil, climate, biogeog)
3. Knowing and understanding economic, social, and cultural regions
4. Understanding application of regionalization and boundary demarcation
C. Students will be able to identify patterns and processes of spatial interaction, movement,
and diffusion, to explain their significance, and to understand analytical methods.
Examples of these principles include:
1. Understanding spatial interaction
2. Understanding spatial movement (e.g. migration)
3. Understanding spatial diffusion (e.g. innovations, culture, language, technology,
disease)
4. Understanding methods used to analyze spatial interaction, movement, and diffusion
D. Students will be able to identify examples of human-environmental interaction and assess
their past, present, and future impact.
Examples of these principles include:
1. Awareness of the interactions between social and physical phenomena
E. Students will be able to articulate the significance of scale for the analysis of geographic
patterns and processes.
Examples of these principles include:
1. Understanding the influence of the use of different geographic scale of observation and
analysis (local to global)
2. Understanding scale-based issues related to the analysis of geographic phenomena
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
II. Geographic Skills
Part 1 – Skills Related to the Liberal Arts Tradition of Geography
A. Students will be able to demonstrate abilities in critical thinking and intellectual synthesis
including multidisciplinary synthesis.
Examples of these principles include:
1. Capacity for critical thinking about geographic issues
2. demonstration of pattern analysis and argumentation
3. Demonstration of effective synthesis and use of knowledge from multiple disciplines
38
B. Students will be able to demonstrate effective written communication related to
geographic knowledge.
Examples of these principles include:
1. demonstrate geographic communication through effective writing
C. Students will be able to demonstrate effective oral communication skills related to
geographic knowledge.
Examples of these principles include:
1. demonstrate geographic communication through effective oral presentation
2. demonstrate the ability and skill to incorporate appropriate and effective graphics and
cartographics into an oral presentation
D. Students will be able to display evidence of on-the-job learning, effectively engage in
collaborative projects, and exhibit professional judgment, responsibility, and dependability.
Examples of these principles include:
1. Demonstrate a capacity for effective application of geographic knowledge and
techniques within professional work settings
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
Part 2 – Skills Related to the Intellectual Inquiry of Research Design and Execution
A. Students will be able to conduct basic research through the development of a research
question, select an appropriate research methods, and execution of suitable methods of data
collection.
Examples of these principles include:
1. Capacity for research design
2. Capacity for original data capture
3. Capacity to access, integrate, and analyze electronic data sources [e.g., USGS, Census]
B. Students will be able to identify, research, evaluate and integrate scholarly literature.
Examples of these principles include:
1. Capacity for effective use of scholarly literature
C. Students will be able to integrate, manage, process, and analyze spatial and statistical
data.
Examples of these principles include:
1. ability to conduct and interpret quantitative analyses appropriate to the discipline
2. ability to conduct and interpret spatial statistics
Part 3 – Skills Related to Geospatial Sciences and Technologies
A. Students will be able to critique maps, draft quality cartographic products, and visually
communicate spatial data.
Examples of these principles include:
1. Develope ability to read, interpret and critique maps of different styles and methods
2. Develop skills in map design and production
B. Students will be able to demonstrate abilities in geospatial technologies and apply those
technologies to geographic analyses.
Examples of these principles include:
1. Be able to use spatial data and explain its structure
2. Creation or acquisition of spatial data and management of spatial data
3. Capacity for spatial data analysis within a GISc environment
III. Geographic Methods
A. Students will be able to define major epistemologies and identify and evaluate examples
of geographic scholarship.
Examples of these principles include:
1. understand the scientific method, hypothesis testing, the construction of laws, and the
identification of empirical generalizations
2. understand the interaction of global and local economic, social, and political forces that
affect natural and cultural environments
3. understand interpretive methods to analyze natural and cultural landscapes
4. understand methods related to the analysis of geographic systems
B. Students will be able to define the asses the qualitative and quantitative traditions of the
discipline.
Examples of these principles include:
1. Students will be able to outline the importance of spatial data, statistical analysis, and
spatial analysis in creating geographic knowledge
2. Students will be able to outline the importance of qualitative methods in creating
geographic knowledge
Global assessment of portfolio content (circle one)
In your opinion, which of the following descriptors best describes the type of undergraduate geographer who
produced the content contained in this portfolio?
1. Unacceptable
4. Impressive
2. Passing
5. Outstanding
3. Average
39
Department of Geography
College of Social and Behavioral Sciences
Senior Exit Exam
Assessment of Learner Outcomes: Cognitive Dimensions
There are separate exams for each of the areas of emphasis in the program. The exams
are kept by the Department Head.
40
Department of Geography
College of Social and Behavioral Sciences
Internship Evaluation Form
Student Information:
Name_________________________
Job Title_________________________
Training Period (begin)_____________ (end)______________
Supervisor Information:
Name_________________________
Job Title_________________________
Employing Agency:
Name_________________________
Address______________________________________________________________
The Department of Geography carefully assesses its curriculum development on an annual basis. Your candid
assessment of the student’s quality of work on the dimensions listed below will help us in our continuing efforts to
provide high quality educational experiences for our students. Based on the scoring system described below, please
evaluate the performance of this student. Since not all work experiences are the same, you might not have had
opportunity to observe some of the aspects listed below. In those cases, please indicate “not applicable.”
1 = Unacceptable , 2 = Weak, 3 = Average, 4 = Impressive, 5 = Outstanding, N/A = Not Applicable
General Work Performance
Assessed Level (circle one)
Unacceptable
1. Attendance
2. Punctuality
3. Work Attitude
4. Dependability
5. Initiative
6. Relations with others
7. Judgment/maturity
1
1
1
1
1
1
1
Outstanding
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Overall quality of work and performance
Type of Knowledge or Skill
Assessed Level (circle one)
Unacceptable
1. Capacity for logical and critical thinking
2. Capacity for effective written communication
3. Capacity for effective oral communication
9. Capacity for on-the-job learning
10. Capacity for collecting and analyzing data
11. Capacity for making maps
14. abilities in geospatial technologies
1
1
1
1
1
1
1
Outstanding
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Thank you. Please return this completed form to: Department of Geography
University of Northern Iowa
ITTC 205
Cedar Falls, IA 50614-0406.
41
Department of Geography
College of Social and Behavioral Sciences
Senior Exit Survey
Year
_______________
Semester
_______________
You are an important part of the Department of Geography at UNI. The Department of
Geography is committed to offering its undergraduate majors the very best in educational
experiences. We value your assessment of the educational opportunities that you took advantage
of while a major in our Department. Please take this opportunity to provide your candid
evaluation.
First, please tell us how well prepared you feel as a university graduate in the following areas of
geography. Note that 1 corresponds to “poorly prepared” and 5 corresponds to “very well
prepared”.
Poorly Prepared
Very Well Prepared
I.A. Understanding geographic patterns and processes
I.B. Understanding geographic regions
I.C. Understanding spatial interaction & movement
I.D. Understanding of interactions
between social and physical phenomena
I.E. Understanding the importance of scale in geography
II.A.Capacity for critical thinking and
constructing logical arguments
II.B. Capacity for effective writing communication
II.C .Capacity for effective oral communication
II.D. Experience with collaborative work
II.A. Capacity for research design
II.B. Capacity for interpretation and integration of
scholarly literature
II.C. Capacity for spatial data analysis
II.A. Capacity for cartographic production & interpretation
II.B. Capacity for integration of geospatial technology
III.A. Understanding of geography models and methods
III.B. Understanding of qualitative & quantitative methods
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
1
1
2
2
3
3
4
4
5
5
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
5
5
5
5
5
5
If you feel ill prepared in any given area, what do you think is the cause (e.g., didn’t take a
course in the area, didn’t apply myself in the area, the course(s) was poorly designed, the
instruction was of low quality). Please list the area’s number shown above and list a cause.
Area(s)
Cause(s)
____________
__________________________________
____________
__________________________________
____________
__________________________________
____________
__________________________________
42
Now, we would like you to respond to the following open questions. Please be as honest and as
precise as possible in your responses. Constructive criticism is always beneficial.
1. Describe the quality of our geography curriculum. Indicate what you believe are its key
strengths and key weaknesses.
2. Describe the quality of our geography instruction. Indicate what you believe are its key
strengths and key weaknesses.
3. Describe the quality of our geography facilities. Indicate what you believe are its key
strengths and weaknesses.
4. Describe our program as a community of scholars. Have you felt like a member of such a
community? Why, or why not?
5. Would you recommend geography as a major to your friends? Why?
6. Have we left anything out? Please feel free to make any additional comments about your
UNI GEOGRAPHY experience.
43
Department of Geography
College of Social and Behavioral Sciences
Graduating Senior Career & Contact Survey
Name __________________________________________________
Semester & Year of graduation ______________________________
Future or Permanent Address to which we can send newsletters, job announcements, and other
alumni information
Street ________________________________________________ Apt. # __________________
City __________________________________ State _____________ Zip ________________
Email (other than UNI) _______________________________
Permanent phone # ___________________________________
Do you know where you will be working after graduation?
Company _________________________________________________________________
Job Title__________________________________________________________________
Job Description_____________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
44
Department of Geography
College of Social and Behavioral Sciences
Alumni Survey
To be developed at a later date.
45
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Thesis/Research Paper Proposal
Evaluation Form
Student Name _________________________________________ Date _____________
Area of Specialization:
Physical
Type of Proposal:
Thesis
Human
G.I. Science
Research Paper
Substantive Area of Research ____________________________________
Faculty Member Name__________________________________________
Overall, the written proposal is:
Overall, the oral proposal was:
Acceptable
Acceptable
Unacceptable
Unacceptable
In particular, how would you rate the following aspects of the written proposal (1= unacceptable … 5 =
outstanding). Any score of 1 or 2 (indicating a substantial weakness) requires a description of the weakness in the
comments section.
General Curriculum Goals for Written Proposal
I. Acquire an awareness of the discipline of geography as a professional field
including an understanding of the social importance of geographic knowledge
and research
A. Explain and scrutinize the historical development of the discipline
B. Describe and critique the philosophical and methodological foundations
of the discipline
C. Explain the professional structure of the discipline including its
organizations and its literature.
• Cite major journals and authors
• Cite major organizations
II. Develop a mastery of a specialized field within the discipline of geography
A. Cite, generalize, and synthesize the current literature relevant to their
studies
B. Summarize and critique the current state of knowledge within the
specialized field
III. Conduct advanced research through the development of a research
question, select an appropriate research methods, and execution of suitable
methods of data collection
A. Articulate and to situate a research question in the context of existing
knowledge within the specialized field
B. Acquire data to address a well-stated research question
C. Select and execute appropriate qualitative and quantitative analyses of
acquired data.
IV. Demonstrate an advanced development in the effective communication of
new knowledge
Assessed Level
1
1
2
2
3
3
4
4
5
5
NA
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
46
A. Demonstrate effective written communication skills related to
geographic knowledge
B. Demonstrate effective oral communication skills related to geographic
knowledge
C. Demonstrate effective graphic communication skills related to
geographic knowledge
1
2
3
4
5
NA
1
2
3
4
5
NA
In particular, how would you rate the following aspects of the oral proposal (1= unacceptable … 5 = outstanding).
Any score of 1 or 2 (indicating a substantial weakness) requires a description of the weakness in the comments
section.
General Curriculum Goals for the Oral Presentation
I. Acquire an awareness of the discipline of geography as a professional field
including an understanding of the social importance of geographic knowledge
and research
A. Explain and scrutinize the historical development of the discipline
B. Describe and critique the philosophical and methodological foundations
of the discipline
C. Explain the professional structure of the discipline including its
organizations and its literature.
• Cite major journals and authors
• Cite major organizations
II. Develop a mastery of a specialized field within the discipline of geography
A. Cite, generalize, and synthesize the current literature relevant to their
studies
B. Summarize and critique the current state of knowledge within the
specialized field
III. Conduct advanced research through the development of a research
question, select an appropriate research methods, and execution of suitable
methods of data collection
A. Articulate and to situate a research question in the context of existing
knowledge within the specialized field
B. Acquire data to address a well-stated research question
C. Select and execute appropriate qualitative and quantitative analyses of
acquired data.
IV. Demonstrate an advanced development in the effective communication of
new knowledge
A. Demonstrate effective written communication skills related to
geographic knowledge
B. Demonstrate effective oral communication skills related to geographic
knowledge
C. Demonstrate effective graphic communication skills related to
geographic knowledge
Assessed Level
1
1
2
2
3
3
4
4
5
5
NA
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
General Comments:
47
Department of Geography
College of Social and Behavioral Sciences
University of Northern Iowa
Thesis/Research Paper Defense
Evaluation Form
Student Name _______________________________________ Date _____________
Area of Specialization:
Physical
Human
G.I. Science
Substantive Area of Research ____________________________________
Type of Defense:
Thesis
Research Paper
Faculty Member Name__________________________________________
Overall, the thesis or Research Paper is
Acceptable Acceptable/Revisions Unacceptable
Overall, the effectiveness of oral communications contained in the defense were
Unacceptable 1 2 3 4 5 Outstanding
In particular, how would you rate the following aspects of the thesis/report (1= unacceptable …
5 = outstanding). ). Any score of 1 or 2 (indicating a substantial weakness) requires a
description of the weakness in the comments section.
General Curriculum Goals
I. Acquire an awareness of the discipline of geography as a professional field
including an understanding of the social importance of geographic knowledge
and research
A. Explain and scrutinize the historical development of the discipline
B. Describe and critique the philosophical and methodological foundations
of the discipline
C. Explain the professional structure of the discipline including its
organizations and its literature.
• Cite major journals and authors
• Cite major organizations
II. Develop a mastery of a specialized field within the discipline of geography
A. Cite, generalize, and synthesize the current literature relevant to their
studies
B. Summarize and critique the current state of knowledge within the
specialized field
Assessed Level
1
1
2
2
3
3
4
4
5
5
NA
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
48
III. Conduct advanced research through the development of a research
question, select an appropriate research methods, and execution of suitable
methods of data collection
A. Articulate and to situate a research question in the context of existing
knowledge within the specialized field
B. Acquire data to address a well-stated research question
C. Select and execute appropriate qualitative and quantitative analyses of
acquired data.
IV. Demonstrate an advanced development in the effective communication of
new knowledge
A. Demonstrate effective written communication skills related to
geographic knowledge
B. Demonstrate effective oral communication skills related to geographic
knowledge
C. Demonstrate effective graphic communication skills related to
geographic knowledge
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
1
2
3
4
5
NA
General Comments:
49
Department of Geography
Program Assessment Handbook
Document written by
Patrick Pease
Curriculum Objectives written by
Tim Strauss
Alex Oberle
Patrick Pease
Approved by a vote of 7 - 0 - 1
April 23, 2008
50