Program Planning Report
Geology, Oceanography and Environmental Science Programs
Prepared by David Schwartz, Program Chair/Instructor
February 2014
I. Background Evaluation and Analysis
Program Description
The Geology, Oceanography and Environmental Science Programs consist of a variety of
introductory, transferable general education curriculum. The diverse offering of courses assists students in
increasing their awareness, understanding and appreciation of our planet’s unique and varied natural
systems. The entire program collectively contributes to the mission and specific objectives of Cabrillo
College in a variety of ways. A wide range of topics and concepts in the earth, marine, and environmental
sciences are taught to the diverse group of students. Basic educational skills, including how to achieve
academic success, are provided in distinct learning environments. The courses offered benefit the students
by challenging them to think critically, act professionally, develop comprehensive ideas, and effectively
communicate both orally and in writing. Students study in lecture, lab, and field settings; and, most
students regularly use computers and a variety of lab equipment. Students also have the opportunity to use
field instruments associated with fresh and salt water monitoring, marine navigation, mapping, and
surveying. This varied learning environment prepares the students to be eligible to transfer to a four-year
institution or to be successful in other Cabrillo College classes in order to obtain an AS or AA degree. The
supportive educational staffs in the Geology, Oceanography, and Environmental Science Programs have
proven beneficial as evidenced by the high number of students who successfully complete these courses
and fulfill their physical science general education requirements. Geology, marine science, environmental
science, chemical and physical science majors who take these courses gain valuable skills and are well
prepared for transfer to four-year colleges.
Courses currently offered in the Geology, Oceanography, and Environmental Science Programs
include the following. Introduction to Oceanography (Ocean 10) is a 4 unit lecture/lab course that
examines the geological, chemical, physical, and biological phenomena of the world's oceans. Introduction
to Earth Science (Geology 10) is a 4 unit lecture/lab course that focuses on Earth materials and internal and
external geologic processes. Environmental Geology 15 (Geology 15) is a 3 unit physical science survey
lecture course that explores how geologic hazards such as earthquakes, volcanoes, floods, and landslides
effect human populations. California Geology (Geology 20) is a 4 unit lecture/lab course that emphasizes
the physical, tectonic, and biological history of California for the last 2 billion years. Geology of National
Parks (Geology 25) is a 3 unit lecture course that introduces the geologic history, structure, and materials
of national parks in North America. Geology of the Pinnacles National Park (Geology 27) is a hands-on
two-day field class that emphasizes the geologic history of the Pinnacles, the Gabilan Range, the San
Andreas Fault, and the Coast Range. Environmental Science 10 (ES 10) is a 3 unit interdisciplinary lecture
course that examines Earth’s physical and life systems, and their relationships with human civilizations.
Environmental Science 10 Lab (ES 10L) is a 1 unit lab course where students experience hands-on topics
related to environmental science including watershed monitoring, a variety of lab experiments, and field
trips to local agencies. Coastal Environmental Monitoring / Field Studies in Oceanography (Ocean 20)
introduces students to an “at sea experience” and explores careers and technology related to the broad field
of marine science. Field Geology of Point Lobos and Big Sur (Geology 30A) involves studying the local
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
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geologic history and formations of the Monterey Peninsula and Big Sur region. However, Ocean 20 and
Geology 30A have not been offered since budget reductions began in 2008. Most of these courses and all
of the labs are currently taught in room 705. We also teach in 450 and 5005.
The Program Chair is the only full time faculty member in the Geology, Oceanography, and
Environmental Science Programs. Those three programs are part of a cluster that also includes Astronomy.
To keep the title of these four programs succinct, and since they all involve earth and atmospheric science,
they are collectively referred to as Earth and Space Science. Four adjunct instructors teach lecture and lab
sections in many of the courses.
Relationships
1. Community
The Program Chair of Earth and Space Science continues to be very active in the Monterey Bay
region community. He participates with the Elkhorn Slough National Estuarine Research Reserve “docents
in training program” focusing on the geologic history of Elkhorn Slough and the central Monterey Bay
region. He is a member of the science panel for the Elkhorn Slough Tidal Wetland Watch whose mission is
to resolve wetland loss and erosion problems in Elkhorn Slough. As a member of the Elkhorn Slough
Paleoecology working group, collaborates on research projects in order to help better understand past and
future conditions of Elkhorn Slough.
The Program Chair has been actively working with faculty and students from San Lorenzo Valley
High School’s (SLVHS) Science Academy. He mentors SLVHS senior Environmental Science students in
beach profiling research projects, gives lectures, and leads field trips for the Environmental Science A.P.
students. For the past 16 years the Program Chair of Earth and Space Science has worked with SLVHS
science teachers on semester-long research projects involving freshman science students working along
with Cabrillo College Ocean 10 students. This project has involved larger groups of students collaborating
on the beach profiling research project. In the fall of 2013 students from Aptos High School participated
with Ocean 10 students on both the beach profiling project and a quantitative trash analysis project
sponsored by The Clean Ocean Project and The National Oceanic and Atmospheric Administration. The
goal of this project has been to develop a model for other scientific trash surveys nationwide.
The Ocean 10 students have also hosted 31 coastal cleanups that have greatly benefited the local
community. Over the last fifteen years approximately 2,500 people have helped remove over 15 tons of
trash from Santa Cruz County beaches and coastal waterways.
The Geology Program received a gift of over 2,800 minerals, rocks, and fossils in March 2013 from
Nancy Cheney and her family. The collection was appraised to be worth between $5,000 - $10,000 dollars.
Many of the specimens are already being used in our labs by geology students. Bill Lock-Paddon, a longtime friend of Cabrillo College, is in the process of donating his collection of minerals, rocks, and fossils to
Cabrillo College. A portion of his collection has been appraised and arrived at Cabrillo College in October
2013. There is still a significant portion of his collection that will be gifted to Cabrillo College at a later
date. The Geology Program is very excited about receiving this rare gift as it will greatly improve our
existing collection, which is one of the most substantial in the state. Some of the pieces in Mr. LockPaddon’s collection, worth over $10,000, are quite stately and colossal and will be displayed in the Library
and on campus common grounds.
2. Four Year Universities
University of California Santa Cruz, University of California Berkeley, San Jose State University,
and California State University Monterey Bay all offer programs in Earth and Environmental
Science/Studies. The Geology, Oceanography, and Environmental Science Programs at Cabrillo College
are articulated with all of these institutions. Cabrillo College science majors have taken courses in our
programs and have transferred, or plan to transfer, to the above mentioned universities to pursue degrees in
Earth, Marine, or Environmental Science. Several service learning semester long research projects
contribute to the success of our transfer students. In Oceanography 10, students have been surveying
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
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designated United State Geological Survey (USGS) Beaches and sharing that data with the USGS for 20
years and more recently with Fall Creek Engineering and the City of Santa Cruz Water Department.
Students in Oceanography 10 and Environmental Science 10 have been monitoring abiotic and biotic
characteristics in Aptos Creek since 1998. This data is shared regularly with The Santa Cruz Department of
Health and Human Services, The Coastal Watershed Council and Fall Creek Engineering. Students report
after they transfer they are well prepared for the rigors of upper division course work by phone calls, emails, and word-of-mouth information that the Program Chair receives.
3. Campus Programs
The Geology and Astronomy Programs continue to collaborate on co-requisite lecture-field courses
entitled Geology 27, “Geology of the Pinnacles National Park” and Astronomy 27, “Field Astronomy.”
Astronomy 8A is held in room 705 on a weekly basis. Students from this program use the computers
for processing their astrophotography work. Astronomy 9 students also use the computers in room 705 for
processing astrophotography images. Courses in Geology and Oceanography are not currently being taught
in other programs at Cabrillo College.
The Program Chair of Earth and Space Science collaborates with Biology and Chemistry instructors
who co-teach ES 10 every semester. He also works with instructors from the HASS Division’s Geography
Program. The instructors share laboratory supplies such as minerals, rocks, and topographic maps and
occasionally share student assistants. Geography instructors give guest lectures in ES 10 and join Geology
20 students on field trips in the Monterey Bay Region and to Yosemite National Park.
The Geology and Oceanography Programs are active users of Cabrillo College’s library course
reserves program. Student materials are available in the course reserves collection for every current
Geology and Oceanography class. The library also contains hundreds of volumes covering various aspects
of Geology, Oceanography, and Environmental Science. The librarians have been extremely helpful in
serving our programs’ needs and working with us on the status of all our references, videos, and
periodicals.
The Chair of Earth and Space Science, works closely with the Cabrillo College Foundation. He has
been the Chair of the Faculty Grants for Student Success Committee for the last 10 years and has served on
that committee for 24 years.
Costs
Data regarding WSCH and FTEF for the Oceanography, Geology, and Environmental Science Programs
for the academic year 2012/13 was recently acquired and is included in the next section.
1. Oceanography
The overall productivity of the Oceanography Program, which is very good, is shown on the next
page. Productivity can be measured by the program’s weekly student contact hours per full-time equivalent
faculty (WSCH/FTEF) compared to the same ratio for the college. As can be seen from the table,
WSCH/FTEF in Oceanography ranged from 531.34 to 680.08 over the six-year study period. The average
WSCH/FTEF for Oceanography between fall 2007 and spring 2013 was 616.1 compared to the college
average of 585.1 for the same period. Oceanography productivity was lower than college wide productivity
for the academic year 2007/08 and 2008/09 because Ocean 20 was offered, which had a small enrollment
cap, about 25 students. That course, however, has not been offered since 2008/09 resulting in an increase in
productivity for the Oceanography Program. Since the spring of 2009, the WSCH/FTES has been
significantly higher for Ocean 10 compared to the college average.
Ocean WSCH (annual)
Ocean FTEF (annual)
2007/08
1,385.1
2.6
2008/09
1,422.60
2.59
2009/10
1,471.23
2.16
20010/11
1,331.20
2.03
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
2011/12
1,371.60
2.03
2012/13
1,354.00
2.24
3
Ocean WSCH/FTEF
College WSCH/FTEF
Ocean/College
531.34
553.0
96.1%
549.27
608.43
90.3%
680.08
615.31
110.5%
655.76
596.10
110.0%
675.67
580.50
116.4%
604.46
557.20
108.5%
The data in the chart below compares the Oceanography Program expenses (as a percent of overall
instruction expense) to the FTES generated by our program (as a percent of the overall college FTES).
Even in 2008/09 when Ocean 20 was offered, the income generated by the Oceanography Program
exceeded the percent of cost of the program. Ocean 10 is efficient as all the students are together in one
large lecture and then attend one of three or four labs of 25.
Percent of FTES
Percent of Expense
Income to Expense Ratio
2007/08
0.373%
0.254%
1.47
2008/09
0.352%
0.303%
1.16
2009/10
0.387%
0.293%
1.32
20010/11
0.371%
0.297%
1.25
2011/12
0.399%
0.289%
1.38
2012/13
0.418%
0.314%
1.33
2. Geology
As can be seen from the table below, WSCH/FTEF in the Geology Program ranged from 441.51 to
522.47 over the six-year study period. The average WSCH/FTEF for Geology between fall 2007 and spring
2013 was 494.37 compared to the college average of 585.1 for the same period. The Geology Program is
slightly less productive than the college average because geology courses such as Geology 10 and 20
traditionally have fewer students working in a more intense hands-on lab setting. Some geology classes
such as Geology 20 and 27 are also limited in size due to the complications and safety issues faced in
taking large numbers of students on field trips, which is a critical part of the geology curriculum. The
increase in efficiency in the Geology Program for the academic years 2011/12 and 2012/13 can be
attributed to two changes. Prior to these two academic years Geology 25 was taught in the online format
which had relatively low enrollment. That course has been offered in the in-person format since the fall
2011 and enrollment has increased. Also, prior to the fall of 2011, Geology 15 was offered in room 705,
restricting its enrollment to approximately 35 students. Since the fall of 2011, Geology 15 has been taught
in room 5005 which allows over 60 students to enroll.
Geology WSCH (annual)
Geology FTEF (annual)
Geology WSCH/FTEF
College WSCH/FTEF
Geology /College
2007/08
607.7
1.2
506.42
553.0
91.6%
2008/09
2009/10
20010/11
2011/12
2012/13
799.92
1.60
499.33
608.43
82.1%
880.00
1.82
482.46
615.31
78.4%
805.31
1.82
441.51
596.10
74.1%
937.60
1.82
514.04
580.50
88.5%
931.04
1.78
522.47
557.20
93.8%
The data in the chart on the next page compares the Geology Program expenses to the FTES
generated by our program. The data indicates that the Geology Program represents a very small portion of
the college’s income (% of FTES avg = 0.22%) and the college’s cost (% of Expense avg = 0.28%). The
cost of the Geology Program is slightly more than the income generated by the Geology Program. Again,
this is due to the relatively small class sizes to accommodate labs and/or field trips in Geology 10, 20, and
27. The increase of Income to Expense Ratio for the last two academic years can be attributed to the same
two changes made in Geology 15 and 25 mentioned above. The large numbers of students in Ocean 10 and
in ES 10, both of which consistently have higher numbers in the percent of the college FTES compared to
expense, help offset the slightly lower productivity and higher cost of the Geology Program.
Percent of FTES
Percent of Expense
2007/08
0.194%
0.281%
2008/09
0.194%
0.261%
2009/10
0.227%
0.287%
20010/11
0.219%
0.284%
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
2011/12
0.265%
0.294%
2012/13
0.281%
0.305%
4
Income to Expense Ratio
0.69
0.74
0.79
0.77
0.90
0.92
3. Environmental Science
As can be seen from the table below, WSCH/FTEF in ES 10 ranged from 633.19 to 669.96 over the
six-year study period. The average WSCH/FTEF for ES 10 between fall 2007 and spring 2013 was 653.19
compared to the college average of 585.1 for the same period. Even though ES 10 is team taught and
carries additional coordination costs, it is still very productive. ES 10 is taught in a large classroom, room
5005, and typically begins with over 65 students. ES 10L is a lab class so it must be smaller in size. Also,
ES 10L has been limited to one section per year.
ES WSCH (annual)
ES FTEF (annual)
ES WSCH/FTEF
College WSCH/FTEF
ES /College
2007/08
524.8
0.8
656.0
553.0
118.6%
2008/09
2009/10
20010/11
2011/12
2012/13
419.2
0.63
661.89
608.43
108.43%
496.00
0.78
633.19
615.31
102.9%
508.80
0.78
649.53
596.10
109.0%
524.80
0.78
669.96
580.50
115.4%
475.60
0.73
648.55
557.20
116.4%
The relative income and cost data for ES 10 are presented below for both fall and spring semesters
from 2007 – 2012. The data indicate that Environmental Science represents a small portion of the college’s
income (Percent of FTES avg = 0.135%) and a much smaller portion of the college’s cost (% of FTEF
avg = 0.046%). Therefore, ES 10, which is taught in a large lecture format, is very cost effective for the
college as it generates more than it costs (avg: 0.135% > 0.046%). The ES 10L section that has been taught
historically in spring only, was open to only current or former ES 10 students. As of spring 2014, ES 10L
is now open to all students which should result in higher demand for the course.
Percent of FTES
Percent of Expense
Income to Expense Ratio
2007/08
0.143%
0.107%
1.34
2008/09
0.105%
0.084%
1.25
2009/10
0.131%
0.090%
1.46
20010/11
0.142%
0.096%
1.48
2011/12
0.152%
0.102%
1.49
2012/13
0.147%
0.103%
1.42
Student Success and Completion
1. Oceanography
The table on the next page shows that the overall student success in Ocean 10 ranges from 52.8% to
67.6%, the average being 63.48% between fall 2007 and spring 2012. This number has not changed
significantly during the last 10 years. Between the fall of 2002 and the spring of 2007 the average success
rate in Oceanography was 64%. The overall college average for the same period is 70%. Surveys show
there are a relatively high number of students who enroll in Ocean 10 who are not science majors and/or
who do not have a declared major, which may partly explain lower than average student success.
The Oceanography staff continues to explore ideas on how to raise these numbers. For instance, every
Ocean 10 lab has a student assistant working with the instructor and the students. Their presence is
invaluable. They help students in small groups and on an individual basis. Some of the student assistants
have organized study sessions that take place before or after labs and we are getting positive feedback from
Ocean 10 students about the results of these sessions. We would like to organize more of these student
assistant led study sessions and are confident they can contribute to student success.
The overall student completion in Oceanography in the study period ranges from 77.8% to 88.7%, the
average being 82.4%. The overall college average for the same period is 84.8%. The overall student
success and retention in Oceanography 10 is very good considering it is a lab science transfer class. The
numbers are slightly below the college average likely because the majority of students enrolled in
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
5
Oceanography 10 are non-science majors taking the course to satisfy the GE transfer requirements who
sometimes do not realize the depth and intensity of the course.
Oceanography
Success
Academic
Year
Fall
2007/08
62.6%
2008/09
52.8%
2009/10
64.0%
2010/11
66.0%
2011/12
63.3%
Spring
67.5%
62.7%
61.0%
67.6%
67.3%
Completion
Fall
79.4%
85.9%
87.1%
88.7%
78.0%
Spring
85.0%
77.8%
78.7%
78.4%
84.6%
2. Geology
The table below displays that the overall student success in the Geology Program ranges from 66.7%
to 89.9%, the average being 72.84% between fall 2007 and spring 2012. This is 2.84 percentage points
higher than the college average course success rate of 70%. The Geology course success number has
changed significantly during the last 10 years; between the fall of 2002 and the spring of 2007 the average
success rate was only 63.48%. We believe the change, an increase of 9.4 percentage points, is related to an
increase in the student assistant budget allowing for more student assistants working in the labs with the
geology students. The higher success and completion rates in the spring are a result of high success rates in
Geology 15 and Geology 20, both taught only in the spring. Geology 10, which is only taught in the fall, is
our core course required for the geology major and tends to be more challenging for most students.
The overall student completion in the Geology Program between the fall of 2007 to the spring of
2012 ranges from 76% to 94.8%, the average being 84.5%. The overall college average for the same period
is 84.8%, just 0.3 percentage points higher than geology courses. Surveys have shown that geology courses
have higher numbers of science majors or students with declared majors compared to students who enroll
in Oceanography 10, which may partly explain why the success and retention numbers are very good in the
Geology Program.
Geology
Academic
Year
2007/08
2008/09
2009/10
2010/11
2011/12
Success
Fall
68.7%
73.0%
64.7%
72.8%
66.7%
Spring
70.4%
68.2%
71.2%
83.0%
89.9%
Completion
Fall
83.6%
93.2%
84.5%
81.5%
79.2%
Spring
83.7%
75.5%
76.0%
93.0%
94.8%
3. Environmental Science
The Environmental Science 10 instructors continue to explore new strategies to increase retention and
success and evaluate student progress. The table on the next page shows that the overall student success in
Environmental Science ranges from 59.1% to 79.4%, the average being 68.6%. The success and
completion rates in Environmental Science are consistently higher in the spring semesters compared to the
fall semesters because success and retention are both very high in ES 10L, which is only taught in the
spring. In the previous five-year study the student success average was only 59.2%; the 9.41 percentage
point increase since 2007 is encouraging. As with the Geology Program, we believe the increase in student
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
6
success is related to an increase in the student assistant budget allowing more student assistants to work
with the Environmental Science students.
The overall course completion in Environmental Science ranges from 73.8% to 95.5%, the average
being 86.5%. This is an increase of 6% from the previous five-year study. Instructors continue to try and
close the gap between students who do not achieve success, but still finish the course.
Environmental Science
Success
Academic
Year
Fall
2007/08
66.2%
2008/09
59.1%
2009/10
59.1%
2010/11
64.6%
2011/12
59.7%
Spring
67.3%
75.4%
78.7%
76.6%
79.4%
Completion
Fall
87.7%
83.3%
81.8%
73.8%
77.4%
Spring
84.7%
95.4%
95.5%
91.5%
94.1%
Student Learning Outcomes
Since the spring of 2008, staff in the Geology, Oceanography, and Environmental Science Programs
assessed every student learning outcome for all courses, as well as the college’s core competencies. The
overall process involved the faculty taking part in discussions about teaching strategies and a thorough
analysis of what is currently working and what needs improvement. The process resulted in faculty
comparing data on the outcomes of a variety of semester-long projects, lab projects, field projects, and
midterm exams.
The results show that geology majors are learning the value of personal responsibility and behaving
in a professional manner, desirable qualities in the industry. The feedback also indicates students in all our
courses are acquiring critical thinking skills and global awareness, both of which are needed for the AS
degree in Geology, and for the GE transfer program. Students are gaining these skills as they are exposed
to a variety of geological, biological, physical and chemical processes, laws, and challenges associated
with the natural world. Overall, we feel most of our students are improving in communication, critical
thinking, global awareness, and personal responsibility. Many are mastering these competencies; however,
some are exposed to them for the first time and just beginning to understand the value of these skills.
Although some of our students may not be mastering all of the competencies, they are improving in most
of them.
We identified many areas where the students showed success, but we also found areas where
improvement could take place. In Ocean 10 and ES 10 midterm exam scores could be higher. Another
common theme we identified was that students in these courses need more help with writing reports and
using computer programs such as Excel to process data and develop graphs. We discussed the fact that in
Ocean 10 and Geology 10 and 20, students need to utilize the entire lab session and not leave class early.
Underestimating the goals of the lab and time frame required to comprehend the material often correlates
with lower scores on exams, and lower success and retention in the course.
Instructors have taken steps to improve the overall quality of student performance and success. One
effective strategy has been to make better use of the Program Chair’s web page. In ES 10 the lecture slide
shows are posted along with study questions which give the students an opportunity to revisit the lecture
material and then practice the concepts by answering questions. In Ocean 10, Geology 10, and Geology 20,
many of the lectures are also posted to provide additional opportunities to study key concepts. The Ocean
10 web page also has a link to a list of all lecture outlines which highlight in bullet list fashion the
important goals and topics for each lecture, as well as a key showing all of the correct answers to the math
problems in the lab workbook.
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
7
Improvement in student success has also been recognized as a result of instructors developing clearer
oral explanations as well as written rubrics and instructions for semester-long lab projects along with
required check points as the semester progresses. In some cases, projects have been streamlined; for
instance, the Beach Erosion Map project in Ocean 10 now focuses on fewer beaches. The benefit of this is
that the instructors can spend more time in a smaller field area helping students make more accurate maps
while the students still gain the same understanding of the overall process. When students get more
individual attention in labs, they perform better on lab projects, lab quizzes, and midterm exams. The
student assistant budget has increased slightly over the past six years which has been very beneficial to
many of our students.
The complete student learning outcome analyses for fall 2007 through fall 2012 are included in
Appendix C.
Results of Student Surveys
The results of the student surveys, which were only given to Geology and Oceanography students, are
very promising. In Geology 22% responded they enrolled because it was a required class and in
Oceanography 34% responded with the same answer. Informal surveys taken each semester show that over
80% of the students enrolled in the Geology and Oceanography Programs take the classes to satisfy the GE
transfer requirements. Seventy-four percent of the students surveyed said they would recommend geology
and oceanography courses to other students. Of the 91 students surveyed, only 10 claimed to be a Geology
or Oceanography major.
In the written comments an overall recurring theme was the quality of the instructors. In the Geology
responses, 18 out of 27 who responded, or 67%, wrote that the major strengths of the program are the
instructors. Many wrote that the student assistants are especially important to the learning process. They
described the instructors as enthusiastic, passionate, knowledgeable and committed. The other comments
regarding the strength of the Geology Program referred to the hands-on work in the lab and a personable
environment provided by the small class size.
In the Oceanography Program the responses about the major strengths were wider ranging than in the
Geology Program; however, about half the responses said the overall strength of the program is the
instructors. Students often comment that they enjoy the hands-on activities and would like to see an
increase in this area. Other common positive feedback included the hands-on approach in the lab, the field
projects, and the interactive nature of the course. Others commented positively the course material, the
relevance of the topic to everyday lives, the student assistants, the lectures, and the optional extra credit
project.
The suggestions for improving the Geology Program showed a very clear trend. Fifty percent of the
students wrote that new microscopes, light sources, and computers would benefit them the most.
Addressing the same issue, 48% responded that the overall quality of instructional material and equipment
is in need of some improvement. The second most common trend to improve the Geology Program was to
increase the use of student assistants.
Like the responses regarding the strengths of the Oceanography Program, the suggestions for
improvement were also a little wider ranging. Fifty-one percent stated that the overall quality of the
instructional equipment was satisfactory and 20% replied that it is in need of improvement. Only 13%
responded that the workload is too demanding. In the open-ended written comments, students wrote the pace
is too fast, and they wanted more time for review and more time to complete lab projects. They also
commented that the microscopes need to be upgraded along with improvements to the existing multimedia
equipment. In addition, they expressed great interest in working in the field and many of the students
requested more time spent in the field. Other common responses to improve the Oceanography Program were
to correlate the lectures and labs better and provide more study guides.
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
8
In both programs, over 93% of the students responded that the class syllabus provided by the
instructor accurately reflects what is being taught in the course. Eighty-three percent of the Geology
students and 84% of the Oceanography students thought that the workload for the courses was appropriate.
Overall, the comments supported the need to improve and upgrade the lab equipment in both the Geology
and Oceanography classrooms.
Curriculum Review
Faculty in the Geology, Oceanography, and Environmental Science Programs met numerous times in
the last several years to review curriculum, Student Learning Outcomes, text books, assignments, course
objectives and methods of evaluation for all our courses. As a result of these meetings, changes were made
to our courses. Most of these changes were modifications to required text books, course Student Learning
Outcomes, evaluations, and, in some courses, updating content. Geology is the only program of these three
that offers an AA or AS degree. The Geology model program continues to be in alignment with identified
transfer institutions. The following table describes the changes made as a result of curriculum review.
Geology 10
Updated text book, lab manual and evaluation, expanded lab activities to be
more consistent with the Physical Geology Laboratory C-ID.
Geology 15
Updated text book and evaluation, modified course SLO’s, changed location
to a larger classroom, and modified evaluation techniques.
Geology 20
Updated lab manual and evaluation
Geology 25
Updated text book, modified course SLO’s.
Geology 27
Course now taught only once per year. Updated number of hours student
spends in class and outside of class.
Oceanography 10
Updated text, course content and evaluation, modified several lab activities
and grading system, changed order of topics presented in lecture.
Environmental Science 10
Updated text, course content, modified course SLO’s, updated number of
hours student spends in class and outside of class. Updated evaluation and
extra credit options.
Environmental Science 10
Modified course SLO’s and objectives. Modified course text, lab projects
Lab
and field trips.
II. Progress on Previous Goals and Recommendation
Much progress has been made toward the five modest goals and recommendations outlined in the last
program planning report for Geology, Oceanography, and Environmental Science in 2007. The first goal was
to purchase a new computer for room 705B, the shared faculty office. This was accomplished in the spring of
2008. However, it is now time to replace this computer again. The second goal was to increase the student
assistant budget by approximately 12% from $4,420 to $4,950. That account increased to its current amount,
$5,091, in the fall of 2009. The third goal was to increase the Oceanography supply budget by ~32% from
$1,556 to $2,054. The Oceanography supply account is currently at $1,826, up ~17%, beginning in the fall of
2009. Our fourth goal was to provide an adjunct instructor 3 teaching units to develop Geology 25, Geology
of National Parks, in a distance learning format. The instructor received an Online Curriculum Grant in the
spring of 2008 to develop Geology 25 in a distance learning format. Geology 25 was taught in that format in
the fall of 2009, 2010, and 2011. In the fall of 2012, it was taught in an in-person format and enrollment
significantly increased. Our fifth goal was to offer ES 10 along with an optional lab section, ES 10L. ES 10L
was developed in the fall of 2009 and has been taught every spring semester since 2010.
III. New Directions
The Geology, Oceanography, and Environmental Science faculty have worked consistently over the
last two and a half decades to maintain and improve the overall quality of instruction. Expansion continues
as we are offering ES 10L, Environmental Science 10 Lab, for the first time in the fall semester of 2013
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
9
and 2014. It may be offered at both the Aptos campus and Watsonville Center in 2014-15. We also added
another section of an Ocean 10 lab to the spring 2014 semester. We recently hired a new adjunct instructor,
our first new hire in 10 years, who will be teaching these new sections.
We strive to accommodate the various learning styles and to expose the students to a variety of
lecture and lab experiences. Our long term goals are to keep the course curriculum up to date and relevant
and to help the students become informed citizens so they can make their own educated choices. Our aim is
to present the science behind the content and to help students learn to make better use of their cognitive
filters as they are often exposed to wrong information in our multi-media society.
Our mission continues to be the same as it always has been; offer a diverse learning environment that
prepares the students to be eligible to transfer to a four-year institution or to be successful in other Cabrillo
College classes in order to obtain an AS or AA degree. We want to continue to challenge the students to act
ethically, think critically, and develop their own ideas through research. We also challenge the students to
communicate effectively both orally and in writing. We present to the students some of the most important
challenges known to humanity: awareness and preparation for natural disasters and the need to conserve
and sustain our planet’s limited natural resources.
Based on the Student Learning Outcome assessment analysis along with our continued growth, our
goal is to have high quality, up-to-date equipment available for student use in the labs. This includes
computers, microscopes, maps, charts, overhead projectors, and scanners. We want to have a diverse
assortment of high quality mineral, fossil, and rock specimens for student use in lab. As mentioned in our
relationships with the local community, our program was recently the recipient of two valuable mineral,
rock, and fossil collections. These irreplaceable and impressive specimens have greatly enhanced our
collection and will benefit thousands of students for decades.
The College Strategic Plan was defined in March of 2012 to consist of just two institutional goals:
student success and enhanced institutional effectiveness. In summary, our six-year program plan integrates
very well with Cabrillo College’s Strategic Plan. Student success and transfer are our highest priority. The
Geology Program has an updated model program that we discuss in detail with all Geology majors.
Environmental Science and Marine Science majors are encouraged to meet with our faculty and with
college counselors to discuss pathways and careers in these fields. Students in all our programs are
constantly challenged to take responsibility for their own educational success. Instructors in our programs
participate in workshops and professional development seminars to be exposed to new technology and
discoveries and to improve their overall teaching performance. Our endeavors include maintaining close
connections to our local community. Our newest direction and goal is working with The Clean Ocean
Project, sponsored by The National Oceanic and Atmospheric Administration. Our Oceanography students
are becoming part of a national model demonstrating the protocols for a scientific analysis of trash and
unnatural debris on our nation’s beaches.
IV. Goals and Recommendations
A bachelors, masters, or doctorate in Geology will allow the graduate to have a career in a wide
variety of fields such as research, academia, engineering, consulting, mining, geohydrology, seismology,
volcanology, geophysics, glaciology and economic geology (ore and hydrocarbon deposits). The job
availability and demand for Earth scientists has fluctuated in the last few decades; however this has
dramatically improved. According to the U.S. Program of Labor's 2012 – 2013 Occupational Handbook,
employment of Geoscientists is expected to increase 21% for all occupations between 2010 through 2020.
According to the 2013 State of California, Employment Development Program Labor Market Information
Division, the employment opportunities in California for geoscientists are expected to increase by 26%
between 2010 and 2020.
According to the U.S. Program of Labor's 2012 – 2013 Occupational Handbook, employment of
environmental scientists is expected to increase 19% for all occupations through 2020, while
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
10
employment of hydrologists is likely to increase 18% or more. Driving the growth will be the need for
organizations and businesses to comply with an increasing number of environmental laws and regulations,
particularly those regarding groundwater contamination and flood control.
1) Goal: Assessment results showed that we could improve student retention and success rates by
providing more individual and/or group instruction from student assistants who work closely with geology
and oceanography students. We currently have enough funds to support student assistants in most existing
geology, oceanography, and environmental science labs. Student assistants also lead group study sessions
outside of lab that have proven to be very successful.
Description: Increase the Student Budget Account to keep up with program growth. Student
Assistants will be needed in the new Ocean 10 and ES 10 labs which will cost about $800 total. We would
also like to use student assistants for one to two hours per week in Geology 15 and 25 which would cost
about $518. We also assume the college would need to increase the budget if and when the minimum wage
increases.
Cost: $1,318 per year (ongoing)
2) Goal: Assessment results showed that we could improve student retention and success in the
Oceanography and Environmental Science Programs by providing and maintaining up-to-date, functioning
lab equipment and supplies such as microscopes, external light sources, nautical charts, and drafting and
surveying equipment that are used on an everyday basis. Quality field instruments, such as total dissolved
solid, pH, flow and nitrate meters, all used for environmental monitoring projects in Environmental
Science 10 labs, are also necessary in order to maintain a safe and practical program in environmental
science education. Assessment results also showed that we could improve student retention and success in
the Geology Program by providing and maintaining up-to-date, functioning lab equipment and supplies
such as microscopes, minerals and rocks, and topographic and geologic maps that are used on an everyday
basis.
Description: To support the planned addition of a new Environmental Science 10 lab and a new
Oceanography 10 lab, an increase in the Oceanography supplies budget by $500 will be needed.
(Note: the Dean has already allocated teaching units for these new labs.) Also increase the Geology
supplies budget by $300.
Cost: $800 per year (ongoing) for Oceanography, Geology and Environmental Science Supplies
3) Goal: The results of the SLO assessments and written student comments show the need to improve the
quality of student learning by maintaining quality binocular dissection microscopes and light sources for all
labs. Several of our current microscopes and light sources are old and in need of replacement. Currently we
have 17 binocular dissection microscopes, two were purchased in 2013, and all the others were purchased
more than 10 years ago. Eight of them are inferior models and are becoming a little more difficult to use.
We also have 22 light sources, which are required for microscope work, but easily suffer from wear and
tear over the years. Nine of them are over 20 years old. We need a plan to regularly replace old
microscopes and light sources.
Description: Purchase two to three new dissecting microscopes and light sources per year.
Cost: $4,000 – 6,000 per year, ongoing
4) Goal: The classroom computer used by the instructors in lecture and labs is the main piece of
technology used to present information to students in Geology 10, 20, 25, 27, Oceanography 10,
Environmental Science 10L, and Astronomy 8A, 9A, 9B, 9C and 27. The computer, installed in 2010, is
used for lecture and lab presentations, videos, Internet demonstrations, and more. In order to successfully
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
11
achieve our program goals and Student Learning Outcomes, we need a high quality functioning computer
system. The current computer is working fine for now; but we anticipate that it will need to be replaced in
the next three years or sooner.
Description: Purchase one new classroom computer.
Cost: $1,111.38 (one time)
5) Goal: Currently, the six student computer stations in 705 are functioning adequately. The computers
were installed in February 2008 and the average life expectancy is about five years. We need to anticipate
that the student station computers will need to be replaced in the next three years. SLO assessments and
written student comments show the need to maintain efficient computers used for a variety of lab activities
in Oceanography 10, Environmental Science 10 and 10L, and Geology 10 and 20, are important for student
success.
Description: Purchase six new student computers within three to four years.
Cost: $6,224 for 6 computers (one time)
The following appendices will be attached to the final report.
Appendix A: Goals and Recommendations Budget Forms
Appendix B: Plan Checklist
Appendix C: SLO Department Analysis Forms
Appendix D: Catalog Pages
Appendix E: Course Outlines
Geology, Oceanography & Environmental Science Program Planning Report, February 2014
12
March 25, 2014
Geology / Oceanography / Environmental Science Program Planning
Goals and Recommendations
1.
Description:
Description: Increase the Student Budget Account to keep up with program
Cost: $1,318 per year (ongoing)
growth. Student Assistants will be needed in the new Ocean 10 and ES 10 labs
which will cost about $800 total. We would also like to use student assistants
for one to two hours per week in Geology 15 and 25 which would cost about
$518. We also assume the college would need to increase the budget if and
when the minimum wage increases.
Cost: $1,318 per year (ongoing)
Cost
2.
Description: To support the planned addition of a new Environmental Science
10 lab and a new Oceanography 10 lab, an increase in the Oceanography
supplies budget by $500 will be needed.
(Note: the Dean has already allocated teaching units for these new labs.) Also
increase the Geology supplies budget by $300.
Cost: $800 per year (ongoing) for Oceanography, Geology and Environmental
Science Supplies
3.
Description: Purchase two to three new dissecting microscopes and light
sources per year.
Cost: $4,000 – 6,000 per year, ongoing
4.
Description: Purchase one new classroom computer.
5.
Description: Purchase six new student computers within three to four years.
Cost: $1,111.38 (one time)
Cost: $6,224 for 6 computers (one time)
Cabrillo College
3/25/2014 11:52 AM
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2008 meeting, Analysis of Earth Science 10, Fall 2007
Department
Geology
Meeting Date
February 10th, 2008
Number of Faculty/Staff in
Attendance
100% fulltime, 100% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
1. Analyze and identify unknown non-silicate and silicate
minerals and igneous, sedimentary and metamorphic rocks to
determine origin, general geologic history, economic value and
age.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
3 lab quizzes. The first quiz is on mineral identification,
the second quiz is a combination of sedimentary and
metamorphic rock identification and the third quiz is a
combination of all lab specimens of the semester.
Assessment Results
(Summarize the overall results
of your department
The Mineral Quiz average was 81% and the Sedimentary /
Metamorphic Rock Quiz Average was 85% and the Final
Mineral & Rock Quiz average was 74%.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Allowing the students to use Room 705 outside of class
time is proving to be very valuable.
This is a particularly high scoring group of students. Their
overall performance is outstanding.
These average scores are on the high side when compared
with other semesters.
o
Quality microscopes and external light sources are a
key ingredient to student success in the geology 10
labs. Continue a regular maintenance schedule and
purchase upgrades as this equipment ages.
o
Other: We see that it is important to make Room 705
available as much as possible so that students can
come to this facility and practice looking at
specimens. This group of students spent a lot of time
using room 705 outside of the regular scheduled lab
times.
o
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
We also recognize that the use of Student Assistants is
critical for the success we are after. Student assistants
work in the labs and also participate in study sessions
and create practice quizzes that greatly aide students
in the course.
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Maintain a budget for the Student Assistants that will
allow them to participate in all the labs.
o Other: Continue to purchase and collect quality
specimens that represent the most common nonsilicate
and silicate minerals and Igneous, Sedimentary and
Metamorphic rock samples. High quality samples with
fresh surfaces illustrating microscopic structures that
are easy to see provide for the highest quality of lab
experience.
Priorities to Improve Student
Learning
1. Make Room 705 available as much as possible so
Geology 10 students can come to that facility to practice.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
2. Maintain quality specimens in the Cabrillo College
collection.
3. Continue to service the dissecting microscopes on a
regular basis so they can operate at their maximum
performance. Purchase new microscopes and light sources
as needed.
Implementation
(List the departmental plans to
implement these priorities)
We’ll continue to inspect the microscope and light source
collection and purchase new ones when needed. At this
point, we think we can continue to operate with quality
equipment without replacement until 2011 or 2012.
Every year we purchase new minerals, rocks and fossils to
maintain and improve the collection at Cabrillo College.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
We can discuss any new plans in the flex week of fall
2008 semester and make appropriate changes as the
course progresses, and in the fall of 2009.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2008 meeting, Analysis of Geology 27; Geologic History of the
Pinnacles National Monument, Fall 2007
Department
Geology
Meeting Date
February 10th, 2008
Number of Faculty/Staff in
Attendance
100% fulltime
Number of Faculty/Staff sharing
Assessment Results
1
Core Competency or Course
SLOs measured
1. Construct a detailed geologic history of the Pinnacles
Volcanic Formation including the age, origin and distribution
of minerals and rocks as well as the changing tectonic and
physical settings.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Take home Final Exam
Assessment Results
(Summarize the overall results
of your department
The students enrolled this semester did very well in the
course. 27 students completed the course. There were 6
As, 8 Bs, 8Cs, 8 “Pass” and 5 “Non Pass”.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Students in general were very interested while in the field,
they were engaged in the material and asked numerous
questions as the days progressed.
Any areas where it can be
improved?
Occasionally a higher per cent of students will earn As
and Bs.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o State criteria for grading more explicitly
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
Explain course policies such as attendance, promptness
and participation very clear at the sign up meeting that
precedes the start of the course and again at the first class
meeting in room 705 at Cabrillo College. This needs to be
done before the students are in the field for the weekend
course.
Explain course objectives and requirements such as a take
home final exam very clear at the sign up meeting that
precedes the start of the course and again at the first class
meeting in room 705 at Cabrillo College. This needs to be
done before the students are in the field for the weekend
course.
Create web links with instructive materials that can help
students understand the course policies and rules and
better prepare them for the field.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Continue to revise documents that explain course
objectives, rules and expectations. Make these documents
available to the students in hard copy at the first two
meetings at Cabrillo College and also make these
documents available on the department web pages.
The documents mentioned above will be made available
to students in the fall of 2008. The Geology Department
web pages will be revised before the start of the fall 2008
semester.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2009 meeting, Analysis of Earth Science 10, Fall 2008
Department
Geology
Meeting Date
August 28th, 2008
Number of Faculty/Staff in
Attendance
100% fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Construct and analyze topographic and geologic maps and
cross sections to formulate the general geologic history and
access the susceptibility to various geologic hazards such as
earthquakes, volcanoes and slope failure.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Topographic and Geologic Map Exercises and a
Topographic Map Lab Quiz
Assessment Results
(Summarize the overall results
of your department
Two different labs took the Topographic Map Quiz. 17
students in the morning lab averaged 75% and 16 students
in the afternoon lab averaged 86%.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Students need a lot of individual attention for the early
stages of this topographic map lab.
The students in the afternoon lab had a significantly
higher average score than the morning lab.
Our goal is for both labs to achieve an average in the mid
80% range or better.
o
State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Increase in-class discussions and activities
o Increase guidance for students as they work on
assignments
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
o Maintain and eventually increase the Student
Assistant budget, as the demand grows with new
courses. The Student Assistants play a critical role in
student success by working with them in lab, as well
as study sessions outside of class.
o Encourage faculty to share activities that foster
competency
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Other: instructors will work on editing the Earth
Science 10 lab Workbook to make the goals and
objectives of the lab clearer
o Other: They will also discuss classroom strategies and
the content of the introductory information that the
students hear at the start of the lab. The goal is that the
information the students hear is consistent in each lab
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Improve the directions in the Lab Workbook.
Improve some of the problems such as stream gradients in
the lab workbook so that the students are extremely clear
on the exact location points.
Purchase more “Multiscale Map Readers” so that the
students have an easier time measuring horizontal
distances.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Upgrade / improve the Earth Science 10 Lab Workbook.
Purchase new “Multiscale Map Readers”.
The Earth Science 10 Lab Workbook will be changed for
the fall 2009 semester. The “Multiscale Map Readers”
will be purchased in time for the fall 2009 earth Science
10 students to use during lab.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2009 meeting, Analysis of Oceanography 10, Fall 2008
Department
Oceanography
Meeting Date
August 28th, 2008
Number of Faculty/Staff in
Attendance
100% fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Solve simple word and numerical problems about
oceanography using linear equations and conversion factors.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
a.
b.
c.
Calculate English / Metric conversion problems.
(Lab 1, 2, 3, 4, and 6 and objective questions
throughout the course)
Solve problems involving rate, distance and time
associated with acoustics, navigation, sea floor
spreading, waves, tides and marine sediments.
(Objective questions throughout the course)
Calculate vertical exaggeration of cross sections
given horizontal and vertical scales. (Lab 2 and
objective questions throughout the course)
Assessment Results
(Summarize the overall results
of your department
The results were determined from the first two lab quizzes
where the students are asked to solve several of the above
mentioned problems. The average score was 68% with
many of the students getting scores well below 60%.
What student needs and issues
were revealed?
The students need more practice time and more practice
problems.
Were there any areas where
student performance was
outstanding?
About 20% of the students are earning an “A” letter grade
on these quizzes but we would like to see that number
increase. These basic math skills are used throughout the
course.
Any areas where it can be
improved?
We are hoping for significant improvement on the first
two quizzes in Ocean 10.
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
o
o
o
o
o
o
o
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
State goals or objectives of assignment/activity more
explicitly
Increase in-class discussions and activities
Increase student collaboration
Continue to have Student Assistants work in the lab
with students
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
State criteria for grading more explicitly
o Encourage faculty to share activities that foster
competency
o Analyze course curriculum, so that the department can
build a progression of skills as students progress
through Ocean 10
o Maintain and eventually increase the Student
Assistant budget, as the demand grows with new
courses. The Student Assistants play a critical role in
student success by working with them in lab, as well
as study sessions outside of class.
o Spend more time in the first week of classes during
the introductory Ocean 10 lab, providing the students
with more clear directions and expectations.
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
Continue to have the Student Assistants work in the labs
as 25 students is too many for one instructor to provide
individual attention.
Provide students who are having difficulties with the math
extra problems to solve at home.
Create more examples in lecture demonstrating the need
and convenience of being able to solve the described math
problems.
Implementation
(List the departmental plans to
implement these priorities)
These priorities will be implemented in the next offering
of Ocean 10, in the spring of 2009.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Please see above for our proposed timeline.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2009 meeting, Analysis of Coastal Environmental Monitoring; Field
Studies in Oceanography 20 Fall 2008
Department
Geology / Oceanography
Meeting Date
August 28th, 2008
Number of Faculty/Staff in
Attendance
100% fulltime, 66% Adjunct
Number of Faculty/Staff sharing
Assessment Results
3
Core Competency or Course
SLOs measured
#1) Analyze and diagnose the salinity, dissolved oxygen,
turbidity and pH of several seawater and/or freshwater samples
and construct a research paper that evaluates the results.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
One research paper that the students turn in at the
end of the semester
Assessment Results
(Summarize the overall results
of your department
24 students were enrolled, 12 earned As, 6 earned Pass
and 6 students received the Non Pass grade
What student needs and issues
were revealed?
Students work in groups on the paper and occasionally
problems arise with individuals who do less work than
others. The 6 students that did not pass did not complete
the course. Some did not turn in a paper and some only
attended the first meeting.
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
The 12 students who received “A”s turned in excellent
research papers documenting the changes in seawater
chemistry.
Improvement could be made on some of the research
papers, clearer hypothesis and a more organized
presentation of the data.
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
o
Revise activities leading up to and/or supporting
assignment/activities
o Provide more frequent or more comprehensive
felt would help them address
the needs and issues that were
revealed by the assessment.
feedback on student progress
o Increase guidance for students as they work on
assignments
How might student performance
be improved?
o
Next Step in the Department
to Improve Student Learning
o Encourage faculty to share activities that foster
competency
o Continue to share results of Ocean 20 at department
meetings. Discuss what strategies worked and what
did not work so well with all instructors that teach the
course.
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Continue to service the Ph and dissolved oxygen
meters and maintain a budget for the chemicals and
supplies that are necessary for this project to take
place.
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
Emphasize the importance of attending all class sessions.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
After the cruise, discuss report writing strategies with all
the students.
Invite the students to review their papers after they have
been graded by the instructor
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
These priorities will be implemented the next time
oceanography 20 is offered.
Oceanography 20 is currently “on hold” due to the budget
crisis. We hope this hands-on course that has at sea
experience, will be offered again soon, as the budget
improves.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2009 meeting, Analysis of Oceanography 20 Fall 2008
Department
Oceanography
Meeting Date
February 3rd, 2009
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
#2) Analyze and diagnose changes to beach morphology over
one semester and construct a research paper that evaluates the
results.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Beach Profiling Research paper
Assessment Results
(Summarize the overall results
of your department
The overall results of this project were good. Collecting
data in the field was relatively easy and fun. The students
did not have a problem entering, organizing and
displaying the data.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Students needed more help on the writing portion of the
project. Mixing up discussion in the results section was a
common problem. Other problems included incomplete
sentences and improper grammar.
Most all their charts displaying results were excellent.
o
o
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
State criteria for grading more explicitly
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Encourage faculty to share activities that foster
competency
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
Create a rubric which will explain exactly what the
elements are of an “A”, “B” and “C” paper.
Have instructors and student assistants edit and review the
papers before they are turned into the instructor as the
final project.
Take more time in class do demonstrate the elements of
good writing.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Implement the above for the next course offering.
For this SLO to occur, Ocean 20 needs to be offered as a
2 unit class. The fall of 2008 was the last time this
happened and the course was taught as a 1 unit class for
the last time in the spring of 2010. We hope it can
eventually return to the college curriculum.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2010 meeting, Analysis of Earth Science 10, Fall 2009
Department
Geology
Meeting Date
February 4th, 2010
Number of Faculty/Staff in
Attendance
100% fulltime, 100% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
3. Assemble a comprehensive list of internal and external
processes and evaluate how they relate to Earth materials,
landforms and geologic hazards.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
2 midterms and 1 final exam
Assessment Results
(Summarize the overall results
of your department
37 students completed the course; there were 8 A’s, 7 B’s,
11 C’s, 6 “Pass, and 5 “Non Pass” scores.
What student needs and issues
were revealed?
Room 705 is available to the students outside of class
time, the majority of the students take advantage of this
and it proves to be very valuable. Students need to spend
more time studying through out the semester, not just
before the exams.
Were there any areas where
student performance was
outstanding?
We began the class with 44 students so the retention was
pretty high. 32 out of 37 passed the class, which is very
good.
Any areas where it can be
improved?
These average scores are on the high side when
comparing other semesters. Increasing the amount of
retention and passing scores is an area that could be
improved.
o State goals or objectives of assignment/activity more
explicitly
o Increase guidance for students as they work on
assignments
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
(check all that the department
felt would help them improve
student learning)
Other: We see that it is important to make Room 705
available as much as possible so that students can
come to this facility and study. This group of students
spent a lot of time using room 705 outside of the
regular scheduled lab times.
o Maintain and eventually increase the Student
Assistant budget, as the demand grows with new
courses. The Student Assistants play a critical role in
student success by working with them in lab, as well
as study sessions outside of class.
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Other: Continue to purchase quality topographic
maps, geologic maps, and other tools and software
used in the lectures and labs so the students can
experience the most up to date concepts, processes
and data in the field of Earth Science.
Priorities to Improve Student
Learning
1. Make Room 705 available as much as possible so
Geology 10 students can come to that facility to practice.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
2. Maintain quality materials such as maps, measuring
instruments, minerals, rocks and software used in all the
labs.
3. Consider giving the students practice quizzes or
questions for home work that will enable them to become
more aquatinted with geologic processes relating to
landforms, hazards and resources.
Implementation
(List the departmental plans to
implement these priorities)
We’ll try these strategies with the next offering of Earth
Science 10 in the fall of 2010..
Every year we purchase new minerals, rocks, fossils and
lab equipment to maintain and improve the quality of the
geology program at Cabrillo College.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Please see above for our proposed timeline.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2011 meeting, Analysis of Geology 25, Fall 2010
Department
Geology
Meeting Date
May 31st, 2011
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
1. Compare, contrast and analyze the specific minerals and
rocks that make up the National Parks discussed in the course.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
6 Online Quizzes, 3 Midterm Exams in room 705,
Question and Answer Sessions Online and 1 Research
Report
Assessment Results
(Summarize the overall results
of your department
Average quiz scores have ranged from 82% - 87% in the
last two years with a range of 40% to 100%.
Research Reports have consistantly scored in the high
“B’s” and “A’s”
What student needs and issues
were revealed?
The Research Reports are good; students focused on the
variety of materials that make up each national park
emphasizing similarities and differences.
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Terminology usgae by the Instructor could be “tighter”, or
more specific.
Use more diagrams and charts in the Research Reports
and continue to show specimens (hands-on) in class to the
students.
o Increase activities where students look at rock and
mineral specimens in class.
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Increase guidance for students as they work on
assignments
o Use methods of questioning that encourage the
competency you measured
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Invest some department funds for Student Assistants
to work with geology 25 students for midterm
preparation and assistance with their oral
presentations
o Analyze course curriculum, so that the department can
build a progression of skills as students advance
through courses
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Stay up to date with Blackboard
Discuss amongst staff other methods of testing
competence
Create student workshops, voluntary in class
Implementation
Take the Blackboard Workshop in the TLC
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Next six months integrate into the next course offering in
Spring 2012. Change course to a “in person’ format.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2011 meeting, Analysis of Geology 25; Geology of National Parks Fall 2010
Department
Geology
Meeting Date
May 31st, 2011
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Evaluate the various geologic hazards for each National Park
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
6 Online Quizzes, 3 Midterm Exams in room 705,
Question and Answer Sessions Online and 1 Research
Report
Assessment Results
(Summarize the overall results
of your department
Average quiz scores have ranged from 82% - 87% in the
last two years with a range of 40% to 100%.
Research Reports have consistantly scored in the high
“B’s” and “A’s”
What student needs and issues
were revealed?
Terminology usgae by the Instructor could be “tighter”, or
more specific.
Were there any areas where
student performance was
outstanding?
The Reaearch Reports are all very well done.
Any areas where it can be
improved?
Use more diagrams and charts in the Research Reports.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Increase student collaboration and/or peer review
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
As an instructor, increase your interaction with
students outside of class
o
Next Step in the Department
to Improve Student Learning
o Offer/encourage attendance at seminars, workshops or
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
discussion groups about teaching methods
o Encourage faculty to share activities that foster
competency
o Analyze course curriculum, so that the department can
build a progression of skills as students advance
through courses
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
Stay up to date with Blackboard, as long as the course
may be taught in a distance education format.
Invest some department funds for Student Assistants to
work with Geology 25 students for midterm preparation
and assistance with their oral presentations.
Discuss amongst staff other methods of testing
competence
Create student workshops, voluntary in class
Implementation
Take the Blackboard Workshop in the TLC
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Next six months
Integrate into the next course offering in Fall 2011
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2013 meeting, Analysis of Geology 25; Geology of National Parks Fall 2012
Department
Geology
Meeting Date
February 12th, 2013
Number of Faculty/Staff in
Attendance
100% fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
3. Synthesize and outline the general geologic history of
each of the National Parks discussed in the course.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
The Student Learner Outcome was assessed by weekly
homework assignments, 3 - 5 quizzes, two midterms, one
oral presentation and a final exam.
Assessment Results
(Summarize the overall results
of your department
The overall average on the homework assignments was
72%. The average of the quizzes was 86%, the average on
the two midterms was 78% and the final exam average
was 77%.
What student needs and issues
were revealed?
In general the students struggle with basic concepts of
chemistry and math comprehension. Homework
assignment performance was another area that could use
improvement.
Were there any areas where
student performance was
outstanding?
The students performed very well on both quizzes and
oral presentations
Any areas where it can be
improved?
After the homework assignments were graded, the
instructor could spend more time on reviewing the overall
process, goals and outcomes.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise activities leading up to and/or supporting
assignment/activities
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o
o
Increase in-class discussions and activities
Use methods of questioning that encourage the
competency you measured
o State criteria for grading more explicitly
o Other instructor plans to be more effective with
electronic tools such as making better use of the
internet and his personal web page.
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Visit classrooms to provide feedback (mentoring)
o Make better use of instructor’s web page by including
lecture slide shows, topic outlines and related web
links for each course.
Instructor plans to create two rubrics to help students
understand specific requirements for homework
assignments and oral presentations.
Students could use more help on how to organize their
PowerPoint slide shows. Invest some department funds
for Student Assistants to work with Geology 25 students
for midterm preparation and assistance with their oral
presentations.
Include specific web links to class topics on instructors
web page that will offer the students more information
and aide students in mastering course objectives and
student learner outcomes.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
These priorities will be implemented in the next offering
of Geology 25, in the fall of 2013.
Please see above for our proposed timeline.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2008 meeting, Analysis of Environmental Geology 15, Spring 2008
Department
Geology
Meeting Date
August 28th, 2008
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
1. Analyze and identify various geologic hazards and evaluate
the risk associated with each.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Four homework assignments on earthquakes, volcanoes,
mass wasting and streams / floods and a midterm that
covers all those topics.
Assessment Results
(Summarize the overall results
of your department
On assignment #1 the class average was 7.5 out of 10, on
#2, 8.5 out of 10, #3, 10 out of 10 and #4 9.8 out of 10
and the midterm average is 66%.
What student needs and issues
were revealed?
One clear issue is the students need to work more on
mastering the vocabulary associated with earth science.
Were there any areas where
student performance was
outstanding?
The students did very well on the homework assignments
covering mass wasting and streams / floods.
Any areas where it can be
improved?
The homework assignments were generally strong for
most students. The midterm average was low and could
be improved.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
State goals or objectives of assignment/activity more
explicitly
o Revise activities leading up to and/or supporting
assignment/activities
o Provide more comprehensive feedback on student
progress
o
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Ask a colleague to critique assignments/activities
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Write collaborative grants to fund departmental
projects to improve teaching
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Other: Keep an up to date video library
1. Prepare and offer the students a list or outline of key
terms and concepts that they need top become proficient.
This list could be given in class or on the instructor’s web
page.
2. Encourage and initiate several midterm study sessions.
These could take place with students in the class working
with each other or possibly led by a Student Assistant II.
3. The instructor can spend more time reviewing, shortly
before the midterm, major concepts that will be presented
to the students on the midterm.
Implementation
(List the departmental plans to
implement these priorities)
Revise methods for teaching the vocabulary that the
students are required to master.
Create a new document that lists and explains some of the
required vocabulary and concepts.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
The above strategies will be initiated in the spring of 2009
and going forward.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2009 meeting, Analysis of Environmental Geology 15, Spring 2009
Department
Geology
Meeting Date
August 27th, 2009
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Evaluate specific resource reserves analyzing extraction,
processes and use issues and the effect on human population.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Four homework assignments (#5-8) on ground water,
non-metallic and metallic resources and energy resources.
The homework assignments also cover how these
resources and reserves are calculated and used/abused
with respect to population growth and land-use issues.
There is a portion of a map exercise that covers these
topics. There is also a midterm that covers all these topics
Assessment Results
(Summarize the overall results
of your department
On assignment #5 the class average was 7.8 out of 10, on
#6, 8.3 out of 10, #7, 8.7 out of 10 and #8 8.9 out of 10
and the midterm (#2) average was 72%.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
Several issues were identified: 1) the students need more
basic chemistry understanding and 2) they could use more
of a global perspective.
The students do have a grasp of the need to distribute
resources fairly. They understand the social consequences
of “unfair” distribution.
Potential improvements: more chemistry in the first half
of the semester.
o Revise content of assignment/activities
o Revise activities leading up to and/or supporting
assignment/activities
o Use methods of questioning that encourage the
competency you measured
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o
Other (please describe) Teach more chemistry in the
first half of the class
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Make better use of Instrucotr’s web page by including
lecture slide shows, topic outlines and related web
links.
o Other (please describe) Teach more chemistry in the
first half of the class
1. Prepare and offer the students a list or outline of key
terms and concepts that they need top become proficient.
This list could be given in class or on the instructor’s web
page.
2. Encourage and initiate several midterm study sessions.
These could take place with students in the class working
with each other or possibly led by a Student Assistant II.
3. The instructor can spend more time reviewing, shortly
before the midterm, major concepts that will be presented
to the students on the midterm.
4. Have a guest lecturer on water chemistry give a more
“chemically-coherent” or “practiced” introductory lecture
on basic water chemistry.
Implementation
(List the departmental plans to
implement these priorities)
Revise methods for teaching the chemistry that the
students are required to master.
Create a new document that lists and explains some of the
required vocabulary and concepts
Fund a Student Assistant II
Initialize/create a working group of guest lecture
candidates from on-campus and off-campus individuals
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
The above strategies will be initiated in the spring of 2010
and going forward.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2010 meeting, Analysis of California Geology 20, Spring 2009
Department
Geology
Meeting Date
September 2nd, 2010
Number of Faculty/Staff in
Attendance
100% Fulltime
Number of Faculty/Staff sharing
Assessment Results
1
Core Competency or Course
SLOs measured
2. Construct an outline of the nine geomorphic provinces of
California and include for each province the general
topography, climate, geologic history, geologic hazards and
resources.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Final Exam
Assessment Results
(Summarize the overall results
of your department
Students need to demonstrate the learner outcome on the
final exam. 23 students took the final exam and the
average score was 77%. Five students scored 60% or less.
Most students did very well, but ~21% performed below
average.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
15 students or 65% of the class scored 80% or higher,
with five at 90% or higher.
Any areas where it can be
improved?
We would like to increase the number of students who
demonstrate proficiency with the student learner
outcomes.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
State goals or objectives of assignment/activity more
explicitly
o Increase in-class discussions and activities
o Increase guidance for students as they work on
assignments
o A field trip to Yosemite precedes the final exam.
Review the student learner outcome in the field.
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o
Make better use of Instructors web page by including
lecture slide shows, topic outlines and related web
links.
o David Schwartz is the only instructor that teaches
California Geology 20. He plans to review this
document as a reminder on what should be done.
1. Remind students of office hours and make Room 705
available as much as possible so Geology 20 students can
come to the office hour and facility and discuss course
objectives and learner outcomes with the instructor.
2. Practice the student learner outcome with the students
before the final exam. The field trip to Yosemite would be
a logical place and time to do this.
3. Create other activities where students can practice the
student learner outcome such as homework assignments.
4. During the students oral presentations, have each
group emphasize in a summary, the general topography,
climate, geologic history, geologic hazards and resources of
their geomorphic province.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
These plans will be implemented in the spring 2011
semester.
Please see above.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2010 meeting, Analysis of Environmental Geology 15, Spring 2010
Department
Geology
Meeting Date
August 26th, 2010
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% Adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
3. Construct several maps delineating specific regions for
hazard assessment and land-use options.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Four homework assignments on earthquakes, volcanoes,
mass wasting and streams / floods and a midterm that
covers all those topics.
Assessment Results
(Summarize the overall results
of your department
On assignment #1 the class average was 7.5 out of 10, on
#2, 8.5 out of 10, #3, 10 out of 10 and #4 9.8 out of 10
and the midterm average is 66%.
What student needs and issues
were revealed?
One clear issue is the students need to work more on
mastering the vocabulary associated with earth science.
Were there any areas where
student performance was
outstanding?
The students did very well on the homework assignments
covering mass wasting and streams / floods.
Any areas where it can be
improved?
The homework assignments were generally strong for
most students. The midterm average was low and could
be improved.
Next Step in the Classroom
to Improve Student Learning
o
State goals or objectives of assignment/activity more
explicitly
o
Revise activities leading up to and/or supporting
assignment/activities
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
o
Next Step in the Department
to Improve Student Learning
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
(check all that the department
felt would help them improve
student learning)
o Write collaborative grants to fund departmental
projects to improve teaching
Provide more comprehensive feedback on student
progress
o Ask a colleague to critique assignments/activities
o Make better use of Instructors web page by including
lecture slide shows, topic outlines and related web
links.
o Other: Keep an up to date video library
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
1. Prepare and offer the students a list or outline of key
terms and concepts that they need top become proficient.
This list could be given in class or on the instructor’s web
page.
2. Encourage and initiate several midterm study sessions.
These could take place with students in the class working
with each other or possibly led by a Student Assistant II.
3. The instructor can spend more time reviewing, shortly
before the midterm, major concepts that will be presented
to the students on the midterm.
Implementation
(List the departmental plans to
implement these priorities)
Revise methods for teaching the vocabulary that the
students are required to master.
Create a new document that lists and explains some of the
required vocabulary and concepts.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities
The above strategies will be initiated in the spring of 2011
and going forward.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2010 meeting, Analysis of Oceanography 10 Spring 2010
Department
Oceanography
Meeting Date
August 26th, 2010
Number of Faculty/Staff in
Attendance
100% fulltime, 67% adjunct, 3 total
Number of Faculty/Staff sharing
Assessment Results
100% fulltime, 67% adjunct, 3 total
Core Competency or Course
SLOs measured
1. Analyze and interpret spatial information and data; construct
and describe maps, charts and graphs relating to geological,
chemical, physical and biological oceanography.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Oceanography: Beach Profiling Research Project
Tide Plot Exercise
Assessment Results
(Summarize the overall results
of your department
Most of the students earn “B’s” and “A’s” on the Beach
Profile Research Report. Students generally due very well
on the Tide Plot Project
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
More instruction on how to begin the surveying process.
Students need to read the directions more carefully and go
over the tide plot “check-list” before turning in their
work.
Most of the charts in Excel are good, but many of them
have inaccurate labels on the X and Y axis, incorrect
titles, and occasionally data that is accumulated
incorrectly.
Writing style, grammar, research report organization.
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise activities leading up to and/or supporting
assignment/activities
o Increase in-class discussions and activities
How might student performance
be improved?
o
Next Step in the Department
to Improve Student Learning
Provide more frequent or more comprehensive
feedback on student progress
o Create a one page document with explicit instructions
on how to properly use the survey equipment
o Encourage faculty to share activities that foster
competency
(check all that the department
felt would help them improve
student learning)
o Continue to discuss areas that need improvement at
department meetings
o Purchase new surveying equipment when needed.
As the fiberglass metric stadia rods age, sand
scrapes the numbers off making it difficult to read.
Spring loaded hinges also eventually break.
Maintain or increase the Oceanography supply
budget to accommodate new equipment.
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web
links
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Increase the length and details in the lectures and labs
concerning the proper procedure for surveying.
Create a one page document with explicit instructions on
how to properly use the survey equipment.
After students return from the field for their first time out
surveying, discuss with them their technique and
strategies.
For the Tide Plot project, discuss the process in lab and go
over the check-list with all the students at once, in the
beginning of the lab.
Implementation
(List the departmental plans to
implement these priorities)
Faculty holds regular discussions about assessment
results and plans to improve student learning.
Timeline for Implementation
Continue discussion in the spring of 2011 about
prioritizing the time in lab so students can spend more
time with the Beach Profiling Research Project.
Discussion of the plan will continue in spring 2011.
(Make a timeline for
implementation of your top
priorities)
Meetings discussing assessment results and plans to
improve student learning will be held at Flex week, after
midterm exams and at the end of each semester.
Student assistant money will continue to be spent on
helping students with Beach Profiling in fall of 2010
and spring and fall 2010.
A one page instructional document on correct surveying
procedures will be given to students in the fall of 2010
and every semester thereafter.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2011 meeting, Analysis of Environmental Science 10, Spring 2011
Department
Environmental Science
Meeting Date
September 29, 2011 and November 29, 2011
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
1. Assess local and global environmental resources and
processes.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
2 Midterm Exams and one Final Exam
Assessment Results
(Summarize the overall results
of your department
61 students completed the course; 3 earned A’s, 25 earned
B’s, 20 earned C’s, 5 earned D’s and 8 earned F’s.
What student needs and issues
were revealed?
Of the 8 F grades, only 1 took all three major exams.
Were there any areas where
student performance was
outstanding?
Nearly half the class earned above average and excellent
scores.
Any areas where it can be
improved?
Yes, more students earning higher letter grades.
Next Step in the Classroom
to Improve Student Learning
o
Revise content of assignment/activities
o
Revise activities leading up to and/or supporting
assignment/activities
o
Increase guidance for students as they work on
assignments
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
o Make better use of all instructors’ web pages by
including lecture slide shows, topic outlines and
related web links.
Examine and analyze student performance on exam
questions specific to SLO’s.
Asses students prior knowledge of SLO’s
Share insights across changing members of the course
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Discuss the ideas on this form again at flex week in the
Spring 2012.
Implement for the fall 2011 and spring 2012 course
offerings.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2012 Meeting, Analysis of Environmental Science 10, Spring 2012
Department
Environmental Science
Meeting Date
September 20th, 2012
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Explain the scientific laws and methods for
investigating environmental phenomena and
understanding human-environment interactions.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
2 Midterm Exams and one Final Exam
Assessment Results
(Summarize the overall results
of your department
63 students completed the course; 5 earned A’s, 19 earned
B’s, 28 earned C’s or Pass, 6 earned D’s and 5 earned F’s.
What student needs and issues
were revealed?
Students improve on the second midterm and the final
exam. We need to try and increase scores for the first
midterm exam.
Were there any areas where
student performance was
outstanding?
Approximately 38% of the class earned above average
and excellent scores.
Any areas where it can be
improved?
Yes, more students earning higher letter grades.
Next Step in the Classroom
to Improve Student Learning
o
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
How might student performance
be improved?
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
o Increase guidance for students as they work on
assignments
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
o Make better use of all instructors’ web pages by
including lecture slide shows, topic outlines and
related web links.
Examine and analyze student performance on exam
questions specific to SLO’s.
Asses students prior knowledge of SLO’s.
Share insights across changing members of the course.
Implementation
(List the departmental plans to
implement these priorities)
Discuss the ideas on this form again at flex week in the
Spring 2013.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Implement for the fall 2012 course offering.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2012 meeting, Analysis of Environmental Science 10L, Spring 2012
Department
Environmental Science
Meeting Date
August 31st, 2012
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
1. Analyze and diagnose various abiotic and biotic
components of ecosystems.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
The semester long field research / monitoring project
called “The Aptos Creek Project”. Students go in the field
and monitor numerous abiotic components of the
watershed along with fecal coliform. The data is plotted in
our Geographic Information System (GIS) and charts are
produced in excel along with a formal research project.
Assessment Results
(Summarize the overall results
of your department
The students did very well on the project. 26 students
completed the project and there was 18 A’s and 8 B’s.
What student needs and issues
were revealed?
Most of the students needed more help with the program
Excel and how to produce the numerous charts showing
the results of the experiments.
Were there any areas where
student performance was
outstanding?
The students worked hard in the field and were very
careful in collecting the data. Some of the meters they use
are worth over $1,000 dollars and they were all very
careful and responsible with the field equipment.
Any areas where it can be
improved?
Perhaps more time spent in lab on how to use the program
Excel.
Next Step in the Classroom
to Improve Student Learning
o
(check all the items faculty/staff
felt would help them address
the needs and issues that were
State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise activities leading up to and/or supporting
assignment/activities
revealed by the assessment.
How might student performance
be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o
o
Increase in-class discussions and activities
Increase guidance for students as they work on
assignments
o Encourage faculty to share activities that foster
competency
o Currently the Aptos Creek Project is also taught in
Oceanography 10 so instructors in the program need
to discuss strengths and weakness’ of the overall
project and well as care and maintenance of the field
equipment.
o Field instruments break down and need servicing, and
in some cases break beyond repair. New chemicals are
also needed on a regular basis. An increase in our
supply budget will likely be needed in order to
continue this field monitoring project.
o Make better use of Instructors’ web page by including
lecture slide shows, topic outlines and related web
links.
Have students study the field equipment (instruments,
meters, chemicals etc.) in the lab before they actually go
out in the field and use the instruments.
Spend more time in lab demonstrating how to build charts
using the software Excel.
Spend more time in lab discussing the various
hypothesizes of the experiments and how to interpret the
results.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
We can implement the above strategies the next time ES
10L will be offered, in the spring of 2013.
We can discuss outcomes in the flex week of the fall 2013
semester and make appropriate changes as the course
progresses.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2012 meeting, Analysis of Environmental Science 10L, Spring 2012
Department
Environmental Science
Meeting Date
August 31st, 2012
Number of Faculty/Staff in
Attendance
100% Fulltime, 33% adjunct
Number of Faculty/Staff sharing
Assessment Results
2
Core Competency or Course
SLOs measured
2. Explain the scientific laws and methods for
investigating environmental phenomena and
understanding human-environment interactions.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
The semester long field research / monitoring project
called “The Aptos Creek Project”. Students go in the field
and monitor numerous abiotic components of the
watershed along with fecal coliform. The data is plotted in
our Geographic Information System (GIS) and charts are
produced in excel along with a formal research project.
The students were also given two quizzes involving
general principles of hydrology and topographic maps.
Assessment Results
(Summarize the overall results
of your department
The students did very well on the Aptos Creek Monitoring
project. 26 students completed the project and there was
18 A’s and 8 B’s. Scores were a little lower on the
topographic map quiz where the mean score was 71%.
On the hydrology quiz there were 12 A’s, 9 B’s and 5 C’s.
What student needs and issues
were revealed?
A general trend was that the students were weak in math
and other numerical skills such as latitude and longitude
and stream gradients.
Were there any areas where
student performance was
outstanding?
Scores were outstanding in the Aptos Creek Project, the
high scores may have been a result of students working in
groups.
Any areas where it can be
improved?
Adding more visualization to the math problems; more
examples and practice problem sets would likely help.
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
o
o
o
o
How might student performance
be improved?
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Increase in-class discussions and activities
Increase guidance for students as they work on
assignments
State criteria for grading more explicitly
Continue to have students work in groups for the Aptos
Creek Project. Allow more lab time for the topographic
maps and surface water exercises. Give more examples
and practice math problems.
Incorporate a statistical analysis into the Aptos Creek
Project regarding the chemical data.
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
o Encourage faculty to share activities that foster
competency
o Field instruments break down and need servicing, and
in some cases break beyond repair. New chemicals are
also needed on a regular basis. An increase in our
supply budget will likely be needed in order to
continue this field monitoring project.
o Make better use of instructors’ web page by including
lecture slide shows, topic outlines and related web
links.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Have students study the field equipment (instruments,
meters, chemicals etc.) in the lab before they actually go
out in the field and use the instruments.
Spend more time in lab demonstrating how to build charts
using the software Excel.
Spend more time in lab discussing the various
hypothesizes of the experiments and how to interpret the
results.
Have the students practice math more, in the lab as well
as incorporating practice problem sets that would be given
as homework.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
We can implement the above strategies the next time ES
10L will be offered, in the spring of 2013.
We can discuss outcomes in the flex week of the fall 2013
semester and make appropriate changes as the course
progresses.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2008 meeting, Analysis of California Geology 20, Spring 2008
Department
Geology
Meeting Date
August 28th, 2008
Number of Faculty/Staff in
Attendance
100% Fulltime
Number of Faculty/Staff sharing
Assessment Results
1
Core Competency or Course
SLOs measured
1. Analyze and identify unknown minerals and igneous,
sedimentary and metamorphic rocks to determine the origin,
geologic history and specimen name.
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
1 mineral and rock lab final exam and the written final
exam that covers both lectures and field trips.
Assessment Results
(Summarize the overall results
of your department
25 students averaged 75% on the Mineral and Rock Lab
Final. The final grade breakdown is 7 As, 12Bs, 4 C’s,
and 2 F’s.
What student needs and issues
were revealed?
Most of the students put in extra time, outside the
designated lab hours, practicing the mineral and rock
specimens. The availability of room 705 became an
important issue.
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
(check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
The Geology 20 students in the spring 2008 semester
were a very strong group. Not only did they perform very
well academically, but most of them thoroughly enjoyed
the course and working with their peers.
o
Continue to state goals or objectives of
assignments/activities explicitly.
o Quality microscopes and external light sources are a
key ingredient to student success in the geology 10
labs. Continue a regular maintenance schedule and
purchase upgrades as this equipment ages.
How might student performance
be improved?
o
Next Step in the Department
to Improve Student Learning
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web
links.
o Other: Continue to purchase and collect quality
specimens that represent the most common nonsilicate
and silicate minerals and Igneous, Sedimentary and
Metamorphic rock samples. High quality samples with
fresh surfaces illustrating microscopic structures that
are easy to see provide for the highest quality of lab
experience.
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Schedule my office hours during times of the day
when room 705 is not being used by other classes or
labs. This will allow the Geology 20 students to come
in and use this facility.
1. Make Room 705 available as much as possible so
Geology 20 students can come to that facility to practice.
2. Continue to service the dissecting microscopes on a
regular basis so they can operate at their maximum
performance. Purchase new microscopes and light sources
as needed.
3. Maintain quality specimens in the Cabrillo College
collection.
Implementation
(List the departmental plans to
implement these priorities)
We’ll continue to inspect the microscope and light source
collection and purchase new ones when needed. At this
point, we think we can continue to operate with quality
equipment without replacement until 2011 or 2012.
Every year we purchase new minerals, rocks and fossils to
maintain and improve the collection at Cabrillo College.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Please see above for our proposed timeline.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2008 meeting analysis of Environmental Science 10 Fall 2007
Department
Environmental Science
Meeting Date
February 8th, 2008
Number of Faculty/Staff
participating in dialogue
100% fulltime, 67% adjunct, 3 total
Number of Faculty/Staff sharing
Assessment Results
100% fulltime, 67% adjunct, 3 total
Total number of faculty/staff in
department
5
Core Competency or Course
SLOs measured
III. Global Awareness
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
2 midterm exams and 1 final exam
Assessment Results
(Summarize the overall results
of your department
What student needs and issues
were revealed?
58 students finished the course out of 68. The average on
Exam one was 63% and the average on exam II was
75%. The average on the final exam was 68%.
There were 6 As, 15 Bs, 16 Cs, 12 Ds and 6 No Credit
(now called Non Pass)
Were there any areas where
student performance was
outstanding?
Students need to spend more time studying outside of
class.
Any areas where it can be
improved?
Some students did very well on all three exams and
participated in semester long research projects.
The average score on both midterms and the final exam
can be improved.
Next Step in the Classroom
to Improve Student Learning
o
o
o
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Increase guidance for students as they work on
assignments
Check all the items faculty/staff
felt would help them address
the needs and issues that were
revealed by the assessment.
o
Other: Have Student Assistant II’s work more closely
with the ES 10 students. For example, schedule study
sessions before each major exam.
Next Step in the Department
to Improve Student Learning
o Offer/encourage attendance at study sessions with
other students and with the Student Assistant IIs
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Other: Several extra credit options have been
available to ES 10 students over the years. We plan
to continue to explore new possibilities to help them
attain the course student learning outcomes.
o Make better use of instructors’ web page by
including lecture slide shows, topic outlines and
related web links.
How might student performance
be improved?
Check all that the department
felt would help them improve
student learning.
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Schedule official study sessions where Student
Assistants can work more directly with the ES 10
students. Since this class has no lab, the instructors
thought more personal time would help.
Encourage students to addend office hours. In the past,
most students do not take advantage of instructor office
hours.
Provide study questions for each lecture. Post those
questions, along with a pdf file of the lecture on the
instructor web pages.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Incorporate the suggestions into the department’s
annual instructional plan.
Faculty holds regular discussions about assessment
results and how we can improve student learning.
In the Fall 2008 offering of ES 10, each of the instructors
will post their slide shows on their web pages in a Pdf
format.
In the Fall 2008 offering of ES 10, each of the instructors
will provide a list of key concepts in the form of 15 – 30
study questions and activities.
The instructors will evaluate the budget and explore the
possibility of providing more hours for Student
Assistants to work directly with ES 10 students.
The Oceanography and Geology instructional planning
report is being written in fall 2013. Discussion of the
plan will continue in spring 2014.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2011 meeting, Analysis of Oceanography 10, Spring 2011
Department
Oceanography / Geology
Meeting Date
September 29, 2011
Number of Faculty/Staff in
Attendance (% fulltime and
adjunct and total)
Number of Faculty/Staff
sharing Assessment
Results (% fulltime and
adjunct and total)
Core Competency or
Course SLOs measured
100% fulltime, 67% adjunct, 3 total
Assessment Tools
(Give examples of major
assignments your
faculty/staff used to
measure the competency
or course SLOs)
Mystery Beach Project
Beach Profiling Project
California Geology 20 Student Oral Presentations
Assessment Results
(Summarize the overall
results of your department)
The students performed reasonably well but instructors
recognized that the students’ writing skills are the weakest
in the beach profiling and mystery beach activities.
Students continue to need practice in data entry and creating
charts using spreadsheet programs such as Excel for all
projects.
What student needs and
issues were revealed?
The students need more help with writing and using
computer programs to process data and, develop graphs in
the Mystery Beach and Beach Profiling Projects..
Were there any areas where
student performance was
outstanding?
About 20% of the students earned A’s in the Mystery Beach
and Beach Profiling projects. The majority of the rest earned
B’s and ~ 70% of the students earned A’s in the California
Geology oral presentations.
Any areas where it can be
improved?
100% fulltime, 67% adjunct, 3 total
I. Communication
Better writing skills and data management / chart making
skills using computers.
Better organization of topics presented in the slide shows for
the Student Oral Presentations.
Next Step in the Classroom
to Improve Student
Learning
(Check all the items
faculty/staff felt would help
them address the needs
and issues that were
revealed by the
assessment.)
How might student
performance be improved?
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Priorities to Improve
Student Learning
o
o
o
o
o
o
State goals or objectives of assignment/activity more
explicitly
Revise content of assignment/activities
Revise activities leading up to and/or supporting
assignment/activities
Increase in-class discussions and activities
Provide more frequent or more comprehensive feedback
on student progress
Increase guidance for students as they work on
assignments
o Analyze course curriculum, so that the department can
build a progression of required skills and accomplished
goals as students advance through courses
o Continue discussions with all faculty on how we can
help the students with writing skills and using
spreadsheet programs
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web links.
Spend more lab time on demonstrations on how to enter data
and create charts using programs such as Excel.
Have the students turn in drafts of the reports before the
final project is due and then go over their work individually
before they continue.
Spend more time in lab discussing how and why beach
profiles change in relation to varying wave and weather
conditions.
Schedule more student assistant hours for assistance in the
classroom. Focus on both classroom lab projects and field
projects.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Provide students with examples of successful projects from
past semesters so they get a better idea of the expectations
for the course.
Require a half way check point for the Student Oral
Presentations in California Geology to accommodate
assistance to those in need. Students are now required to
show a draft of their Power Point presentation.
Faculty will continue to attend professional conferences and
seminars involving up to date discoveries and current
research in Earth and marine science and technology.
Faculty will also continue to focus on new teaching
strategies and teaching styles to help improve student
learning and student communication and writing skills.
Implementation
(List the departmental
plans to implement these
priorities)
Incorporate the suggestions into the department’s
instructional plan.
Faculty holds regular discussions about assessment results
and plans to improve student learning.
Schedule times in specific labs where demonstrations on
how to use the software Excel will take place using the
teacher station and overhead projector.
Schedule times in certain labs where students will practice
entering data themselves on the student computers in room
705.
Timeline for
Implementation
(Make a timeline for
implementation of your top
priorities)
The Oceanography and Geology instructional planning
report will be written in the fall of 2013. Discussion of the
plan will continue in spring 2014.
Meetings discussing assessment results and plans to improve
student learning will be held at Flex week, after midterm
exams and at the end of each semester.
Implement the strategies suggested above in fall 2011 and
spring 2012.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Fall 2011 meeting Analysis of Oceanography 10, Spring 2011
Department
Oceanography
Meeting Date
September 29th, 2011
Number of Faculty/Staff in
Attendance (% fulltime and
adjunct and total)
Number of Faculty/Staff
sharing Assessment Results
(% fulltime and adjunct and
total)
Core Competency or Course
SLOs measured
100% fulltime, 67% adjunct, 3 total
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Bathymetric Map Exercise Lab 1
Beach Erosion Mapping Project
Beach Sand Analysis Lab 5
Assessment Results
(Summarize the overall results
of your department)
Most of the students earned 9/10 or 10/10 on the Bathymetric
Map Project. The average score on the Beach Erosion Map
Project was ~75% and the average score was ~85% on the
Beach Sands Charts.
What student needs and
issues were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
100% fulltime, 67% adjunct, 3 total
II. Critical Thinking and Information Competency
For the Beach Erosion Map Project, the students need to
spend more time in the field with instructors or student
assistants. The students could also spend more time using the
computers in Room 705 to view air photos to aid in their
mapping.
Increase the amount of lab time dedicated to Beach Sand
Analysis. Incorporate a review opportunity in the Wave lab
About 80% of the students earned A’s on the Bathymetric
Map Project, ~75% earned A’s on the Beach Sand Chart and
~15% earned A’s on the Beach Erosion Mapping Project.
Instructors could periodically check student maps before
they turn them in to make sure they are doing the project
according to the directions and guidelines. Mandate a due
date at the halfway point. Change the map to a larger scale
so the students use larger symbols to show the same detail.
Fix some of the cross section areas so it more accurately
depicts the cliff line.
Next Step in the Classroom
to Improve Student Learning
(check all the items
faculty/staff felt would help
them address the needs and
issues that were revealed by
the assessment.)
How might student
performance be improved?
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
o
State goals or objectives of assignment/activity more
explicitly
o Increase in-class discussions and activities
o Increase student collaboration
o Provide more frequent or more comprehensive feedback
on student progress
o
Increase guidance for students as they work on
assignments
o Encourage faculty to share activities that can improve the
overall quality of the various projects.
o Have faculty meet on a regular basis to discuss these
projects and to make sure that the assignments and the
grading is consistent for all the different lab sections.
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web links.
For the Bathymetric Map Project:
Show students more digital images in the lab of the
Monterey Submarine Canyon. Use the teacher station
computer to show a variety of digital images during lab so
students can visualize sea floor topography and to increase
their appreciation and understanding of the technology
involved in sea floor imaging.
For the Beach Erosion Mapping Project:
Incorporate time in the lab so that students can check their
work by using computers to view air photos of the beaches
they map.
Schedule more hours for student assistants to work in the
field helping Oceanography students with their maps.
Change the map to a larger scale, which will allow the
students to use larger symbols. Also, reduce the area that the
students are required to map.
For the Beach Sand Project: Obtain and maintain quality
microscopes and light sources. Also obtain a quality
microscope / digital camera / monitor system to demonstrate
microscopic images of specimens during lecture and lab.
Faculty will continue to attend professional conferences and
seminars involving current information and research in Earth
and marine science and technology. Faculty will also
regularly include new teaching strategies with up-to-date
software applications and/or with the use of the Internet as a
tool for student learning and critical thinking.
Implementation
(List the departmental plans
to implement these priorities)
Incorporate the suggestions into the department’s
instructional plan.
Faculty holds regular discussions about assessment results
and plans to improve student learning.
Continue discussion in the fall of 2012 about prioritizing the
time in lab so students can spend more time with the Beach
Erosion Mapping Project. The scale of the map has been
increased to a larger scale, which makes the map easier to
read and record information on. Also, the field area that the
students are required to map has been cut back by
approximately 30%.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
The Oceanography and Geology instructional planning
report is being written in fall 2013. Discussion of the plan
will continue in spring 2014.
Meetings discussing assessment results and plans to improve
student learning will be held at Flex week, after midterm
exams and at the end of each semester.
More student assistant time will be spent on helping students
with these projects in fall of 2011 and spring and fall 2012.
New Beach Erosion Maps with a larger scale and smaller
special area will be developed for the fall of 2012.
Implement the strategies suggested above in spring and fall
semesters of 2012.
Transfer and Basic Skills
Departmental Assessment Analysis Form
Spring 2012 meeting analysis of Oceanography and Geology 20 Fall 2011
Oceanography and Geology
Department
Meeting Date
September 29, 2011 and November 29, 2011
Number of Faculty/Staff in
Attendance (% fulltime and
adjunct and total)
Number of Faculty/Staff
sharing Assessment Results
(% fulltime and adjunct and
total)
Core Competency or Course
SLOs measured
100% fulltime, 67% adjunct, 3 total
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Oceanography Labs: Nautical Charts, Beach Sands,
Earthquake Plots, Bathymetric Map, Beach Sand Chart,
Tide Plot, 6 quizzes
100% fulltime, 67% adjunct, 3 total
IV. Personal Responsibility and Professional
Development
Geology 20 Student Oral Presentations, Field Trips
Assessment Results
(Summarize the overall results
of your department)
Most students participate in all the Ocean 10 lab activities
and turn their work in on time. Some neglect to do the
work, turn in assignments late or fail to attend lab the day
of the quizzes. Approximately 90% of the students attend
the Geology 20 field trips. Only 75% of the Geology 20
students turned in a required outline for their student oral
presentations.
What student needs and
issues were revealed?
Students need to be more accountable for their actions.
They need to understand they will lose points which will
lead to a lower letter grade if they don’t follow directions
or have regular attendance.
Were there any areas where
student performance was
outstanding?
About 75% of the Ocean 10 students earn A’s on their lab
projects and ~90% of the Geology 20 students earn A’s on
their oral presentations.
Any areas where it can be
improved?
Attendance in Ocean 10 and turning in the outline for the
oral presentation in Geology 20.
Next Step in the Classroom
to Improve Student Learning
o
(Check all the items
State goals or objectives of assignment/activity more
explicitly
o Revise activities leading up to and/or supporting
Geology, Oceanography & Environmental Science Program Planning Report, February 2008
1
faculty/staff felt would help
them address the needs and
issues that were revealed by
the assessment.)
How might student
performance be improved?
o
o
o
o
o
o
Next Step in the Department
to Improve Student Learning
(check all that the department
felt would help them improve
student learning)
Priorities to Improve Student
Learning
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
assignments/activities
Increase in-class discussions and activities
Increase student collaboration
Provide more frequent or more comprehensive
feedback on student progress
Increase guidance for students as they work on
assignments
Use methods of questioning that encourage the
competency you measured
State criteria for grading more explicitly
o Encourage more discussion about teaching methods
o Encourage faculty to share activities that foster
competency
o Analyze course curriculum so that the department can
build a progression of skills as students advance
through courses
o Make better use of Instructor’s web page by including
lecture slide shows, topic outlines and related web links.
Remind students of the importance of personal
responsibility, attendance, promptness and paying close
attention to general rules of projects at the beginning of the
semester. Make these standards very clear on the class
syllabus and discuss them with the students often.
Leave time in lecture and/or lab during the course of the
semester to ask students about their progress on various lab
projects or the Geology 20 oral presentation.
Evaluate procedures for absences, tardiness, late
assignments and work that is below the quality expected.
Faculty will continue to attend professional conferences
and seminars involving current information and research in
Earth and marine science and technology. Faculty will also
continue to focus on new teaching strategies and teaching
styles that will improve student learning and increase
personal responsibility.
Implementation
Incorporate the suggestions into the department’s
instructional plan.
(List the departmental plans to
implement these priorities)
Faculty holds regular discussions about assessment results
and plans to improve student learning.
Faculty will publish policies on attendance, tardiness,
Geology, Oceanography & Environmental Science Program Planning Report, February 2008
2
quality of lab projects, make-up work and general personal
responsibility and accountability in all course syllabi.
For the Student Oral Presentation project in Geology 20,
set due dates for written progress reports including a
sample of their PowerPoint presentation and count those
reports as part of the final grade.
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
The Oceanography and Geology instructional planning
report is being written in fall 2007. Discussion of the plan
will continue in spring 2008.
Meetings discussing assessment results and plans to
improve student learning will be held at Flex week, after
midterm exams and at the end of each semester.
Implement the strategies suggested above in spring and fall
semesters of 2008.
Geology, Oceanography & Environmental Science Program Planning Report, February 2008
3
Cabrillo College Catalog–2013-2014
GEOLOGY
Geology Courses
Natural and Applied Sciences Division
Wanda Garner, Division Dean
Division Office, Room 701
David Schwartz, Program Chair, (831) 479-6495
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6328 for more information
www.cabrillo.edu/programs
Geology A.S. Degree
GEOL 10
Introduction to Earth Science
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Introduces the phenomena and basic principles of physical geology
with laboratory exercises illustrating the nature of minerals, rocks, geological structures and processes such as surface water, earthquakes, volcanoes and glaciers, and the use and interpretation of topographic and
geologic maps.
Transfer Credit: Transfers to CSU; UC.
GEOL 15
Program Description:
Geology is the study of Earth materials and processes. A masters or
Ph.D. in this field will enable the graduate to have a career in a wide variety of fields such as research, academia, engineering/consulting, geohydrology, seismology, volcanology, geophysics, glaciology, and economic geology (ore and hydrocarbon deposits), to name a few. Geology and
Earth Sciences are offered as majors at UC and CSU.
Model Program for Geology
This Associate Degree requires 60 units appropriate to your educational goal, to include general education and at least 30 units in a major.
Courses should be selected to meet the lower-division major preparation
requirements at your intended transfer university-these specific requirements can be found at www.assist.org for 4-year public institutions in
California. Please see a counselor for advisement to ensure you are taking the best possible courses given your goal.
The department presents the following suggested model program for
this major. The courses listed below may or may not be appropriate
depending on your specific goal. Please see a counselor for advisement
for transfer to any 4-year institution.
A.S. General Education
21 Units
Environmental Geology
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Introduces the interactions among Earth systems, humans and the
environment. Topics include Earth systems and the physical interactions
among different systems, natural disasters (earthquakes, volcanoes,
floods, landslides), groundwater, waste disposal, pollution, resources
and population, engineering geology and land-use planning.
Transfer Credit: Transfers to CSU; UC.
GEOL 20
California Geology
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Introduces the geologic history of California. Includes the phenomena
and basic principles of geology and a survey of the topography, structure, geologic history, climate and resources of each geomorphic
province of California. Field trips required. Some of the class hours for
this course may be scheduled as To Be Arranged (TBA). See the
Schedule of Classes for the details about this course offering.
Transfer Credit: Transfers to CSU; UC.
Core Courses Plus Approved Electives
Units
GEOL 10
Introduction to Earth Science . . . . . . . . . . . . . . . . . . 4
CHEM 1A
General Chemistry I . . . . . . . . . . . . . . . . . . . . . . . . . 5
CHEM 1B
General Chemistry II . . . . . . . . . . . . . . . . . . . . . . . . . 5
MATH 5A
Analytic Geometry and Calculus I . . . . . . . . . . . . . . . 5
MATH 5B
Analytic Geometry and Calculus II . . . . . . . . . . . . . . 5
MATH 5C
Analytic Geometry and Calculus III. . . . . . . . . . . . . . 5
PHYS 4A
Physics for Scientists and Engineers I . . . . . . . . . . . 5
PHYS 4B
*Physics for Scientists and Engineers II . . . . . . . . . 5
PHYS 4C
**Physics for Scientists and Engineers III . . . . . . . . 5
or
PHYS 2A
*General Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4
PHYS 2B
**General Physics II. . . . . . . . . . . . . . . . . . . . . . . . . 4
Approved Electives
Units
ENGR 1A
*Surveying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
ES 10
Introduction to Environmental Science. . . . . . . . . . . 3
GEOL 15
Environmental Geology. . . . . . . . . . . . . . . . . . . . . . . 3
GEOL 20
California Geology. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
GEOL 25
Geology of National Parks . . . . . . . . . . . . . . . . . . . . 3
MATH 6
**Introduction to Linear Algebra . . . . . . . . . . . . . . . 3
OCEAN 10
Introduction to Oceanography . . . . . . . . . . . . . . . . . 4
Total Units
60
*fall only; **spring only
GEOL 25
Geology of National Parks
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Introduces the geologic history, structure and materials of National
Parks in North America. Includes a survey of associated internal and
external Earth processes responsible for shaping our National Parks
such as plate tectonics and mountain building, earthquakes, volcanoes,
mass wasting, weathering, erosion, rivers and glaciers. May be offered
in a Distance-Learning Format.
Transfer Credit: Transfers to CSU; UC.
1
Cabrillo College Catalog–2013-2014
GEOL 27
Geology of the Pinnacles National
Monument
1 unit; 1 hour Lecture, 0.5 hour Laboratory
Corequisite: ASTRO 27.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Provides a weekend field lecture course allowing the student to study,
through direct observation, the geologic history and processes that have
formed and shaped the Pinnacles. Camping and hiking required.
Transfer Credit: Transfers to CSU.
GEOL 30A
Field Geology of Point Lobos and
Big Sur
1 unit; 0.7 hour Lecture, 0.8 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
A weekend field lecture course to study through direct observation the
geologic history of Point Lobos and Big Sur Country.
Transfer Credit: Transfers to CSU.
2
Cabrillo College Catalog–2013-2014
OCEANOGRAPHY
OCEAN 20
Natural and Applied Sciences Division
Wanda Garner, Division Dean
Division Office, Room 701
David Schwartz, Program Chair, (831) 479-6495
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6328 for more information
http://www.cabrillo.edu/programs
1 - 3 units; 1 hour Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Introduces the students to "at sea experience" as well as explores
careers and educational needs required to enter the broad field of marine
science and technology. Students will go out to sea and study shipboard
operations, seawater chemistry, marine navigation using Global
Positioning Systems (GPS) and hand-held compasses, and marine ecology and plankton.
Transfer Credit: Transfers to CSU.
Oceanography Courses
OCEAN 10
Introduction to Oceanography
4 units; 3 hours Lecture, 3 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibility
for MATH 154.
Repeatability: May be taken 1 time.
Introduces some of the more important phenomena in oceanography:
geological, chemical, physical and biological relationships. May be
offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU; UC.
1
Coastal Environmental Monitoring;
Field Studies in Oceanography
Cabrillo College Catalog–2013-2014
ENVIRONMENTAL SCIENCE
Natural and Applied Sciences Division
Wanda Garner, Division Dean
Division Office, Room 701
David Schwartz, Program Chair, (831) 479-6495
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6328 for more information
http://www.cabrillo.edu/programs
Environmental Science Courses
ES 10
Introduction to Environmental
Science
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Covers the physical, biological, chemical and human systems that
constitute the Earth's environment. Topics include geological processes,
hydrology, natural resources, climatology, population biology, ecosystems, biodiversity, biochemistry and the chemistry of pollution. Includes
an analysis of how human behavior and institutions affect the environment.
Transfer Credit: Transfers to CSU; UC.
ES 10L
Introduction to Environmental
Science Lab
1 unit; 3 hours Laboratory
Hybrid Requisite: Completion of or concurrent enrollment in ES 10.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken 1 time.
Presents hands-on exploration for topics associated with
Environmental Science including watershed monitoring and field trips to
local agencies.
Transfer Credit: Transfers to CSU; UC.
1