Geology - Dixie State University

Geology Program Five-Year Review, 2014

Program Description

At Dixie State University (DSU), the geology program is conducted under the auspices of the Department of

Physical Sciences, in the School of Science and Technology. Within the larger mission of the department, the primary contribution of the geology program is to provide lower division, elective, General Education

(GE) courses. These are structured within the guidelines of statewide standards that provide for direct transfer of credit to other institutions within the Utah system of higher education; so that the initial steps along a career pathway in geology can be taken at DSU.

The mission statement of the Department of Physical Sciences, as a whole, includes four imperatives:

1.

To provide students with the knowledge and skills necessary to understand, assess, and utilize elements of the physical sciences that they will encounter in the 21 st century

2.

To teach students, in a clear and understandable manner, the scientific process and fundamental scientific concepts upon which further, life-long scientific understanding can be built

3.

To develop student skills and perceptions so that they can make independent, empirical inquiries about the natural world, apply scientific principles, develop critical decision-making abilities, and understand the roles physical sciences play in technological advancement

4.

To enable students to make informed personal and social decisions about ever-increasing amounts of scientific information and their relevance to society

The Program Learning Outcomes (PLO) targeted by geology coursework (Appendix A) map directly to the first of the three core themes established at DSU: promoting a campus-wide culture of learning; delivering excellent teaching; and preparing knowledgeable and competent students. These are the themes emphasized in the first, third, and fourth components of the department’s mission statement. However, as is manifest in course syllabi, all of the geology classes are structured to promote respect, as well as responsible and ethical behavior (Core Theme 2, Objective 2). Fostering a culture of community (Core

Theme 3), appears in the second component of the department’s mission statement, where the priority of clarifying the scientific process is emphasized. Beyond its specific protocols, this process advances a philosophy of community: the sharing of knowledge; peer review; the value of collaboration; the historical and cultural context of theory development; etc. These themes underlie all of the coursework in geology and individual instructors are free to elaborate them, as opportunities arise. In addition to this, the geology program supports and partners with the Colorado Plateau Field Institute (CPFI), which provides researchbased learning opportunities for students and professionals from diverse institutions around the world, fostering peer interactions and developing collaborations in science and education (see Appendix G).

Assessment History

The last formal program review was conducted during the fall of 2012. At that time, most teaching hours in the program were devoted to Introductory Geology, a GE course for non-majors. Since then, the geology program has diversified; however, Introductory Geology still represents the major portion of the teaching

load. The equivalent course, Physical Geology, designed to meet the prerequisites for advanced study in related fields, was taught irregularly, upon demand. Reviewers recommended that this course be taught on a regular basis, every year. In addition, the instrumentation and sample collections supporting lab-based learning were deemed inadequate. Furthermore, it was recommended that the PLO’s and course descriptions be revised to achieve better alignment with core themes and mission, while enabling the application of more definitive assessment instruments.

Since the last program review, several changes have been implemented: Physical Geology has been established as a regular course offering; mineral, fossil, and rock collections have been expanded; an upper-division course in Environmental Geology has been added to the curriculum; and a new instructor/advisor has been added to the faculty. Refinement of the course descriptions and PLO’s is continuing as preparations are made for the new round of institutional assessment. Planning is underway for a new field station, adjacent to Zion National Park, which will provide opportunities for students to meet the lab requirements of Introductory Geology coursework by various activities conducted during intensive, two-week field experiences in Introductory Geology and Introductory Biology. These are scheduled to begin in May, 2015.

After three years of development through a variety of pilot programs, the Colorado Plateau Field Institute

(CPFI) was formally established, this summer. Though a non-departmental initiative, the field institute provides a broad range of resources that are shared within the department. Its director, Gerald Bryant,

PhD, a sedimentary geologist, contributes to strategic planning and curriculum development within the department, and accepts departmental teaching assignments, when needed. In addition to publishing peerreviewed research, he has responded to requests from Southern Utah University, Brigham Young

University, the University of Nevada Las Vegas, the Society of Vertebrate Paleontology, and the Bureau of

Land Management to present seminars and guide field trips. Dr. Bryant is currently serving on both the

Snow Canyon Citizen Advisory Council and the Center for Education, Business, and the Arts of Kane

County. These various involvements generally enrich the perspectives of DSU faculty and promise to provide opportunities for collaborations within and beyond our own institution.

Goals

The first priority of the geology program is to provide high quality instruction for students seeking to fulfill their GE requirements. Additionally, we plan to develop more course offerings in support of the current

Physical Science Composite Teaching and Integrated Studies degrees. This will: provide more options for students in these programs; improve the pathway to more specialized work at other institutions, for students pursuing a geology degree; and prepare the way for other Earth-Science-related degrees, such as an Environmental Science BS, that DSU may offer in the future. In this context, our immediate goals are to improve the experiential learning components of our program and to increase instructional capacity. These goals are being pursued by: improving classroom and laboratory facilities; increasing the breadth and quality of laboratory instructional materials; adding specialized laboratory instrumentation; inaugurating a field station adjacent to Zion National Park; developing community resources for adjunct instruction; and partnering with the CPFI.

The increased emphasis on experiential learning requires adjustments to the curriculum – such as the addition of a laboratory component to the Introductory Geology coursework, which was accomplished last year. Additional modifications include: the development of blended learning options that incorporate variable amounts of classroom instruction; web-based instruction; and field or laboratory experiences.

Specific program learning outcomes are summarized in Appendix A. These are the products of internal evaluations, only, since no specific learning outcomes have been mandated through external assessment processes. Student competencies, required upon completion of coursework throughout the sciences at

DSU, include:

 Demonstrate knowledge of basic fundamental laws, concepts, and theories in the physical and life sciences and be able to apply them to everyday life

 Emphasize the use of scientific models to elucidate the logical implications of theory and then express those consequences in ways that permit testing of theoretical ideas

 Demonstrate knowledge of the process of science by being able to utilize data in the form of tables, graphs, and charts through interpretation, and then communicating those findings in written form

 Demonstrate a knowledge of historical discoveries and theories that shaped the sciences and indicate how they advanced our knowledge and ability to interpret, view, and judge the world today

To meet these goals, courses in the physical and life sciences require students to complete, at a minimum, the following:

 Homework assignments that require reading and writing in order to demonstrate understanding of relevant knowledge

 Laboratory experiences (3 to 5), significant in-class demonstrations (used at least during onequarter of the classes), and/or field trips(one or more)

 Examinations that measure retention of course materials and require at least some use of tables, graphs, and charts, as well as communication of ideas through written responses

 Participation in a significant number of lectures, classroom discussions and other in-class activities in order to improve problem-solving and scientific reasoning skills

Curriculum

Neither a major nor a minor in geology is offered at DSU; though Earth Science is one of twenty areas of emphasis that can be chosen, in conjunction with one other area of emphasis, to meet the requirements for a Bachelor degree in Integrated Studies. Also, two lower division geology courses (1010 and 1220) and one upper division geology course (3060) are required for the Physical Science Composite Teaching

Bachelor of Science. Geology course offerings (see Appendix B for course descriptions) that provide GE credits include:

 GEO 1010 - Introduction to Geology

 GEO 1020 - Life of the Past

 GEO 1040 - Introduction to Dinosaurs

 GEO 1050 - Geology of the National Parks

 GEO 1060 - Environmental Geology

 GEO 1080 - Introduction to Oceanography

 GEO 1110 - Physical Geology

Instructors for these GE courses use a common textbook and syllabus, and have collaborated to establish the Program Learning Outcomes. Geology 1010/1015 is the only course offered every semester. Upper division courses are offered every other year. This schedule has met student needs, so far, without delaying completion of their plans of study. No courses have been dropped from the geology curriculum, in the last 5 years, but several have been added:

 GEO 1220 - Historical Geology

 GEO 1225 - Life of the Past

 GEO 2880 – Travel Study: Dolomites and Northern Italy

 GEO 3060 – Environmental Geology

 GEO 3180 - Paleontology

 GEO 3400 – Water Resources

 GEO 3550 – Sedimentology and Stratigraphy

Though the opportunities for advanced study in geology are limited, at DSU, our program does offer a broad range of general instruction that incorporates a strong, experiential learning component. We are putting forth extraordinary efforts to make good use of the prime geological setting of this institution. Our fortuitous location between the exceptional rock exposures of the Colorado Plateau and Basin-and-Range geomorphic provinces provides unparalleled opportunities for field-based learning. Access is good and so is the climate. Besides this, widespread national and international interest in the geology of this area creates abundant opportunities for collaborations and other peer interactions. In fact, the location has attracted a significant number of professional geologists to the community, representing an excellent resource for a burgeoning program of field instruction. Some students who expressed an interest in specialized study have been given internship opportunities with the CPFI. Plans are underway to expand these internships and create opportunities for undergraduate research in geology, in collaboration with the geology department at Southern Utah University.

Program Data

(Appendix C.)

5-Year Program Review - Data Form:

R411 Data Table

Department or Unit—Physical Science (Geology)

Faculty

Headcount

With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured

Full-time Non-Tenured

7

Year

2010

1

7

Year

2011

2

7

Year

2012

2

7

Year

2013

2 2

1

7

Year

2014

Part-time

With Master’s Degrees

Full-time Tenured


Part-time

With Bachelor’s Degrees

Full-time Tenured


Part-time

Other

Full-time Tenured


Part-time

Total Headcount Faculty

Full-time Tenured


Part-time

FTE (A-1/S-11/Cost Study Definition)

Full-time (Salaried)

Teaching Assistants

Part-time (May include TA’s)

Total Faculty FTE

Number of Graduates

Certificates

Associate Degrees

Bachelor’s Degrees

Master’s Degrees

Doctoral Degrees

Number of Students—(Data Based on Fall Third

Week)

Semester of Data: ____________, 20__

Enrollment

Student Credit Hours

Full-Time Equivalent

Total # of Declared Majors

GEOL-AA

GEOL-AS

Total

Total Department FTE*

Total Department SCH*

*Per Department Designator Prefix

2

3

1

7

3

4

1.62

1.57

3.19

1

3

1

7

3

4

2.25

2.66

4.91

1

3

1

7

3

4

2.42

3.42

5.84

4

4

0

403

1191

79.4

8

9

1

433

1139

75.9

7

7

0

521 407

1280 916

85.3 61.1

2

2

0

1

3

1

7

3

4

3.06

3.76

6.82

3

7

2

1

2

3

3.61

4.72

8.33

0

0

0

431

982

65.5

Student FTE per Total Faculty FTE

Cost (Cost Study Definitions)

Direct Instructional Expenditures

Cost Per Student FTE

Funding

Appropriated Fund

Other:

Special Legislative Appropriation

Grants of Contracts

Special Fees/Differential Tuition

Total

Analysis of Program Effectiveness

Students

24.89 15.46 14.61 8.96 7.86

$183,915 $259,654 $294,758 $350,472 $456,604

$167,433 $242,482 $277,198 $339,437 $411,810

$16,482 $17,172 $17,559 $11,034 $44,794

$183,915 $259,654 $294,757 $350,471 $456,604

All geology instruction contributes to programs housed in other departments; therefore, students enrolled in geology courses come from the same demographic as the university at large. Since no geology degree programs are conducted at DSU, program effectiveness cannot be measured by degree completion statistics.

Faculty

The three full-time faculty in the geology program are augmented by six adjunct faculty and contract lecturer/advisors. Two of these are female. Their specialties are diverse, yet complementary, and wellsuited to the task of engaging students in the unique natural laboratory that surrounds us. Current tenuretrack faculty include:

Kelly Bringhurst – Hired 1989, MS Geology, PhD Environmental Science, Professor, Tenured,

Environmental Geology, Research on the effects of deforestation on nutrient cycles in the tropics.

Jerry Harris – Hired 2004, PhD Vertebrate Paleontology, Associate Professor, Tenured, Vertebrate

Paleontology, Research on dinosaurs in Utah (See curriculum vitae in Appendix D)

Janice Hayden – Hired 2014, MS Geology, Instructor, nontenured, Geologic mapping (See curriculum vitae in Appendix D)

Peter Van Valkenburg – Hired 1984, Retired 2013, MS Earth Science, Associate Professor, Tenured,

Geology of National Parks

Adjunct faculty include:

David Black – MS Geology

Richard Miller – PhD Geology

Jon Hansen – MS Geology

Nina Fitzgerald – BS Geology

David Burr, BS Physical Science, MS Education is a contract advisor.

Teaching

All of the classrooms used for geology instruction are equipped with a full range of audiovisual hardware.

The laboratory is equipped both with work tables and with computer stations. GoogleEarth is used extensively to provide visual examples of geologic processes. Course instructors are free to explore and use technology as they see fit in the classroom and laboratory settings. Our assessment coordinator works with the other faculty to establish PLO’s and develop assessment tools.

Advising

An advisor, David Burr, was recently hired to meet with students, discuss their educational goals, and help them lay out an efficient pathway to achieving those goals. Since this is a new position, no formal evaluation has yet been conducted. Besides the formal advisement, professors maintain regular office hours when they are available to students seeking input on their career choices and educational pathways.

Research

Dr. Harris is the one faculty member with time allocated for research activities. He collaborates with a variety of paleontological researchers from around the world. Contacts and collaborations are facilitated by his dual appointment to the Dinosaur Discovery Museum, a world-class ichnological museum and active quarry, operated by St George City. His work since the last program review includes:

Lacovara, K.J., Lamanna, M.C., Ibiricu, L.M., Poole, J.C., Schroeter,

E.R., Ullmann, P.V., Voegele, K.K., Boles, Z.M., Carter, A.M., Fowlier,

E., Egerton, V.M., Moyer, A.E., Coughenour, C.L., Schein, J.P., Harris,

J.D., Martínez, R.D., and Novas, F.E. In press. A gigantic, nearly complete titanosaurian sauropod dinosaur from southern Patagonia,

Argentina. Nature Scientific Reports.

Lockley, M.G., Harris, J.D., Li, R., Xing, L., and van der Lubbe, T. In press. Two-toes tracks through time: on the trail of “raptors” and their allies; in Richter, A., and Marty, D. (eds.), Dinosaur Tracks: Next

Steps. Bloomington, Indiana University Press.

Xing, L., Roberts, E.M., Harris, J.D., Gingras, M.K., Ran, H., Zhang,

J., Xu, X., Burns, M.E., and Dong, Z. 2013. Novel insect traces on a dinosaur skeleton from the Lower Jurassic Lufeng Formation of China.

Palaeogeography, Palaeoclimatology, Palaeoecology 388:58–68. doi:

10.1016/j.palaeo.2013.07.028

Lockley, M.G., Li, J.-J., Li, R.-H., Matsukawa, M., Harris, J.D., and

Xing, L. 2013. A review of the tetrapod track record in China, with special reference to type ichnospecies: implications for ichnotaxonomy and paleobiology. Acta Geologica Sinica (English Edition) 87(1):1–20. doi: 10.1111/1755-6724.12026



Service

Service projects and committee service engaged by full-time faculty in the last five years include:

Jerry Harris:

 Secretary, Faculty Senate Executive Committee, 2009–present

 Member, Faculty Excellence Committee, 2004–present

 Member, Undergraduate Research Committee, 2010–2013

Janice Hayden:

 Lead geology field trip of Snow Canyon State Park free to the public for Utah Dept of

Natural Resources - State Parks.

 Presented lecture on Colorado Plateau geology based on "Geology Unfolded" book for local book club.

 Mentored 20 BYU geology field camp students in field exercise near Kanarraville, UT

 Volunteered for two site visit consultations to a proposed subdivision and highway interchange.

Development and Recruitment

Faculty are engaged, productive, and cooperative, though they carry heavy teaching loads. The promotion of Janice Hayden, this year, from adjunct status to a full-time position has been beneficial, both because of the additional contributions she has made and because of the boost to departmental morale from this concrete expression of appreciation. Recruitment of instructors in geology is not very difficult in this prime location for geological activity.

Anticipated future hires for the geology program will include a geographer, with crossover expertise in physical geology, geomorphology, and GIS, and a specialist in soil science and geochemistry. These will provide support for the Earth Science Integrated Studies degree and a future Environmental Science degree.

Staff

Current staffing is limited to a half-time secretary, shared across the Department of Physical Sciences.

Funding is being sought for a full-time position.

Technology and Informational Resources

Technology

Technological support at DSU is exceptionally good. Classrooms and laboratories are well equipped and the support staff are very responsive to requests for training as well as system development and maintenance. Administrative support for online course development has been allocated by the university and we are currently in the process of developing an online Introductory Geology course that will be coupled with a two-week field experience (laboratory) at our new field station next to Zion National Park.

This will provide opportunities for outreach to remote locations, recruitment of recent high school graduates, and expansion of summer offerings for exchange students who remain on campus after the spring session ends. The online component is assigned to a single faculty member, Janice Hayden, supported by her colleagues, and represents an investment of approximately 10% of total faculty teaching time.

Library

The library resources are adequate to meet current program needs, since few demands for research support are required by the geology curriculum. Access to general science electronic journals is good.

Facilities

The geology program enjoys a new laboratory and a dedicated classroom, which meet current needs. A sample preparation room would be a good addition to current facilities, especially as our field program develops. Our goal is to provide opportunities for students to follow a research process that encompasses the collection of samples, the preparation of those samples, and their examination and analysis by instrumentation available on site.

Assessment of Student Learning

The department determines whether individual courses are meeting their stated learning outcomes through annual assessments of PLO’s, using predetermined assessment instruments (see Appendix E). Course objectives are targeted by each instructor in the manner that each deems most appropriate; but the objectives, themselves, are established by common consent and evidence of student learning is evaluated by the same criteria, regardless of individual teaching style (see Appendix F). Our new assessment coordinator, Janice Hayden, brings a wealth of experience previously lacking in our department. Students are informed of program expectations through the course syllabus that is distributed at the beginning of each course and through continued interaction with the instructor via conversation, feedback on assignments, and the distribution of scoring rubrics.

Conclusions

The geology program is a part of the Department of Physical Sciences, which also includes chemistry, engineering, environmental science, geography, and physics. Chemistry has been the major growth area, since the last program review; however, Geology has made major strides in the development of its experiential learning capacity, including: the improvement of laboratory facilities; the acquisition of laboratory teaching materials; participation in the development of a field station; and support of the establishment of the Colorado Plateau Field Institute. Capitalizing on this new capacity will be the focus of near-term expansion of the program.

Program development is hampered by lack of funding for additional faculty and by restrictions imposed by a state priority to minimize competition between the DSU program and that of Southern Utah University, which offers a BS in Geology. Our department is charting a pathway for development that collaborates with

SUU, pooling our complementary resources to enhance their degree program and provide broader support for a future degree in Environmental Science at DSU.

Comprehensive Plan for the Future

Appendix A: PLO Map

Appendix B: Course Descriptions

Appendix C: Program Data

Appendix D: Faculty CV

Appendix E: Program Learning Outcomes

Appendix F: Evidence of Student Learning

Appendix G: CPFI Strategic Plan

Comprehensive Plan for the Future

1) Geology

Summary of Program/Department needs based on data results

If a program’s plan to ‘close the loop’ includes making a budget request for additional resources, substantiate the request using assessment data,

Physical Sciences

School of Science and Technology

Dixie State University

Implications for resources needed/budget allocation priorities

Explain how the proposed plan to ‘close the loop’ builds upon past decisions using a

SWOT analysis (i.e., explain the strengths, weaknesses, opportunities, and threats of the program in its current state). Consider

Alignment with

DSU’s Core

Themes,

Objectives, and

Indicators

in addition to your most recent program review action plan.

1) Geology

Physical Sciences

School of Science and Technology

Dixie State University assessment and Banner data (enrollments, number of majors, number of graduates,

SCH, Student FTE, Faculty FTE, Student

FTE to Faculty FTE) in your explanation, and discuss how the proposed plan will improve the quality, viability, and sustainability of the program.

Assessments found the need to modify lecture and laboratory materials, exam and exercise questions to enhance clarity and better assess student comprehension.

Correlation between adjunct instructors and full-time DSU professors will help clarify and align material taught in Geology courses.

Core Theme One:

A Culture of

Learning

Objective 2:

Deliver excellent teaching in a student centered environment

B) Students engage in active learning through best pedagogical practices applied in the classroom.

Appendix A: PLO Map

Program Learning Outcomes

List all the learning outcomes for the degree program below. What students know, do & value.

Also, for each PLO, identify with which DSU core theme(s) it aligns with [i.e., Learning (CT1),

Values (CT2), and Community

(CT3)].

When PLOs Assessed during a 5-Year Cycle

A

Y

13

-

14

Geology

2013–2014

Physical Science Department


AY

14-

15

AY

15-

16

A

Y

16

-

17

AY

17-

18

Direct Evidence of Student

Learning

Describe the instrument(s) to be used, the course(s) in which the student artifacts will be collected and the anticipated scoring strategy.

Refer to your curriculum map.

Indirect

Evidence of

Student

Learning

Describe the instrument(s

) to be used and the anticipated scoring strategy

(1) Scientific Process/Method

(aligns with GE Learning Goals &

Objectives 1, 2, 6, 7 and Core

Themes 1.1, 1.3)

Differentiate science from nonscience by correctly recognizing and differentiating hypotheses, theories, and/or laws that meet the criteria of science and use the scientific process/method.

     may include (but is not limited to): hypothetical scenarios on exams; homework assignments; essays; research projects with reports scoring varies with method but may include point totals on exams and assignments; rubric-based scores for essays and reports

All GEO 1000-level classes may include

(but is not limited to): course grades, nonrubric-based assignments

, student ratings

(2) Dating and Geologic Time

(aligns with GE Learning Goals &

Objectives 1, 2, 5 and Core

Themes 1.1, 1.3)

Apply the concepts of both stratigraphic (relative) and radiometric (“absolute” or

“numerical”) geologic dating to interpret physical and biological events in Earth history vis-à-vis geologic processes, biological evolution, and/or natural and anthropogenic landscape and climate change.

     may include (but is not limited to): objective questions and/or hypothetical, diagrammatic scenarios on exams; laboratory exercises; homework assignments scoring varies with method but may include point totals on exams, exercises, and assignments may include


, student ratings

(3) Landforms and Surface

Processes (aligns with GE

Learning Goals & Objectives 1, 2,

4, 7 and Core Themes 1.1, 1.3,

2.2)

Identify geologic and geographic landforms via their characteristics and explain both their formations and potential geologic hazards.

    

GEO 1010+15, 1020+25,

1040+45, 1050+55, 1110+15,

1220+25, 3180 may include (but is not limited to): multiple choice, short answer, or essay exam questions using Google Earth, aerial photos, topographic maps, or other representations of Earth’s surface, and/or geologic hazard maps scoring varies with method but may include point totals on exams, exercises, and assignments

GEO 1010+15, 1050+55,

1080+85, 1110+15, 1220+25,

3550 may include


, student ratings

Appendix B: Course Descriptions

GEO 1010. Introduction to Geology. 3 Hours.

Fulfills General Education Physical Science requirement for non-Science majors. General survey of physical Geology, focusing on developing an appreciation for the region's scenic landforms and their origins, as well as Earth history and processes, natural resources, geological hazards, and landforms. GEO

1015 lab course recommended but not required. Field trip required. Course fee required. FA, SP.

GEO 1015. Introduction to Geology Lab. 1 Hour.

A laboratory course to be taken concurrently with Geology 1010. Lab fee required. Corequisite: GEO 1010.

FA, SP.

GEO 1020. Life of the Past. 3 Hours.

Fulfills General Education Physical Science requirement for non-Science majors. General survey of historical Geology focusing on the relationship between the tectonic history of the Earth, the evolution of life through time, and the histories of the Earth and life and the complex interactions between them. GEO 1025 lab course recommended but not required. One field trip required. Course fee required. Offered upon sufficient student need.

GEO 1025. Life of the Past Laboratory. 1 Hour.

A laboratory course to be taken concurrently with GEO 1020. Lab fee required. Corequisite: GEO 1020. 2 lab hours per week. Offered upon sufficient student need.

GEO 1040. Introduction to Dinosaurs. 3 Hours.

Fulfills General Education Physical Science requirement. Utilizes the popular subject matter of dinosaurs to teach basic principles of geology, biology, physics, chemistry, and astronomy, with some basic math

(algebra). Successful completion of this interdisciplinary course contributes to an understanding of science and scientific concepts as well as their applications in a multitude of disciplines. GEO 1045 lab course recommended but not required. One field trip required. Course fee required. Offered upon sufficient student need.

GEO 1045. Intro to Dinosaurs Laboratory. 1 Hour.

A laboratory course to be taken concurrently with GEO 1040. Lab fee required. Corequisite: GEO 1040.

Offered upon sufficient student need.

GEO 1050. Geology of the National Parks. 3 Hours.

Fulfills General Education Physical Science requirement. Investigates the geologic history of the southwest with an emphasis on the geology of the regional national parks, and the history and processes that have shaped them. Corequisite: GEO 1055. Offered upon sufficient student need.

GEO 1055. Geology National Parks Lab. 1 Hour.

Field trip portion of GEO 1050. Two separate weekend field trips to national parks required to observe geologic features and processes, and gain hands-on practice in rock identification. Requires camping and some hiking. Lab fee required. Corequisite: GEO 1050. Offered upon sufficient student need.

GEO 1060. Intro to Environmental Geology. 3 Hours.

Fulfills General Education Physical Science requirement for non-Science majors. Emphasizes relationship between human beings and the geologic environment, including geologic hazards, mineral and energy resources, and environmental issues, including causes and impacts of environmental threats. Offered upon sufficient student need.

GEO 1080. Introduction to Oceanography. 3 Hours.

Fulfills General Education Physical Science requirement. Conveys the essential principles of ocean science, including an understanding of the earth's oceans focusing on sea floor topography and composition, plate tectonics, seawater dynamics and chemistry, atmospheric and ocean currents, waves, coastal land forms, and marine life as well as recognition of the close linkage of weather, climate, and humans to the oceans. GEO 1085 lab course recommended but not required. Offered upon sufficient student need.

GEO 1085. Intro to Oceanography Lab. 1 Hour.

A laboratory course to be taken concurrently with GEO 1080. Lab fee required. Corequisite: GEO 1080.


GEO 1110. Physical Geology. 3 Hours.

Fulfills a General Education Physical Science requirement for students majoring in the Sciences or

Engineering, including Civil Engineering, Geology, Range Management, Forestry, etc. Covers the study of the physical features of the earth and the processes that shape those features. Successful completion gives students the background necessary for further study in the sciences. Corequisite: GEO 1115. FA.

GEO 1115. Physical Geology Lab. 1 Hour.

Lab portion of GEO 1110. Field trips required. Lab fee required. Corequisite: GEO 1110. FA.

GEO 1220. Historical Geology. 3 Hours.

Conceptual examinations of how the atmosphere, biosphere, hydrosphere, and lithospheres interact to create major structural and stratigraphic features (emphasizing North America) and how life has evolved through deep time. Prerequisite: GEO 1110. Corequisite: GEO 1225. SP.

GEO 1225. Historical Geology Lab. 1 Hour.

Lab accompanying GEO 1220. Local field trip required. Lab fee required. Prerequisite: GEO 1115.

Corequisite: GEO 1220. SP.

GEO 2880. Travel Study: Dolomites and Northern Italy. 2 Hours.

Travel/study course providing an introduction to geology in society through a contextual examination of classic features in the field and through exploration of various impacts of those features on a long-lived, well-documented culture. Recommended prerequisite: GEO 1010 or GEO 1110. Prerequisite: Instructor permission. Offered upon sufficient student need.

GEO 2990. Seminar in Geology. 0.5-3 Hours.

For students wishing instruction that is not available through other regularly scheduled courses in this discipline. Occasionally, either students request some type of non-traditional instruction, or an unanticipated opportunity for instruction presents itself. This seminar course provides a variable credit context for these purposes. As requirements, this seminar course must first be pre-approved by the department chair; second, it must provide at least nine contact hours of lab or lecture for each credit hour offered; and third, it must include some academic project or paper (i.e., credit is not given for attendance alone). This course may include standard lectures, travel and field trips, guest speakers, laboratory exercises, or other non-traditional instruction methods. Note that this course is an elective and does not fulfill general education or program requirements.

GEO 3060. Environmental Geology. 3 Hours.

Geological attributes of environmental settings with emphasis on the analysis of geologic conditions pertinent to resource availability, urban planning, recognition and assessment of geologic hazards, and environmental issues through geochemical investigation of Earth's atmosphere, hydrosphere and lithosphere. Prerequisites: GEO 1110 (Grade C or higher) AND GEO 1115 (Grade C or higher). Offered upon sufficient student need.

GEO 3180. Paleontology. 4 Hours.

Reviews theories, principles, and applications of paleontology, as well as the characteristics of important groups of fossil organisms and their geologic distributions and paleoecologies. Course includes lab. Course fee required. Prerequisites: GEO 1220 and GEO 1225, or instructor permission. Offered upon sufficient student need.

GEO 3400. Water Resources. 3 Hours.

A detailed examination of the water cycle, including: precipitation, surface water, ground water, glaciers, water conservation, water management, and water pollution with special emphasis on the water resources of Utah and neighboring areas. Prerequisites: GEO 1110/1115 AND CHEM 1210/1215. Offered upon sufficient student need.

GEO 3550. Sedimentology & Stratigraphy. 4 Hours.

Explores the origins, classification, and occurrences of sedimentary rocks and their distributions in space and time. Course emphasizes the description and interpretation of sedimentary rocks and the philosophy and application of stratigraphic principles. Course fee required. Prerequisites: GEO 1220 AND GEO 1225.


Appendix C: Program Data

5-Year Program Review - Data Form: Current counts of faculty and staff and Financial Analysis

R411 Data Table

Department or Unit—Physical Science (Geology)

Faculty

Headcount

With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

Full-time Tenured


Part-time 1

1

7

Year

2010

1

2

7

Year

2011

7

1

2

Year

2012

7

1

2

Year

2013

With Master’s Degrees

Full-time Tenured


Part-time

With Bachelor’s Degrees

Full-time Tenured


Part-time

Other

Full-time Tenured


Part-time

Total Headcount Faculty

2

3

1

3

1

3

1

3

Full-time Tenured


Part-time

FTE (A-1/S-11/Cost Study Definition)

Full-time (Salaried)

Teaching Assistants

Part-time (May include TA’s)

Total Faculty FTE

Number of Graduates

Certificates

Associate Degrees

7

3

4

1.62

1.57

3.19

7

3

4

2.25

2.66

4.91

7

3

4

2.42

3.42

5.84

7

3

4

3.06

3.76

6.82

7

Year

2014

2

1

2

2

3

3.61

4.72

8.33

1

3

7

Bachelor’s Degrees

Master’s Degrees

Doctoral Degrees

Number of Students—(Data Based on Fall Third

Week)

Semester of Data: ____________, 20__

Enrollment

Student Credit Hours

Full-Time Equivalent

Total # of Declared Majors

GEOL-AA

GEOL-AS

Total

Total Department FTE*

Total Department SCH*

*Per Department Designator Prefix

Student FTE per Total Faculty FTE

Cost (Cost Study Definitions)

Direct Instructional Expenditures

Cost Per Student FTE

Funding

Appropriated Fund

Other:

Special Legislative Appropriation

Grants of Contracts

Special Fees/Differential Tuition

Total

Appendix D: Faculty CV

Peter Van Valkenburg – Hired 1984, Retired 2013, MS Earth Science, Associate Professor, Tenured,

Geology of National Parks

Kelly Bringhurst – Hired 1989, MS Geology, PhD Environmental Science, Professor, Tenured,

Environmental Geology, Research on the effects of deforestation on nutrient cycles in the tropics.

4

4

0

403

1191

79.4

8

9

1

433

1139

75.9

7

7

0

521 407

1280 916

85.3 61.1

0

2

2

0

0

0

431

982

65.5

24.89 15.46 14.61 8.96 7.86

$183,915 $259,654 $294,758 $350,472 $456,604

$167,433 $242,482 $277,198 $339,437 $411,810

$16,482 $17,172 $17,559 $11,034 $44,794

$183,915 $259,654 $294,757 $350,471 $456,604

Jerry Harris – Hired 2004, PhD Vertebrate Paleontology, Associate Professor, Tenured, Vertebrate

Paleontology, Research on dinosaurs in Utah

Memberships:

* National Association of Geoscience Teachers, 2012–present

* Geological Society of America (GSA), 2001–present

* Society of Avian Paleontology and Evolution (SAPE), 1995–present

* Society for Sedimentary Geology (SEPM), 1998–present

Publications (non-research)

Harris, J.D. and O’Brien, E. In preparation. Scientific Writing.

Harris, J.D. and Milner, A.R.C. In press. Tracks in Deep Time: The St.

George Dinosaur Discovery Site at Johnson Farm. Salt Lake City:

University of Utah Press.

Harris, J.D., and Hayden, J. 2014. Introduction to Geology for

Non-Majors Lab Manual. Dubuque: Kendall-Hunt, 170 pp.

Harris, J.D., and Hayden, J. 2014. Introduction to Geology Lab Manual,

3rd Ed. St. George, Dixie State University, 184 pp.

Harris, J.D., Hayden, J., Bringhurst, K., and Van Valkenburg, P. 2013.

Introduction to Geology Lab Manual, 2nd Ed. St. George, Dixie State

University, 184 pp.

Harris, J.D., Hayden, J., Bringhurst, K., and Van Valkenburg, P. 2012.

Introduction to Geology Lab Manual. St. George, Dixie State University,

187 pp.

Professional activities

* Permanent display/exhibit signage at St. George Dinosaur Discovery

Site at Johnson Farm (ongoing)

* Permanent display: _Scutellosaurus_ (Oct. 2014)

* Permanent display: _Protosuchus_ (May. 2014)

* Permanent display: _Dimorphodon_ (Oct. 2013)

* Permanent display: _Megapnosaurus_ (May 2013)

* Permanent display: _Dilophosaurus_ (Sept. 2012)

* Temporary Exhibit: "Lords of the Wings: The Pterosaurs" (May 2013-Oct.

2014)

* Temporary Exhibit: "St. George ROCKS: Our Local Geology" (Dec.

2012-Apr. 2013)

* Temporary Exhibit: "Where Do Dinosaurs Get Their Crazy Names?"

(May-Oct. 2012)

* Temporary Exhibit: "Prehistorigami: Ancient Animals in Folded Paper"

(June 2011-Apr. 2012)

* Board Member and Scientific Advisor to the St. George Dinosaur

Discovery Site at Johnson Farm (2004–present)

Janice Hayden – Hired 2014, MS Geology, Instructor, nontenured, Geologic mapping

Research:

Conducted research delineating and mapping geological formations, structures, soil deposits, water resources, mineral deposits, and geologic hazards over a large area of SW Utah. This research resulted in

11 of the following publications.

Researched current curriculum standards and data that resulted in the development of Physical Geography

Labs exercises and exams.

Assisted in the development of Physical Geology Labs exercises which resulted in their publication.

Memberships:

Licensed Professional Geologist - State of Utah

Licensed Secondary Teacher - State of Utah

Member of Utah Geological Association

Member of Dixie Geological Society

Publications:

Biek, R.L. and Hayden, J.M., 2013, Interim geologic map of the Kanarraville quadrangle, Iron County, Utah:

Utah Geological Survey Open-file Report 618, CD, 31 p., 1 pl.

Biek, R.L., Rowley, P.D., Hacker, D.B., Hayden, J.M., Willis, G.C., Hintze, L.F., Anderson, R.E., and Brown,

K.D., 2009, Geologic Map of the St. George and east part of the Clover Mountains 30’ x60’ quadrangles,

Washington and Iron Counties, Utah: Utah Geological Survey Map 242DM, 108 p., 2 pl., scale

1:100:000 DVD (contains GIS data).

Harris, J.D., and Hayden, J.M., 2014, Geology Lab Manual for Non-Majors:

Hayden, J.M., 2013, Geologic map of the Johnson Lakes quadrangle, Kane County, Utah, and Coconino

County, Arizona: Utah Geological Survey Map 261, 2 pl., ISBN 978-1-55791-873-4.

Hayden, J.M., 2013, Geologic map of the Yellowjacket Canyon quadrangle, Kane County, Utah, and Mohave

County, Arizona: Utah Geological Survey Map 256, 2 pl.

Hayden, J.M., 2011, Geologic map of the Kanab 7.5 quadrangle, Kane County, Utah, and Mohave and

Coconino Counties, Arizona: Utah Geological Survey Map 248, CD, 2 pl.

Hayden, J.M., 2011, Geologic map of the Thompson Point quadrangle, Kane County, Utah, and Coconino

County, Arizona: Utah Geological Survey Map 249, CD, 2 pl.

Hayden, J.M., 2011, Geologic map of the White Hills quadrangle, Washington County, Utah: Utah Geological

Survey Map 250, CD, 11 p., 2 pl.

Hayden, J.M., 2010, Geology of Snow Canyon State Park, southwestern Utah in Geology of Utah’s Parks and Monuments, 3 rd ed., Sprinkle, D.A., Chidsey, T.C., Jr., and Anderson, P.B., editors: Utah Geological

Association Publication 28, p. 479-94.

Hayden, J.M., Lawton, T.F., and Clark, D.L., 2009, Geologic map of the Champlin Peak quadrangle, Juab and Millard Counties, Utah: Utah Geological Survey Map 08-1, 2 pl., CD, ISBN 1-55791-79-5, scale

1:24,000.

Hayden, J.M. and Willis, G.C., 2011, Geologic map of the St. George 7.5' quadrangle, Washington County,

Utah: Utah Geological Survey Map 251, 19 p., 2 pl.

Professional Activities:

Attended annual meetings of Society for Mining, Metallurgy and Exploration in Seattle, WA, Feb. 2012 and

Salt Lake City, UT, Feb. 2014.

Attended USGS sponsored field trip for stratigraphy and petrified wood in the Denver Basin, April 2014.

Attended field trips associated with Society of Mining Professors meeting in Johannesburg, South Africa,

July 2014.

Attended "Critical Minerals Conference" in Denver, CO, July 2014.

Attended field trips associated with World Federation of Engineering Organizations meeting in Milos,

Greece, June 2013.

Attended local section meeting of AIPG in Denver, CO, July 2013.

Attended field trips associated with World Federation of Engineering Organizations meeting in Ljubljana,

Slovenia, June 2012.

2) List contract/adjunct faculty and credentials.

David Black – MS Geology

Richard Miller – PhD Geology

Jon Hansen – MS Geology

Nina Fitzgerald – BS Geology

3) List contract lecturer/advisors and credentials.

David Burr BS Physical Science, MS Education

Appendix E: Program Learning Outcomes

GE

LO1:

Broad

Knowle dge of the

Liberal

Arts and

Science s

I

COURSE NUMBER:

NAME

GEO 1010: Intro to

Geology


Geology Lab

GEO 1020: Life of the

Past

GEO 1025: Life of the

Past Lab


Dinosaurs


Dinosaurs Lab

GEO 1050: Geology of the National Parks

GEO 1055: Geology of the National Parks

Lab

GEO 1060:

Environmental

Geology


Oceanography


Oceanography Lab

GEO 1110: Physical

Geology

GEO 1115: Physical

Geology Lab

GEO 1220: Historical

Geology

GEO 1225: Historical

Geology Lab

I, D

I

I

I

I

I

I

I

I

I

I

I, D

I

I, D

GE

LO2:

Critical

Thinkin g

I

I

I

I

I

I

I, D

I, D

I, D

I, D

I, D

I

I

I

I

PROGRAM LEARNING OUTCOMES

GE

LO3:

Effectiv e

Commu nication

I

I

I

I

I

I

I, D

I, D

I

I

I

I

I

I

I

GE

LO4:

Informa tion

Literacy

Skills

I

I, D

I

I, D

I

I, D

I, D

I, D

I, D

I, D

I, D

I

I, D

I

I, D

GE

LO5:

Quantit ative

Reasoni ng

I

I, D

I

I, D

I

I, D

I, D

I, D

I, D

I, D

I, D

I

I, D

I

I, D

GE

LO6:

Diversit y and

Globaliz ation

I

I

I

I

I

I

I

I

I, D

I, D

I, D

I

I

I

I

GE

LO7:

Respon sibilitie s of

Citizens hip

I

I

I

—

I

—

I, D

I, D

I, D

I, D

I, D

I

I

I

—

GEO 3060:

Environmental

Geology

GEO 3180:

Paleontology

GEO 3400: Water

Resources

GEO 3550:

Sedimentology &

Stratigraphy

D

D

I

D

D

I

D

D

D, M

D, M

D

D, M

—

—

—

—

Appendix F: Evidence of Student Learning

PLO

Identify the

PLO(s) assessed in the current AY

(1-2)

Measure(s)

1.

Direct or indirect

2.

Description of measure

(upload instrument & sample artifacts)

3.

Scoring strategy

(upload rubric)

4.

Score scale

(e.g., 4=exemplary, …

1=unacceptable)

(1) Scientific

Process/Method

(aligns with GE

Learning Goals &

Objectives 1, 2,

6, 7 and Core

Themes 1.1, 1.3)

Differentiate science from non-science by correctly recognizing and differentiating hypotheses,

Direct Measure(s): Pre- and post-test question, course exam questions

Indirect Measure(s):

Course grades; scores on associated GEO 1015 lab perfect) perfect)

Geology

2013–2014


Science and Technology


Baseline /

Threshold /

Benchmark/

Target

Data Collection

Method

1.

Course(s) number

2.

Semester collected

3.

Sample size

High (ideally scores on post-test

High (ideally scores on all

GEO 1010

Fall & Spring semesters

5–6 sections per semester

As above.

Results

For each PLO, consider all the data and summarize the three important findings

Highlight whether the targets were met, partially met, or not met

Include summary reliability indices

Action Taken

(closing the loop)

State action(s) taken to improve student learning

Met

Partially

Met

Not

Met

Student scores nearly always improve between the pre-test and post-test, although they never seem to achieve the desired perfect scores on post-tests, likely because of the amount of time between material presented early in the class and the post-test—I have not yet examined whether scores on post-test questions on material presented later in lecture are

Revise pre- and post-test to address unclear issues in the original and replace some questions that were uninformative for assessment purposes.

Modify lecture material and exam and exercise questions to enhance clarity and better assess student comprehension. Modify associated GEO 1015 lab materials to correspond better and more clearly to

GEO 1010 lecture material for students enrolled in both.

Continue to fecklessly

PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable) theories, and/or laws that meet the criteria of science and use the scientific process/method. on the subject (only pertains to students in both GEO 1010 and 1015 and mostly during the same semester).

class exercises and exams; correlative high grades in lab for those students enrolled in both

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target

Data Collection

Method

1.

Course(s) number

2.


3.

Sample size

(2) Dating and

Geologic Time

(aligns with GE

Direct Measure(s): Pre- and post-test question,

High (ideally perfect)

GEO 1010


Results




Action Taken


State action(s) taken to improve student learning higher than on material presented earlier. Student grades in the classes tend to be all over the map and do not show any pattern I can discern; I attribute this partly to the perpetual teacher need to improve how material is taught and partly to the general quality of student this institution attracts.

Met

Partially

Met

Not

Met lament poor administrative decision to not require that students in 1010 lectures also take 1015 labs, which would give all students more experience with all relevant material and ostensibly increase comprehension and retention. Continue to wish in vain that all professors teaching sections of GEO

1010 would cover the same material to the same extent

(and on roughly the same schedule!).

As for (1).

PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable)

Learning Goals &


Themes 1.1, 1.3)

Apply the concepts of both stratigraphic

(relative) and radiometric

(“absolute” or

“numerical”) geologic dating to interpret physical and biological events course exam questions, course exercise questions

Indirect Measure(s): on the subject (only same semester).

Course grades; scores on associated GEO 1015 lab pertains to students in both GEO 1010 and 1015 and mostly during the perfect) class

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target scores on post-test

High (ideally scores on all exercises and exams; correlative high grades

Data Collection

Method

1.

Course(s) number

2.


3.

Sample size


As above.

As for (1).

Results




Action Taken



PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable) in Earth history vis-à-vis geologic processes, biological evolution, and/or natural and anthropogenic landscape and climate change.

(3) Landforms and Surface

Processes

(aligns with GE

Learning Goals &

Objectives 1, 2,

Direct Measure(s): Pre- and post-test question, course exam questions in lab for those students enrolled in both perfect)

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target

High (ideally scores on post-test

Data Collection

3.

Method

1.

Course(s) number

2.


Sample size

GEO 1010



Results




Met

As for (1).

Partially

Met

Not

Met

Action Taken



As for (1).

PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable)

4, 7 and Core

Themes 1.1, 1.3,

2.2)

Identify geologic and geographic landforms via their characteristics and explain both their formations and potential geologic hazards.


Course grades; scores on associated GEO 1015 labs on the subject (only pertains to students in both GEO 1010 and 1015 and mostly during the same semester).

Baseline /

Threshold /

Benchmark/

Target

Data Collection

Method

1.

Course(s) number

2.


3.

Sample size

High (ideally perfect) scores on all class exercises and exams; correlative high grades in lab for those students enrolled in both

Geology

2013–2014




As above.

Results




Action Taken



PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable)

(4) Earth

Materials and

Natural

Resources

(aligns with GE

Learning Goals &

Objectives 1, 2,

4, 6, 7 and Core

Themes 1.1, 1.3,

2.2)

Identify economically important Earth materials and natural resources

Direct Measure(s): Pre- and post-test question, course exam questions

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target

Data Collection

3.

Method

1.

Course(s) number

2.


Sample size

Results




Action Taken



High (ideally perfect) scores on post-test

GEO 1010



Met

As for (1).

Partially

Met

Not

Met

As for (1).

PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable) and describe their importance, their renewability, how they are located and recovered, and their impacts on global climate change, politics, and economics.

(5) Plate

Tectonics and

Internal

Processes

(aligns with GE

Direct Measure(s): Pre- and post-test question, course exam questions, course exercise questions

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target

Data Collection

Method

1.

Course(s) number

2.


3.

Sample size

High (ideally perfect) scores on post-test

GEO 1010



Results




Met

As for (1).

Partially

Met

Not

Met

Action Taken



As for (1).

PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable)

Learning Goals &


Themes 1.1, 1.3)

Describe the theory of plate tectonics, including the history of its development, details of its mechanisms and processes, and the central role tectonics plays in


Course grades; scores on associated GEO 1015 labs on the subject (only pertains to students in both GEO 1010 and 1015 and mostly during the same semester).

Baseline /

Threshold /

Benchmark/

Target

Data Collection

Method

1.

Course(s) number

2.


3.

Sample size

High (ideally perfect) scores on all class exercises and exams; correlative high grades in lab for those students

Geology

2013–2014




As above.

Results




Action Taken



PLO

Identify the


(1-2)

Measure(s)

1.


2.



3.

Scoring strategy

(upload rubric)

4.

Score scale


1=unacceptable) shaping a planet both internally and externally, including tectonic hazards (e.g., earthquakes, volcanic eruptions). enrolled in both

Geology

2013–2014




Baseline /

Threshold /

Benchmark/

Target

Data Collection

3.

Method

1.

Course(s) number

2.


Sample size

Results




Action Taken



Appendix G: CPFI Strategic Plan

DSU FIELD INSTITUTE STRATEGIC PLAN

April, 2014

Mission

The Colorado Plateau Field Institute, at Dixie State University (DSU) is a not-for-profit educational initiative to improve science education through practical field experiences on the Colorado Plateau and in the Basin and Range. Institute programs will serve an international clientele, providing broad access to the learning opportunities represented in the extraordinary outcrops and eco-zones of the region and engaging North American faculty and students in research with international peer groups. A more concise statement of purpose is outlined below:

The Institute will direct and facilitate student field research projects pertaining to the Colorado Plateau (CP) and Basin and Range (BR).

 Direct o Provide research design, field supervision, and editorial criticism

 Serve on thesis committees upon request

 Facilitate o Provide field orientation and logistical support o Apply appropriate safety protocols o Foster broad peer and professional relationships

 Student o Undergraduates o K-12 science teachers o Masters students o Doctoral candidates o Professionals

 Post-doctoral researchers and other early-career academics

 Industry professionals with topical interests

 Field Research Projects o Outcrop studies

 Well-qualified projects matched to student competencies

 Substantive

 Feasible

 Thoroughly vetted in the field

 Nested hierarchy of scale and complexity

 Data from simple projects integrated into large-scale projects

 Subsidiary emphasis integrating fieldwork with laboratory analyses o Multiple scales

 Outcrop data collection

 Mapping

 Architectural analysis

 Allostratigraphy

 Basin analysis

o Environmental Science projects

 To be developed in subsequent phase

 Pertaining to the Colorado Plateau o Research conducted on CP/BR outcrops o Research enhancing interpretation of CP/BR outcrops

 Studies of modern environmental analogs o Outcrop research conducted in reference to previous or concurrent CP outcrop studies

 Parallel projects in foreign lands

 Applications of prior Institute research

Mission Fulfillment Strategy

Field programs, tailored both for workforce development and academic research, will be implemented in response to perceived opportunity and client demand. Program information and associated fee schedules will be advertised via a dedicated website, campus media, and professional contacts. Implementation will begin by formalizing current pilot programs that have provided: research opportunities for students from Europe and North America; field instruction in support of traditional lecture-based coursework at the University of Toronto and DSU; opportunities for North American undergraduates to interact with international counterparts in field settings; opportunities for students and faculty to study abroad; academic and logistical support for projects initiated by investigators and educators at other institutions; and academic research accepted for peer-reviewed publication. Besides providing specific curriculum elements, the Institute will support

DSU's recent transition to university status by providing its science faculty with opportunities for funded research and collaborative supervision of student projects.

Governance

The Field Institute Director initiates and conducts Institute programs under the direct supervision of the Dean of Science and Technology and in collaboration with the Chair of Physical Sciences at

Dixie State University. Program assessments and development recommendations are facilitated by an Advisory Council consisting of variable numbers of invitees, including both DSU employees and volunteers from outside the institution, with expertise in priority topics of Institute concern.

Client Base

The Institute serves institutions of higher education in the US and abroad; individual students desiring research experience not available at their home institutions; county school districts seeking to improve the quality of K-12 science programs; early-career academics seeking to establish fundable research programs; businesses needing workforce training or seeking actionable results from directed research; and professionals seeking to improve their capacity for field studies.

Resources a.

Director

An institute director is currently funded by DSU through a full-time appointment. The current director’s expertise in sedimentary geology and, more specifically, eolian sedimentology, supports a variety of field research projects that provide the foundation for the initial programs of the Institute.

b.

Advisory Council

The Institute’s Advisory Council consists of interested individuals with specific expertise in priority topics of Institute concern which, initially, include: Colorado Plateau outcrop exploration; sedimentary geology; field training and field-based research; STEM recruitment; and K-12 science teacher training. During the early stages of Institute development, Advisory Council contributions, coupled with pilot program collaborations, will determine the tone and scope of institutional relationships and establish templates for subsequent activities. Effective input from Council Members (Advisors) and other Institute partners will ensure that: an appropriate breadth and depth of programming is established; high standards of quality will be achieved; the requirements of clients, land-management agencies, and funding organizations will be respected; and, in general, Institute expansion will proceed along scientifically responsible, educationally profitable, and financially sustainable pathways. c.

STEM Center Partnership

Concurrent with the establishment of the field institute, DSU has facilitated the establishment of a STEM education center on campus. Its director has received a half-time appointment and has obtained a Utah State Office of Education grant, totaling nearly

$350,000 over 3 years. Institute services will be contracted for field-research-based teacher training programs throughout the duration of that award. Program directors will collaborate on program development and additional funding initiatives. d.

Institutional Resources

Additional DSU support is provided in the form of campus office space and other perquisites common to DSU faculty, including access to library services and the use of conference rooms and classrooms. Current development of a field station adjacent to Zion

National Park is being carried out in consideration of Institute needs and will accommodate

Institute programs. e.

Academic Contractors

Researchers at DSU, Southern Utah University, and other institutions have been contacted regarding opportunities for project design and field supervision, on a contract basis. Their participation awaits the completion of pilot programs, the development of project templates, and the establishment of a fee schedule. Collaborations will be initiated, preferentially, with early-career investigators and established workers seeking to branch out into new areas of investigation. f.

Client Fees

Field programs run to date have served developmental purposes rather than financial ones. Field expenses have been paid by clients and modest honorariums have been awarded, all of which were directed back into the operating budget of the Institute. A schedule of fees for services will be established at the next Advisory Council session. g.

Other Financial Resources

The Institute operating fund balance is: $6,000. This represents an initial funding of

$14,000 in September of 2009, depleted by travel as well as equipment and program

expenses, and replenished by client fees. No additional funds have been allocated to this account from Dixie State University in the last five years.

Business Plan

Dixie State College will pay for overhead costs associated with Institute operations. Institute employee salaries will be supported by client fees. A graduated fee structure, based on the academic level of the training received, will be implemented. Client costs will be offset, when possible, by grants awarded to the Institute and affiliated institutions. Infrastructure development will be funded by industry and private donors who, along with public granting agencies, will also provide necessary equipment.

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Geology - Dixie State University

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