Approved by University Studies Sub-Committee February 8, 2006. A2C2 action pending
Approved by Faculty Senate March 6, 2006
This proposal is for a(n)
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department __________
Course No.
Geoscience ______________________________ Date ____ January 30, 2006 _____
_______ GEOS 320 _____ ______ Optical Mineral and Petrology ________ __ 4 ___
Course Name Credits
__
XX
__ Undergraduate Course
Applies to: __ XX __ Major
__
XX
_ Required
__ XX __ Minor
_____ Required
__
XX
_ Elective __
XX
_ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
Flagged Courses: _____ 1. Writing
Arts & Science Core:
_____ 1. Humanities
_____ 2. Natural Science
_____ 3. Social Science
_____ 4. Fine & Performing Arts
Unity and Diversity:
_____ 1. Critical Analysis
_____ 2. Science and Social Policy
_____ 3. a. Global Perspectives
_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
_
XX
_ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites ____
GEOS 220; Minerals and Rocks
__________________________________________
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form .
Department Contact Person for this Proposal:
___
Stephen T. Allard
_______ ____
457-2739
____________ _____ sallard@winona.edu
________
Name (please print) Phone e-mail address

[Revised 9-05]

UNIVERSITY STUDIES APPROVAL FORM
Routing form for University Studies Course approval. Course__
GEOS 330
____________
Department Recommendation _____ Approved _____ Disapproved
_________________________________
Department Chair
________________
Date
____csumma@winona.edu____________________ e-mail address
Dean’s Recommendation
_____ Approved _____ Disapproved*
_________________________________
Dean of College
________________
Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee.
_____ No recommendation USS Recommendation _____ Approved _____ Disapproved
_________________________________
University Studies Director
________________
Date
A2C2 Recommendation _____ Approved _____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Faculty Senate Recommendation _____ Approved _____ Disapproved
_________________________________
President of Faculty Senate
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
________________
Date
_____ Disapproved
Decision of President _____ Approved _____ Disapproved
_________________________________ ________________
Date President
Please forward to Registrar.
Registrar _________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-05]

Proposal for University Studies Oral Communication Flag for
GEOS 320, Optical Mineralogy and Petrology.
The presentation of scientific work through oral presentation is one of the principal methods by which scientists disseminate the results of their research. One goal of this course, GEOS 320, is to give students significant guidance, experience, and feedback as they build this skill through several oral presentations with gradually increasing expectations. Early in the semester I will model a presentation during a discussion of: 1) what makes a good scientific talk, 2) how to organize the material in an acceptable format, 3) how to use the technology available (i.e.: using PowerPoint, exporting plots for presentation, and capturing, documenting, and presenting photomicrographs), 4) discipline-specific methods such as proper labeling of graphs and tables, and 5) how to ensure your talk is targeted appropriately for the intended audience.
Students will be required to complete a total of four individual formal oral presentations in this course.
In addition to formal presentations, students will have ample opportunity to give informal presentations and to critique and review the work of their peers.
The first oral assignment will be the presentation of a scientific method. This will be followed by two presentations of data that students collect during extended lab work. Interspersed throughout the semester, each student will give an additional presentation. This will be a formal presentation of a journal article related to the course content, followed by a discussion of the merits and faults of the article, which they will lead. Along with these formal presentations, I expect that throughout the semester informal presentations will be included during the lab periods to give students opportunities to speak with less preparation.
While each of the formal talks will be presented individually, the students will be assigned to small groups who will be expected to help each other prepare prior to the presentations. After each presentation the entire class will be required to critique each presentation through the use of grading rubrics and by providing constructive feedback. The grading rubrics will change through the semester as expectations are increased and the student’s participation in the feedback process will be evaluated. Examples of draft assessment rubrics for the first presentation are included with this package. The students will have access to these when preparing their presentations so they have a clear understanding of the expectations for each assignment.
Each presentation in this class will have a follow-up question-and-answer period. This is intentionally planned in the course because it models scientific discourse and allows far greater interaction between the speaker and the audience, which a written journal article does not afford. This is a crucial piece of presenting scientific research as it is where the peer group can “referee” the science being presented. This requirement will prepare students to be better critical listeners when attending talks, and give them experience formulating questions to direct to a speaker. Gaining experience handling questions in this setting is integral to honing student’s oral communications skills and to building confidence and overcoming fear of public speaking. Students will be assessed on both the quality of their questions as well as the presenter’s ability to address the question.
These courses must include requirements and learning activities that promote students’ abilities to... a. earn significant course credit through extemporaneous oral presentations;
Between 50 and 60 percent of the course grade is directly related to students’ individual oral presentations. Although approximately 25% of the grade for each presentation will be a reflection of the students understanding of course content, the balance will be associated with the presentation skills (i.e.: ability to convey the content clearly, clarity of figures and tables, use of technology, poise and projection), feedback to other presenters, participation in Q & A after the talks. The majority of these will be formal rehearsed oral presentations with opportunities for impromptu presentation of lab materials during lab periods. In all cases, it is expected the presenter will not be reading a speech nor repeating a memorized text.

b. understand the features and types of speaking in their disciplines;
Currently the two common methods of oral presentation in geoscience are through formal talks and poster presentations. This course will focus principally on the former, although it is expected that the final exam will include the presentation of a poster related to their presentation on metamorphic rocks. The four formal talks will fall into three general types.
The first will be a methods presentation where each student will gain experience giving an instructional talk on optical methods used in petrography and petrology. The two talks related to their lab work will involve the presentation and interpretation of their data. The second of these will require the inclusion of the geologic background describing where their samples were collected in their presentation. These will be similar to the format and length typical of regional or national meetings of geological societies.
The third type of talk will be related to a critical analysis of a journal article related to the topics covered during the lecture portion of the course. This presentation will include both a formal presentation of the research in the article and will be followed by a discussion, led by the presenter, which should include counter arguments. The expected outcome of this presentation is to better prepare the students to critically assess arguments made in print and to gain experience verbalizing their beliefs either in support of or in opposition to another person’s arguments, as well as gaining experience defending their thoughts when objections are raised. I feel confident that separating the different components of effective scientific oral presentations will allow students to focus on one skill at a time and after completion of the course they will be better prepared to present in a more formal environment that in front of a small group of peers in a classroom. c. adapt their speaking to field-specific audiences;
Learning and using the language of the discipline is imperative to giving successful presentations.
Common language used during informal discussions of topics is typically “shorthand” and can be misunderstood by those less intimate with the research being presented, or it can give the impression that the speaker is not an authority on what they are presenting. Therefore, a command of the proper language used within the discipline is necessary. Instruction in the correct use of terminology will be included both prior to their presentation during the lecture portion of the course, as well as through feedback after presentations. d. receive appropriate feedback from teachers and peers, including suggestions for improvement;
The layout of this course allows for feedback on more than one level. First, because they will be assigned to groups, it is expected the group members will assist each other in preparing for their talks. This should include discussing figure clarity and organization as well as practicing their presentation before presenting it formally to the class. The students should receive additional feedback through both verbal assessment after a talk as well as written peer assessment via surveys and/or assessment rubrics. Finally, I will give students either verbal or written constructive comments after each talk. It is expected that students will address all these comments in future presentations. Additionally, I expect students to learn from mistakes made by fellow students that are discussed as class. e. make use of the technologies used for research and speaking in the fields; and
The primary instrument of the petrologist is the petrographic microscope. This course will not only include training on the usage of this research tool, but will also include instruction on the appropriate documentation, through both photomicrographs and sketches, of textures and mineral assemblages using the conventions of the field.
As discussed in b.
above, the two common methods of oral presentation are formal talks and poster presentations, with this course focusing on the former. The expectation is that by the end of the semester the student will be proficient in the use of the computer programs M.S. PowerPoint, the standard for use in formal talks, as well as a drawing program such as Adobe Illustrator, which is used both to create figures for talks as well as making posters for presentation. Additionally, instruction in the use of pertinent, disciplinespecific graphing and data manipulation software will be included. Proficiency and improvement in these skills will be assessed and feedback and training provided throughout the duration of the course. Emphasis

will be placed on making the presentations look professional with the use of pertinent visuals, while the overuse of the “bells and whistles” available in the programs will be discouraged as distracting. f. learn the conventions of evidence, format, usage, and documentation in their fields.
Early in the semester I will have an advanced student “model” a scientific presentation using their research as a method to introduce the format used in geoscience for talks as well as written presentation. This will include how to order the presentation, the separation of data from interpretation, the proper use of figures and text to support the evidence presented, the proper documentation of figures or data from supporting references, and the need to focus the presentation on only one or two specific “take home” messages.
This course will also include discussions of advanced geochemical methods and the graphs and diagrams commonly included in presentation of this data. Commonly there are “standardized” diagrams and calculations in petrology so data from different geologic areas or tectonic environments can be compared to each other and so researchers from different sub-disciplines can “speak the same language”. Instruction in the proper use and presentation of these diagrams will be included in the lecture portion of the course and will be expected to be included in their oral presentations.

GEOS 320-Optical Mineralogy and Petrology--Course Syllabus
Spring 2006
Room: SLC 170
Lecture MWF 8:00-10:00 AM office hours: MWF 2:00

4:30 PM or by appointment
Dr. Stephen T. Allard
Office: Maxwell 138
E-mail: sallard@winona.edu
Phone: 457-2739
Required Textbook:

Introduction to Optical Mineralogy; 3 rd Edition; William D. Nesse, Oxford Press

Petrology: Igneous, Sedimentary, and Metamorphic; 3 rd Edition; Blatt, Tracy, and Owens, Freedman Publishing
Additional Required Materials:
There are additional materials that will be required for the problem sets and labs for this course available at the bookstore. For those of you in Field I and/or Minerals and Rocks and/or Structure, you will already have purchased most of them. These materials if cared for will be useful to you for the remainder of your geologic career. In the future you may wish to upgrade these materials on your own, but these will work well for now.
Course description:
This course combines the use of optical methods for identifying mineral phases in rocks, petrography (the naming of rocks based on mineral assemblages), and topics in igneous and metamorphic petrology (the interpretation of magmatic, metamorphic, and tectonic processes responsible for the formation of rocks). The overarching goal is to learn the skills and content to be able to interpret the chemical processes and tectonic environments responsible for the formation of igneous and metamorphic rock.
Content outline:
The order of topics covered this semester is as described below.

Review: (worksheets) o Phase diagrams o Thompson projections o exchange reactions/vectors o what I expect you to know/remember from Minerals and Rocks
 optics and introduction to mineral identification with the petrographic microscope

Felsic igneous-St. Cloud and/or New Hampshire project

Mafic igneous-Duluth complex project

Metamorphism of pelitic rocks-Black Hills project

Metamorphism of mafic rocks-Wyoming and/or MRV and/or ??

Tectonic environments-will be interspersed during discussion of above
Assignments and Grading:
Your grade in this course will be based on subject knowledge, optical petrography skills, your ability to interpret your observations through self-directed learning, and your ability to communicate these through oral presentations. These will be assessed through traditional exams (40%) as well as through oral presentations (50%).
There will be three written exams, two during lecture periods and one during the final exam period. Additionally, there will be four oral presentations of increasing expectations. Your oral presentations will be individual assignments; however, you have been assigned workgroups. These group members are expected to assist each other to prepare both the content and format prior to the presentation, as well as to critically assess it afterwards. The specifics will change for each presentation with increasing expectations as the semester progresses. You will be assessed on both your individual presentation as well as your assistance to your group members prior to their presentations. Additionally, because critically assessing a scientific talk is an important skill, you will also be assessed on your participation in the question and answer period after every presentation. Detailed description of the oral assignments is included below.
During the course of the semester there will be many opportunities for additional graded material (10%). This will include pop quizzes (if I feel it is necessary to keep you on track) lab worksheets, homework assignments, critiquing of the mechanics of other student’s presentation and most importantly, you will be expected to volunteer to present impromptu lab observations.

The timing, content and value of each grade item are as follows:
Date description
Exam 1 February 6, 2006 optical methods
Exam 2 March 10, 2006 Igneous rocks & minerals
% of final grade
10%
15%
Exam 3 May 1, 2006; 8:00 A.M. Metamorphic rocks & minerals
Presentation 1 1/31/06 & 2/2/06 Optical methods
Presentation 2 3/6/06 & 3/8/06
Presentation 3 4/26/06 & 4/28/06
Igneous rocks & minerals
Metamorphic rocks & minerals
15%
10%
10%
10%
Presentation 4 See course schedule Journal article
Approximate breakdown: group assistance individual presentation
Question and answer
Labs/quizzes/ impromptu presentations/participation/ Q & A/critique of presentations
15% total
(3%)
(9%)
(3%)
15%
Final grades are assigned as follows:
90%-100%=A 80%-89%=B 70%-79%=C 60%-69%=D below 60%=F
Presentations:

Presentation #1 will be an instructional or methods presentation. Each group will be given a series of connected but distinct topics associated with optical methods. You will present as a group but each person will be graded individually on their portion and the group will be assessed on the cohesiveness of the group’s presentation. After each presentation there will be a brief Q & A where the audience will be assessed on quality of the questions and the presenters will be assessed on their ability to answer cohesively.

Presentations #2 & #3 will focus on the presentation of data and interpretation based on finding from the igneous and metamorphic lab work. While everyone will be expected to work through all the samples in the labs, each person will be assigned a portion of the labs samples that they will be expected to work on in much greater detail, which they will present to the class. I will attempt to organize the samples within your group so you can work together.
Again, you will be assessed on your work as a group, your individual presentation, and the participation in the Q &
A session.

Presentation #4 will be the presentation of journal article from a refereed journal. These will either be assigned by me or approved by me if you have a subject you are interested in researching further. As with all other presentations, your group is expected to participate in the planning for your presentation. This will begin with a group meeting with me approximately one week prior to the presentation where we will discuss the science of the paper. All group members will be expected to have read the paper before the meeting and will be assessed on participation. A detailed description of this assignment will be distributed early in the semester.
University Studies: (paperwork in process)
This course fulfills the requirements for the Oral Communication Flag of the University Studies Program. The purpose of the Oral Communication Flag requirement is to complete the process of providing graduates of Winona
State University with the knowledge and experience required to enable them to become highly competent communicators by the time they graduate. In order to merit the Oral Communication Flag this course must address the following outcomes (a through f).
The following is a description of how this course will address each of the required outcomes.
These courses must include requirements and learning activities that promote students’ abilities to... a.
earn significant course credit through extemporaneous oral presentations;
Between 50 and 60 percent of the course grade is directly related to your oral presentations. 25% of your presentation grade will reflect you grasp and understanding of course content with the balance associated with your presentation skills (i.e.: ability to convey the content clearly, clarity of figures and tables, use of technology, poise and projection), feedback to other presenters, participation in Q & A after the talks. The majority of these will be formal rehearsed oral presentations with opportunities for impromptu presentation of lab materials during lab periods. In all cases, it is expected the presenter will not be reading a speech nor repeating a memorized text.

b.
understand the features and types of speaking in their disciplines;
Currently the two common methods of oral presentation in geoscience are through formal talks and poster presentations. This course will focus principally on the former, although it is expected that the final exam will include the presentation of a poster related to your lab work on metamorphic rocks. The four formal talks will fall into three general types.
The first presentation will give you experience presenting an instructional talk on optical methods used in petrography and petrology. The two talks related to your lab work will involve the presentation and interpretation of their data. The second of which will require the inclusion of the geologic background for the area your samples were collected. These will be similar to the format and length typical of regional or national meeting of the geological societies.
The third type of talk will be a critical analysis of a journal article. This presentation will include both a formal presentation of the article, followed by a discussion of the article you will lead, which should include counter arguments. The expected outcome of this presentation is to better prepare you to critically assess arguments made in print, to gain experience verbalizing your viewpoint either in support of or in opposition to the article’s arguments, as well as gaining experience defending their thoughts when objections are raised.
Separating the different components of effective scientific oral presentations will allow you to focus on one skill at a time. After completion of the course you will be better prepared to present in a more formal environment that in front of a small group of peers in a classroom. c.
adapt their speaking to field-specific audiences;
Learning and using the language of the discipline is imperative to giving successful presentations. Common language used during informal discussions of topics is typically “shorthand” and can be misunderstood by those less intimate with the research being presented, or it can give the impression that the speaker is not an authority on what they are presenting. Therefore, a command of the proper language used within the discipline is necessary.
Instruction in the correct use of terminology will be included both prior to your presentation, during the lecture portion of the course, as well as through feedback after presentations. d.
receive appropriate feedback from teachers and peers, including suggestions for improvement;
The layout of this course allows for feedback on more than one level. First, because you will be assigned to groups, it is expected you and your group members will assist each other in preparing for your talks. This should include discussing figure clarity and organization as well as practicing your presentation before presenting it formally to the class. You will receive additional feedback from peers through both verbal assessment after a talk as well as written peer assessment via surveys and/or assessment rubrics. Finally, I will give you either verbal or written constructive comments after each talk. It is expected that you will address all these comments in future presentations. Additionally, I expect you to learn from mistakes made by fellow students that are discussed as class. e.
make use of the technologies used for research and speaking in the fields; and
The primary instrument of the petrologist is the petrographic microscope. This course will not only include training on the usage of this research tool, but will also include instruction on the appropriate documentation, through both photomicrographs and sketches, of textures and mineral assemblages using the conventions of the field.
As discussed in b.
above, the two common methods of oral presentation are formal talks and poster presentations, with this course focusing on the former. The expectation is that by the end of the semester you will be proficient in the use of the computer programs M.S. PowerPoint, the standard for use in formal talks, as well as a drawing program such as Adobe Illustrator, which is used both to create figures for talks as well as making posters for presentation. Additionally, instruction in the use of pertinent, discipline-specific graphing and data manipulation software will be included. Proficiency and improvement in these skills will be assessed and feedback and training provided throughout the duration of the course. Emphasis will be placed on making the presentations look professional with the use of pertinent visuals, while the overuse of the “bells and whistles” available in the programs will be discouraged as distracting.

f.
learn the conventions of evidence, format, usage, and documentation in their fields.
Early in the semester I will “model” a scientific presentation as a method to introduce the format used in geoscience for talks as well as written presentation. This will include how to order the presentation, the separation of data from interpretation, the proper use of figures and text to support the evidence presented, the proper documentation of figures or data from supporting references, and the need to focus the presentation on only one or two specific “take home” messages.
This course will also include discussions of advanced geochemical methods and the graphs and diagrams commonly included in presentation of this data. Commonly there are “standardized” diagrams and calculations in petrology so data from different geologic areas or tectonic environments can be compared to each other and so researchers from different sub-disciplines can “speak the same language”. Instruction in the proper use and presentation of these diagrams will be included in the lecture portion of the course and will be expected to be included in your oral presentations.
Policies:

No cell phones: I do not want to be interrupted by a ringing phone or someone leaving to answer their phone.

No I.M., face book, etc.: You will need to focus your attention on the material in the class. Put your laptops away!

Attendance: o While there is no attendance requirement, if you miss a lecture or a lab, you are responsible to get any handouts, notes, assignments etc, from a fellow student. Please do not expect me to remember what I may have handed out when you were absent. The presentation schedule has very little room for flexibility. Please do not ask me to rearrange the schedule unless it is absolutely necessary. o Make-up for missed exams or assignments will only be allowed under extremely rare circumstances, usually requiring a doctor’s note, and are subject to my discretion. Your chances to make-up a missed item can be increased significantly if arrangements are made in advance of the exam.

Cheating:
Cheating during an exam or quiz, plagiarism (which includes any instance where a person presents someone else’s work or ideas as their own) and any form of dishonesty will result in the minimum of a zero on that exam or assignment and reporting of the event to school authorities. This may well lead to a failure for the course and possibly expulsion from the university. I take the subject of cheating very seriously and have little patience for dishonest people.

Tentative course schedule:
Notes:
1.
Lab work will be assigned during group presentation meetings.
2.
Lecture and lab periods may be interchanged as necessary. Be prepared each day for either.
3.
This schedule will be posted and updated in the read only folder on the course drive.

The Following is a draft of the peer assessment for the first oral presentation to serve as an example of the assessment that will be associated with all oral presentation
Optical Mineralogy and Petrology
Presentation #1: Optics
Group membership and presentation topics are as follows:
Group A: Hoffmann, Ross M, Frost, Shelby J, Ambrosio, Anthony J
Topics: PPL vs. XPL, opaque v. isotropic v. anisotropic, uniaxial vs. biaxial
GROUP B: Bergmann, Robert S, Jergenson, Arron T, Behrens, Taletha M
Topics:
Birefringence, length fast vs. length slow, parallel vs. inclined extinction, Snell’s law, relief
GROUP C: Pozanc, Nicole M, Klubertanz, Lauren A, Lione-Seaton, Barrett B, Strom, Mark K
Topics: taking interference figures, uniaxial vs. biaxial figures, determining optic sign and 2-V angle
GROUP D: Lentz, Brian C, Springstead, Karsten W, Bittner, Jay A, Usui, Yuugo
Topics: ID: quartz-plag.-microcline-perthite, define/ describe twinning, demo Michelle-Levee method
I have chosen to group the topics such that each person within the group can take on a topic or two to present individually, yet the topics themselves can be presented with a common thread so the groups’ presentations can flow as a single cohesive presentation. You are to work together, supporting each other with ideas and constructive criticism to help prepare for the talk. Do not just split up the work and then work alone. This will make for a very disjointed presentation. You will assess each others pre-presentation participation using the form provided.
You are free to use any visual method to present your material, however it should work smoothly (no fumbling between individuals), be appropriate for the topic, and consistent within your group. You can use
PowerPoint, overheads, the chalk board, the microscope with the video camera attached, or whatever method you think is best. You will be expected to add to the knowledge of the class by expanding on what I have covered in lecture.
Each member’s presentation grade (10% of your final grade) will be based on 1) your assistance and participation in your group preparing the presentation, 2) your individual part of the presentation and, 3) the organization, cohesiveness and quality of the entire groups work. So it is in everyone’s best interest that the entire group does well.
Additional assessment (included in participation portion of your final grade) will include 1) your participation in the discussion and question and answer period after each group’s presentation, and 2) your participation as a peer reviewer of the other group’s presentations. You will assess the other three groups presentation using the form provided. I expect you all to be fair, honest, and provide constructive feedback. I will be assessing the quality of your reviews.
Please look over the assessment forms carefully, they describe the expectations and assessment criteria.
Assessment Breakdown:
Presentation grade: 10% of final grade
Your pre-presentation peer
20% assessments.
My assessment of your individual presentation.
Your peers’ assessment of your individual presentation.
My assessment of the group’s presentation.
30%
10%
30% additional assessment
My assessment of your participation in the post presentation question and answer period.
My assessment of your fairness, constructiveness, and participation in assessing you group members and the other groups’ presentations.
50%
50%

Your peers’ assessment of the group’s presentation. total:
10%
100% total: 100%

Name ______________________ Spring 2006
Optical Mineralogy and Petrology
Presentation #1: Optics
Pre-Presentation Group Peer Assessment
Group:
Group Member : circle one each
Was this group member prepared to discuss their topic? not at all somewhat
(i.e.: had they read about it in Nesse, online, outside sources)
Was this group member helpful in discussing other people’s topic? not at all somewhat fairly fairly
Did this group member offer unique or different methods to present their or other’s topics?
Was this group member helpful in the planning of how to organize all the topics for a smooth presentation? not at all not at all somewhat somewhat fairly fairly very very very very
Did this group member provide constructive criticism of other presenters plans for presenting their topics? overall assessment of group member
General comments regarding this group member:
Group Member :
Was this group member prepared to discuss their topic?
(i.e.: had they read about it in Nesse, online, outside sources) not at all circle one each somewhat
Was this group member helpful in discussing other people’s topic? not at all somewhat
Did this group member offer unique or different methods to present their or other’s topics? not at all somewhat fairly fairly fairly
Was this group member helpful in the planning of how to organize all the topics for a smooth presentation?
Did this group member provide constructive criticism of other presenters plans for presenting their topics? not at all poor not at all not at all somewhat fair somewhat somewhat fairly good fairly fairly very excellent very very very very very overall assessment of group member
General comments regarding this group member: poor fair good excellent
Group Member : circle one each
Was this group member prepared to discuss their topic? not at all somewhat
(i.e.: had they read about it in Nesse, online, outside sources)
Was this group member helpful in discussing other people’s topic? not at all somewhat fairly fairly
Did this group member offer unique or different methods to present their or other’s topics? not at all somewhat fairly
Was this group member helpful in the planning of how to organize all the topics for a smooth presentation?
Did this group member provide constructive criticism of other presenters plans for presenting their topics? overall assessment of group member
General comments regarding this group member: not at all not at all poor somewhat somewhat fair fairly fairly good very very very very very excellent

Optical Mineralogy and Petrology
Presentation #1: Optics
Group Presentation Peer Assessment
Group:
Group Member : circle one each
Was it clear (early) what topic was to be presented by this person? not at all somewhat
Was the presentation well organized?
Were visual methods appropriate and helpful? not at all not at all somewhat somewhat fairly fairly fairly very very very
How polished was the presentation? (were they well prepared) not at all somewhat
Did the presenter know the topic well? (spoke extemporaneously) not at all somewhat
Did the presentation add to your knowledge of the subject? overall assessment of this group member’s presentation
General comments regarding this group member:
Group Member : not at all somewhat poor fair fairly fairly fairly very very very good excellent circle one each
Was it clear (early) what topic was to be presented by this person?
Was the presentation well organized?
Were visual methods appropriate and helpful?
How polished was the presentation? (were they well prepared) not at all not at all somewhat somewhat not at all somewhat not at all somewhat
Did the presenter know the topic well? (spoke extemporaneously) not at all somewhat
Did the presentation add to your knowledge of the subject? overall assessment of this group member’s presentation not at all poor somewhat fair
General comments regarding this group member:
Group Member : circle one each fairly fairly fairly fairly fairly very very very very very fairly very good excellent
Was it clear (early) what topic was to be presented by this person?
Was the presentation well organized?
Were visual methods appropriate and helpful?
How polished was the presentation? (were they well prepared) not at all not at all somewhat somewhat not at all somewhat not at all somewhat
Did the presenter know the topic well? (spoke extemporaneously) not at all somewhat
Did the presentation add to your knowledge of the subject? overall assessment of this group member’s presentation not at all poor somewhat fair
General comments regarding this group member:
Group Member : circle one each fairly fairly fairly fairly fairly very very very very very fairly very good excellent
Was it clear (early) what topic was to be presented by this person? not at all somewhat
Was the presentation well organized?
Were visual methods appropriate and helpful? not at all not at all somewhat somewhat
How polished was the presentation? (were they well prepared) not at all somewhat
Did the presenter know the topic well? (spoke extemporaneously) not at all somewhat
Did the presentation add to your knowledge of the subject? overall assessment of this group member’s presentation
General comments regarding this group member: not at all somewhat poor fair fairly fairly fairly very very very fairly fairly very very fairly very good excellent

Optical Mineralogy and Petrology
Presentation #1: Optics
Group Presentation Peer Assessment circle one each Group:
Was the “outline” of the full group presentation presented early so you knew where the whole group was headed?
Were the individual presentations organized logically so one flowed after another to make a unified talk? not at all not at all somewhat somewhat fairly fairly very very
Were visual methods prepared for consistency between presenters?
How polished was the group’s presentation? (did it seem as not at all somewhat fairly very though they had prepared as a group, as opposed to 3-4 individual talks juxtaposed)
Did the entire group appear to understand each other’s topic not at all somewhat fairly very not at all somewhat fairly very well?
How well was the group prepared to answer follow-up questions after the talk not at all somewhat fairly very overall assessment of this group’s presentation 1: poor 1.5 2: fair 2.5 3: good 3.5 4: excellent constructive comments regarding this group’s organization: constructive comments regarding this group’s use of visual:
General constructive comments regarding this group’s presentation: comments regarding non-presenter’s participation during the follow-up questions:
(comment on who asked good questions)
Name Comment