Assessment Report
July 1, 2010 - June 30, 2011
PROGRAM(S) ASSESSED
Earth and Environmental Sciences
BA/BS Earth Sciences Options
ASSESSMENT COORDINATOR Dr. Songlin Cheng, Chair
Undergraduate Studies Committee
YEAR __1__of a __3__YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the
year.

What was done?
EES 434 (Field Geology) was proposed as the capstone field course to
assess students’ abilities to apply knowledge learned to solve
problems in Earth Sciences. This field course was replaced by four
field experience modules in the summer of 2007. Among the four field
modules, module 2 (EES-499 A02 Field Mapping) is closely related to
EES 434. Assessment was done by the instructor of Field Mapping.

Who participated in the process?
Undergraduate students and the Undergraduate Studies Committee
chaired by Dr. Songlin Cheng and Miss Angie Clayton, who conducted
the Field Mapping evaluation during the 2011 summer.

What challenges (if any) were encountered?
1) Part of the assessment was to be done in connection with EES 434
(Field Geology). This course is no longer offered by the program, and
instead, four field modules were offered during the summer of 2011.
The modules include basic field methods, field geology, hydrologic
methods, and geophysics methods. The assessment Plan for BA and
BS Earth Sciences was modified in May, 2009, to reflect this change.
These field courses span the division between assessment years, and
are to be considered as a part of 2010-2011 assessment year.
Evaluation of students’ ability in understanding the field setting and
challenge in interpretation of field data were conducted by the Field
Mapping instructor.
2. ASSESSMENT FINDINGS
List the objectives and outcomes assessed during the year, and
briefly describe the findings for each.
Program Objectives BA/BS Earth Sciences:
Graduates will obtain positions as practicing geoscience professionals, or
pursue a graduate degree in Earth Sciences or related fields.
Findings:
Eight students graduated in the academic year, three in BS and five in BA
in Earth and Environmental Sciences, Earth Science options. Four
students are currently attending graduate schools either at Wright State or
other graduate programs. One is teaching at high school as science
teacher. One student is in the process of applying for graduate study.
The career goals of the other two students are not yet known.
Learning Outcomes BA/BS Earth Sciences Option:
Outcome 1: Students will acquire the knowledge to understand
fundamental concepts of earth sciences and be able to solve problems
applying that knowledge.
Outcome 2: Students will master fundamental field techniques necessary
to the solution of geological problems.
Outcome 3: Students will demonstrate the ability to write in a style
consistent with that found in a scientific journal.
Findings:
Outcome 1: Four graduates are currently enrolled in graduate programs
in Earth Sciences at Wright State University or other graduate schools,
and one is a science teacher at a high school, which demonstrates that
the graduates have acquired knowledge needed for problem solving in
Earth Sciences.
Outcome 2: The evaluation for this year was done by comparing the
progress made by the previous two years of students who participated in
EES 499, Mapping Field Module II. Although both classes of students
made exemplary progress through the entire field camp, some academic
voids were somewhat apparent. The students from two years ago
(summer 2010) had a strong background in stratigraphy, sedimentology
and geologic mapping skills which became apparent when they were
asked to conceptually discuss depositional environments and draw
geologic maps. However their complete understanding of rock
identification was slightly weaker. I believe this can be attributed to the fact
that they had yet to take Earth Materials III which may have aided in their
comfort and efficiency in basic rock identification. In contrast, this past
year’s (2011) students had not taken stratigraphy and most had not taken
sedimentology but had taken Earth Materials III. This class (2011)
struggled far more with depositional environments and basic stratigraphy
but was very proficient at rock identification.
The lack of some of the core Geology courses may have forced the
students to work a little harder in the Mapping Field Module II, however, it
gave them a field application and experience that broadened their
understanding when they returned to a classroom setting to complete
those core courses.
Outcome 3: The coordinator was unable to find specific outcomes related
to #3. However, the EES Department’s undergraduate advisor noted that
program students have favorable pass rates for upper-level EES writingintensive courses. This suggests that program students are indeed
developing solid writing skills. For example, EES 417-Stratigraphy is
required of all students in both BS and BA Earth Sciences degree
programs. Although this course was not offered during AY 2010/11, all
graduates from these degree programs during the assessment period
have taken this course. Seven laboratory reports are required for this
course and each one is required to be in the style of a scientific journal.
One laboratory report is marked with comments on the writing style and
students are given the opportunity to re-write the report. In addition, one
paper from a scientific journal is read and analyzed by the students.
3. PROGRAM IMPROVEMENTS
List planned or actual changes (if any) to curriculum, teaching
methods, facilities, or services that are in response to the
assessment findings.
With the transition from quarter to semester system in progress, the
department has been undertaking major revisions in degree programs and
options to reflect changes in both faculty membership and new direction in
teaching and research. The current assessment findings are important
points of consideration in the quarter-to-semester conversion process.
4. ASSESSMENT PLAN COMPLIANCE
Explain deviations from the plan (if any).
EES434 (Field Geology) was proposed as a capstone course for the
BA/BS program in Earth Sciences. Because of the change from field
geology to multiple field modules, the assessment plan has been revised
to reflect this change.
5. NEW ASSESSMENT DEVELOPMENTS
Describe developments (if any) regarding assessment measures,
communication, faculty or staff involvement, benchmarking, or other
assessment variables.
During the Summer Quarter of 2006, the Geological Sciences Department
was combined with the Institute of Environmental Quality and renamed the
Earth and Environmental Sciences Department. In conjunction with the
quarter-to-semester conversion, we are making substantive changes to
our undergraduate curriculum especially in the number of programs
offered at the undergraduate level and in the field experience. This
impacts directly on our future assessment plans. We may be required to
modify the timing of application of the Knowledge Survey currently
associated with field camp. It may be necessary to link the survey to a
different capstone course or to additional field experience courses. The
assessment plan shall be developed after the new semester degree
programs are finalized.