Student Learning Outcomes and Curriculum Design at Montana State University David Mogk Head, Dept. Earth Sciences June 28, 2013 InTeGrate Workshop on Geoscience and the 21st Century Workforce

“Backward Design”* What is the profile of the student leaving our department? What should they know, be able to do? Preparation for continued studies in graduate school Preparation for the workforce Traditional “geo” employment: exploration, environmental, regulatory agencies…. Non-traditional: policy planning, environmental law, K-12 teaching, business (e.g. insurance….) Students as ambassadors that represent the department to the world *Wiggins and McTighe (2005)

An Earth System Approach Better aligned with changing nature of geoscience research A better integrated curriculum Emphasizes connection among components of the Earth system Temporal and spatial reasoning at all scales Course content anticipates future applications, reflects on and reinforces material/skills previously covered

Learning Sequences Based on Bloom’s Taxonomy Observation of Earth (remembering) Description of Earth materials and land forms (understanding) Interpretation of Earth processes (application) Integration of multiple lines of evidence to address geologic (and societal) problems of consequence (analysis, synthesis, evaluation) Rule of 3’s (or 4’s) If something is worth learning, students need multiple exposures and opportunities

Recurring Themes History and Evolution of the Earth System Biological and tectonic evolution Historical Geology, Vert and Invert Paleo, Tectonics Composition and Architecture of Earth Earth Materials, Mineralogy, Petrology, Sed/Strat, Structural Geology Surface of Earth and the “Critical Zone” Weather and Climate, Geomorphology, Hydrology Human Dimensions Human, Regional, Resource, Economic Geography GIS and planning Hazards and Earth Resources; units in numerous courses

The “Cornerstones” Strong background in cognate sciences 1 year Calculus, Chemistry, Physics, Biology, Statistics Geologic “Habits of Mind” Temporal and spatial thinking; Open, complex, heterogeneous, dynamic system; ambiguity, uncertainty, incomplete record Emphasis on geologic processes Field Instruction

Ancillary Learning Outcomes Quantitative skills, Communication skills (verbal, written, graphical), Use of data in the classroom and modeling, Systems thinking, Research and research-like experiences, Applications to societal issues, and Interpersonal skills (cooperative and collaborative learning);

The 4 Year Plan Year 1: Explore the Earth (recruitment) Earth System Science, Environmental Geology, Dinosaurs!, Oceanography, Planetary Geology, Human Geography, World Regional Geography, Topical “Mini-courses” Year 2: Foundations for All Earth Science Majors Earth Materials, Historical Geology GIS, two courses required; Geospatial Minor (GIS,GPS, Remote Sensing) Weather and climate Math, chemistry, physics series completed

4 Year Plan cont’d Year 3: “Core” of the major Mineralogy, Sedimentary Geology ad Stratigraphy, Structural Geology Geomorphology Exposure, use of analytical methods Professional skill development Problem-solving; Collaborative work Year 4: Enrichment (upper division electives) Igneous or Metamorphic Petrology, Volcanology, Tectonics, Geophysics, Snow Dynamics, Taphonomy Independent research projects encouraged Field camp as capstone course

Importance of alignment of expected student learning outcomes and course sequences. Learning goals evolve at different levels, but all point towards students who are prepared for next steps.

The Product Students who can Understand geologic context, apply concepts and skills Ask the next question Know where to look for information Formulate a plan to address the problem Become critical producers and consumers of data Integrate multiple lines of evidence Communicate results; write a report, make a map, develop a GIS…. Be life-long learners