Three categories of learning goals were identified: Concepts Astrobiology-related concepts Skills Astrobiology-related skills Generic skills related to success in STEM disciplines Dispositions Attitude towards further study of STEM disciplines Attitude towards careers related to STEM disciplines Three categories of learning goals were identified: Concepts Astrobiology-related concepts Skills Astrobiology-related skills Generic skills related to success in STEM disciplines Dispositions Attitude towards further study of STEM disciplines Attitude towards careers related to STEM disciplines AGEO 110 ‘Search for life beyond the Earth’ (3 credits)

“The General Education Program is designed to provide students with a set of competencies essential both for academic success and for becoming effective citizens of the 21 st century, …” “…show how understandings of natural phenomena are obtained using the scientific method, including data collection, hypothesis development, employment of mathematical analysis, and critical evaluation of evidence. Courses provide an overview of major principles and concepts underpinning a discipline’s current base of knowledge and discuss major topics at the current frontiers of disciplinary knowledge. Courses show how answers to fundamental questions in science can change the world in which we live and often explore how social issues can influence scientific research.”

The goal of this course is defined by the NASA Science Mission Directorate’s (SMD) vision for Education and Public Outreach: “To share the story, the science, and the adventure of NASA’s scientific explorations of our home planet, the solar system, and the universe beyond, through stimulating and informative activities and experiences created by experts, and delivered effectively and efficiently to learners of many backgrounds via proven conduits, thus providing a return on the public’s investment in NASA’s scientific research.”

In Fall 2010, 192 students initially registered for AGEO 110 (3 credits), of which 33 (17%) withdrew from the course before the end of the semester. The initial registrants consisted of 93 freshmen (48%), 74 sophomores (39%), 17 juniors (9%), and 8 seniors (4%). Only 9 (5%) of those students were intending to major in a STEM discipline. Of those 9 STEM majors, 2 withdrew from the course and both of whom were Human Biology majors (sophomore; junior). The 33 students who withdrew from the course had a similar class-distribution as the original registrants (i.e., 42% freshmen; 46% sophomores; 9% juniors; 3% seniors).

Three Fundamental Questions (that can be posed productively to any educational effort) What are the Intended Learning Outcomes (ILOs)? How can we tell the extent to which the ILOs are being attained? How can we best help learners to attain the intended learning outcomes? Three Fundamental Questions (that can be posed productively to any educational effort) What are the Intended Learning Outcomes (ILOs)? How can we tell the extent to which the ILOs are being attained? How can we best help learners to attain the intended learning outcomes?

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