Earth Environmental Sciences
- Mission Statement
The mission of the Department of Geosciences is to provide quality undergraduate education in the sciences concerned with the Earth. We seek to provide an enriched learning environment through extensive interaction between faculty and students, with an emphasis on field studies and technology-enhanced data collection and analysis. The Department offers programs in geology, applied environmental geosciences, Earth science teaching, and geospatial analysis that provide students with the essential knowledge and skills needed to qualify them for employment or graduate education. The Department also contributes to the broader mission of the University by providing general education courses that enhance student awareness, appreciation, and understanding of the physical environment and the scientific process, as well as the relevance and role of the geosciences in the world today. In order to promote faculty vitality, increase scientific knowledge, and engage students in the scientific process, the Department encourages faculty to engage in basic and applied research. Faculty members also provide professional expertise in the geosciences to the community, local schools, and government agencies. We seek to continue building a solid base of personnel and facilities to maintain high quality, up-to-date programs that meet the educational needs of our various constituencies.
- Student Learning Outcomes
- Certificates
Students completing the Geospatial Analysis Certificate will demonstrate the following outcomes:
- 1. Students will demonstrate how to effectively create and communicate geospatial data/results to others through cartographically accurate maps/dynamic products, technical reports, and multimedia presentations.
- 2. Students will demonstrate understanding of basic geospatial concepts, such as data models, spatial databases, data projections and coordinate systems, topology, digitizing spatial data, metadata, and quality control.
- 3. Students will demonstrate understanding of geospatial analysis that can be performed on vector and raster data collected from various platforms such as satellites / drones (Remote Sensing), GPS instruments, field maps. They will demonstrate the ability to perform multiple types of analysis, including spatial overlay, raster processing, statistics, terrain and hydrologic analysis, transportation networks, modeling, and Python programming.
- 4. Students will demonstrate the ability to work in a team environment to complete a set of geospatial tasks or a geospatial project that includes project objectives, methods, data collection, analysis and reporting results in a professional format through completion of a geospatial internship or capstone course.
Students completing the Geospatial Technology Certificate will demonstrate the following outcomes:
- 1. Students will develop an understanding of and appreciation for the role of geography and geospatial technologies as well as acquire the basic technical skills used to address environmental and human spatial problem solving.
- 2. Students will demonstrate how to effectively create and communicate geospatial data/results to others through cartographically accurate maps/dynamic products, technical reports, and multimedia presentations.
- 3. Students will demonstrate understanding of basic geospatial concepts, such as data models, spatial databases, data projections and coordinate systems, topology, digitizing spatial data, metadata, and quality control.
- 4. Students will demonstrate understanding of geospatial analysis that can be performed on vector and raster data collected from various platforms such as satellites / drones (Remote Sensing), GPS instruments, field maps. They will demonstrate the ability to perform multiple types of analysis, including spatial overlay, raster processing, statistics, terrain and hydrologic analysis, transportation networks, and modeling.
- 5. Students will demonstrate the ability to work in a team environment to complete a set of geospatial tasks or a geospatial project that includes project objectives, methods, data collection, analysis and reporting results in a professional format through completion of a geospatial internship or capstone course.
- Associate Degree
- Bachelor Degrees
Basic skills graduates will learn:
- Be able to collect data, apply algebraic and graphical techniques to analyze data, and interpret results. {Problem-Solving Skills}
- Be able to clearly express geoscience concepts orally and in writing, present results from laboratory and field investigations, and effectively incorporate appropriate maps and graphs into presentations and reports. {Communication Skills}
- Be proficient in the use of appropriate technologies – including basic computer skills (word processing, spread sheets), geospatial skills (GPS, accessing geospatial databases), and information technology (search, compile, and evaluate information from scientific literature and web resources). {Technology Skills}
Geoscience skills graduates will be able to demonstrate the following outcomes:
- Be able to identify common minerals and rocks, describe rock characteristics, and interpret the environments/conditions (igneous, sedimentary, or metamorphic) in which rocks formed. {Earth Materials}
- Be able to identify major physical and biological events in Earth history and describe the methods used to interpret this history, including radiometric dating, fossil succession, and stratigraphic correlation. {Earth History}
- Be able to identify landforms from maps and imagery, construct topographic profiles, and interpret the development of landforms in terms of common surface processes. {Surface Processes}
- Be able to identify the different types of lithospheric plate boundaries based on types of activity, estimate rates of plate motion, describe the driving mechanisms for plate tectonics, and interpret geologic structures and construct cross sections from geologic map data. {Tectonic Processes}
- Be able to describe key geological cycles – including the hydrologic cycle, rock cycle, and carbon cycle. {Earth Systems}
- Will have demonstrated an understanding of scientific methodology and the interdisciplinary nature of the geosciences, culminating in a capstone experience involving collection and analysis of multiple data sets to interpret Earth processes. {Capstone Experience}
Students completing the Bachelor of Science in Environmental Science will demonstate the following:
- 1. Students will demonstrate an interdisciplinary approach to complex environmental problems using the basic tools from geology, biology, chemistry, economics, and social science.
- 2. Students will develop and test hypotheses related to environmental issues, be proficient collecting data in the field environment and analyzing samples in the laboratory, and complete qualitative and quantitative analyses of environmental data.
- 3. Students will have an understanding of the human and natural environment in Intermountain West.
- 4. Students will have the ability to work effectively as a member of a team and independently in the field, laboratory, and professional settings.
- 5. Students will be able to effectively communicate in written and oral formats about complex environmental problems to both specialists and general audiences.
- 6. Students will apply interdisciplinary systems concepts to reflect critically on their roles as citizens, consumers, and environmental advocates in the protection and management of our environment and climate.
- Certificates
- Curriculum Grid
Department Learning Outcomes (DLOs)
Core Courses in the EES Department LO1: Problem-solving skills LO2: Communication Skills LO3: Computer & Information Literacy LO4: Earth Materials LO5: Earth History LO6: Surface Processes LO7: Tectonic Processes LO8: Earth Systems LO9: Capstone GEO 1110 Dynamic Earth: Physical Geology I I I I I I, A I GEO 1115 Physical Geology Lab I E I I GEO 1220 Historical Geology I I I E, A R E, A I GEO 2050 Earth Materials I I E, A GEO 3150 Geomorphology R E I R R E, A R R I GEO 3550 Sedimentology & Stratigraphy E E, A R E R R R I GEO 3710 Introduction to GIS R R E, A GEO 4060 Geoscience Field Methods E, A R R R R R R, A E, A GEO 4510 Geology Field Camp R R R R R R R E, A GEO 4560 Environmental Geochemistry E, A E, A E R E, A Note: I = introduced; E = emphasized; R = reinforced; A = comprehensively assessed
- Program and Contact Information
The Geosciences are concerned with the Earth, its origin, composition, and evolution through time as well as studying the processes that affect the Earth and the life forms that have lived on it in the past. Many geoscience applications use computer technology (GIS and Remote Sensing) for mapping the Earth and modeling the processes that affect the planet. The department offers bachelor's degrees in Geology, Applied Environmental Geosciences, and Earth Science Teaching, and an option in the Physical Science Composite Teaching Major. A Geology Minor, Earth Science Teaching Minor, and a Geospatial Analysis Minor are available. An Institutional Certificate in Geomatics (Applied Computer Mapping) is also available.
Contact Information:
Dr. Rick Ford
Weber State University
2507 University Circle
Ogden, UT 84408-2507
Science Lab Bldg, Rm 208M
(801) 626-6942 - Assessment Plan
Persons Responsible for Collecting and Analyzing the Data:
- The tenure-track faculty of the Department of Geosciences will serve as the Assessment Committee to oversee and implement the department’s assessment plan, with the Chair of Geosciences serving as the committee chair.
Assessment Measures to be Used:- The Geosciences assessment plan examines the Physical Science (PS) outcomes in each of the general education courses offered by the department. The plan also examines the department-level learning outcomes for geoscience majors, including a separate assessment of the high-impact learning practices utilized the department’s various curricula. Each general-education and department-level intended learning outcome (ILO) will be assessed by at least one direct measure (DM), typically a course-specific assessment instrument or assignment. In some cases, indirect measures, such as exit surveys of program graduates, will be used to supplement the direct measures.
Four-Year Assessment Cycle:
1. 2015-2016 (data collected); subject report submitted November 2016
High-Impact Educational Practices: Undergraduate Research; Internships; Study Abroad;
Capstone courses (GEO 4060, 4510)
2. 2016-2017 (data collected); report to be submitted Fall 2017
General Education: Physical Science Intended Learning Outcomes (ILOs) 1-4
Courses: GEO 1030; 1060; 1110, 1130; 1350
3. 2017-2018 (data collected); report to be submitted Fall 2018
General Education: Physical Science Intended Learning Outcomes (ILOs) 5-8
Courses: GEO 1030; 1060; 1110, 1130; 1350
4. 2018-2019 (data collected); report to be submitted Fall 2019
Program-Level Learning Outcomes 1-9
Courses: GEO 1110, 1220, 2050, 3150, 3550, 4210, 4060
Summary of exit interviews
Repeat beginning 2019-2020.
This proposed assessment cycle is meant to be flexible and can change as needed. For example, if data from one year indicate a need to improve student learning with respect to a particular set of ILOs, the plan would be adjusted in such a way to allow the department to collect and analyze data shortly after making changes to course materials or assessment instruments related to the ILOs in question. We will continue to explore ways to improve learning and teaching in the Department of Geoscience.
- Annual Assessment Results
- 2019-2021
- 2018-2020
- 2016-2017
1) Based on your program’s assessment findings, what subsequent action will your program take?
- The faculty will discuss this report at a departmental meeting early in Spring Semester 2018. Though no major changes are needed with respect to the physical-science general-education courses offered by the department, the data in this report will be considered as part of our ongoing curriculum review and revision efforts. Nationally, the geoscience community has been engaged in a comprehensive evaluation, sponsored by the National Science Foundation, of the future of undergraduate geoscience education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduate-education/). The Department of Geosciences has been represented at each of the meetings during this process and is committed to using the results of this national effort to evaluate and revise its courses and curricula to better prepare our students. One of the most import aspects of this work is that geoscience employers, in all sectors, have been engaged in the process and we how have a broad consensus on the content knowledge and skills needed to be well trained and effective a 21st-century geoscientist.
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Earlier this semester (October 19-20, 2017), the Department of Geosciences hosted a 2-day workshop sponsored by the National Association of Geoscience Teachers (NAGT) that brought 2 outside facilitators to help us in designing new curricula for our Geology and Applied Environmental B.Sc. degrees. A focus of the workshop was on ways to integrate sustainability science concepts across our curricula. We plan to submit our revised and updated curricula to the Curriculum Committee early in 2018.
2) We are interested in better understanding how departments/programs assess their graduating seniors or graduate students. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed. Finally, what were your findings from this past year’s graduates?
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The Department of Geosciences routinely conducts exit interviews with all of its graduating seniors. During the interviews the graduates are asked about their satisfaction with college- and department-level advising and their perceptions of the strengths and weaknesses of our programs. In addition, they are asked to self-report, using a Likert-type scale, on their level of mastery of the nine (9) program-level learning outcomes. These data are scheduled to be reported in the 2018-2019 departmental assessment report.
The full report is available.
- 2015-2016
1) Based on your program’s assessment findings, what subsequent action will your program take?
- The faculty will discuss this report at a departmental meeting during Spring 2107 and it will become essential background data for our ongoing curriculum review and revision efforts. Nationally, the geoscience community has been engaged in a comprehensive evaluation, sponsored by the National Science Foundation, of the future of undergraduate geoscience education (https://www.jsg.utexas.edu/events/future-of-geoscience-undergraduate-education/). The Department of Geosciences has been represented at each of the meetings during this process and is committed to using the results of this national effort to evaluate and revise its courses and curricula to better prepare our students. One of the most import aspects of this work is that geoscience employers, in all sectors, have be engaged in the process and we how have a broad consensus on the content knowledge and skills that a 21st-century geoscientist needs. With the recent retirement of a third of the Geosciences faculty (2 out of 6) and the hiring of two new colleagues with new expertise and perspectives, combined with the national-level work described above, we have wonderful opportunity with respect to the evaluation and revision of our high-impact educational practices, curricula, and teaching methods to better prepare our graduates.
2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing practices/curricula in place for your department/program. Please include both direct and indirect measures employed.
- The Department of Geosciences routinely conducts exit interviews with all of its graduating seniors. During the interviews the graduates are asked about their satisfaction with college- and department-level advising and their perceptions of the strengths and weaknesses of our programs. In addition, they are asked to self-report, using a Liker-type scale, on their level of mastery of the nine (9) program-level learning outcomes (see 2014-2015 assessment report, dated January 2016). Data from academic years 2012-2013 to 2014-2015 are presented in Appendix A. The average of all responses is a robust 4.22, on a scale of 1-5. The averages for the individual learning outcomes range from a low of 3.99 (PLLO #3: Technology Skills) to a high of 4.46 (PLLO #6: Surface Processes). Overall, these data support the direct measures of student learning from course-level assessments, as documented in our 2014-2015 report.
The full report is available for viewing.
- 2014-2015
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- Taken together, the combination of direct measures of student learning at the course level, indirect measures of student learning via exit interviews, and data on the placement of program graduates in the geoscience workforce and graduate programs all indicate that our students are mastering program-level learning outcomes at a high level and are achieving “next-step” success upon graduation. The faculty are confident that our courses and curricula are well designed and effective in training future geoscientists and in helping our students achieve academic and career goals. However, this is not to say that we are not constantly trying to improve our teaching and learning outcomes based on new data about active-teaching methods, learning in the discipline, and employers’ reported need for enhanced “soft” skill development in our graduates (e.g. ability to work in a team setting, experience with modeling software, and knowledge of the basic principles of project management). Nationally, the geoscience community has been engaged in a comprehensive evaluation, sponsored by the National Science Foundation, of the future of undergraduate geoscience education (https://www.jsg.utexas.edu/events/future-of-geoscience-undergraduate-education/). The Department of Geosciences has been represented at each of the meetings during this process and is committed to using the results of this national effort to evaluate and revise its courses and curricula to better prepare our students. One of the most import aspects of this work is that geoscience employers, in all sectors, have be engaged in the process and we how have a broad consensus on the content knowledge and skills that a 21st-century geoscientist needs.
2) With whom did you share the results of the year’s assessment efforts?
- This report will be shared with all members of the Geosciences faculty and David Matty, Dean of the College of Science. In addition, this report will be given to the newest member of the Geoscience faculty expected to be on staff for Fall semester 2016.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- The faculty will discuss this report at a departmental meeting during spring 2105 and it will become essential background data for a planned faculty retreat during the fall of 2016. The planned retreat will focus on long-term strategic planning and curriculum evaluation – and related curriculum updates and reform. With the recent retirement of a third of the Geosciences faculty (2 out of 6) and the hiring of new faculty with new expertise and perspectives, combined with the national-level work described above, we have wonderful opportunity with respect to the evaluation and revision of our program-level learning outcomes, curricula, and teaching methods to better prepare our graduates.
The full report is available for viewing.
- 2013-2014
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The assessment data collected during 2013-2014 provide evidence that the various Physical science (PS) general education courses offered by the Department ofGeosciences are doing a good job in offering WSU students an educational experience that allows them to meet/master the PS intended learning outcomes, with the notable exception of the online sections of GEO 1030. Noting that PS outcomes 1-4 were met at threshold levels by the face-to face sections of GEO 1030 as reported last year, we suspect the assessment instrument that was developed for this course does not work well for the online student cohort. The other issue is that PS outcomes 5-6, which have a physics bent, are generally tangential to the main focus of the PS courses offered by the Department of Geosciences. It is much easier for a classroom instructor to help guide the students in making the connections between the geoscience content of the course and PS learning outcomes than it is for an online course to make those connections. The instructor that teaches the online sections of GEO 1030 is working to address this issue. All of the faculty that teach GEO 1030 will work to improve the set of questions used to assess the PS outcomes and will consider if a different assessment instrument should be used for the online sections.
2) With whom did you share the results of the year’s assessment efforts?
- This report was shared with all members of the Geosciences faculty and will also be shared with David Matty, Dean of the College of Science.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- The faculty will discuss this report at a departmental meeting during Spring 2015. Special attention will be given to future assessment in all of our online courses, as outlined above.
The full report is available for viewing
- 2012-2013
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The assessment data collected during 2012-2013 provide evidence that the various Physical science (PS) general education courses offered by the Department of Geosciences are doing a good job in offering WSU students an educational experience that allows them to meet/master the PS intended learning outcomes. The one exception is learning outcome 2 (Integration of Science), for which instructors are finding it difficult to write exam questions appropriate for a 1000-level course that address this outcome. Assessment data for GEO 1130 is still being compiled and analyzed. An addendum to this report will be submitted when the analysis is complete.
2) With whom did you share the results of the year’s assessment efforts?
- This report was shared with all members of the Geosciences faculty and will also be shared with David Matty, Dean of the College of Science.
3) Based on your program’s assessment findings, what subsequent action will your program take?
- The faculty will discuss the results at their first department meeting of 2014-2015, in September 2014. Special attention will be given to sharing and developing ideas as to how to better assess leaning outcome 2 (Integration of Science).
- The faculty teaching GEO 1060 and GEO 1110 will also increase the opportunities for students to work with geoscience data, related to real-world applications, in class in order to strengthen the students’ problem-solving skills (learning outcome 4).
To view the full report please select this link: 2012/13 Geosciences Annual Assessment Report
- 2019-2021
- Program Review
This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.