Student Learning Assessment

 

Environmental Studies Major

Fall 2007

 

 

Wells College Mission Statement

The mission of Wells College is to educate students to think critically, reason wisely, and act humanely as they cultivate meaningful lives. Through Wells’ academic program, residential atmosphere, and community activities, students learn and practice the ideals of the liberal arts. The Wells experience prepares students to appreciate complexity and difference, to embrace new ways of knowing, to be creative, and to respond ethically to the interdependent worlds to which they belong. Committed to excellence in all areas of its reach, Wells College equips students for lifelong learning and for sharing of privileges of education with others.

 

Wells College’s Five Institutional Goals

1.      Provide an educational experience that supports students as unique individuals engaged in the study and practice of the liberal arts.

 

2.      Maintain an excellent faculty that is skilled in teaching, dedicated to rigorous intellectual development, and actively committed to pursuing new knowledge and learning strategies.

 

3.      Develop students’ intellectual curiosity, analytical and critical capabilities, and aesthetic awareness and creativity.

 

4.      Provide a rich community environment that fosters awareness and sensitivity to social diversity and encourages responsible action in an interdependent world.

 

5.      Develop self-confident individuals who exercise sound judgment and have the knowledge and skills for thoughtful decision-making.

 

Wells College’s Academic Program Goals

A Wells education enables students to:

 

•      examine enduring and contemporary questions that shape human understanding

 

•      use the scholarly and creative traditions of the liberal arts and contemporary technologies to locate and evaluate information

 

•      communicate reasoned points of view to inform and persuade a variety of audiences

 

•      incorporate an understanding of diversity in their academic work and as members of a learning community

 

•      develop an appreciation of languages and cultures in a global context

 

•      acquire knowledge based on scholarship and research about women

 

•      engage in collaborative practices in the classroom, in campus life, and in the community at large

 

•      develop thorough knowledge of basic principles, methods of inquiry, and current issues in an academic field of study

 

Mission of the Environmental Studies Major 

The mission of the Environmental Studies major is to develop in the student the intellectual skills necessary to understand the environment as a complex system and the challenges faced in living sustainably.  This major is by nature multidisciplinary, preparing students both in the scientific techniques and understanding necessary to implement change and in the knowledge of the political processes through which these changes are accomplished. The basic principles of biological, chemical, and physical systems must be understood if policies are to reflect the underlying complexities of nature. Understanding these interactions requires a sense of place, an appreciation of nature's awesome beauty, and of its impact upon the human experience.


Environmental Studies Program Goals, Objectives and Outcomes

 

 

Goal 1: Allow students to develop the intellectual skills necessary to understand the environment as a complex system;

 

            Objective 1: Students will learn the scientific techniques necessary to study the environment and to determine how environmental issues can best be addressed;

 

Outcome 1: Students will be competent in the quantitative skills

necessary to examine environmental issues and solve

environmental problems;

 

Outcome 2: Students will be capable of critically evaluating

literature and research on the environment;

 

            Objective 2: Students will learn about the necessity of environmental policies being grounded in the reality of nature as expressed in the basic principles of biological, chemical, and physical systems;

 

Outcome 3: Students will know the basic laws of nature and be able

to describe their application to environmental issues and

environmental problem-solving;

 

Outcome 4: Students will be proficient in the basic field, laboratory

and computer skills needed for environmental research and

 analysis;

 

 

Goal 2: Students will develop an understanding of the multidisciplinary nature of environmental issues;

 

            Objective 3: Students will learn about the political processes through which the environment can be changed for the better;

 

Outcome 5: Students will be able to think rationally and

analytically about environmental issues and environmental

problem-solving;

 

 

            Objective 4: Students will develop an appreciation for the natural world and the ways in which it can be valued;

 

Outcome 6: Students will be able to understand the mathematics of

the connection between economic systems and environmental

problems;

 

           

Goal 3: Students will become familiarized with ecological and environmental issues in the Cayuga Lake Watershed;

 

            Objective 5: Students will learn about the natural features and resources of the Cayuga Lake Watershed, and the relationship between humans and the watershed;

 

                        Outcome 7: Students will focus class projects and activities on

                        issues important to the Cayuga Lake Watershed.

 

Goal 4: Students will be cultivated as informed citizens of the global environment, citizens who can independently study environmental topics and who can effectively share with others the results and perspectives garnered from such study.

 

Objective 6: Students will learn to analyze a complex global environmental issue in a multi-faceted way that incorporates the science, policy and value-related components of the issue;

 

Outcome 8: Students will demonstrate the ability to work

independently on a project that focuses on a particular

environmental topic, problem or question;

 

Outcome 9: Students will be capable of preparing and delivering an     oral presentation that is clear and well-reasoned.

Assessment of Outcomes:

 

Assessment of outcomes will take place via four methods: course activities, including labs, projects and exams; a senior thesis project; and the two components of the major’s comprehensive evaluation, an oral presentation and a comprehensive exam.

 

A1       Course activities, including labs, projects and exams. The multidisciplinary nature of the major is reflected in the courses of the curriculum, some of which are ENVR listings and some of which come from supporting disciplines. Students take these courses over their four years at Wells.

 

All students in the major take a common core of required foundation courses (ECON 102, ENVR 101L, ENVR 102L, ENVR 203, ENVR 340L, MATH 151/MATH 251, ECON 320/ECON 325, and ANTH 280/ANTH 282/PHIL 240/RELG 330). In their sophomore or junior years students choose one of two concentrations in the major: Environmental Science or Environmental Policy & Values. Within each concentration the curriculum is composed of both required courses and electives.

 

Each course in the curriculum has its own objectives that are aligned with the major. Course descriptions and objectives for ENVR listings are included later in Appendix 1. Appropriate assessment measures for each course are still in development.

 

A2       Senior thesis project. All students in the major conduct a 4-5 semester hour independent project as a senior thesis. The format differs for the two concentrations but original research and analysis, conducted under the guidance of an Environmental Studies faculty member is required in both cases. See Appendices 2 and 3 for associated grading rubrics.

 

A3       Oral presentation. All students present their senior thesis work to the Wells community. A grading rubric for this oral presentation is in Appendix 4.

 

A4       Comprehensive exam. A three hour written examination taken in the spring of the senior year. Questions on the exam test material from the required foundation courses that all majors take, and also evaluate the basic skills necessary for college level study of the field.


Alignment of Objectives, Outcomes, and Assessment

 

Table 1 summarizes how course objectives align with ENVR objectives.

 

Table 1. Alignment of ENVR learning outcomes and course objectives.

 

ENVR Outcomes

1

2

3

4

5

6

7

8

9

Course

Course Objectives Meeting ENVR Outcome

ENVR 101

1,3,4

1,3,4

1,3,4

1,3,4

1

2

 

 

 

ENVR 102

1-3

1-3

1-3

1-3

1-5

 

 

 

 

ENVR 131

1-8

1-8

1-8

1-8

 

 

9

 

 

ENVR 203

1,2

1,2

2,3

2

2,3

 

2

 

 

ENVR 301

1

1

 

 

 

 

 

1-5

 

ENVR 340

1,5,7

1,5,7

1-4,7

1-4,7

3,4,6

6

 

6

 

ENVR 350

1-5

1-5

1-4

1-4

 

 

 

 

 

ENVR 401

2-5

2-5

 

 

 

 

 

1-5

 

ENVR 402

2,3

2,3

2

2

 

 

 

1-5

 

Comps

 

 

 

 

 

 

 

 

X

 

Table 2 summarizes how ENVR goals, objectives, outcomes and assessment methods are aligned for the major.

 

Table 2. Alignment of Goals, Objectives, Outcomes and Assessment.

 

ENVR Goal

ENVR Objective

Outcome

Assessment Methods Most Obviously Appropriate

1

1

1

A1 Course dependent,

A2 Project dependent, A4

1

1

2

A1, A2

1

2

3

A1 Course dependent, A4

1

2

4

A1 Course dependent,

A2 Project dependent

2

3

5

A1 Course dependent, A4

2

4

6

A1 Course dependent, A2 Project dependent, A4

3

5

7

A1 Course dependent, A2 Project dependent, A4

4

6

8

A2

4

6

9

A3

 

Criteria for Success

The following will be used to determine success in the four assessment outcomes:

 

A1       Completion of course activities, including labs, projects and exams. Success on targeted assessment measures will be indicated by 70% of the students demonstrating a passing grade on the assessed activity.

 

A2       Senior thesis project. Students who are majoring in Environmental Studies should be capable of designing and executing an original research project. The quality of the work is assessed quantitatively in the course grades received for the senior thesis courses.

 

A3       Oral presentation. Students should be able to deliver a senior thesis presentation that is deemed satisfactory in the judgment of the ENVR faculty.

 

A4       Comprehensive exam. Students who are majoring in Environmental Studies should be capable of earning a “C” or better on the individual sections of the exam as well as in the exam overall.

 

 

Evaluation of Assessment

Each fall the Environmental Studies faculty will meet to evaluate assessment

outcomes. The faculty will discuss the assessment outcomes from the previous

academic year. The goal will be to overview student performance in each of the

four assessment areas. This will be achieved using tools such as records of

student performance in targeted course elements, samples of theses and

comprehensive exams, and discussion of senior thesis oral presentations. This

annual meeting will provide us with an opportunity to reflect on and discuss all

aspects of student performance as manifested in our assessment outcomes.

Examined individually and together the assessment tools should provide a

reasonable way for us to assess whether our graduating students can think, act

and communicate as intelligent people well-informed on environmental issues

and principles.

 

We will record our conclusions and the appropriateness of any actions we feel are warranted for the future.

 

APPENDIX 1. Course Descriptions and Course Goals of ENVR Listings in the Environmental Studies Curriculum

 

The numbers in parentheses following each course objective indicate the alignment with the overall learning outcomes of the Environmental Studies major.

 

 

ENVR 101L. Environmental Science I

(Required for all students in the major)

An introduction to the scientific principles and concepts that underlie the study of the earth and its ecosystems. Emphasis will be on analyzing the environment as a dynamic system. The characteristics of natural systems and the relationship between the human population and the environment will be discussed. A weekend field trip to the Adirondacks is a required component of this course.

 

Students who successfully complete ENVR 101L will

1) understand the environment as a complex and dynamic system governed by the laws of nature; (1,2,3,4,5)

2) be aware of the ways in which humans damage ecosystems and species;  (6)

3) appreciate the need for conservation and restoration of habitats and their species; (1,2,3,4)

4) be equipped with the basic quantitative and technical skills needed to study ecosystems. (1,2,3,4)

 

 

ENVR 102 L. Environmental Science II

(Required for all students in the major)

An analysis of natural resources and the environmental impact of their extraction and use by humans. Environmental quality, pollution, and biodiversity preservation will be among the topics covered.

 

Students who successfully complete ENVR 102L will appreciate and understand

1) The nature of the world’s natural resources;  (1,2,3,4,5)

2) The impact on humans and on the environment of resource extraction and use;

            (1,2,3,4,5)

3) The role of humans as effectors of environmental change; (1,2,3,4,5)

4) How complex environmental problems can be addressed and solved; (5)

5) Each individual’s impact on the natural world. (5)

 

ENVR 131L. Physical Geology

(Required for all students in the Environmental Science Concentration)

The origin, composition, structure, and geological history of the earth.  This will include the study of geological processes affecting the earth’s crust and interior, and examination of theories concerning geological phenomena such as origin of mountains and plate tectonics. 

 

Students who successfully complete ENVR 131L will be able to

1) Understand the process of science and how it is applied in Geology; (1,2,3,4)

2) Understand Earth processes and their implications for the environment; (1,2,3,4)

3) Understand plate tectonics: how it occurs, and its importance in Earth’s history; (1,2,3,4)

4) Understand mineral properties and classification, as well as the rock cycle and how rocks are classified; (1,2,3,4)

5) Understand the Earth’s interior, the importance of convection and magnetism, and the  importance of earthquakes; (1,2,3,4)

6) Understand the interplay of tectonic and surficial processes on Earth that create landforms; (1,2,3,4)

7) Appreciate the geologic time scale and the formation of Earth, the hydrosphere and the atmosphere; (1,2,3,4)

8) Read and interpret maps; (1,2,3,4)

9) Understand the geologic history of New York State.(7)

 

 

ENVR 203. Environmental Studies in the Cayuga Basin

(Required for all students in the major)

Students will participate in a directed-inquiry study of the Cayuga Basin. This will include independent research into the many facets of an environmental issue that affects the local area, such as its social, political, economic, physical and biological aspects. Past themes have included planning local development, invasive species, and deciphering truth from fiction in media presentations of environmental issues. 

 
Students who successfully complete ENVR 203 will be
 
1) critical readers of environmental literature, who are able to discern reliable and suspect information and sources as well as detect biases;(1,2)
2) knowledgeable about environmental issues, particularly about local environmental issues; (1, 2, 3, 4, 5, 7)
3) able to reckon with uncertainty and judge when we have enough information on an environmental issue to merit taking action. (3,5)

 

 

ENVR 301. Independent Project in Environmental Science I

(Required for all students in the Environmental Science Concentration)

Identification of an original research or alternative project that will lead to the senior thesis in environmental science. Work to be conducted in conjunction with a member of the ENVR faculty.

 

Students who successfully complete ENVR 301 will be able to

1) Review primary literature in the field of Environmental Studies; (1,2,8)

2) Develop an original project suitable for a senior thesis in Environmental Studies; (8)

3) Collect preliminary data on the chosen project; (8)

4) Demonstrate the ability to work independently; (8)

5) Demonstrate proficiency in scientific writing (8) (see Assessment rubric in Appendix 5)

 

ENVR 340L. Sustainable Agriculture

(Required for all students in the major)

This course will examine the environmental consequences of agriculture as it is practiced today in tropical and temperate regions, and discuss the agroecological basis for tools and techniques designed to address these problems. 

 

Students who successfully complete ENVR 340L will be able to

1) Apply ecological principles to agricultural systems; (1,2,3,4)

2) Describe agroecosystems as dynamic systems with inputs, outputs and intrasystem flows; (3,4)

3) Understand the environmental impact of temperate agriculture; (3,4,5)

4) Understand the environmental impact of tropical agriculture; (3,4,5)

5) Demonstrate proficiency in research skills appropriate to agroecosystem study and analysis; (1,2,8)

6) Discuss how agricultural policies and markets affect the decisions made by farmers in the United States; (5,6)

7) Describe how application of ecological principles can be used to reduce the environmental impact of agriculture (1,2,3,4)

 

ENVR 350L. Microbes and the Environment

(Required for all students in the Environmental Science Concentration)

An examination of the role of microorganisms in ecosystems, their use in bioremediation strategies, and methods for control of pathogenic microorganisms in water supplies.  Lab includes a water quality assessment of the local watershed with respect to microbial flora. 

 

Students who successfully complete ENVR 350L will be able to

1) Demonstrate familiarity with the basic principles of microbial ecology; (1,2,3,4)

2) Understand the role of microorganisms in certain environmental problems;  

    (1,2,3,4)

3) Describe how microorganisms can contribute to the solution of certain environmental problems; (1,2,3,4)

4) Demonstrate proficiency with basic laboratory and field skills that are used to study microbial populations; (1,2,3,4)

5) Work cooperatively on a group project (1,2)

 

ENVR 401. Independent Project in Environmental Science II

(Required for all students in the Environmental Science Concentration)

Continuing independent work on an original research or alternative project under the guidance of an ENVR faculty member.

 

Students who successfully complete ENVR 401 will be able to

1) Demonstrate the ability to work independently; (8)

2) Conduct lab, field and statistical research and analysis appropriate to their individual project; (1,2,8)

3) Apply the scientific method to their independent project; (1,2,8)

4) Demonstrate skill and confidence in finding and understanding appropriate primary literature in the field of Environmental Studies; (1,2,8)

5) Demonstrate proficiency in scientific writing (1,2,8)

 

ENVR 402. Senior Thesis in Environmental Science

(Required for all students in the Environmental Science Concentration)

Senior research paper or alternative project in environmental science. Preparation and presentation of a paper or project based on independent research and analysis. Evaluation to be based on preliminary proposals, outlines, progress reports and an oral report as well as the final paper or project.

 

Students who successfully complete ENVR 402 will be able to

1) Demonstrate the ability to work independently; (8)

2) Incorporate research findings from an independent project into a senior thesis paper; (1,2,3,4,8)

3) Incorporate primary literature into their senior thesis paper; (1,2,8)

4) Adequately review written work based on revisions suggest by faculty members; (8)

5) Demonstrate overall proficiency in scientific writing (8)

 

ENVR 403. Senior Thesis in Environmental Policies and Values

(Required for all students in the Environmental Policy and Values Concentration)

Identification of an original topic and development of a senior research paper or alternative project in environmental policies and values. Preparation and presentation of a paper or project based on independent research and analysis. Work to be conducted in conjunction with a member of the ENVR faculty. Evaluation to be based on preliminary proposals, outlines, progress reports and an oral report as well as the final written paper or project.

Goals TBA

 

APPENDIX 2. Assessment of Senior Thesis in Environmental Science

 

 

 

1) Specific title that accurately reflects nature and scope of study

A         B          C         D         F

 

2) Appropriate background and rationale provided for project, with reference to scientific literature

A         B          C         D         F

 

3) Research hypothesis and/or objectives clearly stated                     

A         B          C         D         F

 

4) Concise and clear methods section                   A         B          C         D         F

 

5) Sample size sufficient to support conclusions A       B          C         D         F

 

6) Appropriate data analysis                                 A         B          C         D         F

 

7) Correct and appropriate usage of tables and figures as needed

A         B          C         D         F

 

8) Well-founded and clear conclusions based on evidence presented in results section, with reference to supporting literature where warranted

 A        B          C         D         F

 

9) Appropriate sources cited                                 A         B          C         D         F

 

10) Citation style consistent and appropriate     A         B          C         D         F

 

11) Overall structure, flow and logic                    A         B          C         D         F

 

12) Quality of writing style                                    A         B          C         D         F

 

13) Originality                                                          A         B          C         D         F

 

14) Sophistication                                                     A         B          C         D         F

 

15) Overall impression                                           A         B          C         D         F

 

APPENDIX 3. Assessment of Senior Thesis in Environmental

Policy and Values

 

 

 

 

1) Specific title that accurately reflects thesis and scope of paper

A         B          C         D         F

 

2) Hypothesis or thesis clearly stated                   A         B          C         D         F

 

3) Arguments well-constructed                             A         B          C         D         F

 

4) Points supported by evidence                          A         B          C         D         F

 

5) Consideration of counter arguments                A         B          C         D         F

 

6) Appropriate sources cited                                 A         B          C         D         F

 

7) Citation style consistent and appropriate       A         B          C         D         F

 

8) Conclusions solid and well-stated, consistent with what has preceded them                                                                                          A         B          C         D         F

 

9) Overall structure, flow and logic                      A         B          C         D         F

 

10) Quality of writing style                                    A         B          C         D         F

 

11) Originality                                                          A         B          C         D         F

 

12) Sophistication                                                     A         B          C         D         F

 

13) Overall impression                                           A         B          C         D         F

 

APPENDIX 4. Oral Presentation Evaluation Form

 

                                                                                                            poor                  good

1. Ready to begin promptly, materials in order                         1     2     3     4     5

 

2. Well-prepared and practiced                                                     1     2     3     4     5

 

3. Speaking distinctly and towards the audience                       1     2     3     4     5

 

4. Coherent in speech                                                                      1     2     3     4     5

 

5. Good use of notes (speaking rather than reading)                 1     2     3     4     5

 

6. Good use of visual aids                                                              1     2     3     4     5

 

7. Thesis of talk clear                                                                       1     2     3     4     5

 

8. Talk clear and well-organized                                                   1     2     3     4     5

 

9. Complexity of talk

(not a superficial treatment of the topic)                          1     2     3     4     5

 

10. Able to answer questions                                                         1     2     3     4     5

 

11. Good management of time limit

(not too short, not too long)                                                1     2     3     4     5

 

12. Good contribution to talks by others (questions)                 1     2     3     4     5

 

13. Talk flows freely, without unnecessary pauses                    1     2     3     4     5

 

14. Choice of vocabulary is varied, and not colloquial             1     2     3     4     5

 

15. Tone is serious, and appropriate for presentation               1     2     3     4     5

 

16. Eye contact with audience                                                        1     2     3     4     5

 

17. Overall impression                                                                    1     2     3     4     5