Assessment of Undergraduate Student Learning *

Information gathered for this report supports your program review and reaccreditation processes as well as university reporting requests from the Arizona Board of Regents and other outside entities.

Department: School of Geographical Sciences / Contact: Anthony Brazel, Interim Director
Program Name: Geography / Contact email:
Degree (e.g., BA, BS....) B.A. and B.S.
Student Learning
Goal or Objective or Outcome / Where, When, and How Monitored / Expectation for Satisfactory Performance / When and By Whom Were Results Analyzed? / Outcome of Analysis / Dept. or Program
Follow-up
Formulate geographic research question and hypotheses in the context of a required capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Formulate a research methodology appropriate to addressing the geographic research question in a capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of spatial and human factors in the context of the capstone project's literature review, research, and analysis sections / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of geographic patterns and spatial characteristic factors in the context of the capstone project's literature review, research, and analysis sections / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of locational factors and relationships in the context of the capstone project's literature review, research, and analysis sections / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of fundamental geographic principles (theory) in the context of the capstone project's literature review, research, and analysis sections / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of computer mapping technology or cartographic skills in the context of the capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)? / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply knowledge of data gathering skills (e.g. field methodology, archival research) and data analysis skills in the context of the capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply general studies skills in background literature research, writing and critical thinking in the context of the capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation
Apply general studies skills in oral presentation to present the findings of the capstone project / Each semester (fall, spring) students take GCU 496, where they undertake their capstone research project that is assessed by the faculty instructor. This course is required for the B.A. and the B.S. Geography degrees Twelve specific performance objectives are assessed with rankings of superior, mastery, adequate, poor and not applicable. / An overall ranking of adequate is equivalent to a grade of C that is needed for a student to graduate with a B.A. or a B.S. degree in geography. / Dept. meeting date
April or May of each year where faculty receive the department's LOA report
or
Individual analysis (describe)?
Professor Dorn compiles the learning outcomes assessment plan data for each of the required "skill" courses (GPH 370, GPH 491, GCU 495and the capstone class (GCU 496). This report is then analyzed and modified by the undergraduate committee and the director. / Objective wholly satisfied
Objective not wholly
satisfied. Follow-up strategy is:
Each year deficiencies in student understanding are analyzed. Each year, course revisions take place to improve student understanding. Each year, course revisions vary to improve the learning outcomes. Often, more active learning is inserted into different courses, from the 100-level to the 400-level. In other cases, the structure of the course may be altered, or an entirely new course is developed as a core requirement. / None required
Follow-up
completed on
date
Will re-examine
by date Each spring semester, we repeat the cycle of data analysis and program evaluation

Other observations? Unexpected findings?