ASSESSMENT PLAN
Public Presentations:
Student learning is assessed through oral presentations, which are required in several of
the department's sophomore level and above courses. All faculty and other majors are
notified and invited to the presentations. Faculty informally discuss the level of this
body of work and make suggestions where indicated. Capstone Course:
The capstone course, Geography 450, Geography Seminar, is required of all majors.
Effective written and oral communication of geographic knowledge is emphasized and
assessed for each student. |
1999-2000 ASSESSMENT
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1998-99 ASSESSMENT
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1997-98 ASSESSMENT
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1996-97 ASSESSMENT
Public Presentations and Capstone Courses: Student public presentations given over the
past year numbered six, all students from the capstone course, GEOG 450. In addition, those students enrolled in this
capstone senior seminar, submitted their work in written form as well as verbal. These
papers were read by at least three faculty, and the evaluation of the student (i.e., their
course grade) was partially dependent on this written version of the study.
The faculty of the department were
unanimous in the opinion that the increased usage of oral presentations is an important
improvement in our programs. Regardless of the techniques use as an assessment tool, we
felt that it was an important addition to these student's education. |
1995-96
ASSESSMENT
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1994-95 ASSESSMENT
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1993-94 ASSESSMENT
Student public presentations were more numerous than usual last year. A total of 15 majors
gave individual oral reports, as part of four courses. The courses were: GEOG 321,
Economic Geography; GEOG 415, Internship; GEOG 450, Geography Seminar; and GEOG 499,
Independent Study. These presentations were each attended by two to six of the six
geography faculty, and anywhere from two to ten students. The faculty who attended the
presentations discussed each student's performance, and, with the exception of GEOG 321,
arrived at a consensus letter grade for the student. In addition, those students enrolled in the capstone senior
seminar, GEOG 450, submitted their work in written form as well as verbal. These papers
were read by at least three faculty, and the evaluation of the student (i.e., their course
grade) was partially dependent on this written version of the study.
The faculty of the department were
unanimous in the opinion that the increased usage of oral presentations is an important
improvement in our programs. Regardless of the techniques use as an assessment tool, we
felt that it was an important addition to these student's education. |
|
assessment
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17 May 2005
cutlerj@unk |
