PROGRAM PLANNING REPORT - Cabrillo College...the physical, tectonic, and biological history of California for the last 2 billion years. Geology of National Parks (Geology 25) is a

Geology, Oceanography & Environmental Science Program Planning Report, February 2014

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Program Planning Report

Geology, Oceanography and Environmental Science Programs

Prepared by David Schwartz, Program Chair/Instructor

February 2014

I. Background Evaluation and Analysis

Program Description The Geology, Oceanography and Environmental Science Programs consist of a variety of

introductory, transferable general education curriculum. The diverse offering of courses assists students in

increasing their awareness, understanding and appreciation of our planet’s unique and varied natural

systems. The entire program collectively contributes to the mission and specific objectives of Cabrillo

College in a variety of ways. A wide range of topics and concepts in the earth, marine, and environmental

sciences are taught to the diverse group of students. Basic educational skills, including how to achieve

academic success, are provided in distinct learning environments. The courses offered benefit the students

by challenging them to think critically, act professionally, develop comprehensive ideas, and effectively

communicate both orally and in writing. Students study in lecture, lab, and field settings; and, most

students regularly use computers and a variety of lab equipment. Students also have the opportunity to use

field instruments associated with fresh and salt water monitoring, marine navigation, mapping, and

surveying. This varied learning environment prepares the students to be eligible to transfer to a four-year

institution or to be successful in other Cabrillo College classes in order to obtain an AS or AA degree. The

supportive educational staffs in the Geology, Oceanography, and Environmental Science Programs have

proven beneficial as evidenced by the high number of students who successfully complete these courses

and fulfill their physical science general education requirements. Geology, marine science, environmental

science, chemical and physical science majors who take these courses gain valuable skills and are well

prepared for transfer to four-year colleges.

Courses currently offered in the Geology, Oceanography, and Environmental Science Programs

include the following. Introduction to Oceanography (Ocean 10) is a 4 unit lecture/lab course that

examines the geological, chemical, physical, and biological phenomena of the world's oceans. Introduction

to Earth Science (Geology 10) is a 4 unit lecture/lab course that focuses on Earth materials and internal and

external geologic processes. Environmental Geology 15 (Geology 15) is a 3 unit physical science survey

lecture course that explores how geologic hazards such as earthquakes, volcanoes, floods, and landslides

effect human populations. California Geology (Geology 20) is a 4 unit lecture/lab course that emphasizes

the physical, tectonic, and biological history of California for the last 2 billion years. Geology of National

Parks (Geology 25) is a 3 unit lecture course that introduces the geologic history, structure, and materials

of national parks in North America. Geology of the Pinnacles National Park (Geology 27) is a hands-on

two-day field class that emphasizes the geologic history of the Pinnacles, the Gabilan Range, the San

Andreas Fault, and the Coast Range. Environmental Science 10 (ES 10) is a 3 unit interdisciplinary lecture

course that examines Earth’s physical and life systems, and their relationships with human civilizations.

Environmental Science 10 Lab (ES 10L) is a 1 unit lab course where students experience hands-on topics

related to environmental science including watershed monitoring, a variety of lab experiments, and field

trips to local agencies. Coastal Environmental Monitoring / Field Studies in Oceanography (Ocean 20)

introduces students to an “at sea experience” and explores careers and technology related to the broad field

of marine science. Field Geology of Point Lobos and Big Sur (Geology 30A) involves studying the local


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geologic history and formations of the Monterey Peninsula and Big Sur region. However, Ocean 20 and

Geology 30A have not been offered since budget reductions began in 2008. Most of these courses and all

of the labs are currently taught in room 705. We also teach in 450 and 5005.

The Program Chair is the only full time faculty member in the Geology, Oceanography, and

Environmental Science Programs. Those three programs are part of a cluster that also includes Astronomy.

To keep the title of these four programs succinct, and since they all involve earth and atmospheric science,

they are collectively referred to as Earth and Space Science. Four adjunct instructors teach lecture and lab

sections in many of the courses.

Relationships

1. Community

The Program Chair of Earth and Space Science continues to be very active in the Monterey Bay

region community. He participates with the Elkhorn Slough National Estuarine Research Reserve “docents

in training program” focusing on the geologic history of Elkhorn Slough and the central Monterey Bay

region. He is a member of the science panel for the Elkhorn Slough Tidal Wetland Watch whose mission is

to resolve wetland loss and erosion problems in Elkhorn Slough. As a member of the Elkhorn Slough

Paleoecology working group, collaborates on research projects in order to help better understand past and

future conditions of Elkhorn Slough.

The Program Chair has been actively working with faculty and students from San Lorenzo Valley

High School’s (SLVHS) Science Academy. He mentors SLVHS senior Environmental Science students in

beach profiling research projects, gives lectures, and leads field trips for the Environmental Science A.P.

students. For the past 16 years the Program Chair of Earth and Space Science has worked with SLVHS

science teachers on semester-long research projects involving freshman science students working along

with Cabrillo College Ocean 10 students. This project has involved larger groups of students collaborating

on the beach profiling research project. In the fall of 2013 students from Aptos High School participated

with Ocean 10 students on both the beach profiling project and a quantitative trash analysis project

sponsored by The Clean Ocean Project and The National Oceanic and Atmospheric Administration. The

goal of this project has been to develop a model for other scientific trash surveys nationwide.

The Ocean 10 students have also hosted 31 coastal cleanups that have greatly benefited the local

community. Over the last fifteen years approximately 2,500 people have helped remove over 15 tons of

trash from Santa Cruz County beaches and coastal waterways.

The Geology Program received a gift of over 2,800 minerals, rocks, and fossils in March 2013 from

Nancy Cheney and her family. The collection was appraised to be worth between $5,000 - $10,000 dollars.

Many of the specimens are already being used in our labs by geology students. Bill Lock-Paddon, a long-

time friend of Cabrillo College, is in the process of donating his collection of minerals, rocks, and fossils to

Cabrillo College. A portion of his collection has been appraised and arrived at Cabrillo College in October

2013. There is still a significant portion of his collection that will be gifted to Cabrillo College at a later

date. The Geology Program is very excited about receiving this rare gift as it will greatly improve our

existing collection, which is one of the most substantial in the state. Some of the pieces in Mr. Lock-

Paddon’s collection, worth over $10,000, are quite stately and colossal and will be displayed in the Library

and on campus common grounds.

2. Four Year Universities

University of California Santa Cruz, University of California Berkeley, San Jose State University,

and California State University Monterey Bay all offer programs in Earth and Environmental

Science/Studies. The Geology, Oceanography, and Environmental Science Programs at Cabrillo College

are articulated with all of these institutions. Cabrillo College science majors have taken courses in our

programs and have transferred, or plan to transfer, to the above mentioned universities to pursue degrees in

Earth, Marine, or Environmental Science. Several service learning semester long research projects

contribute to the success of our transfer students. In Oceanography 10, students have been surveying


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designated United State Geological Survey (USGS) Beaches and sharing that data with the USGS for 20

years and more recently with Fall Creek Engineering and the City of Santa Cruz Water Department.

Students in Oceanography 10 and Environmental Science 10 have been monitoring abiotic and biotic

characteristics in Aptos Creek since 1998. This data is shared regularly with The Santa Cruz Department of

Health and Human Services, The Coastal Watershed Council and Fall Creek Engineering. Students report

after they transfer they are well prepared for the rigors of upper division course work by phone calls, e-

mails, and word-of-mouth information that the Program Chair receives.

3. Campus Programs The Geology and Astronomy Programs continue to collaborate on co-requisite lecture-field courses

entitled Geology 27, “Geology of the Pinnacles National Park” and Astronomy 27, “Field Astronomy.”

Astronomy 8A is held in room 705 on a weekly basis. Students from this program use the computers

for processing their astrophotography work. Astronomy 9 students also use the computers in room 705 for

processing astrophotography images. Courses in Geology and Oceanography are not currently being taught

in other programs at Cabrillo College.

The Program Chair of Earth and Space Science collaborates with Biology and Chemistry instructors

who co-teach ES 10 every semester. He also works with instructors from the HASS Division’s Geography

Program. The instructors share laboratory supplies such as minerals, rocks, and topographic maps and

occasionally share student assistants. Geography instructors give guest lectures in ES 10 and join Geology

20 students on field trips in the Monterey Bay Region and to Yosemite National Park.

The Geology and Oceanography Programs are active users of Cabrillo College’s library course

reserves program. Student materials are available in the course reserves collection for every current

Geology and Oceanography class. The library also contains hundreds of volumes covering various aspects

of Geology, Oceanography, and Environmental Science. The librarians have been extremely helpful in

serving our programs’ needs and working with us on the status of all our references, videos, and

periodicals.

The Chair of Earth and Space Science, works closely with the Cabrillo College Foundation. He has

been the Chair of the Faculty Grants for Student Success Committee for the last 10 years and has served on

that committee for 24 years.

Costs

Data regarding WSCH and FTEF for the Oceanography, Geology, and Environmental Science Programs

for the academic year 2012/13 was recently acquired and is included in the next section.

1. Oceanography

The overall productivity of the Oceanography Program, which is very good, is shown on the next

page. Productivity can be measured by the program’s weekly student contact hours per full-time equivalent

faculty (WSCH/FTEF) compared to the same ratio for the college. As can be seen from the table,

WSCH/FTEF in Oceanography ranged from 531.34 to 680.08 over the six-year study period. The average

WSCH/FTEF for Oceanography between fall 2007 and spring 2013 was 616.1 compared to the college

average of 585.1 for the same period. Oceanography productivity was lower than college wide productivity

for the academic year 2007/08 and 2008/09 because Ocean 20 was offered, which had a small enrollment

cap, about 25 students. That course, however, has not been offered since 2008/09 resulting in an increase in

productivity for the Oceanography Program. Since the spring of 2009, the WSCH/FTES has been

significantly higher for Ocean 10 compared to the college average.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

Ocean WSCH (annual) 1,385.1 1,422.60 1,471.23 1,331.20 1,371.60 1,354.00

Ocean FTEF (annual) 2.6 2.59 2.16 2.03 2.03 2.24


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Ocean WSCH/FTEF 531.34 549.27 680.08 655.76 675.67 604.46

College WSCH/FTEF 553.0 608.43 615.31 596.10 580.50 557.20

Ocean/College 96.1% 90.3% 110.5% 110.0% 116.4% 108.5%

The data in the chart below compares the Oceanography Program expenses (as a percent of overall

instruction expense) to the FTES generated by our program (as a percent of the overall college FTES).

Even in 2008/09 when Ocean 20 was offered, the income generated by the Oceanography Program

exceeded the percent of cost of the program. Ocean 10 is efficient as all the students are together in one

large lecture and then attend one of three or four labs of 25.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

Percent of FTES 0.373% 0.352% 0.387% 0.371% 0.399% 0.418%

Percent of Expense 0.254% 0.303% 0.293% 0.297% 0.289% 0.314%

Income to Expense Ratio 1.47 1.16 1.32 1.25 1.38 1.33

2. Geology

As can be seen from the table below, WSCH/FTEF in the Geology Program ranged from 441.51 to

522.47 over the six-year study period. The average WSCH/FTEF for Geology between fall 2007 and spring

2013 was 494.37 compared to the college average of 585.1 for the same period. The Geology Program is

slightly less productive than the college average because geology courses such as Geology 10 and 20

traditionally have fewer students working in a more intense hands-on lab setting. Some geology classes

such as Geology 20 and 27 are also limited in size due to the complications and safety issues faced in

taking large numbers of students on field trips, which is a critical part of the geology curriculum. The

increase in efficiency in the Geology Program for the academic years 2011/12 and 2012/13 can be

attributed to two changes. Prior to these two academic years Geology 25 was taught in the online format

which had relatively low enrollment. That course has been offered in the in-person format since the fall

2011 and enrollment has increased. Also, prior to the fall of 2011, Geology 15 was offered in room 705,

restricting its enrollment to approximately 35 students. Since the fall of 2011, Geology 15 has been taught

in room 5005 which allows over 60 students to enroll.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

Geology WSCH (annual) 607.7 799.92 880.00 805.31 937.60 931.04 Geology FTEF (annual) 1.2 1.60 1.82 1.82 1.82 1.78 Geology WSCH/FTEF 506.42 499.33 482.46 441.51 514.04 522.47 College WSCH/FTEF 553.0 608.43 615.31 596.10 580.50 557.20 Geology /College 91.6% 82.1% 78.4% 74.1% 88.5% 93.8%

The data in the chart on the next page compares the Geology Program expenses to the FTES

generated by our program. The data indicates that the Geology Program represents a very small portion of

the college’s income (% of FTES avg = 0.22%) and the college’s cost (% of Expense avg = 0.28%). The

cost of the Geology Program is slightly more than the income generated by the Geology Program. Again,

this is due to the relatively small class sizes to accommodate labs and/or field trips in Geology 10, 20, and

27. The increase of Income to Expense Ratio for the last two academic years can be attributed to the same

two changes made in Geology 15 and 25 mentioned above. The large numbers of students in Ocean 10 and

in ES 10, both of which consistently have higher numbers in the percent of the college FTES compared to

expense, help offset the slightly lower productivity and higher cost of the Geology Program.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

Percent of FTES 0.194% 0.194% 0.227% 0.219% 0.265% 0.281%



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3. Environmental Science

As can be seen from the table below, WSCH/FTEF in ES 10 ranged from 633.19 to 669.96 over the

six-year study period. The average WSCH/FTEF for ES 10 between fall 2007 and spring 2013 was 653.19

compared to the college average of 585.1 for the same period. Even though ES 10 is team taught and

carries additional coordination costs, it is still very productive. ES 10 is taught in a large classroom, room

5005, and typically begins with over 65 students. ES 10L is a lab class so it must be smaller in size. Also,

ES 10L has been limited to one section per year.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

ES WSCH (annual) 524.8 419.2 496.00 508.80 524.80 475.60 ES FTEF (annual) 0.8 0.63 0.78 0.78 0.78 0.73 ES WSCH/FTEF 656.0 661.89 633.19 649.53 669.96 648.55 College WSCH/FTEF 553.0 608.43 615.31 596.10 580.50 557.20 ES /College 118.6% 108.43% 102.9% 109.0% 115.4% 116.4%

The relative income and cost data for ES 10 are presented below for both fall and spring semesters

from 2007 – 2012. The data indicate that Environmental Science represents a small portion of the college’s

income (Percent of FTES avg = 0.135%) and a much smaller portion of the college’s cost (% of FTEF avg = 0.046%). Therefore, ES 10, which is taught in a large lecture format, is very cost effective for the

college as it generates more than it costs (avg: 0.135% > 0.046%). The ES 10L section that has been taught

historically in spring only, was open to only current or former ES 10 students. As of spring 2014, ES 10L

is now open to all students which should result in higher demand for the course.

2007/08 2008/09 2009/10 20010/11 2011/12 2012/13

Percent of FTES 0.143% 0.105% 0.131% 0.142% 0.152% 0.147%



Student Success and Completion

1. Oceanography

The table on the next page shows that the overall student success in Ocean 10 ranges from 52.8% to

67.6%, the average being 63.48% between fall 2007 and spring 2012. This number has not changed

significantly during the last 10 years. Between the fall of 2002 and the spring of 2007 the average success

rate in Oceanography was 64%. The overall college average for the same period is 70%. Surveys show

there are a relatively high number of students who enroll in Ocean 10 who are not science majors and/or

who do not have a declared major, which may partly explain lower than average student success.

The Oceanography staff continues to explore ideas on how to raise these numbers. For instance, every

Ocean 10 lab has a student assistant working with the instructor and the students. Their presence is

invaluable. They help students in small groups and on an individual basis. Some of the student assistants

have organized study sessions that take place before or after labs and we are getting positive feedback from

Ocean 10 students about the results of these sessions. We would like to organize more of these student

assistant led study sessions and are confident they can contribute to student success.

The overall student completion in Oceanography in the study period ranges from 77.8% to 88.7%, the

average being 82.4%. The overall college average for the same period is 84.8%. The overall student

success and retention in Oceanography 10 is very good considering it is a lab science transfer class. The

numbers are slightly below the college average likely because the majority of students enrolled in


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Oceanography 10 are non-science majors taking the course to satisfy the GE transfer requirements who

sometimes do not realize the depth and intensity of the course.

Oceanography

Academic Year

Success Completion

Fall Spring Fall Spring

2007/08 62.6% 67.5% 79.4% 85.0%

2008/09 52.8% 62.7% 85.9% 77.8%

2009/10 64.0% 61.0% 87.1% 78.7%

2010/11 66.0% 67.6% 88.7% 78.4%

2011/12 63.3% 67.3% 78.0% 84.6%

2. Geology

The table below displays that the overall student success in the Geology Program ranges from 66.7%

to 89.9%, the average being 72.84% between fall 2007 and spring 2012. This is 2.84 percentage points

higher than the college average course success rate of 70%. The Geology course success number has

changed significantly during the last 10 years; between the fall of 2002 and the spring of 2007 the average

success rate was only 63.48%. We believe the change, an increase of 9.4 percentage points, is related to an

increase in the student assistant budget allowing for more student assistants working in the labs with the

geology students. The higher success and completion rates in the spring are a result of high success rates in

Geology 15 and Geology 20, both taught only in the spring. Geology 10, which is only taught in the fall, is

our core course required for the geology major and tends to be more challenging for most students.

The overall student completion in the Geology Program between the fall of 2007 to the spring of

2012 ranges from 76% to 94.8%, the average being 84.5%. The overall college average for the same period

is 84.8%, just 0.3 percentage points higher than geology courses. Surveys have shown that geology courses

have higher numbers of science majors or students with declared majors compared to students who enroll

in Oceanography 10, which may partly explain why the success and retention numbers are very good in the

Geology Program.

Geology

Academic Year

Success Completion


2007/08 68.7% 70.4% 83.6% 83.7%

2008/09 73.0% 68.2% 93.2% 75.5%

2009/10 64.7% 71.2% 84.5% 76.0%

2010/11 72.8% 83.0% 81.5% 93.0%

2011/12 66.7% 89.9% 79.2% 94.8%

3. Environmental Science

The Environmental Science 10 instructors continue to explore new strategies to increase retention and

success and evaluate student progress. The table on the next page shows that the overall student success in

Environmental Science ranges from 59.1% to 79.4%, the average being 68.6%. The success and

completion rates in Environmental Science are consistently higher in the spring semesters compared to the

fall semesters because success and retention are both very high in ES 10L, which is only taught in the

spring. In the previous five-year study the student success average was only 59.2%; the 9.41 percentage

point increase since 2007 is encouraging. As with the Geology Program, we believe the increase in student


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success is related to an increase in the student assistant budget allowing more student assistants to work

with the Environmental Science students.

The overall course completion in Environmental Science ranges from 73.8% to 95.5%, the average

being 86.5%. This is an increase of 6% from the previous five-year study. Instructors continue to try and

close the gap between students who do not achieve success, but still finish the course.

Environmental Science

Academic Year

Success Completion


2007/08 66.2% 67.3% 87.7% 84.7%

2008/09 59.1% 75.4% 83.3% 95.4%

2009/10 59.1% 78.7% 81.8% 95.5%

2010/11 64.6% 76.6% 73.8% 91.5%

2011/12 59.7% 79.4% 77.4% 94.1%

Student Learning Outcomes

Since the spring of 2008, staff in the Geology, Oceanography, and Environmental Science Programs

assessed every student learning outcome for all courses, as well as the college’s core competencies. The

overall process involved the faculty taking part in discussions about teaching strategies and a thorough

analysis of what is currently working and what needs improvement. The process resulted in faculty

comparing data on the outcomes of a variety of semester-long projects, lab projects, field projects, and

midterm exams.

The results show that geology majors are learning the value of personal responsibility and behaving

in a professional manner, desirable qualities in the industry. The feedback also indicates students in all our

courses are acquiring critical thinking skills and global awareness, both of which are needed for the AS

degree in Geology, and for the GE transfer program. Students are gaining these skills as they are exposed

to a variety of geological, biological, physical and chemical processes, laws, and challenges associated

with the natural world. Overall, we feel most of our students are improving in communication, critical

thinking, global awareness, and personal responsibility. Many are mastering these competencies; however,

some are exposed to them for the first time and just beginning to understand the value of these skills.

Although some of our students may not be mastering all of the competencies, they are improving in most

of them.

We identified many areas where the students showed success, but we also found areas where

improvement could take place. In Ocean 10 and ES 10 midterm exam scores could be higher. Another

common theme we identified was that students in these courses need more help with writing reports and

using computer programs such as Excel to process data and develop graphs. We discussed the fact that in

Ocean 10 and Geology 10 and 20, students need to utilize the entire lab session and not leave class early.

Underestimating the goals of the lab and time frame required to comprehend the material often correlates

with lower scores on exams, and lower success and retention in the course.

Instructors have taken steps to improve the overall quality of student performance and success. One

effective strategy has been to make better use of the Program Chair’s web page. In ES 10 the lecture slide

shows are posted along with study questions which give the students an opportunity to revisit the lecture

material and then practice the concepts by answering questions. In Ocean 10, Geology 10, and Geology 20,

many of the lectures are also posted to provide additional opportunities to study key concepts. The Ocean

10 web page also has a link to a list of all lecture outlines which highlight in bullet list fashion the

important goals and topics for each lecture, as well as a key showing all of the correct answers to the math

problems in the lab workbook.


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Improvement in student success has also been recognized as a result of instructors developing clearer

oral explanations as well as written rubrics and instructions for semester-long lab projects along with

required check points as the semester progresses. In some cases, projects have been streamlined; for

instance, the Beach Erosion Map project in Ocean 10 now focuses on fewer beaches. The benefit of this is

that the instructors can spend more time in a smaller field area helping students make more accurate maps

while the students still gain the same understanding of the overall process. When students get more

individual attention in labs, they perform better on lab projects, lab quizzes, and midterm exams. The

student assistant budget has increased slightly over the past six years which has been very beneficial to

many of our students.

The complete student learning outcome analyses for fall 2007 through fall 2012 are included in

Appendix C.

Results of Student Surveys

The results of the student surveys, which were only given to Geology and Oceanography students, are

very promising. In Geology 22% responded they enrolled because it was a required class and in

Oceanography 34% responded with the same answer. Informal surveys taken each semester show that over

80% of the students enrolled in the Geology and Oceanography Programs take the classes to satisfy the GE

transfer requirements. Seventy-four percent of the students surveyed said they would recommend geology

and oceanography courses to other students. Of the 91 students surveyed, only 10 claimed to be a Geology

or Oceanography major.

In the written comments an overall recurring theme was the quality of the instructors. In the Geology

responses, 18 out of 27 who responded, or 67%, wrote that the major strengths of the program are the

instructors. Many wrote that the student assistants are especially important to the learning process. They

described the instructors as enthusiastic, passionate, knowledgeable and committed. The other comments

regarding the strength of the Geology Program referred to the hands-on work in the lab and a personable

environment provided by the small class size.

In the Oceanography Program the responses about the major strengths were wider ranging than in the

Geology Program; however, about half the responses said the overall strength of the program is the

instructors. Students often comment that they enjoy the hands-on activities and would like to see an

increase in this area. Other common positive feedback included the hands-on approach in the lab, the field

projects, and the interactive nature of the course. Others commented positively the course material, the

relevance of the topic to everyday lives, the student assistants, the lectures, and the optional extra credit

project.

The suggestions for improving the Geology Program showed a very clear trend. Fifty percent of the

students wrote that new microscopes, light sources, and computers would benefit them the most.

Addressing the same issue, 48% responded that the overall quality of instructional material and equipment

is in need of some improvement. The second most common trend to improve the Geology Program was to

increase the use of student assistants.

Like the responses regarding the strengths of the Oceanography Program, the suggestions for

improvement were also a little wider ranging. Fifty-one percent stated that the overall quality of the

instructional equipment was satisfactory and 20% replied that it is in need of improvement. Only 13%

responded that the workload is too demanding. In the open-ended written comments, students wrote the pace

is too fast, and they wanted more time for review and more time to complete lab projects. They also

commented that the microscopes need to be upgraded along with improvements to the existing multimedia

equipment. In addition, they expressed great interest in working in the field and many of the students

requested more time spent in the field. Other common responses to improve the Oceanography Program were

to correlate the lectures and labs better and provide more study guides.


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In both programs, over 93% of the students responded that the class syllabus provided by the

instructor accurately reflects what is being taught in the course. Eighty-three percent of the Geology

students and 84% of the Oceanography students thought that the workload for the courses was appropriate.

Overall, the comments supported the need to improve and upgrade the lab equipment in both the Geology

and Oceanography classrooms.

Curriculum Review

Faculty in the Geology, Oceanography, and Environmental Science Programs met numerous times in

the last several years to review curriculum, Student Learning Outcomes, text books, assignments, course

objectives and methods of evaluation for all our courses. As a result of these meetings, changes were made

to our courses. Most of these changes were modifications to required text books, course Student Learning

Outcomes, evaluations, and, in some courses, updating content. Geology is the only program of these three

that offers an AA or AS degree. The Geology model program continues to be in alignment with identified

transfer institutions. The following table describes the changes made as a result of curriculum review.

Geology 10 Updated text book, lab manual and evaluation, expanded lab activities to be

more consistent with the Physical Geology Laboratory C-ID.

Geology 15 Updated text book and evaluation, modified course SLO’s, changed location

to a larger classroom, and modified evaluation techniques.

Geology 20 Updated lab manual and evaluation

Geology 25 Updated text book, modified course SLO’s.

Geology 27 Course now taught only once per year. Updated number of hours student

spends in class and outside of class.

Oceanography 10 Updated text, course content and evaluation, modified several lab activities

and grading system, changed order of topics presented in lecture.

Environmental Science 10 Updated text, course content, modified course SLO’s, updated number of

hours student spends in class and outside of class. Updated evaluation and

extra credit options.

Environmental Science 10

Lab

Modified course SLO’s and objectives. Modified course text, lab projects

and field trips.

II. Progress on Previous Goals and Recommendation

Much progress has been made toward the five modest goals and recommendations outlined in the last

program planning report for Geology, Oceanography, and Environmental Science in 2007. The first goal was

to purchase a new computer for room 705B, the shared faculty office. This was accomplished in the spring of

2008. However, it is now time to replace this computer again. The second goal was to increase the student

assistant budget by approximately 12% from $4,420 to $4,950. That account increased to its current amount,

$5,091, in the fall of 2009. The third goal was to increase the Oceanography supply budget by ~32% from

$1,556 to $2,054. The Oceanography supply account is currently at $1,826, up ~17%, beginning in the fall of

2009. Our fourth goal was to provide an adjunct instructor 3 teaching units to develop Geology 25, Geology

of National Parks, in a distance learning format. The instructor received an Online Curriculum Grant in the

spring of 2008 to develop Geology 25 in a distance learning format. Geology 25 was taught in that format in

the fall of 2009, 2010, and 2011. In the fall of 2012, it was taught in an in-person format and enrollment

significantly increased. Our fifth goal was to offer ES 10 along with an optional lab section, ES 10L. ES 10L

was developed in the fall of 2009 and has been taught every spring semester since 2010.

III. New Directions

The Geology, Oceanography, and Environmental Science faculty have worked consistently over the

last two and a half decades to maintain and improve the overall quality of instruction. Expansion continues

as we are offering ES 10L, Environmental Science 10 Lab, for the first time in the fall semester of 2013


10

and 2014. It may be offered at both the Aptos campus and Watsonville Center in 2014-15. We also added

another section of an Ocean 10 lab to the spring 2014 semester. We recently hired a new adjunct instructor,

our first new hire in 10 years, who will be teaching these new sections.

We strive to accommodate the various learning styles and to expose the students to a variety of

lecture and lab experiences. Our long term goals are to keep the course curriculum up to date and relevant

and to help the students become informed citizens so they can make their own educated choices. Our aim is

to present the science behind the content and to help students learn to make better use of their cognitive

filters as they are often exposed to wrong information in our multi-media society.

Our mission continues to be the same as it always has been; offer a diverse learning environment that

prepares the students to be eligible to transfer to a four-year institution or to be successful in other Cabrillo

College classes in order to obtain an AS or AA degree. We want to continue to challenge the students to act

ethically, think critically, and develop their own ideas through research. We also challenge the students to

communicate effectively both orally and in writing. We present to the students some of the most important

challenges known to humanity: awareness and preparation for natural disasters and the need to conserve

and sustain our planet’s limited natural resources.

Based on the Student Learning Outcome assessment analysis along with our continued growth, our

goal is to have high quality, up-to-date equipment available for student use in the labs. This includes

computers, microscopes, maps, charts, overhead projectors, and scanners. We want to have a diverse

assortment of high quality mineral, fossil, and rock specimens for student use in lab. As mentioned in our

relationships with the local community, our program was recently the recipient of two valuable mineral,

rock, and fossil collections. These irreplaceable and impressive specimens have greatly enhanced our

collection and will benefit thousands of students for decades.

The College Strategic Plan was defined in March of 2012 to consist of just two institutional goals:

student success and enhanced institutional effectiveness. In summary, our six-year program plan integrates

very well with Cabrillo College’s Strategic Plan. Student success and transfer are our highest priority. The

Geology Program has an updated model program that we discuss in detail with all Geology majors.

Environmental Science and Marine Science majors are encouraged to meet with our faculty and with

college counselors to discuss pathways and careers in these fields. Students in all our programs are

constantly challenged to take responsibility for their own educational success. Instructors in our programs

participate in workshops and professional development seminars to be exposed to new technology and

discoveries and to improve their overall teaching performance. Our endeavors include maintaining close

connections to our local community. Our newest direction and goal is working with The Clean Ocean

Project, sponsored by The National Oceanic and Atmospheric Administration. Our Oceanography students

are becoming part of a national model demonstrating the protocols for a scientific analysis of trash and

unnatural debris on our nation’s beaches.

IV. Goals and Recommendations

A bachelors, masters, or doctorate in Geology will allow the graduate to have a career in a wide

variety of fields such as research, academia, engineering, consulting, mining, geohydrology, seismology,

volcanology, geophysics, glaciology and economic geology (ore and hydrocarbon deposits). The job

availability and demand for Earth scientists has fluctuated in the last few decades; however this has

dramatically improved. According to the U.S. Program of Labor's 2012 – 2013 Occupational Handbook,

employment of Geoscientists is expected to increase 21% for all occupations between 2010 through 2020.

According to the 2013 State of California, Employment Development Program Labor Market Information

Division, the employment opportunities in California for geoscientists are expected to increase by 26%

between 2010 and 2020.

According to the U.S. Program of Labor's 2012 – 2013 Occupational Handbook, employment of

environmental scientists is expected to increase 19% for all occupations through 2020, while


11

employment of hydrologists is likely to increase 18% or more. Driving the growth will be the need for

organizations and businesses to comply with an increasing number of environmental laws and regulations,

particularly those regarding groundwater contamination and flood control.

1) Goal: Assessment results showed that we could improve student retention and success rates by

providing more individual and/or group instruction from student assistants who work closely with geology

and oceanography students. We currently have enough funds to support student assistants in most existing

geology, oceanography, and environmental science labs. Student assistants also lead group study sessions

outside of lab that have proven to be very successful.

Description: Increase the Student Budget Account to keep up with program growth. Student

Assistants will be needed in the new Ocean 10 and ES 10 labs which will cost about $800 total. We would

also like to use student assistants for one to two hours per week in Geology 15 and 25 which would cost

about $518. We also assume the college would need to increase the budget if and when the minimum wage

increases.

Cost: $1,318 per year (ongoing)

2) Goal: Assessment results showed that we could improve student retention and success in the

Oceanography and Environmental Science Programs by providing and maintaining up-to-date, functioning

lab equipment and supplies such as microscopes, external light sources, nautical charts, and drafting and

surveying equipment that are used on an everyday basis. Quality field instruments, such as total dissolved

solid, pH, flow and nitrate meters, all used for environmental monitoring projects in Environmental

Science 10 labs, are also necessary in order to maintain a safe and practical program in environmental

science education. Assessment results also showed that we could improve student retention and success in

the Geology Program by providing and maintaining up-to-date, functioning lab equipment and supplies

such as microscopes, minerals and rocks, and topographic and geologic maps that are used on an everyday

basis.

Description: To support the planned addition of a new Environmental Science 10 lab and a new

Oceanography 10 lab, an increase in the Oceanography supplies budget by $500 will be needed.

(Note: the Dean has already allocated teaching units for these new labs.) Also increase the Geology

supplies budget by $300.

Cost: $800 per year (ongoing) for Oceanography, Geology and Environmental Science Supplies

3) Goal: The results of the SLO assessments and written student comments show the need to improve the

quality of student learning by maintaining quality binocular dissection microscopes and light sources for all

labs. Several of our current microscopes and light sources are old and in need of replacement. Currently we

have 17 binocular dissection microscopes, two were purchased in 2013, and all the others were purchased

more than 10 years ago. Eight of them are inferior models and are becoming a little more difficult to use.

We also have 22 light sources, which are required for microscope work, but easily suffer from wear and

tear over the years. Nine of them are over 20 years old. We need a plan to regularly replace old

microscopes and light sources.

Description: Purchase two to three new dissecting microscopes and light sources per year.

Cost: $4,000 – 6,000 per year, ongoing

4) Goal: The classroom computer used by the instructors in lecture and labs is the main piece of

technology used to present information to students in Geology 10, 20, 25, 27, Oceanography 10,

Environmental Science 10L, and Astronomy 8A, 9A, 9B, 9C and 27. The computer, installed in 2010, is

used for lecture and lab presentations, videos, Internet demonstrations, and more. In order to successfully


12

achieve our program goals and Student Learning Outcomes, we need a high quality functioning computer

system. The current computer is working fine for now; but we anticipate that it will need to be replaced in

the next three years or sooner.

Description: Purchase one new classroom computer.

Cost: $1,111.38 (one time)

5) Goal: Currently, the six student computer stations in 705 are functioning adequately. The computers

were installed in February 2008 and the average life expectancy is about five years. We need to anticipate

that the student station computers will need to be replaced in the next three years. SLO assessments and

written student comments show the need to maintain efficient computers used for a variety of lab activities

in Oceanography 10, Environmental Science 10 and 10L, and Geology 10 and 20, are important for student

success.

Description: Purchase six new student computers within three to four years.

Cost: $6,224 for 6 computers (one time)

The following appendices will be attached to the final report.

Appendix A: Goals and Recommendations Budget Forms

Appendix B: Plan Checklist

Appendix C: SLO Department Analysis Forms

Appendix D: Catalog Pages

Appendix E: Course Outlines

March 25, 2014

Description: Cost

1. Description: Increase the Student Budget Account to keep up with program

growth. Student Assistants will be needed in the new Ocean 10 and ES 10 labs

which will cost about $800 total. We would also like to use student assistants

for one to two hours per week in Geology 15 and 25 which would cost about

$518. We also assume the college would need to increase the budget if and

when the minimum wage increases.



2. Description: To support the planned addition of a new Environmental Science

10 lab and a new Oceanography 10 lab, an increase in the Oceanography

supplies budget by $500 will be needed.

(Note: the Dean has already allocated teaching units for these new labs.) Also

increase the Geology supplies budget by $300.

Cost: $800 per year (ongoing) for Oceanography, Geology and Environmental

Science Supplies

3. Description: Purchase two to three new dissecting microscopes and light

sources per year.

Cost: $4,000 – 6,000 per year, ongoing

4. Description: Purchase one new classroom computer.

Cost: $1,111.38 (one time)

5. Description: Purchase six new student computers within three to four years.

Cost: $6,224 for 6 computers (one time)

Geology / Oceanography / Environmental Science Program Planning

Goals and Recommendations

Cabrillo College 3/25/2014 11:52 AM

Transfer and Basic Skills Departmental Assessment Analysis Form

Spring 2008 meeting, Analysis of Earth Science 10, Fall 2007

Department

Geology

Meeting Date

February 10th

, 2008

Number of Faculty/Staff in Attendance

100% fulltime, 100% Adjunct

Number of Faculty/Staff sharing Assessment Results

2

Core Competency or Course SLOs measured

1. Analyze and identify unknown non-silicate and silicate

minerals and igneous, sedimentary and metamorphic rocks to determine origin, general geologic history, economic value and

age.

Assessment Tools (Give examples of major assignments your faculty/staff used to measure the competency or course SLOs)

3 lab quizzes. The first quiz is on mineral identification,

the second quiz is a combination of sedimentary and

metamorphic rock identification and the third quiz is a

combination of all lab specimens of the semester.

Assessment Results (Summarize the overall results of your department What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved?

The Mineral Quiz average was 81% and the Sedimentary /

Metamorphic Rock Quiz Average was 85% and the Final

Mineral & Rock Quiz average was 74%.

Allowing the students to use Room 705 outside of class

time is proving to be very valuable.

This is a particularly high scoring group of students. Their

overall performance is outstanding.

These average scores are on the high side when compared

with other semesters.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment. How might student performance be improved?

o Quality microscopes and external light sources are a

key ingredient to student success in the geology 10

labs. Continue a regular maintenance schedule and

purchase upgrades as this equipment ages.

o Other: We see that it is important to make Room 705

available as much as possible so that students can

come to this facility and practice looking at

specimens. This group of students spent a lot of time

using room 705 outside of the regular scheduled lab

times.

o We also recognize that the use of Student Assistants is

critical for the success we are after. Student assistants

work in the labs and also participate in study sessions

and create practice quizzes that greatly aide students

in the course. Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)

o Make better use of instructor’s web page by including

lecture slide shows, topic outlines and related web

links.

o Maintain a budget for the Student Assistants that will

allow them to participate in all the labs.

o Other: Continue to purchase and collect quality

specimens that represent the most common nonsilicate

and silicate minerals and Igneous, Sedimentary and

Metamorphic rock samples. High quality samples with

fresh surfaces illustrating microscopic structures that

are easy to see provide for the highest quality of lab

experience.

Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning)

1. Make Room 705 available as much as possible so

Geology 10 students can come to that facility to practice.

2. Maintain quality specimens in the Cabrillo College

collection.

3. Continue to service the dissecting microscopes on a

regular basis so they can operate at their maximum

performance. Purchase new microscopes and light sources

as needed.

Implementation (List the departmental plans to implement these priorities)

We’ll continue to inspect the microscope and light source

collection and purchase new ones when needed. At this

point, we think we can continue to operate with quality

equipment without replacement until 2011 or 2012.

Every year we purchase new minerals, rocks and fossils to

maintain and improve the collection at Cabrillo College.

Timeline for Implementation (Make a timeline for implementation of your top priorities)

We can discuss any new plans in the flex week of fall

2008 semester and make appropriate changes as the

course progresses, and in the fall of 2009.


Spring 2008 meeting, Analysis of Geology 27; Geologic History of the

Pinnacles National Monument, Fall 2007

Department

Geology

Meeting Date

February 10th

, 2008


100% fulltime


1


1. Construct a detailed geologic history of the Pinnacles

Volcanic Formation including the age, origin and distribution

of minerals and rocks as well as the changing tectonic and

physical settings.


Take home Final Exam


The students enrolled this semester did very well in the

course. 27 students completed the course. There were 6

As, 8 Bs, 8Cs, 8 “Pass” and 5 “Non Pass”.

Students in general were very interested while in the field,

they were engaged in the material and asked numerous

questions as the days progressed.

Occasionally a higher per cent of students will earn As

and Bs.


o State goals or objectives of assignment/activity more

explicitly

o Revise content of assignment/activities

o State criteria for grading more explicitly

Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)

o Encourage faculty to share activities that foster

competency



links.


Explain course policies such as attendance, promptness

and participation very clear at the sign up meeting that

precedes the start of the course and again at the first class

meeting in room 705 at Cabrillo College. This needs to be

done before the students are in the field for the weekend

course.

Explain course objectives and requirements such as a take

home final exam very clear at the sign up meeting that

precedes the start of the course and again at the first class

meeting in room 705 at Cabrillo College. This needs to be

done before the students are in the field for the weekend

course.

Create web links with instructive materials that can help

students understand the course policies and rules and

better prepare them for the field.


Continue to revise documents that explain course

objectives, rules and expectations. Make these documents

available to the students in hard copy at the first two

meetings at Cabrillo College and also make these

documents available on the department web pages.


The documents mentioned above will be made available

to students in the fall of 2008. The Geology Department

web pages will be revised before the start of the fall 2008

semester.



Department

Geology

Meeting Date

August 28th, 2008




2


2. Construct and analyze topographic and geologic maps and

cross sections to formulate the general geologic history and

access the susceptibility to various geologic hazards such as earthquakes, volcanoes and slope failure.


Topographic and Geologic Map Exercises and a

Topographic Map Lab Quiz


Two different labs took the Topographic Map Quiz. 17

students in the morning lab averaged 75% and 16 students

in the afternoon lab averaged 86%.

Students need a lot of individual attention for the early

stages of this topographic map lab.

The students in the afternoon lab had a significantly

higher average score than the morning lab.

Our goal is for both labs to achieve an average in the mid

80% range or better.



explicitly


o Increase in-class discussions and activities

o Increase guidance for students as they work on

assignments


o Maintain and eventually increase the Student

Assistant budget, as the demand grows with new

courses. The Student Assistants play a critical role in

student success by working with them in lab, as well

as study sessions outside of class.


competency



links.

o Other: instructors will work on editing the Earth

Science 10 lab Workbook to make the goals and

objectives of the lab clearer

o Other: They will also discuss classroom strategies and

the content of the introductory information that the

students hear at the start of the lab. The goal is that the

information the students hear is consistent in each lab


Improve the directions in the Lab Workbook.

Improve some of the problems such as stream gradients in

the lab workbook so that the students are extremely clear

on the exact location points.

Purchase more “Multiscale Map Readers” so that the

students have an easier time measuring horizontal

distances.


Upgrade / improve the Earth Science 10 Lab Workbook.

Purchase new “Multiscale Map Readers”.


The Earth Science 10 Lab Workbook will be changed for

the fall 2009 semester. The “Multiscale Map Readers”

will be purchased in time for the fall 2009 earth Science

10 students to use during lab.


Spring 2009 meeting, Analysis of Oceanography 10, Fall 2008

Department

Oceanography

Meeting Date

August 28th, 2008




2


2. Solve simple word and numerical problems about

oceanography using linear equations and conversion factors.


a. Calculate English / Metric conversion problems.

(Lab 1, 2, 3, 4, and 6 and objective questions

throughout the course)

b. Solve problems involving rate, distance and time

associated with acoustics, navigation, sea floor

spreading, waves, tides and marine sediments.

(Objective questions throughout the course)

c. Calculate vertical exaggeration of cross sections

given horizontal and vertical scales. (Lab 2 and

objective questions throughout the course)


The results were determined from the first two lab quizzes

where the students are asked to solve several of the above

mentioned problems. The average score was 68% with

many of the students getting scores well below 60%.

The students need more practice time and more practice

problems.

About 20% of the students are earning an “A” letter grade

on these quizzes but we would like to see that number

increase. These basic math skills are used throughout the

course.

We are hoping for significant improvement on the first

two quizzes in Ocean 10.



explicitly


o Increase student collaboration

o Continue to have Student Assistants work in the lab

with students

o Provide more frequent or more comprehensive

feedback on student progress


assignments




competency

o Analyze course curriculum, so that the department can

build a progression of skills as students progress

through Ocean 10






o Spend more time in the first week of classes during

the introductory Ocean 10 lab, providing the students

with more clear directions and expectations.



links.


Continue to have the Student Assistants work in the labs

as 25 students is too many for one instructor to provide

individual attention.

Provide students who are having difficulties with the math

extra problems to solve at home.

Create more examples in lecture demonstrating the need

and convenience of being able to solve the described math

problems.


These priorities will be implemented in the next offering

of Ocean 10, in the spring of 2009.


Please see above for our proposed timeline.


Spring 2009 meeting, Analysis of Coastal Environmental Monitoring; Field

Studies in Oceanography 20 Fall 2008

Department

Geology / Oceanography

Meeting Date

August 28th, 2008




3


#1) Analyze and diagnose the salinity, dissolved oxygen,

turbidity and pH of several seawater and/or freshwater samples and construct a research paper that evaluates the results.


One research paper that the students turn in at the

end of the semester


24 students were enrolled, 12 earned As, 6 earned Pass

and 6 students received the Non Pass grade

Students work in groups on the paper and occasionally

problems arise with individuals who do less work than

others. The 6 students that did not pass did not complete

the course. Some did not turn in a paper and some only

attended the first meeting.

The 12 students who received “A”s turned in excellent

research papers documenting the changes in seawater

chemistry.

Improvement could be made on some of the research

papers, clearer hypothesis and a more organized

presentation of the data.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff

o Revise activities leading up to and/or supporting

assignment/activities


felt would help them address the needs and issues that were revealed by the assessment. How might student performance be improved?



assignments

o



competency

o Continue to share results of Ocean 20 at department

meetings. Discuss what strategies worked and what

did not work so well with all instructors that teach the

course.

o Make better use of Instructor’s web page by including


links.

o Continue to service the Ph and dissolved oxygen

meters and maintain a budget for the chemicals and

supplies that are necessary for this project to take

place.


Emphasize the importance of attending all class sessions.

After the cruise, discuss report writing strategies with all

the students.

Invite the students to review their papers after they have

been graded by the instructor


These priorities will be implemented the next time

oceanography 20 is offered.


Oceanography 20 is currently “on hold” due to the budget

crisis. We hope this hands-on course that has at sea

experience, will be offered again soon, as the budget

improves.


Spring 2009 meeting, Analysis of Oceanography 20 Fall 2008

Department

Oceanography

Meeting Date

February 3rd

, 2009


100% Fulltime, 33% Adjunct


2


#2) Analyze and diagnose changes to beach morphology over

one semester and construct a research paper that evaluates the

results.


Beach Profiling Research paper


The overall results of this project were good. Collecting

data in the field was relatively easy and fun. The students

did not have a problem entering, organizing and

displaying the data.

Students needed more help on the writing portion of the

project. Mixing up discussion in the results section was a

common problem. Other problems included incomplete

sentences and improper grammar.

Most all their charts displaying results were excellent.



explicitly




o Increase student collaboration and/or peer review




assignments



o Offer/encourage attendance at seminars, workshops or

discussion groups about teaching methods


competency



links.


Create a rubric which will explain exactly what the

elements are of an “A”, “B” and “C” paper.

Have instructors and student assistants edit and review the

papers before they are turned into the instructor as the

final project.

Take more time in class do demonstrate the elements of

good writing.


Implement the above for the next course offering.


For this SLO to occur, Ocean 20 needs to be offered as a

2 unit class. The fall of 2008 was the last time this

happened and the course was taught as a 1 unit class for

the last time in the spring of 2010. We hope it can

eventually return to the college curriculum.



Department

Geology

Meeting Date

February 4th

, 2010




2


3. Assemble a comprehensive list of internal and external

processes and evaluate how they relate to Earth materials, landforms and geologic hazards.


2 midterms and 1 final exam


37 students completed the course; there were 8 A’s, 7 B’s,

11 C’s, 6 “Pass, and 5 “Non Pass” scores.

Room 705 is available to the students outside of class

time, the majority of the students take advantage of this

and it proves to be very valuable. Students need to spend

more time studying through out the semester, not just

before the exams.

We began the class with 44 students so the retention was

pretty high. 32 out of 37 passed the class, which is very

good.

These average scores are on the high side when

comparing other semesters. Increasing the amount of

retention and passing scores is an area that could be

improved. Next Step in the Classroom to Improve Student Learning


explicitly


assignments

(check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment. How might student performance be improved?

o Other: We see that it is important to make Room 705

available as much as possible so that students can

come to this facility and study. This group of students

spent a lot of time using room 705 outside of the

regular scheduled lab times. Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)








links.

o Other: Continue to purchase quality topographic

maps, geologic maps, and other tools and software

used in the lectures and labs so the students can

experience the most up to date concepts, processes

and data in the field of Earth Science.




2. Maintain quality materials such as maps, measuring

instruments, minerals, rocks and software used in all the

labs.

3. Consider giving the students practice quizzes or

questions for home work that will enable them to become

more aquatinted with geologic processes relating to

landforms, hazards and resources.


We’ll try these strategies with the next offering of Earth

Science 10 in the fall of 2010..

Every year we purchase new minerals, rocks, fossils and

lab equipment to maintain and improve the quality of the

geology program at Cabrillo College.




Spring 2011 meeting, Analysis of Geology 25, Fall 2010

Department

Geology

Meeting Date

May 31st, 2011




2


1. Compare, contrast and analyze the specific minerals and

rocks that make up the National Parks discussed in the course.


6 Online Quizzes, 3 Midterm Exams in room 705,

Question and Answer Sessions Online and 1 Research

Report


Average quiz scores have ranged from 82% - 87% in the

last two years with a range of 40% to 100%.

Research Reports have consistantly scored in the high

“B’s” and “A’s”

The Research Reports are good; students focused on the

variety of materials that make up each national park

emphasizing similarities and differences.

Terminology usgae by the Instructor could be “tighter”, or

more specific.

Use more diagrams and charts in the Research Reports

and continue to show specimens (hands-on) in class to the

students. Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment. How might student performance be improved?

o Increase activities where students look at rock and

mineral specimens in class.


explicitly



assignments

o Use methods of questioning that encourage the

competency you measured




o Invest some department funds for Student Assistants

to work with geology 25 students for midterm

preparation and assistance with their oral

presentations


build a progression of skills as students advance

through courses



links.


Stay up to date with Blackboard

Discuss amongst staff other methods of testing

competence

Create student workshops, voluntary in class


Take the Blackboard Workshop in the TLC


Next six months integrate into the next course offering in

Spring 2012. Change course to a “in person’ format.


Spring 2011 meeting, Analysis of Geology 25; Geology of National Parks Fall 2010 Department

Geology

Meeting Date

May 31st, 2011




2


2. Evaluate the various geologic hazards for each National Park


6 Online Quizzes, 3 Midterm Exams in room 705,

Question and Answer Sessions Online and 1 Research

Report


Average quiz scores have ranged from 82% - 87% in the

last two years with a range of 40% to 100%.

Research Reports have consistantly scored in the high

“B’s” and “A’s”

Terminology usgae by the Instructor could be “tighter”, or

more specific.

The Reaearch Reports are all very well done.

Use more diagrams and charts in the Research Reports.



explicitly




assignments



o As an instructor, increase your interaction with

students outside of class

o Next Step in the Department to Improve Student Learning


(check all that the department felt would help them improve student learning)



competency



through courses



links.


Stay up to date with Blackboard, as long as the course

may be taught in a distance education format.

Invest some department funds for Student Assistants to

work with Geology 25 students for midterm preparation

and assistance with their oral presentations.

Discuss amongst staff other methods of testing

competence

Create student workshops, voluntary in class


Take the Blackboard Workshop in the TLC


Next six months

Integrate into the next course offering in Fall 2011


Spring 2013 meeting, Analysis of Geology 25; Geology of National Parks Fall 2012

Department

Geology

Meeting Date

February 12th

, 2013




2


3. Synthesize and outline the general geologic history of

each of the National Parks discussed in the course.


The Student Learner Outcome was assessed by weekly

homework assignments, 3 - 5 quizzes, two midterms, one

oral presentation and a final exam.


The overall average on the homework assignments was

72%. The average of the quizzes was 86%, the average on

the two midterms was 78% and the final exam average

was 77%.

In general the students struggle with basic concepts of

chemistry and math comprehension. Homework

assignment performance was another area that could use

improvement.

The students performed very well on both quizzes and

oral presentations

After the homework assignments were graded, the

instructor could spend more time on reviewing the overall

process, goals and outcomes.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were


explicitly




revealed by the assessment. How might student performance be improved?





o Other instructor plans to be more effective with

electronic tools such as making better use of the

internet and his personal web page.





competency

o Write collaborative grants to fund departmental

projects to improve teaching

o Visit classrooms to provide feedback (mentoring)



links for each course.


Instructor plans to create two rubrics to help students

understand specific requirements for homework

assignments and oral presentations.

Students could use more help on how to organize their

PowerPoint slide shows. Invest some department funds

for Student Assistants to work with Geology 25 students

for midterm preparation and assistance with their oral

presentations.

Include specific web links to class topics on instructors

web page that will offer the students more information

and aide students in mastering course objectives and

student learner outcomes.


These priorities will be implemented in the next offering

of Geology 25, in the fall of 2013.




Fall 2008 meeting, Analysis of Environmental Geology 15, Spring 2008

Department

Geology

Meeting Date

August 28th, 2008




2


1. Analyze and identify various geologic hazards and evaluate

the risk associated with each.


Four homework assignments on earthquakes, volcanoes,

mass wasting and streams / floods and a midterm that

covers all those topics.


On assignment #1 the class average was 7.5 out of 10, on

#2, 8.5 out of 10, #3, 10 out of 10 and #4 9.8 out of 10

and the midterm average is 66%.

One clear issue is the students need to work more on

mastering the vocabulary associated with earth science.

The students did very well on the homework assignments

covering mass wasting and streams / floods.

The homework assignments were generally strong for

most students. The midterm average was low and could

be improved.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.


explicitly



o Provide more comprehensive feedback on student

progress

How might student performance be improved?

o Ask a colleague to critique assignments/activities








links.

o Other: Keep an up to date video library


1. Prepare and offer the students a list or outline of key

terms and concepts that they need top become proficient.

This list could be given in class or on the instructor’s web

page.

2. Encourage and initiate several midterm study sessions.

These could take place with students in the class working

with each other or possibly led by a Student Assistant II.

3. The instructor can spend more time reviewing, shortly

before the midterm, major concepts that will be presented

to the students on the midterm.


Revise methods for teaching the vocabulary that the

students are required to master.

Create a new document that lists and explains some of the

required vocabulary and concepts.


The above strategies will be initiated in the spring of 2009

and going forward.



Department

Geology

Meeting Date

August 27th, 2009


100% Fulltime, 33% adjunct


2


2. Evaluate specific resource reserves analyzing extraction,

processes and use issues and the effect on human population.


Four homework assignments (#5-8) on ground water,

non-metallic and metallic resources and energy resources.

The homework assignments also cover how these

resources and reserves are calculated and used/abused

with respect to population growth and land-use issues.

There is a portion of a map exercise that covers these

topics. There is also a midterm that covers all these topics



#6, 8.3 out of 10, #7, 8.7 out of 10 and #8 8.9 out of 10

and the midterm (#2) average was 72%.

Several issues were identified: 1) the students need more

basic chemistry understanding and 2) they could use more

of a global perspective.

The students do have a grasp of the need to distribute

resources fairly. They understand the social consequences

of “unfair” distribution.

Potential improvements: more chemistry in the first half

of the semester. Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were







o Other (please describe) Teach more chemistry in the

first half of the class



competency



o Make better use of Instrucotr’s web page by including


links.

o Other (please describe) Teach more chemistry in the

first half of the class





page.







4. Have a guest lecturer on water chemistry give a more

“chemically-coherent” or “practiced” introductory lecture

on basic water chemistry.


Revise methods for teaching the chemistry that the



required vocabulary and concepts

Fund a Student Assistant II

Initialize/create a working group of guest lecture

candidates from on-campus and off-campus individuals



and going forward.


Fall 2010 meeting, Analysis of California Geology 20, Spring 2009

Department

Geology

Meeting Date

September 2nd

, 2010


100% Fulltime


1


2. Construct an outline of the nine geomorphic provinces of

California and include for each province the general

topography, climate, geologic history, geologic hazards and resources.


Final Exam


Students need to demonstrate the learner outcome on the

final exam. 23 students took the final exam and the

average score was 77%. Five students scored 60% or less.

Most students did very well, but ~21% performed below

average.

15 students or 65% of the class scored 80% or higher,

with five at 90% or higher.

We would like to increase the number of students who

demonstrate proficiency with the student learner

outcomes.



explicitly



assignments

o A field trip to Yosemite precedes the final exam.

Review the student learner outcome in the field.


o Make better use of Instructors web page by including


links.

o David Schwartz is the only instructor that teaches

California Geology 20. He plans to review this

document as a reminder on what should be done.


1. Remind students of office hours and make Room 705

available as much as possible so Geology 20 students can

come to the office hour and facility and discuss course

objectives and learner outcomes with the instructor.

2. Practice the student learner outcome with the students

before the final exam. The field trip to Yosemite would be

a logical place and time to do this.

3. Create other activities where students can practice the

student learner outcome such as homework assignments.

4. During the students oral presentations, have each

group emphasize in a summary, the general topography,

climate, geologic history, geologic hazards and resources of

their geomorphic province.


These plans will be implemented in the spring 2011

semester.


Please see above.



Department

Geology

Meeting Date

August 26th, 2010




2


3. Construct several maps delineating specific regions for

hazard assessment and land-use options.


Four homework assignments on earthquakes, volcanoes,

mass wasting and streams / floods and a midterm that

covers all those topics.



#2, 8.5 out of 10, #3, 10 out of 10 and #4 9.8 out of 10

and the midterm average is 66%.

One clear issue is the students need to work more on

mastering the vocabulary associated with earth science.

The students did very well on the homework assignments

covering mass wasting and streams / floods.

The homework assignments were generally strong for

most students. The midterm average was low and could

be improved.



explicitly




o Provide more comprehensive feedback on student

progress

o Ask a colleague to critique assignments/activities






o Make better use of Instructors web page by including


links.

o Other: Keep an up to date video library





page.








Revise methods for teaching the vocabulary that the



required vocabulary and concepts.

Timeline for Implementation (Make a timeline for implementation of your top priorities


and going forward.


Fall 2010 meeting, Analysis of Oceanography 10 Spring 2010

Department

Oceanography

Meeting Date

August 26th

, 2010


100% fulltime, 67% adjunct, 3 total




1. Analyze and interpret spatial information and data; construct

and describe maps, charts and graphs relating to geological,

chemical, physical and biological oceanography.


Oceanography: Beach Profiling Research Project

Tide Plot Exercise


Most of the students earn “B’s” and “A’s” on the Beach

Profile Research Report. Students generally due very well

on the Tide Plot Project

More instruction on how to begin the surveying process.

Students need to read the directions more carefully and go

over the tide plot “check-list” before turning in their

work.

Most of the charts in Excel are good, but many of them

have inaccurate labels on the X and Y axis, incorrect

titles, and occasionally data that is accumulated

incorrectly.

Writing style, grammar, research report organization. Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.


explicitly








o Create a one page document with explicit instructions

on how to properly use the survey equipment Next Step in the Department to Improve Student Learning (check all that the department felt would help them improve student learning)


competency

o Continue to discuss areas that need improvement at

department meetings

o Purchase new surveying equipment when needed.

As the fiberglass metric stadia rods age, sand

scrapes the numbers off making it difficult to read.

Spring loaded hinges also eventually break.

Maintain or increase the Oceanography supply

budget to accommodate new equipment.



links Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning)

Increase the length and details in the lectures and labs

concerning the proper procedure for surveying.

Create a one page document with explicit instructions on

how to properly use the survey equipment.

After students return from the field for their first time out

surveying, discuss with them their technique and

strategies.

For the Tide Plot project, discuss the process in lab and go

over the check-list with all the students at once, in the

beginning of the lab. Implementation (List the departmental plans to implement these priorities)

Faculty holds regular discussions about assessment

results and plans to improve student learning.

Continue discussion in the spring of 2011 about

prioritizing the time in lab so students can spend more

time with the Beach Profiling Research Project. Timeline for Implementation (Make a timeline for implementation of your top priorities)

Discussion of the plan will continue in spring 2011.

Meetings discussing assessment results and plans to

improve student learning will be held at Flex week, after

midterm exams and at the end of each semester.

Student assistant money will continue to be spent on

helping students with Beach Profiling in fall of 2010

and spring and fall 2010.

A one page instructional document on correct surveying

procedures will be given to students in the fall of 2010

and every semester thereafter.


Fall 2011 meeting, Analysis of Environmental Science 10, Spring 2011

Department


Meeting Date

September 29, 2011 and November 29, 2011




2


1. Assess local and global environmental resources and

processes.


2 Midterm Exams and one Final Exam


61 students completed the course; 3 earned A’s, 25 earned

B’s, 20 earned C’s, 5 earned D’s and 8 earned F’s.

Of the 8 F grades, only 1 took all three major exams.

Nearly half the class earned above average and excellent

scores.

Yes, more students earning higher letter grades.






assignments



competency

o Make better use of all instructors’ web pages by

including lecture slide shows, topic outlines and

related web links. Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning)

Examine and analyze student performance on exam

questions specific to SLO’s.

Asses students prior knowledge of SLO’s

Share insights across changing members of the course


Discuss the ideas on this form again at flex week in the

Spring 2012.


Implement for the fall 2011 and spring 2012 course

offerings.


Fall 2012 Meeting, Analysis of Environmental Science 10, Spring 2012

Department


Meeting Date

September 20th

, 2012




2


2. Explain the scientific laws and methods for

investigating environmental phenomena and

understanding human-environment interactions.


2 Midterm Exams and one Final Exam


63 students completed the course; 5 earned A’s, 19 earned

B’s, 28 earned C’s or Pass, 6 earned D’s and 5 earned F’s.

Students improve on the second midterm and the final

exam. We need to try and increase scores for the first

midterm exam.

Approximately 38% of the class earned above average

and excellent scores.

Yes, more students earning higher letter grades.






assignments



competency

o Make better use of all instructors’ web pages by


related web links.


Examine and analyze student performance on exam

questions specific to SLO’s.

Asses students prior knowledge of SLO’s.

Share insights across changing members of the course.


Discuss the ideas on this form again at flex week in the

Spring 2013.


Implement for the fall 2012 course offering.


Fall 2012 meeting, Analysis of Environmental Science 10L, Spring 2012

Department


Meeting Date

August 31st, 2012




2


1. Analyze and diagnose various abiotic and biotic

components of ecosystems.


The semester long field research / monitoring project

called “The Aptos Creek Project”. Students go in the field

and monitor numerous abiotic components of the

watershed along with fecal coliform. The data is plotted in

our Geographic Information System (GIS) and charts are

produced in excel along with a formal research project.


The students did very well on the project. 26 students

completed the project and there was 18 A’s and 8 B’s.

Most of the students needed more help with the program

Excel and how to produce the numerous charts showing

the results of the experiments.

The students worked hard in the field and were very

careful in collecting the data. Some of the meters they use

are worth over $1,000 dollars and they were all very

careful and responsible with the field equipment.

Perhaps more time spent in lab on how to use the program

Excel.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were


explicitly







assignments



competency

o Currently the Aptos Creek Project is also taught in

Oceanography 10 so instructors in the program need

to discuss strengths and weakness’ of the overall

project and well as care and maintenance of the field

equipment.

o Field instruments break down and need servicing, and

in some cases break beyond repair. New chemicals are

also needed on a regular basis. An increase in our

supply budget will likely be needed in order to

continue this field monitoring project.

o Make better use of Instructors’ web page by including


links.


Have students study the field equipment (instruments,

meters, chemicals etc.) in the lab before they actually go

out in the field and use the instruments.

Spend more time in lab demonstrating how to build charts

using the software Excel.

Spend more time in lab discussing the various

hypothesizes of the experiments and how to interpret the

results. Implementation (List the departmental plans to implement these priorities)

We can implement the above strategies the next time ES

10L will be offered, in the spring of 2013.


We can discuss outcomes in the flex week of the fall 2013

semester and make appropriate changes as the course

progresses.


Fall 2012 meeting, Analysis of Environmental Science 10L, Spring 2012

Department


Meeting Date

August 31st, 2012




2


2. Explain the scientific laws and methods for

investigating environmental phenomena and

understanding human-environment interactions.


The semester long field research / monitoring project

called “The Aptos Creek Project”. Students go in the field

and monitor numerous abiotic components of the

watershed along with fecal coliform. The data is plotted in

our Geographic Information System (GIS) and charts are

produced in excel along with a formal research project.

The students were also given two quizzes involving

general principles of hydrology and topographic maps.


The students did very well on the Aptos Creek Monitoring

project. 26 students completed the project and there was

18 A’s and 8 B’s. Scores were a little lower on the

topographic map quiz where the mean score was 71%.

On the hydrology quiz there were 12 A’s, 9 B’s and 5 C’s.

A general trend was that the students were weak in math

and other numerical skills such as latitude and longitude

and stream gradients.

Scores were outstanding in the Aptos Creek Project, the

high scores may have been a result of students working in

groups.

Adding more visualization to the math problems; more

examples and practice problem sets would likely help.



explicitly




assignments


Continue to have students work in groups for the Aptos

Creek Project. Allow more lab time for the topographic

maps and surface water exercises. Give more examples

and practice math problems.

Incorporate a statistical analysis into the Aptos Creek

Project regarding the chemical data.



competency

o Field instruments break down and need servicing, and

in some cases break beyond repair. New chemicals are

also needed on a regular basis. An increase in our

supply budget will likely be needed in order to

continue this field monitoring project.

o Make better use of instructors’ web page by including


links.


Have students study the field equipment (instruments,

meters, chemicals etc.) in the lab before they actually go

out in the field and use the instruments.

Spend more time in lab demonstrating how to build charts

using the software Excel.

Spend more time in lab discussing the various

hypothesizes of the experiments and how to interpret the

results.

Have the students practice math more, in the lab as well

as incorporating practice problem sets that would be given

as homework.


We can implement the above strategies the next time ES

10L will be offered, in the spring of 2013.


We can discuss outcomes in the flex week of the fall 2013

semester and make appropriate changes as the course

progresses.


Fall 2008 meeting, Analysis of California Geology 20, Spring 2008

Department

Geology

Meeting Date

August 28th, 2008


100% Fulltime


1


1. Analyze and identify unknown minerals and igneous,

sedimentary and metamorphic rocks to determine the origin,

geologic history and specimen name.


1 mineral and rock lab final exam and the written final

exam that covers both lectures and field trips.


25 students averaged 75% on the Mineral and Rock Lab

Final. The final grade breakdown is 7 As, 12Bs, 4 C’s,

and 2 F’s.

Most of the students put in extra time, outside the

designated lab hours, practicing the mineral and rock

specimens. The availability of room 705 became an

important issue.

The Geology 20 students in the spring 2008 semester

were a very strong group. Not only did they perform very

well academically, but most of them thoroughly enjoyed

the course and working with their peers.


o Continue to state goals or objectives of

assignments/activities explicitly.

o Quality microscopes and external light sources are a

key ingredient to student success in the geology 10

labs. Continue a regular maintenance schedule and

purchase upgrades as this equipment ages.


o Schedule my office hours during times of the day

when room 705 is not being used by other classes or

labs. This will allow the Geology 20 students to come

in and use this facility.




links.

o Other: Continue to purchase and collect quality

specimens that represent the most common nonsilicate

and silicate minerals and Igneous, Sedimentary and

Metamorphic rock samples. High quality samples with

fresh surfaces illustrating microscopic structures that

are easy to see provide for the highest quality of lab

experience.




2. Continue to service the dissecting microscopes on a

regular basis so they can operate at their maximum

performance. Purchase new microscopes and light sources

as needed.

3. Maintain quality specimens in the Cabrillo College

collection.


We’ll continue to inspect the microscope and light source

collection and purchase new ones when needed. At this

point, we think we can continue to operate with quality

equipment without replacement until 2011 or 2012.

Every year we purchase new minerals, rocks and fossils to

maintain and improve the collection at Cabrillo College.




Spring 2008 meeting analysis of Environmental Science 10 Fall 2007

Department


Meeting Date

February 8th

, 2008

Number of Faculty/Staff participating in dialogue Number of Faculty/Staff sharing Assessment Results Total number of faculty/staff in department



5


III. Global Awareness


2 midterm exams and 1 final exam


58 students finished the course out of 68. The average on

Exam one was 63% and the average on exam II was

75%. The average on the final exam was 68%.

There were 6 As, 15 Bs, 16 Cs, 12 Ds and 6 No Credit

(now called Non Pass)

Students need to spend more time studying outside of

class.

Some students did very well on all three exams and

participated in semester long research projects.

The average score on both midterms and the final exam

can be improved.

Next Step in the Classroom to Improve Student Learning How might student performance be improved? Check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.




assignments

o Other: Have Student Assistant II’s work more closely

with the ES 10 students. For example, schedule study

sessions before each major exam.

Next Step in the Department to Improve Student Learning Check all that the department felt would help them improve student learning.

o Offer/encourage attendance at study sessions with

other students and with the Student Assistant IIs

o Analyze course curriculum,, so that the department

can build a progression of skills as students advance

through courses

o Other: Several extra credit options have been

available to ES 10 students over the years. We plan

to continue to explore new possibilities to help them

attain the course student learning outcomes.

o Make better use of instructors’ web page by


related web links.


Schedule official study sessions where Student

Assistants can work more directly with the ES 10

students. Since this class has no lab, the instructors

thought more personal time would help.

Encourage students to addend office hours. In the past,

most students do not take advantage of instructor office

hours.

Provide study questions for each lecture. Post those

questions, along with a pdf file of the lecture on the

instructor web pages.


Incorporate the suggestions into the department’s

annual instructional plan.

Faculty holds regular discussions about assessment

results and how we can improve student learning.


In the Fall 2008 offering of ES 10, each of the instructors

will post their slide shows on their web pages in a Pdf

format.

In the Fall 2008 offering of ES 10, each of the instructors

will provide a list of key concepts in the form of 15 – 30

study questions and activities.

The instructors will evaluate the budget and explore the

possibility of providing more hours for Student

Assistants to work directly with ES 10 students.

The Oceanography and Geology instructional planning

report is being written in fall 2013. Discussion of the

plan will continue in spring 2014.


Fall 2011 meeting, Analysis of Oceanography 10, Spring 2011

Department

Oceanography / Geology

Meeting Date

September 29, 2011

Number of Faculty/Staff in Attendance (% fulltime and adjunct and total)


Number of Faculty/Staff sharing Assessment Results (% fulltime and adjunct and total)



I. Communication


Mystery Beach Project

Beach Profiling Project

California Geology 20 Student Oral Presentations

Assessment Results (Summarize the overall results of your department) What student needs and issues were revealed? Were there any areas where student performance was outstanding? Any areas where it can be improved?

The students performed reasonably well but instructors

recognized that the students’ writing skills are the weakest

in the beach profiling and mystery beach activities.

Students continue to need practice in data entry and creating

charts using spreadsheet programs such as Excel for all

projects.

The students need more help with writing and using

computer programs to process data and, develop graphs in

the Mystery Beach and Beach Profiling Projects..

About 20% of the students earned A’s in the Mystery Beach

and Beach Profiling projects. The majority of the rest earned

B’s and ~ 70% of the students earned A’s in the California

Geology oral presentations.

Better writing skills and data management / chart making

skills using computers.

Better organization of topics presented in the slide shows for

the Student Oral Presentations.

Next Step in the Classroom to Improve Student Learning (Check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.) How might student performance be improved?


explicitly





o Provide more frequent or more comprehensive feedback

on student progress


assignments



build a progression of required skills and accomplished

goals as students advance through courses

o Continue discussions with all faculty on how we can

help the students with writing skills and using

spreadsheet programs


lecture slide shows, topic outlines and related web links.

Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning) Priorities to Improve Student Learning (List the top 3-6 things faculty/staff felt would most improve student learning)

Spend more lab time on demonstrations on how to enter data

and create charts using programs such as Excel.

Have the students turn in drafts of the reports before the

final project is due and then go over their work individually

before they continue.

Spend more time in lab discussing how and why beach

profiles change in relation to varying wave and weather

conditions.

Schedule more student assistant hours for assistance in the

classroom. Focus on both classroom lab projects and field

projects.

Provide students with examples of successful projects from

past semesters so they get a better idea of the expectations

for the course.

Require a half way check point for the Student Oral

Presentations in California Geology to accommodate

assistance to those in need. Students are now required to

show a draft of their Power Point presentation.

Faculty will continue to attend professional conferences and

seminars involving up to date discoveries and current

research in Earth and marine science and technology.

Faculty will also continue to focus on new teaching

strategies and teaching styles to help improve student

learning and student communication and writing skills.



instructional plan.

Faculty holds regular discussions about assessment results

and plans to improve student learning.

Schedule times in specific labs where demonstrations on

how to use the software Excel will take place using the

teacher station and overhead projector.

Schedule times in certain labs where students will practice

entering data themselves on the student computers in room

705.



report will be written in the fall of 2013. Discussion of the

plan will continue in spring 2014.

Meetings discussing assessment results and plans to improve

student learning will be held at Flex week, after midterm

exams and at the end of each semester.

Implement the strategies suggested above in fall 2011 and

spring 2012.


Fall 2011 meeting Analysis of Oceanography 10, Spring 2011

Department

Oceanography

Meeting Date

September 29th, 2011






II. Critical Thinking and Information Competency


Bathymetric Map Exercise Lab 1

Beach Erosion Mapping Project

Beach Sand Analysis Lab 5


Most of the students earned 9/10 or 10/10 on the Bathymetric

Map Project. The average score on the Beach Erosion Map

Project was ~75% and the average score was ~85% on the

Beach Sands Charts.

For the Beach Erosion Map Project, the students need to

spend more time in the field with instructors or student

assistants. The students could also spend more time using the

computers in Room 705 to view air photos to aid in their

mapping.

Increase the amount of lab time dedicated to Beach Sand

Analysis. Incorporate a review opportunity in the Wave lab

About 80% of the students earned A’s on the Bathymetric

Map Project, ~75% earned A’s on the Beach Sand Chart and

~15% earned A’s on the Beach Erosion Mapping Project.

Instructors could periodically check student maps before

they turn them in to make sure they are doing the project

according to the directions and guidelines. Mandate a due

date at the halfway point. Change the map to a larger scale

so the students use larger symbols to show the same detail.

Fix some of the cross section areas so it more accurately

depicts the cliff line.

Next Step in the Classroom to Improve Student Learning (check all the items faculty/staff felt would help them address the needs and issues that were revealed by the assessment.) How might student performance be improved?


explicitly



o Provide more frequent or more comprehensive feedback

on student progress


assignments


o Encourage faculty to share activities that can improve the

overall quality of the various projects.

o Have faculty meet on a regular basis to discuss these

projects and to make sure that the assignments and the

grading is consistent for all the different lab sections.




For the Bathymetric Map Project:

Show students more digital images in the lab of the

Monterey Submarine Canyon. Use the teacher station

computer to show a variety of digital images during lab so

students can visualize sea floor topography and to increase

their appreciation and understanding of the technology

involved in sea floor imaging.

For the Beach Erosion Mapping Project:

Incorporate time in the lab so that students can check their

work by using computers to view air photos of the beaches

they map.

Schedule more hours for student assistants to work in the

field helping Oceanography students with their maps.

Change the map to a larger scale, which will allow the

students to use larger symbols. Also, reduce the area that the

students are required to map.

For the Beach Sand Project: Obtain and maintain quality

microscopes and light sources. Also obtain a quality

microscope / digital camera / monitor system to demonstrate

microscopic images of specimens during lecture and lab.

Faculty will continue to attend professional conferences and

seminars involving current information and research in Earth

and marine science and technology. Faculty will also

regularly include new teaching strategies with up-to-date

software applications and/or with the use of the Internet as a

tool for student learning and critical thinking. Implementation (List the departmental plans to implement these priorities)


instructional plan.



Continue discussion in the fall of 2012 about prioritizing the

time in lab so students can spend more time with the Beach

Erosion Mapping Project. The scale of the map has been

increased to a larger scale, which makes the map easier to

read and record information on. Also, the field area that the

students are required to map has been cut back by

approximately 30%.



report is being written in fall 2013. Discussion of the plan

will continue in spring 2014.

Meetings discussing assessment results and plans to improve

student learning will be held at Flex week, after midterm

exams and at the end of each semester.

More student assistant time will be spent on helping students

with these projects in fall of 2011 and spring and fall 2012.

New Beach Erosion Maps with a larger scale and smaller

special area will be developed for the fall of 2012.

Implement the strategies suggested above in spring and fall

semesters of 2012.


1


Spring 2012 meeting analysis of Oceanography and Geology 20 Fall 2011

Department

Oceanography and Geology

Meeting Date

September 29, 2011 and November 29, 2011






IV. Personal Responsibility and Professional

Development


Oceanography Labs: Nautical Charts, Beach Sands,

Earthquake Plots, Bathymetric Map, Beach Sand Chart,

Tide Plot, 6 quizzes

Geology 20 Student Oral Presentations, Field Trips


Most students participate in all the Ocean 10 lab activities

and turn their work in on time. Some neglect to do the

work, turn in assignments late or fail to attend lab the day

of the quizzes. Approximately 90% of the students attend

the Geology 20 field trips. Only 75% of the Geology 20

students turned in a required outline for their student oral

presentations.

Students need to be more accountable for their actions.

They need to understand they will lose points which will

lead to a lower letter grade if they don’t follow directions

or have regular attendance.

About 75% of the Ocean 10 students earn A’s on their lab

projects and ~90% of the Geology 20 students earn A’s on

their oral presentations.

Attendance in Ocean 10 and turning in the outline for the

oral presentation in Geology 20.

Next Step in the Classroom to Improve Student Learning (Check all the items


explicitly



2

faculty/staff felt would help them address the needs and issues that were revealed by the assessment.) How might student performance be improved?

assignments/activities






assignments





o Encourage more discussion about teaching methods


competency

o Analyze course curriculum so that the department can


through courses




Remind students of the importance of personal

responsibility, attendance, promptness and paying close

attention to general rules of projects at the beginning of the

semester. Make these standards very clear on the class

syllabus and discuss them with the students often.

Leave time in lecture and/or lab during the course of the

semester to ask students about their progress on various lab

projects or the Geology 20 oral presentation.

Evaluate procedures for absences, tardiness, late

assignments and work that is below the quality expected.

Faculty will continue to attend professional conferences

and seminars involving current information and research in

Earth and marine science and technology. Faculty will also

continue to focus on new teaching strategies and teaching

styles that will improve student learning and increase

personal responsibility.



instructional plan.



Faculty will publish policies on attendance, tardiness,


3

quality of lab projects, make-up work and general personal

responsibility and accountability in all course syllabi.

For the Student Oral Presentation project in Geology 20,

set due dates for written progress reports including a

sample of their PowerPoint presentation and count those

reports as part of the final grade.



report is being written in fall 2007. Discussion of the plan

will continue in spring 2008.

Meetings discussing assessment results and plans to

improve student learning will be held at Flex week, after

midterm exams and at the end of each semester.

Implement the strategies suggested above in spring and fall

semesters of 2008.

GEOLOGYNatural and Applied Sciences DivisionWanda Garner, Division DeanDivision Office, Room 701 David Schwartz, Program Chair, (831) 479-6495Aptos Counselor: (831) 479-6274 for appointmentWatsonville Counselor: (831) 786-4734Call (831) 479-6328 for more informationwww.cabrillo.edu/programsGeology A.S. DegreeProgram Description:

Geology is the study of Earth materials and processes. A masters orPh.D. in this field will enable the graduate to have a career in a wide vari-ety of fields such as research, academia, engineering/consulting, geohy-drology, seismology, volcanology, geophysics, glaciology, and econom-ic geology (ore and hydrocarbon deposits), to name a few. Geology andEarth Sciences are offered as majors at UC and CSU.Model Program for Geology

This Associate Degree requires 60 units appropriate to your educa-tional goal, to include general education and at least 30 units in a major.Courses should be selected to meet the lower-division major preparationrequirements at your intended transfer university-these specific require-ments can be found at www.assist.org for 4-year public institutions inCalifornia. Please see a counselor for advisement to ensure you are tak-ing the best possible courses given your goal.

The department presents the following suggested model program forthis major. The courses listed below may or may not be appropriatedepending on your specific goal. Please see a counselor for advisementfor transfer to any 4-year institution.A.S. General Education 21 Units

Core Courses Plus Approved Electives UnitsGEOL 10 Introduction to Earth Science . . . . . . . . . . . . . . . . . . 4CHEM 1A General Chemistry I . . . . . . . . . . . . . . . . . . . . . . . . . 5CHEM 1B General Chemistry II . . . . . . . . . . . . . . . . . . . . . . . . . 5MATH 5A Analytic Geometry and Calculus I . . . . . . . . . . . . . . . 5MATH 5B Analytic Geometry and Calculus II . . . . . . . . . . . . . . 5MATH 5C Analytic Geometry and Calculus III. . . . . . . . . . . . . . 5PHYS 4A Physics for Scientists and Engineers I . . . . . . . . . . . 5PHYS 4B *Physics for Scientists and Engineers II . . . . . . . . . 5PHYS 4C **Physics for Scientists and Engineers III . . . . . . . . 5orPHYS 2A *General Physics I . . . . . . . . . . . . . . . . . . . . . . . . . . 4PHYS 2B **General Physics II. . . . . . . . . . . . . . . . . . . . . . . . . 4Approved Electives UnitsENGR 1A *Surveying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ES 10 Introduction to Environmental Science. . . . . . . . . . . 3GEOL 15 Environmental Geology. . . . . . . . . . . . . . . . . . . . . . . 3GEOL 20 California Geology. . . . . . . . . . . . . . . . . . . . . . . . . . . 4GEOL 25 Geology of National Parks . . . . . . . . . . . . . . . . . . . . 3MATH 6 **Introduction to Linear Algebra . . . . . . . . . . . . . . . 3OCEAN 10 Introduction to Oceanography . . . . . . . . . . . . . . . . . 4Total Units 60*fall only; **spring only

Geology Courses

GEOL 10 Introduction to Earth Science4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Introduces the phenomena and basic principles of physical geologywith laboratory exercises illustrating the nature of minerals, rocks, geo-logical structures and processes such as surface water, earthquakes, vol-canoes and glaciers, and the use and interpretation of topographic andgeologic maps.Transfer Credit: Transfers to CSU; UC.

GEOL 15 Environmental Geology3 units; 3 hours LectureRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Introduces the interactions among Earth systems, humans and theenvironment. Topics include Earth systems and the physical interactionsamong different systems, natural disasters (earthquakes, volcanoes,floods, landslides), groundwater, waste disposal, pollution, resourcesand population, engineering geology and land-use planning.Transfer Credit: Transfers to CSU; UC.

GEOL 20 California Geology4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Introduces the geologic history of California. Includes the phenomenaand basic principles of geology and a survey of the topography, struc-ture, geologic history, climate and resources of each geomorphicprovince of California. Field trips required. Some of the class hours forthis course may be scheduled as To Be Arranged (TBA). See theSchedule of Classes for the details about this course offering.Transfer Credit: Transfers to CSU; UC.

GEOL 25 Geology of National Parks3 units; 3 hours LectureRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Introduces the geologic history, structure and materials of NationalParks in North America. Includes a survey of associated internal andexternal Earth processes responsible for shaping our National Parkssuch as plate tectonics and mountain building, earthquakes, volcanoes,mass wasting, weathering, erosion, rivers and glaciers. May be offeredin a Distance-Learning Format.Transfer Credit: Transfers to CSU; UC.

Cabrillo College Catalog–2013-2014

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GEOL 27 Geology of the Pinnacles NationalMonument

1 unit; 1 hour Lecture, 0.5 hour LaboratoryCorequisite: ASTRO 27.Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Provides a weekend field lecture course allowing the student to study,through direct observation, the geologic history and processes that haveformed and shaped the Pinnacles. Camping and hiking required.Transfer Credit: Transfers to CSU.

GEOL 30A Field Geology of Point Lobos andBig Sur

1 unit; 0.7 hour Lecture, 0.8 hour LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

A weekend field lecture course to study through direct observation thegeologic history of Point Lobos and Big Sur Country.Transfer Credit: Transfers to CSU.


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OCEANOGRAPHYNatural and Applied Sciences DivisionWanda Garner, Division DeanDivision Office, Room 701David Schwartz, Program Chair, (831) 479-6495Aptos Counselor: (831) 479-6274 for appointmentWatsonville Counselor: (831) 786-4734Call (831) 479-6328 for more informationhttp://www.cabrillo.edu/programs

Oceanography Courses

OCEAN 10 Introduction to Oceanography4 units; 3 hours Lecture, 3 hours LaboratoryRecommended Preparation: Eligibility for ENGL 100 and READ 100; Eligibilityfor MATH 154.Repeatability: May be taken 1 time.

Introduces some of the more important phenomena in oceanography:geological, chemical, physical and biological relationships. May beoffered in a Distance-Learning Format.Transfer Credit: Transfers to CSU; UC.

OCEAN 20 Coastal Environmental Monitoring;Field Studies in Oceanography

1 - 3 units; 1 hour LectureRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Introduces the students to "at sea experience" as well as explorescareers and educational needs required to enter the broad field of marinescience and technology. Students will go out to sea and study shipboardoperations, seawater chemistry, marine navigation using GlobalPositioning Systems (GPS) and hand-held compasses, and marine ecol-ogy and plankton.Transfer Credit: Transfers to CSU.


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ENVIRONMENTAL SCIENCENatural and Applied Sciences DivisionWanda Garner, Division DeanDivision Office, Room 701David Schwartz, Program Chair, (831) 479-6495Aptos Counselor: (831) 479-6274 for appointmentWatsonville Counselor: (831) 786-4734Call (831) 479-6328 for more informationhttp://www.cabrillo.edu/programs

Environmental Science Courses

ES 10 Introduction to EnvironmentalScience

3 units; 3 hours LectureRecommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Covers the physical, biological, chemical and human systems thatconstitute the Earth's environment. Topics include geological processes,hydrology, natural resources, climatology, population biology, ecosys-tems, biodiversity, biochemistry and the chemistry of pollution. Includesan analysis of how human behavior and institutions affect the environ-ment.Transfer Credit: Transfers to CSU; UC.

ES 10L Introduction to EnvironmentalScience Lab

1 unit; 3 hours LaboratoryHybrid Requisite: Completion of or concurrent enrollment in ES 10.Recommended Preparation: Eligibility for ENGL 100 and READ 100.Repeatability: May be taken 1 time.

Presents hands-on exploration for topics associated withEnvironmental Science including watershed monitoring and field trips tolocal agencies.Transfer Credit: Transfers to CSU; UC.


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Documents

PROGRAM PLANNING REPORT - Cabrillo College...the physical, tectonic, and biological history of California for the last 2 billion years. Geology of National Parks (Geology 25) is a