Geology Program Review University of Tennessee Chattanooga Spring 2006

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1 Geology Program Review University of Tennessee Chattanooga Spring 2006 This report presents the results of a review of the geology program at the University of Tennessee Chattanooga conducted on February 9-10, 2006, and conducted by Dr. Dan Askren, Chair, Department of Geology & Physics, Georgia Southwestern State University (external reviewer). Part 1. Program Outcomes Identification of Program and Learning Outcomes The Department of Physics, Geology and Astronomy has a defined mission statement and clear, annually revised goals. In addition, the department has concise, measurable learning outcomes for its geology program. Because the department encompasses three academic areas (physics, geology and astronomy), its mission statement is general in scope. This general mission statement is consistent with the more specific program learning outcomes that the department has clearly defined for its geology program. These more specific outcomes are well suited for a Bachelor of Science program level. The department has set specific goals regarding its curriculum. For example, to monitor its success in achieving one of its program learning outcomes ( students will compare favorably in their knowledge of specific content areas ), the department uses the Area Concentration Achievement Test for geology. This standardized test evaluates student performance in four content areas, and the test is administered both at the onset and at the end of each student s geology curriculum. Student performance on this standardized exam provides comparative, nationally normed data. The department has also set specific goals in other areas in order to target specific learning outcomes. These other goals include: successful involvement of students in faculty research, participation in field experiences, acceptance to graduate programs, and placement in geological careers. Although these goals are intrinsically less quantifiable, the definition, pursuit and realization of these goals are well documented by the department s self-study. Established goals for growth of the faculty s teaching, qualifications and development are identified clearly by a system termed Evaluation and Development by Objectives. This system identifies specific goals for each faculty member on an annual basis through a collaborative process with the department chair. These goals are specific for each faculty member within the program, but generally these include continued excellence in teaching, maintaining activities that enhance faculty qualifications, and enhancing specific areas of faculty development.

2 Criteria for Program Outcome Evaluation Achievement of performance-based program learning outcomes is evaluated by results from a nationally normed geology examination. Mean scores of graduating seniors on the Area Concentration Achievement Test in geology at or above the 50 th percentile compared to national norms indicates success in performance-based program learning outcomes. Achievement of program learning outcomes is also evaluated by several less quantitative practices: a.) consistently positive responses to department exit questionnaires administered to prospective program graduates indicate success in satisfaction-based program outcomes, b.) high satisfaction rates during informal oral exit interviews also indicate success in satisfaction-based program outcomes, c.) above-average or average satisfaction rates on the annual UTC Enrolled Student Survey indicates success in satisfaction-based program outcomes, d.) high satisfaction rates during informal oral interviews with alumni indicate success in satisfaction-based program outcomes. These various criteria are the standard and customary practices used by geoscience departments nationwide to evaluate student satisfaction with programs. When combined with the insights of the department s obviously outstanding faculty with long service to their institution, these criteria are wholly appropriate for evaluation of the program. Use of Program Outcome Evaluation Information The department has established a history of making use of student, alumni and employer information to strengthen its program. Feedback from these groups resulted in the implementation of a new degree in environmental geology prior to the previous program review. The recent hiring of new faculty to support this degree is an extension of that input. Relative Ranking of Program The faculty has constructed an outstanding geology program that ranks equal to any program of its size. In many areas the program outranks its peers. For example, the program s field experience in Costa Rica provides its students with an education rich in opportunities to study phenomenal geology and diverse cultures. Such experiences also build student cohesion and ultimately result in strong alumni support. The program s NSF-funded analytical x-ray laboratory is another example of a superior area that elevates the program above typical undergraduate programs in geology. Likewise the strong faculty morale and outstanding student-faculty interactions are an additional area of excellence. Each of these areas of excellence is clearly attributable to the tireless work and dedication of the program s faculty.

3 Part 2. Curriculum Appropriateness of Current Curriculum The geology program has distinct curricula for the B.S. degrees in geology and in environmental geology. The curricula for these two degrees share a group of common courses and are appropriate and consistent with standard curriculum requirements of programs nationwide. These courses enable students to develop the skills and attain the outcomes needed for graduates of this program. Likewise, these curricula reflect the current standards, practices and issues within geology and environmental geology program curricula nationwide. Regularity of Curriculum Review & Revision Review of the program s curriculum is a regular process within the department. Recent changes in the curriculum include: responses to University graduation requirements, increased course offerings as a benefit of additional faculty, and enrollment limitations in general education courses to improve classroom instruction. In addition, a recent course addition has been implemented to maximize use of a newly acquired (NSF-funded) X-ray diffractometry laboratory. These changes illustrate the attention and concern to quality of teaching that permeates the program and its faculty. Curriculum Content The program s required curriculum content addresses appropriate skills required for an undergraduate degree in geology. General education courses cover writing, computer and critical thinking skills. More specific communication and technical skills are addressed in advanced non-geology courses such as Scientific Writing, Calculus, and selected courses in Chemistry, Physics and Biology. A high level of critical thinking skills, research strategies, technology skills, and computer skills are developed throughout numerous specific upper division courses in geology. Curriculum requirements are clearly outlined, and required courses in geology are offered REGULARLY [annually], providing students the ability to complete requirements in a timely manner. A highlight of the geology program s curriculum is the availability it provides students to participate in research and field experiences at a level typically reserved for graduate students. Numerous student research results are routinely presented by students at national and regional scientific meetings. Similarly, students have the opportunity to participate in extended field trips as a part of most of their upper division courses and to participate in multi-week field trips to international or national locations each summer. These opportunities reflect immeasurably large investments of time and energy by faculty for the success of their students.

4 Part 3. Teaching and Learning Environment Instructional Practices Student interactions with faculty are one of the great strengths of the UTC geology program. The program s unique physical environment is a direct result of conscious efforts of faculty to provide a personalized learning environment for students. Laboratory and study spaces for students are in close proximity to faculty offices, and faculty routinely uses these same spaces for their work. In addition, students conduct a variety of individualized research projects which are guided by faculty via one-on-one interactions. Similarly, students participate in extended field work with faculty in a variety of upper division courses. Most students also enroll in specific courses that culminate in two week field excursions with faculty to the southwestern U.S. or to Costa Rica on an annual, rotating schedule. Such close interactions for extended periods of time document superior instructional practices. Library Holdings The Lupton Library at UTC houses a selection of journals, books and online resources that supports the geology program. This limited selection includes 19 current journal subscriptions, additional holdings of earlier journal subscriptions, several hundred monographs, and a small but helpful collection of older United States Geological Survey Professional Papers. To augment these selections, the library subscribes to the standard electronic database in the field of geology (GeoRef). Combined with an effective interlibrary loan system, GeoRef allows faculty and students access to essentially all recent and current publications in the geosciences in a timely manner. Continued funding of GeoRef through the efforts of the Lupton Library is critical to maintain this necessary level of support for the geology program. Exposure to Diversity Exposure to diversity and underrepresented groups is a critical issue for most geology programs as a result of the field s historically homogenous character. The geology program at UTC is served by a majority of faculty that is from historically underrepresented groups in geology. This provides students with exposure to geologists who represent diverse backgrounds. A benefit of the program s extensive field program (such as extended field trips to Costa Rica) is the exposure it provides students to diverse cultures. Faculty within the program has active, NSF-funded research engaged in enhancing diversity in the geosciences. Faculties also have state-funded research aimed at improving teacher quality at regional, generally underrepresented middle schools. Involvement of students from the geology program with these grant activities provides exposure to diversity and the perspectives of underrepresented groups.

5 Advisement and Student Evaluation of Teaching Student advisement is conducted each semester by one-on-one meetings between faculty and students within the program. The relatively small number of students allows faculty to carefully advise each, and the physical layout of facilities permits students easy access to their advisors. This close contact also allows faculty to monitor the progress of each advisee throughout the semester. Student evaluation of teaching follows a University-mandated system that involves completion of evaluation forms by students for each course taken. These evaluations are designed to monitor quality and effectiveness of teaching. Statistical evaluation of these results is conducted by an independent office of the University, and statistical results are returned to the department chair. These data are evaluated and retained by the chair and individual faculty according to defined University policies. Statistical results observed during this program review indicate that a high level of satisfaction is regularly indicated by students. Part 4. Faculty Faculty Number, Composition and Credentials The geology program is served by four faculty (this includes a chair with ½ release time) and one periodic adjunct. The four faculty members each hold the terminal degree in geology (Ph.D.), which is the standard and appropriate level and MEETS [well exceeds] the minimum established by SACS. The academic background of the faculty is diverse and well-suited to cover the broad areas of geology within the program curriculum. The ethnic and gender backgrounds of the faculty are also diverse and well-suited for the program. Faculty Teaching Loads, Scholarship and Service Current faculty teaching loads (12 credit hours) are excessive for maintaining effective work in both scholarship and service. For lab sciences, a load of 12 credit hours results in 15 contact hours; physical setup and cleanup of laboratory materials generally consumes two additional hours per course. After additional expenditure of hours dedicated to grading, lecture preparation, laboratory preparation, laboratory report grading, and student assistance, remaining hours are minimal. Forthcoming addition of a laboratory assistant will aid greatly in helping faculty find a few hours each week to conduct scholarship and service. Despite overwhelming teaching loads, the faculty maintains an extremely high level of scholarship and service. Extensive committee work and related service to the institution is well documented in each faculty s vita. Outstanding levels of scholarship are evidence by two separate NSF-funded grants and by grants from a variety of other external sources. Frequent presentation of research results, with students, is evident at national and regional scientific meetings. This level of scholarship is greater than typical for most faculties within

6 undergraduate programs in geology, even though faculty at UTC have higher than average teaching loads. This reviewer is perplexed by a general sentiment from faculty and administrators that the level of scholarship by faculty within the geology program is low or perhaps inadequate. This misperception may result from the program s presence within a university that is relatively large (UTC grants M.S. and Ph.D. degrees in various programs); perhaps the higher standards of scholarship expected in M.S. and Ph.D. programs permeate into undergraduate programs at UTC. Regardless of the internal perception of the faculty s scholarship, the faculty within the geology program has clear records of scholarly activity that are above the norm for undergraduate programs in geology. Faculty Evaluation System As described in detail in an earlier section of this report (Part 1. Program Outcomes), the program establishes goals for growth of the faculty s teaching, qualifications and development by a system termed Evaluation and Development by Objectives. This system identifies specific goals for each faculty member on an annual basis through a collaborative process with the department chair. These goals are then evaluated each year by the department chair and used to set specific plans for faculty development. These plans respond to student evaluations when necessary, and these plans help guide the department chair in developing teaching schedules aimed at helping faculty maximize available time for research activities within the confines of the heavy teaching loads. Part 5. Support Facilities and Equipment The geology program has recently completed plans for relocation to renovated facilities in a different building. This change will add considerable laboratory and classroom space, which will help alleviate significant over use of the current small number of laboratories available for instruction and research. The relocation will also provide easier after-hours access for students and greater security for equipment and offices. In addition, the renovation plans of this different facility illustrate a concerted effort to retain the benefits of the current physical location. One of the highlights of the program is the unique distribution of offices, classrooms and laboratories about a central work area. The ease of student interactions with faculty is largely attributable to this physical arrangement, as faculty and students work side-by-side throughout the day. The facility renovation plan s attempt to maintain this arrangement will hopefully maintain the outstanding interaction between students and faculty that is currently afforded.

7 Recent acquisition of an x-ray diffractometry laboratory via NSF grant funding has provided a needed infusion of new equipment for the program. Continued acquisitions during the upcoming years will necessarily focus on the transition to new facilities. Operating Budget and Cost Effectiveness The program operates with a minimal budget with which faculty strive to maintain current materials and equipment. Recently equipment has been acquired from external grants and internal funding sources. The noteworthy acquisition of microscopes through the Dean s Office is one clearly appreciated example. Similar administrative support is indicated by partial funding of the department s field excursion program to Costa Rica. Presentation of research results at national meetings, and operation of most field trips critical to the geology program, however, appear to proceed despite loss of travel money from the operating budget; the likelihood of sustaining these activities at their current level without travel funding seems remote. Occupying newly renovated facilities will also pose a challenge as funding for basic laboratory furnishings (such as fume hoods and lab benches) does not seem settled. Given the high level of faculty performance, the solid enrollment within the major and the high number of general education students served by the program, the cost effectiveness of this program is quite high. However recent cuts in funding compounded with upcoming needs for settling into new facilities will financially challenge the program. Part 6. Summary Recommendations Program Strengths and Weaknesses The geology program at UTC is a fundamentally sound and effective academic program composed of especially hard working faculty who exhibit outstanding rapport with each other. The energy and commitment of its faculty is the program s greatest strength. This strength generates a variety of additional noteworthy features: dynamic student interactions with faculty, outstanding field experiences for students, and extensive involvement of students in faculty research. The combination of these strengths results in an undergraduate geology program that provides an education for students that approaches the quality of a small graduate program at other institutions. Weaknesses within the program are generally well understood by the faculty and are generally being addressed. Cramped and outdated laboratory spaces are being replaced by renovation of a new facility for the program. Excessive teaching loads are being addressed by the hiring of a laboratory assistant and the creative scheduling of general education course sections. Funding shortfalls appear to be ameliorated in part by pursuit of external funding and by occasional assistance from administrative sources (such as the beneficial purchase of microscopes through the Dean s Office).

8 Suggested Goals and Strategies A number of goals and strategies for the geology program during the next five years appear to be well established and moving forward. These include: a.) moving the physical program into renovated facilities within Grote Hall, b.) reducing teaching loads via hiring of a laboratory assistant, c.) maintaining the program s extensive field experience program, c.) developing alumni meetings for greater curriculum/career input, d.) developing a process of periodic computer upgrading, e.) seeking reimplementation of travel fees, and f.) maintaining library support. These goals are appropriate for continuing the program s high level of effectiveness. The following suggestions and strategies may provide helpful input from an external point of view. The most significant change that the program will see in the next five years will be its relocation to renovated facilities in Grote Hall. This will provide critically needed increased classroom and laboratory space in a relatively newer building. Toward this goal, the faculty realizes that the potential exists to lose some of the ease of interaction with students. The centrally located work areas and close proximity of faculty offices and student laboratories will be lost. However, faculty plans for the layout of offices and a common work area in Grote Hall are intended to maintain the current level of interaction. These plans and similar design suggestions (such as installation of laboratory doors with windows) will help maintain the current high level of interaction between faculty and students. This reviewer urges the University to support its geology faculty in its goal of maintaining this highlight of the program. AN EFFECTIVE REDUCTION [Reduction] of teaching loads through scheduled hiring of a laboratory assistant and through initiation of combined course sections is critical to the program s continued success. The laboratory assistant can potentially provide several hours each day for faculty, and the combination of multiple introductory course sections will have the same benefit. If faculty can resist the demands of administrative service which can easily fill these few extra hours, then the program s faculty should be able to enhance its already strong scholarship. The department chair is strongly encouraged to help his faculty avoid the pitfalls of over involvement in administrative service at the expense of scholarship- a fate that seems common especially among tenured faculty with increasing years at a single institution. The program s field and research activities are areas of strength within the department that may be somewhat hidden from the University s general knowledge. Most geologists do not rank among the best self promoters, and the results of our efforts are consequently often not appreciated. To better self promote research, the faculty may consider increasing the visibility of its research on the geology home page. Perhaps specific web pages could be constructed for each of the more recent student presentations (poster sessions might be easily modified to web pages, for example). Likewise perhaps student presentations of results could be conducted on campus (perhaps in conjunction with other undergraduate student presentations at an informal annual seminar). Similarly,

9 the program s field trips might also be better advertised on campus. Perhaps specific web pages could be constructed for specific field trips related to upper division courses, as annotated photos from these trips. Likewise the more extensive field trips to Costa Rica and the southwest U.S. might show off the program more effectively with more photo documentation. The unique nature of the Costa Rica program may be well known on campus, but if not then perhaps a periodic article in the student (or local) newspaper might be effective. Although these specific suggestions may not necessarily be appropriate, more advertisement of the program s strengths might provide more campus-wide appreciation of its efforts. The program s constrained operating budget will be stressed beyond its current level as plans for relocation are implemented. The possibility of implementing laboratory fees could help reduce this problem. Applying a standard fee (such as $15 or $20) to each undergraduate enrolled in general education science courses might be equitable for all students, and such a fee could help provide introductory laboratory materials. Although institutional policies vary, these fees are most effective when placed in a general portion of a program s budget. This permits the fees to be used for laboratory samples, computer equipment, vehicle rental, or any of a variety of expenses directly related to general education science courses. Many of the current furnishings in the geology program are inadequate and inappropriate for their intended uses. It is essential that the University provide the program with new furnishings to take full advantage of renovated facilities in Grote Hall. Increased interactions with alumni might provide additional resources for faculty, greater understanding of geology as a career for current students, and perhaps additional prospects of job placement for seniors. Although the faculty has demonstrably excellent relations with its alumni, some further use of alumni resources might be possible. For example, alumni working in the field of environmental geology might be able to provide field trips to active job sites or present guest lectures to specific upper division classes. Likewise alumni might be willing to assist faculty in developing specific laboratory exercises that mimic real-world environmental problems. Additionally, occasional luncheons with current students and alumni might provide some insight for students into the world of geology beyond the walls of academia. These suggestions are provided as possible techniques for implementing goals that have been established by the geology program. The faculty within the geology program has a clear vision for its future and an excellent understanding of the importance each individual s efforts play in achieving these goals. With such a dedicated and enthusiastic faculty, the geology program at UTC is in a strong position to maintain its outstanding performance.