A Skills Matrix as a Geology Department Planning Tool.ppt

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1、A Skills Matrix as a Geology Department Planning Tool,SAVINA, Mary E., BUCHWALD, C. Edward, BICE, David M., and BOARDMAN, Shelby J. Department of Geology, Carleton College, One N. College St, Northfield, MN 55057,Geological Society of America Annual Meeting, November 6, 2001,Outline,Objectives and d

2、escription of matrix example of writing and communication skills Matrix and the intellectual atmosphere we seek in the Carleton Geology Department Developing the matrix further changes at Carleton Matrix as an assessment tool,Matrix form Skill categories,Course numbers from Carleton College,Main obj

3、ectives of matrix,Geology majors should begin their “senior integrative exercise“ having practiced all of the formal steps in the process (recognizing problems, writing proposals, carrying out a project, reporting a project in several ways) multiple times in previous geology courses; Geology student

4、s should learn a variety of geologically specific skills, preferably practicing these skills in more than one course; Geology students also should develop general communication, analysis and quantitative skills in geology classes.,From the Carleton Academic Catalog 2001-2002,“At its simplest, a libe

5、ral education teaches the basic skills upon which higher achievements rest: to read perceptively, to write and speak clearly, and to think analytically. Carleton draws upon these skills to foster a critical appreciation of our intellectual, aesthetic, and moral heritage and to encourage original tho

6、ught. A Carleton student not only masters certain information and techniques, but also acquires a sense of curiosity and intellectual adventure, an awareness of method and purpose in a variety of fields, and an affinity for quality and integrity wherever they may be found.” Emphases added,Matrix for

7、m Skill categories,Course numbers from Carleton College,Main categories of matrix,General skills Computer skills Field skills Lab skills Interpretive skills,(Carleton matrix),General Skills,Writing Speaking Critical Thinking Information Literacy Quantitation Working in Groups 3D concepts,(Carleton m

8、atrix),Writing Skills,Writing Essay Lab Report Research proposal Library research paper Critique of journal article Poster presentation,(examples from Carleton matrix),Communication skills,Required for “comps”: Oral presentation Poster presentation Long written report Others: video/multimedia web pa

9、ge etc.,Matrix form Writing skills examples,(Carleton examples) Key: a = always, each year; s = some years; blank = rarely or never,Department matrix - Main points,Process more important than product Thinking in skills, not content e. g. in SE Minnesota, sedimentary geology is a great field course,

10、but structural geology isnt Tool for constructing a major building in redundancy Plays to strengths of individual faculty Each person need not cover all skills in a single course,Trust within departments (1),Working with matrix requires mutual intellectual respect Requires willingness to find out wh

11、at colleagues are doing and why Requires opening oneself up to similar scrutiny e.g. “Why do you think students need to understand spreadsheet applications?”,Trust within departments (2),Matrix emerged at Carleton from a systematic community-building effort in 1990-91 and continual work on issues of

12、 trust. Myers-Briggs Type Inventory Comparing definitions and priorities Matrix-building could help develop openness and trust,Example of class handout: “A List of Some Skills you acquired in Geology 210 (Geomorphology)”,A. Working with topographic maps B. Working with aerial photos and slides and o

13、ther remote sensing C. Field skills D. Calculation and computer skills E. Information literacy skills F. Integrative skills,New categories for the Carleton matrix,Current initiatives in Carleton geology,Information literacy Quantitative skills,Matrix and assessment,Observations of student success an

14、d difficulty on “comps” Use the categories on the matrix to frame specific questions to a class in exit interviews in questionnaires to grad students from department,Suggestions,Begin with an expansive list of skills Ask colleagues for explanations of what made the list and why Ask if you (as a department) are trying to do too much Set priorities as a department “Hand off” particular skills to those best suited to task,