Communications using courseembedded research projects in MPG courses

Communications using course-embedded research projects in MPG courses: Introduction to research, development of communication skills and means of programmatic assessment Darrell J. Henry Dept. of Geology and Geophysics Louisiana State University, USA

Course-embedded research projects – Potential benefits • Individual student grades • Introduction into culture of research • Venue for developing scientific communications skills • Relatively noninvasive way to address degree program learning outcomes

Igneous and Metamorphic Petrology: Class-based Petrologic Research in an Outcrop-challenged State? You need to adapt!

Pet Rock Project: 1996 -present Semester-long project (Igneous and Metamorphic Petrology) integrated in fabric of course • “Field experience” - random selection of rock in a box • Research experience - processing pet rock sample, petrographic and analytical data acquisition, and petrologic interpretation • Communication skills professional-level written report and oral presentation

Samples – “Field work” Archean rocks from Beartooth Mtns, MT • • Great diversity of rocks Geologic complexity Virtual field context • • Field photos Google Earth

Introduction to Tools Available for Project Advanced tools Simple tools • • Optical microscopy Optical CL • • SEM imaging - BSE EDS (mineral ID), electron microprobe spot analyses and data handling

Communicating the Science How do we make the science known? Cx. C mission: Enhancing learning experiences for students and improving their written, spoken, visual presentation, and technological communication skills

LSU Cx. C Initiative – Communicationintensive certification • communication for learning and formal sharing of ideas publicly • Emphases on at least 2 of the Cx. C components: written, spoken, visual, or technological communication • Student/faculty ratio of 35: 1 • Genres appropriate to discipline or profession • Class time spent on communication (and revision required) • Faculty member involvement in evaluation • 40% of course grade based on communication

Igneous and Metamorphic Petrology CI components (oral and written) Oral presentations • Preparation: effective oral presentation by instructor (week 1) • Volcano Presentation with feedback (week 3) • Pet Rock Project Presentation – embedded research project (week 13 and 15) Written contribution • Igneous Project – 5+ page paper – guidelines given with feedback (week 6 -7) • Pet Rock Project – 10+ page research project written in the style of a professional petrology paper (week 13 and 15)

Pet Rock – Speaking at the Igneous and Metamorphic Petrology Symposium Professional-style oral presentation expectations • • • Day-long Igneous and Metamorphic Petrology Symposium program 12 minute talk with 3 minute question period Student-moderated Student evaluated with evaluation forms used previously

Rubric for evaluation of oral communications (instructor/students) presentation elements 1. Cohesive design of background and clear, readable text 2. Effective use of space on slides 3. Appropriate use of color 4. Images are illustrative and have the correct citations 5. Use of allotted time 6. Linking ideas/transitions 7. Diction (enunciation, volume, clarity) 8. Correct usage of words/terms without misspellings/grammatical errors 9. General style, liveliness, body language 10. Appropriateness of dress for a professional presentation content expected in a professional oral presentation 11. 12. 13. 14. 15. Organization and structure of content Introduction - too short/too long/just right Material presented at the appropriate level of the audience Relevance of data to conclusions Comprehension and knowledge of field

Rubric for evaluation of written communications (instructor) Practice of writing 1. Formatting requirements 2. Figures 3. Paragraph construction 4. Mechanics of writing – Grammar, spelling and punctuation Individual student assessment Each category weighted depending on relative importance Components/content expected in professional geology paper 5. Title 6. Abstract 7. Introduction 8. Geologic Setting 9. Sample preparation and analytical procedures 10. Results 11. Discussion/conclusions 12. Tables 13. Acknowledgements 14. References cited 15. Appendices

Transforming student scoring rubrics into degree program assessment LSU Geology BS learning outcome: “Students will develop the ability to effectively communicate geologic concepts and material to the public and professional colleagues in written and oral formats” 2009 – Igneous and Metamorphic Petrology is designated means of assessment Repurpose the individual scoring rubric to consider each category • Goal: direct assessment of learning outcome • Renormalize instructor scores on a 5 -point basis • Investigate the group statistics • Develop threshold levels (and then re-examine)

Assessment results and feedback 2010 examples of information/basis for improvement