Communications using course-embedded Communications using course-embedded research projects in MPG courses: research projects in MPG courses:

Introduction to research, development of Introduction to research, development of communication skills and means of communication skills and means of

programmatic assessmentprogrammatic assessment

Darrell J. HenryDarrell J. HenryDept. of Geology and GeophysicsDept. of Geology and GeophysicsLouisiana State University, USALouisiana State University, USA

Course-embedded research projects –Course-embedded research projects –Potential benefits 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:Igneous and Metamorphic Petrology:Class-based Petrologic Research in an Class-based Petrologic Research in an

Outcrop-challenged State?Outcrop-challenged State?

You need to adapt!You need to adapt!

Pet Rock Project: 1996-presentPet Rock Project: 1996-presentSemester-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”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 Introduction to Tools Available for ProjectProject

Simple tools• Optical microscopyOptical microscopy• Optical CLOptical CL

Advanced tools• SEM imaging - BSE• EDS (mineral ID), electron

microprobe spot analyses and data handling

Communicating the Science Communicating the Science

How do we make the science

known?

CxC mission: Enhancing learning experiences for students and improving their written, spoken, visual presentation, and technological communication skills

LSU CxC Initiative – Communication-LSU CxC Initiative – Communication-intensive certificationintensive certification• communication for learning and for formal

sharing of ideas publicly

• Emphases on at least 2 of the CxC 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 Igneous and Metamorphic Petrology CI components (oral and written)components (oral and written)

Oral presentationsOral 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 contributionWritten 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)

• Day-long Igneous and Metamorphic Petrology Symposium

• Symposium program• 12 minute talk with 3 minute

question period• Student-moderated• Student evaluated with

evaluation forms used previously

Professional-style oral presentation expectationsProfessional-style oral presentation expectations

Pet Rock – Speaking at the Igneous and Pet Rock – Speaking at the Igneous and Metamorphic Petrology SymposiumMetamorphic Petrology Symposium

presentation elementspresentation elements1. Cohesive design of background and clear, readable text 2. Effective use of space on slides3. Appropriate use of color4. Images are illustrative and have the correct citations5. Use of allotted time6. Linking ideas/transitions 7. Diction (enunciation, volume, clarity)8. Correct usage of words/terms without misspellings/grammatical errors 9. General style, liveliness, body language10. Appropriateness of dress for a professional presentation

content expected in a professional oral presentationcontent expected in a professional oral presentation11. Organization and structure of content 12. Introduction - too short/too long/just right 13. Material presented at the appropriate level of the audience14. Relevance of data to conclusions15. Comprehension and knowledge of field

Rubric for evaluation of oral Rubric for evaluation of oral communications communications (instructor/students)(instructor/students)

Components/content expected in Components/content expected in professional geology paperprofessional geology paper

5. Title6. Abstract 7. Introduction8. Geologic Setting9. Sample preparation and analytical

procedures 10. Results11. Discussion/conclusions 12. Tables 13. Acknowledgements 14. References cited 15. Appendices

Practice of writingPractice of writing1. Formatting requirements

2. Figures

3. Paragraph construction

4. Mechanics of writing – Grammar, spelling and punctuation

Rubric for evaluation of written Rubric for evaluation of written communications communications (instructor)(instructor)

Individual student assessment

Each category weighted depending on relative importance

LSU Geology BS learning outcome:LSU Geology BS learning outcome:““Students will develop the ability to effectively Students will develop the ability to effectively communicate geologic concepts and material to the public communicate geologic concepts and material to the public and professional colleagues in written and oral formats”and professional colleagues in written and oral formats”

2009 – Igneous and Metamorphic Petrology is designated means of 2009 – Igneous and Metamorphic Petrology is designated means of assessmentassessment

Transforming student scoring rubrics Transforming student scoring rubrics into degree program assessmentinto degree program assessment

Repurpose the individual scoring rubric to consider each category 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 feedbackAssessment results and feedback2010 examples of information/basis for improvement2010 examples of information/basis for improvement