In 2007-2008, we surveyed undergraduate students about how effectively each of the courses required for the Fisheries and Aquatic Sciences major and the Watershed and Earth Systems major accomplished the learning objectives identified for that course.Each student was asked to rank the effectiveness of the course to meet the learning objective on a 1 (no effectiveness) to 10 (very effective).Results of this survey indicated that most of the learning objectives were effectively taught to our undergraduate students.The mean scores for each learning objective are presented in the matrix of learning objectives.Two-thirds of the responses provided mean rankings of greater than 7 on the 10-point scale.
Two glaring weaknesses in our undergraduate course work were revealed through this process.The first involves the learning objective # 2 "Statistical competence in ANOVA and Regression design".Only one of four courses scored well in this area.Our analyses of these data indicated that the faculty teaching these courses needed to require that these skills be demonstrated in homework assignments and exams.The faculty are making modifications in their assignments to address this issue.A related discussion among faculty members at our retreat indicated that some of the problems in statistical competence among our students relates to the lack of taking proper prerequisite courses.We are currently evaluating the prerequisites for the Water Quality and Pollution (WATS 4530) and the Fundamentals of Remote Sensing (WATS 4750) courses to include STAT 3000 as a prerequisite for these courses.The only class that scored well in this objective was the Aquatic Ecology Practicum course (WATS 4510).
The one course that scored low in several of the associated learning objectives was the Fundamentals of Remote Sensing (WATS 4750).We are currently examining this course to revamp the structure and methods used in this course.
