A Skills Matrix as a Geology Department Planning Tool

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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
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Outline

• Objectives and description 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

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Matrix formSkill categories
Course numbers from Carleton College
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Main objectives 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 students 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.

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From the Carleton Academic Catalog 2001-2002
At its simplest, a liberal 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 thought. 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
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Matrix formSkill categories
Course numbers from Carleton College
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Main categories of matrix

• General skills
• Computer skills
• Field skills
• Lab skills
• Interpretive skills

(Carleton matrix)
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General Skills

• Writing
• Speaking
• Critical Thinking
• Information Literacy
• Quantitation
• Working in Groups
• 3D concepts

(Carleton matrix)
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Writing Skills

• Writing
• Essay
• Lab Report
• Research proposal
• Library research paper
• Critique of journal article
• Poster presentation

(examples from Carleton matrix)
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Communication skills

• Required for comps
• Oral presentation
• Poster presentation
• Long written report
• Others
• video/multimedia
• web page
• etc.

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Matrix formWriting skills examples
(Carleton examples) Key a always, each year s
some years blank rarely or never
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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, 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

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Trust within departments (1)

• Working with matrix
• requires mutual intellectual respect
• Requires willingness to find out what colleagues
  are doing and why
• Requires opening oneself up to similar scrutiny
• e.g. Why do you think students need to
  understand spreadsheet applications?

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Trust within departments (2)

• Matrix emerged at Carleton from a systematic
  community-building effort in 1990-91 and
  continual work on issues of trust.
• Myers-Briggs Type Inventory
• Comparing definitions and priorities
• Matrix-building could help develop openness and
  trust

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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
  other remote sensing
• C. Field skills
• D. Calculation and computer skills
• E. Information literacy skills
• F. Integrative skills

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New categories for the Carleton matrix
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Current initiatives in Carleton geology

• Information literacy
• Quantitative skills

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Matrix and assessment

• Observations of student success and 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

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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