| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| GEOG 334 |
utilize geoprocessing tools to perform spatial analysis. |
1 - All or most students |
|
|
| GEOG 300 |
identify and assess the impacts that human populations have on the atmosphere, hydrosphere, lithosphere, and biosphere. |
1 - All or most students |
|
|
| GEOL 320 |
describe the various lines of evidence that scientists use to investigate climate change in Earth's deep past. |
1 - All or most students |
|
|
| GEOG 342 |
analyze, evaluate, and interpret a number of different remote sensing platforms (that may include aerial photography, satellite imagery, Light Detection and Ranging (LIDAR), and UAV. |
1 - All or most students |
Individual |
Provided the instructor can create usable content for future classes, additional learning and project options will be available to students. There may be challenges with the software and hardware platforms (both at the school and with individual students) where this may be a limiting factor. |
| GEOG 306 |
compare the dynamics of severe weather systems; including thunderstorms, tornadoes, and tropical cyclones. |
1 - All or most students |
Individual |
I plan to devise a way to incorporate real-time or near real-time relevant current weather events into the online class in a way that students will be required to observe and analyze such events in a timely fashion. (For various reasons this has proved challenging.) The idea is to have students recognize patterns and processes at work in the outside world that they have recently learned about in class in a more abstract and theoretical way. |
| GEOL 306 |
describe the three atmospheric lifting mechanisms in their geographic contexts. |
3 - Half of students |
Individual |
This particular topic is one which should be covered in their lecture course and while there is some content related to it in the lab, it is brief. Most of the activities in this subject area (air mass movement) are centered around interpreting maps showing isobars, and learning about the global circulation patterns and the resulting effect on climate in different regions around the globe. |
| GEOL 300 |
recognize the dynamic nature of geologic processes and their rates as they relate to Earth's great age. |
1 - All or most students |
Individual |
More two and three-dimensional examples of various fold types. |
