SUST 91 - Applied Research in Sustainability - Stage 5 - Peggy Lopipero-Langmo

Assessment

Assessment Methods
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
Assessment DescriptionASSESSMENT METHODS

Given that this is a work experience class, assessment is mainly achieved through direct observation of whether or not the assigned tasks were accomplished and how proficiently. Each student is given the opportunity to choose projects according to their level of interest, abilities, prior coursework, and availability. All students enrolled at the section at the EcoCenter at Heron’s Head Park are also required to assist in general operations and maintenance and to be able answer visitor questions about the sustainable design features of the facility. Returning students assist with tours for student and adult groups and are assessed according to their presentation and ability to answer visitor’s questions.

ASSESSMENTS SPECIFIC TO SPRING 2013

In addition to direct observation and assessment of how well and to what extent students completed assigned tasks, a self-assessment survey of student’s perceptions of how successful they were in achieving the course SLOs was administered again this semester. It will be required at the end of each semester, as it has proven to be an important tool to get student feedback and allow for them to evaluate their own work, needs, challenges, and suggestions for improving the experience.
Learning OutcomesAll.

Upon completion of the course, the student will be able to:

A. Describe and employ principles and practices of sustainability for the chosen project.

B. Formulate goals for the project and personal work based learning objectives.

C. Identify, organize, plan and allocate resources towards achievement of project goals and learning objectives.

D. Select and utilize appropriate scientific literature, technology, equipment, tools, models, and/or instruments appropriate for the project.

E. Develop and employ a model for ongoing self-assessment such as a reflective journal or blog.

F. Assess the rationale and determine suitability to enter or continue working in the field of sustainability.
Number of Sections1
Number of Instructors1
Number of Students21

Data Analysis

Data Shared With
  • Faculty and staff within our department
  • Students
Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Shared document files
Data Summary21 out of 22 completed the self assessment survey. All student work was evaluated directly. 18 out of 22 students successfully completed the tasks they were assigned over the semester and felt that they had the resources to do so, could manage their time and work independently. These students were assigned "A"s. Three students were overcommitted with other work and classes and completed tasks somewhat satisfactorily (one B and two C's). One students did not complete assigned with enough competency and was given a D for the semester. In addition to direct observation and assessment of how well and to what extent students completed assigned tasks, a self-assessment survey of student’s perceptions of how successful they were in achieving the course SLOs was administered again this semester. It will be required at the end of each semester, as it has proven to be an important tool to get student feedback and allow for them to evaluate their own work, needs, challenges, and suggestions for improving the experience. As was the case last semester, students found the opportunity to apply what they have learned in previous coursework in a real world setting invaluable. Several commented that it was the best education they could have and that meeting and networking with professionals working in sustainability related fields was particularly important. Another student commented that they have become more attractive candidates when applying for internships and jobs, and others appreciated the ability to develop competence with technical tools used in the field. About 80% of the students found keeping a journal helpful in assessing their work and the amount of time to complete tasks but the remaining students felt that it was too time-consuming.
Analysis SummaryThe previous section is also copied here as the data and analysis were summarized together.

21 out of 22 completed the self assessment survey. All student work was evaluated directly. 18 out of 22 students successfully completed the tasks they were assigned over the semester and felt that they had the resources to do so, could manage their time and work independently. These students were assigned "A"s. Three students were overcommitted with other work and classes and completed tasks somewhat satisfactorily (one B and two C's). One students did not complete assigned with enough competency and was given a D for the semester. In addition to direct observation and assessment of how well and to what extent students completed assigned tasks, a self-assessment survey of student’s perceptions of how successful they were in achieving the course SLOs was administered again this semester. It will be required at the end of each semester, as it has proven to be an important tool to get student feedback and allow for them to evaluate their own work, needs, challenges, and suggestions for improving the experience. As was the case last semester, students found the opportunity to apply what they have learned in previous coursework in a real world setting invaluable. Several commented that it was the best education they could have and that meeting and networking with professionals working in sustainability related fields was particularly important. Another student commented that they have become more attractive candidates when applying for internships and jobs, and others appreciated the ability to develop competence with technical tools used in the field. About 80% of the students found keeping a journal helpful in assessing their work and the amount of time to complete tasks but the remaining students felt that it was too time-consuming.
Next Steps PlannedThough I met with each student regularly to assess their work, assign new tasks as needed or appropriate, it was an overwhelming number of students to oversee – twenty-two in total. I determined at the beginning of the semester it would be best to form teams according to the tasks being worked on and appointed returning students as supervisors/captains for each group. This strategy worked well and allowed me to meet more regularly with the supervisors to track progress and troubleshoot any issues (e.g., students confused about what to do or not completely assigned tasks) when they arose. This work will be repeated in the Fall.
Learning OutcomesAll

Tentative Future Plans

TermSpring 2014
Activities

Implementation of planned changes and reassessment

More DetailsFor Fall 2013, I again plan to group students into teams. I will also have students fill out contracts and more specifically state what it is they will work on and attempt achieve in the semester and follow up with them both at the midterm and final periods. This form of assessment will cover SLOs A through D. I will continue, however, to be flexible and will balance expectations according to the needs of the work site with those of the students. Note that I am in a unique situation where I am both the mentor for the work experience course and the on-site supervisor for work at the EcoCenter at Heron’s Head Park. In addition to my job at CCSF, I was hired as the project manager of the EcoCenter in October 2012. Prior to that, I had volunteered my time in this capacity since there were not any staff at this amazing living classroom dedicated to environmental science and sustainability.

SLO Details Storage Location

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