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DAES Undergraduate Assessment •Undergraduate direct assessment

DAES Undergraduate Assessment •Undergraduate direct assessment -ATM 311, 316 (425 starting again in 2013-14) -ENV 250, 490 (315 starting again in 2013-14) •Undergraduate indirect assessment -ATM and ENV majors one year after graduation

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DAES Undergraduate Assessment •Undergraduate direct assessment

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  1. DAES Undergraduate Assessment •Undergraduate direct assessment -ATM 311, 316 (425 starting again in 2013-14) -ENV 250, 490 (315 starting again in 2013-14) •Undergraduate indirect assessment -ATM and ENV majors one year after graduation -ATM and ENV exit survey (Ross and Mathias, respectively)

  2. Environmental Science • Why did you choose the Environmental Science B.S. degree? • -General interest in the environment • -The major’s multidisciplinary character • -Concerns about environmental issues • -A positive outlook on jobs. • -Some switched to Environmental Sciences from other majors (2 from Biology, 1 from Physics), because the ENV BS was broader, while still allowing them to take classes in their original major. • -Some also commented on introductory ENV classes they took as freshman (e.g., ATM 107, ENV 105), which sealed their decisions.

  3. Environmental Science • 2) What did you like about our program? • - ‘I liked that I could choose a concentration and what I wanted to learn rather than a super-strict ‘cookiecutter’ curriculum…’ • -‘ the diversity of classes. I can take a class about the atmosphere or one that focuses on biological life and it’s all related…’ • - ‘ENV 250 was my favorite class during my entire undergraduate career…’ • ‘the classes focusing on present-day issues such as ENV 490 and Environmental physics…’ • - ‘learned through a national internship with other environmental science majors throughout the country that classes I have taken are more extensive than theirs; I feel my degree and knowledge is much stronger than theirs …’ • ‘class sizes were small – I was always able to talk to professors when needed…’ • ‘had good advisement…’ • ‘most of the teachers are very good and seemed to actually like teaching…’ • - ‘what I liked most about the program was the faculty. I was being taught by the experts in the field …’ • - ‘I like how every professor is very passionate and very educated within their field.’

  4. Environmental Science • 3) What did you not like about our program? • - ‘not enough classes in things like energy, forestry, business & environment to prepare me for practical uses of my degree…’ • - ‘limited course selection…’ • - ‘lack of courses focused on the environment…’ • - ‘a lot of the classes seemed very repetitious…’ • ‘a lot of switches. I would go into a semester thinking I needed to take certain classes only to find out I needed another class instead…’ • ‘I didn’t like having to take 18 credits a semester in order to get classes in when they are offered and then drop back down to 12 because there was nothing being offered when I needed classes…’ • - ‘I disliked the loss of faculty (I had 3 different advisors) and the loss of geology…’ • - ‘more opportunities for internships and jobs…’ • - ‘the program should aim to actually get people outside once in a while…’ • ‘more field trips and hands on learning…’ • - ‘calculus – why struggle through it if we don’t use it in our other classes…’ • ‘extremely math/science intensive; calc 2 is not relevant to my major…’

  5. Environmental Science • 4) Do you have any specific concerns or recommendations how the program could be • Improved? • - ‘include more labs…’ • - ‘more out of classroom experience…’ • ‘learn more hands-on approaches …’ • - ‘cut back on calculus…’ • ‘better integrate ATM and ENV students…’ • - ‘more resources to accommodate ENV students…’ • - ‘I would like the department to be more open. I didn’t even know there was a study room for ENV and ATM students until this year…’ • - ‘classes should be offered more frequently so they are easier to take…’ • - ‘offer a course that describes the opportunities environmental scientists have in the job field…’ • - ‘more classes focusing on specific disciplines in environmental Science...’ • - ‘a bigger variety of classes…’ • - ‘incorporate Geology somehow…’ • ‘environmental law or policy classes…’ • - ‘more concentrations: sustainability, geology…’

  6. Atmospheric Science Suggestions--- •MAPs for common minors in the ATM major •Freshmen intended ATM majors should be advised by DAES as soon as possible -Keep doing freshmen orientation •Seems to be a large gap between forecasting taught in 211/311 and what is expected in 401. -One credit advanced forecasting elective second semester junior year? •Encourage mingling of undergraduates with grad students (AMS?) •Map room is great, but white boards should be added to other work rooms (e.g., 329, 332) •Students want to see Mohawk Tower put to use. Would love a timelapse camera. •Physics III was useless (too much quantum theory) Positives--- •Conceptual courses before dynamics, but… -Courses like 311 and 480 (now 413) go very well with dynamics •”Tight-knit” department. Faculty really care; there is camaraderie; Everyone knows the faculty well, and the faculty know the students well. •Internship and career fair was extremely valuable.

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