Program Learning Objectives & Outcomes
Learning Objectives
EESS
- Non-traditional thinking.
- EESS graduates effectively communicate scientific and technical knowledge in a professional manner.
- EESS graduates demonstrate the ability to integrate and apply technical knowledge in the following key areas:
- Geology & Climate - rock materials and processes of the lithosphere, plate tectonics; deformational histories, and past climates;
- Soils & Water - morphology, ecology, chemistry, physics, and health;
- Geography & Geospatial Technology - human cultural impacts, resource utilization trends and spatial patterns, geographic information systems and modeling;
- Resource Management - effects of land management activities on, and restoration and rehabilitation of, soil and water resources.
- EESS graduates demonstrate proficiency in quantitative skills and information management specific to their discipline areas.
- EESS graduates exhibit an understanding of their professional and ethical responsibilities, including respect for diversity.
- Promote life-long learning habits by exposing students to the discovery process of applied research and demonstration projects conducted by the faculty.
ENVM and FNR
- Demonstrate critical thinking/problem solving.
- Effectively communicate, work in teams, and develop leadership skills.
- Integrate and apply technical knowledge.
- Demonstrate proficiency in quantitative skills and information management.
- Exhibit an understanding of ethics and sustainability principles.
- Engage in lifelong learning.
Programmatic Learning Outcomes
| Entity | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| Cal Poly State University | Think critically and creatively | Communicate effectively | Demonstrate expertise in discipline and relation to larger world of arts, sciences and technology | Use knowledge and skills to contribute to society | Make reasoned decisions based on ethics, diversity concerns, and sustainability | Work productively as individuals and in groups |
| College of Agriculture, Food and Environmental Sciences | Evaluate and solve problems using critical thinking | Demonstrate effective oral and written communication skills | Demonstrate expertise and use of technology | Make choices based on personal and professional ethics with respect for diversity | Demonstrates appreciation for sustainability and global perspectives | Recognize leadership principles and skills |
| Course | FNR and ENVM Major Course-Level Learning Outcomes | Critical Thinking/ Problem-Solving | Communi- cation, Teamwork and Leadership | Technical Knowledge | Quaunti- tative skills and Information Mgmt. | Ethics and Sustain- ability Principles | Engage in lifelong learning |
|---|---|---|---|---|---|---|---|
| NR 141 (FNR Only) | Describe forest land resources and issues | 1 | 1 | ||||
| Describe factors influencing forest mgmt. decisions | 1 | ||||||
| Describe important forest values | 1 | ||||||
| Use of forest measurement technology | 1 | ||||||
| Describe global forestry issues | 1 | ||||||
| NR 142 (ENVM Only) | Describe major components involved in the environmental mgmt. process | 1 | 1 | ||||
| Describe socio-political issues in Env. Mgmt. | 1 | ||||||
| Describe basic ecological and environmental states and relationships | 1 | 1 | |||||
| NR 208 (FNR & ENVM) (FNR required, ENVM option with BOT 121) | Identify and classify trees and shrubs | 1 | |||||
| Describe silvics, distribution, characteristics, ecophysiology, and damaging agents | 1 | ||||||
| Describe economic and environmental benefits of species | 1 | ||||||
| Classify Vegetative cover types and forest ecosystem | 2 | ||||||
| NR 215 (FNR & ENVM) | use basic forestry instruments and tools properly, precisely and safely | 1 | 2 | ||||
| identify measurement error sources and remediation | 1 | ||||||
| interpret maps, aerial photographs and satellite imagery to generate management information | 1 | 2 | |||||
| identify property boundaries and all property easements that influence management decisions | 1 | 2 | |||||
| NR/BRAE 247 (237) (FNR & ENVM) | applies use basic surveying instruments and tools, inc. GPS and total stations, properly, precisely and safely | 2 | 2 | 2 | |||
| correctly and concisely record field data in field books | 1 | 1 | |||||
| identify and properly landmark property boundaries and all property easements that influence management decisions | 1 | ||||||
| NR 260 (FNR Only) | describe and interpret the factors important in planning a timber harvest | 2 | 1 | ||||
| identify the value-added steps in manufacturing forest products from stump to the finished product | 1 | ||||||
| identify the safety considerations involved with forest harvesting and milling | 1 | 2 | |||||
| distinguish between in logging systems and their advantages and disadvantages | 2 | 1 | |||||
| describe the positive and negative consequences associated with forest harvesting | 2 | 2 | |||||
| identify the steps involved wildland road location and construction | 1 | 2 | |||||
| identify the major properties of wood and explain their influence on utilization practices | 1 | ||||||
| identify and analyze sources of information to plan and execute a forest harvesting operation | 2 | 2 | |||||
| describe and contrast wood product manufacturing sequences for lumber, paper, plywood and composite products | 3 | ||||||
| NR 306 (FNR & ENVM) (FNR required, ENVM option with BIO 325) | synthesize ecological principles and concepts as they relate to various natural resources | 1 | 2 | ||||
| interpret broad terminology used in resources management | 2 | 2 | |||||
| interpret aspects of the dynamics of energy flow and nutrient cycles in natural and man-made systems | 2 | 2 | |||||
| evaluate the impact of man's activities on the natural environment, and trade-offs in resources management | 2 | 2 | |||||
| consider and analyze perspective on land use ethics in applied resources management | 2 | 2 | |||||
| NR 307 (FNR Only) | discover the ecological consequences of fire on natural forest and woodland ecosystems | 2 | |||||
| describe the role of fire as a natural process | 2 | ||||||
| describe the interaction of the fire process with other ecological disturbances | 2 | 2 | |||||
| discover the consequences of fire exclusion policies | 2 | 2 | |||||
| NR 315 (FNR Only) | assess the appropriateness of alternative forest measurement tools and techniques | 2 | 2 | 2 | 2 | ||
| analyze statistical information on forest resources management decision-making | 3 | 3 | |||||
| communicate these competencies to landowners and related resource professionals | 2 | 2 | |||||
| practice team leadership | 2 | ||||||
| experience working in small teams under stressful academic conditions and challenging field situations | 2 | 2 | |||||
| NR 318 (FNR & ENVM) | apply use of GIS software | 2 | 3 | ||||
| describe and discuss GIS applications for natural resource problems | 2 | 2 | |||||
| practice working in teams | 3 | ||||||
| apply the development of GIS data and presentation of results | 3 | ||||||
| NR 320 (FNR & ENVM) (ENVM option with NR 402) | describe basic hydrology factors influencing mgmt issues | 3 | |||||
| use quantitative skills in modeling wildland hydrology | 2 | 2 | 2 | ||||
| describe watershed functions combined with the ability to recognize and suggest solutions to watershed problems | 3 | ||||||
| explore interactions between watershed components and the importance of planning on a watershed scale | 3 | ||||||
| describe physical, biological, social and economic issues involved in maintaining or restoring hydrologic functions | 3 | ||||||
| NR 326 (FNR & ENVM) | distinguish and interpret the economic characteristics, causes and effects of natural resources problems | 2 | 2 | 3 | 3 | ||
| distinguish short-term from long-term consequences of economic behavior | 2 | 2 | 3 | 3 | |||
| explain consequences market failure (externalities, no competition) relative to environmental quality and natural resources policy | 3 | 2 | 3 | ||||
| describe and apply capital budgeting techniques to solve problems of investment in natural resources management and explore policy consequences | 3 | 1 | 3 | 3 | |||
| describe criteria for selecting proper measurement technique to value non-marketable natural resources | 3 | 2 | |||||
| analyze policy designed to reduce environmental problems (e.g., pollution) | 3 | 2 | |||||
| NR 335 (FNR & ENVM) | analyze the specialization process common to most organizations and some specific studies done in natural resource organizations | 4 | |||||
| utilize the problem solving process to solve 10 different difficult people per Solomon's book | 3 | ||||||
| compare and contrast 4 different types of negotiation tactics | 4 | ||||||
| select a potential mediator based on 12 different criteria | 3 | ||||||
| defend the circumstances necessary to develop effective natural resource partnerships and coalitions | 3 | 3 | |||||
| compare and contrast differnet scenarios to improve listening and nonverbal communication skills | 4 | ||||||
| utilize communication strategies to minimize conflict and maximize cooperations with groups commonly involved in natural resource decisions | 1 | ||||||
| compare and contrast 10 different leadership skills and characteristics | 4 | ||||||
| analyze the effectiveness of 10 different creative techniques | 4 | ||||||
| critique the pluses and minuses of the solutions used in solving a problem | 4 | ||||||
| solving of a specific natural resource problem | 4 | ||||||
| reflect on the 25 major topics in the course with specific, elaborated, and personal examples | 4 | ||||||
| construct a code of ethics and defend each of a minimum of 10 different behaviors | 4 | ||||||
| NR 365 (FNR Only) | describe the silvics of wildland trees, plant associations, environmental conditioins and how they are influenced by mgmt. decisions | 2 | |||||
| describe the silvicultural methods used to reproduce, establish, develop and protect wildland communities | 2 | ||||||
| develop and critique a silvicultural prescription | 4 | ||||||
| describe road construction and maintenance methods and standards; practice road layout | 2 | 3 | |||||
| apply knowledge of silvics, forest ecology and economics to the management (treatment) of forest/plant communities | 3 | 3 | |||||
| evaluating innovative new concepts in forest/plant vegetation management | 3 | 2 | |||||
| evaluating the influence of silvicultural management on wood quality, wildlife habitat, watershed, aesthetics | 3 | 2 | 4 | ||||
| NR 402 (FNR & ENVM) (ENVM option with NR 320) | describe the impact caused by biotic and abiotic agents to forest and urban trees (issues and values) | 4 | 2 | 4 | |||
| identify damage and damaging agents | 2 | ||||||
| describe implementation methods to control pests | 3 | 4 | |||||
| practice inventory methods for forest health conditions | 4 | ||||||
| Present proposed control and protection strategies for a case study | 4 | ||||||
| distinguish principles of integrated pest management and analyze survey data to formulate an IPM plan | 5 | 5 | |||||
| NR 412 (FNR & ENVM) (option with NR 461) | determine appropriate sources of information independently | 2 | |||||
| extract and incorporate required and desired information in reports for public review | 2 | ||||||
| evaluate a wide variety of inputs to develop recommendations for land management | 4 | 6 | 3 | ||||
| experience in public hearings through presentations | 3 | ||||||
| experience in dispute resolution techniques in ID team work | 5 | ||||||
| apply problem-solving abilities to environmental assessments | 3 | ||||||
| NR 414 (FNR Only) | relates conditions of forest stand dynamics (e.g., structure, composition, site) to timber growth and yields | 3 | 3 | ||||
| use economic, social and silvicultural knowledge to make decisions regarding the effects of management treatments on stand yields, rotation ages, and profitability | 4 | 3 | 5 | ||||
| distinguish and apply specific information on California's legal requirements for timber harvests and interpret this in the context of BMPs | 3 | 4 | |||||
| discover and use the concepts of forest regulation to solve problems of harvest levels and the timing of those harvests to promote sustainable forest management | 5 | 6 | |||||
| compile methods used in spatially and temporally allocating and scheduling resource extractions and non-timber value impacts | 5 | 5 | 5 | ||||
| incorporate quantitative skills to models of stand dynamics and capital budgeting | 5 | ||||||
| written communication - Valencia forest mgmt. plan | 3 | ||||||
| NR 416 (FNR & ENVM) | distinguish between NEPA and CEQA project requirements | 4 | 4 | ||||
| outline an EIS and EIR process | 3 | 4 | |||||
| evaluate and respond to environmental RFP's | 4 | ||||||
| identify environmental problem(s) associated with an issue statement | 4 | ||||||
| draft and evaluate environmental proposals | 4 | ||||||
| cooperate and work in interdisciplinary teams | 5 | ||||||
| practice communicating environmental issues and concerns in public meetings | 4 | 4 | |||||
| evaluate other professional disciplines issues and concerns on environmental management | 5 | 5 | |||||
| NR 425 (ENVM Only) | Describe key NEPA and CEQA document creation processes | 4 | |||||
| Apply environmental asessment techniques | 4 | 3 | |||||
| Analyze cumulative impact analysis issues and methods | 4 | 5 | |||||
| Practice interdisciplinary teamwork | 5 | ||||||
| NR 435 (FNR Only) | apply economic principles in cost-effectiveness and cost-benefit analysis of environmental policy | 4 | 3 | 3 | |||
| summarize and and critiques the policy-making process | 5 | 4 | |||||
| analyze role of key participant groups in the policy-making process | 4 | ||||||
| use social, ecological and economic knowledge to explore the pros and cons of policy alternatives | 5 | ||||||
| organize the key features and implications of major federal and California legislative and judicial environmental law | 5 | 5 | |||||
| synthesize information on the policy process and institutional influences to interpret current natural resources policy | 6 | 5 | 5 | ||||
| NR 465 (FNR & ENVM) | compare theories of management science, especially pertaining to the planning function | 4 | |||||
| synthesize previous subject matter into a coherent systems approach to management | 6 | 5 | 5 | 5 | |||
| explore dimensions to sustainability in natural resources management | 6 | ||||||
| compare and contrast alternative ecosystem management models | 6 | 5 | |||||
| distinguish among the issues and understand the integrate nature of social-political, ecological and economic faction influencing the decision making processes | 5 | 6 | |||||
| apply one ecosystem mgmt framework based on the Montreal process to a current ecosystem under stress | 4 | ||||||
| form and use interdisciplinary teams to solve resource problems for a particular case - communicate results in written and oral form - Ecosystem Mgmt. Plan | 6 | 6 | |||||
| evaluate applicability of new regulatory policies to ecosystem management problemsevaluate applicability of new regulatory policies to ecosystem management problems | 6 | 4 | 6 |
| Course | EESS Major Course-Level Learning Outcomes | Critical Thinking/ Problem-Solving | Communi- cation, Teamwork and Leadership | Technical Knowledge | Quaunti- tative skills and Information Mgmt. | Ethics and Sustain- ability Principles | Engage in lifelong learning |
|---|---|---|---|---|---|---|---|
| NR 140 | Career goals analysis and development | 1 | 1 | ||||
| Acquainting students with careers & academic planning | 1 | ||||||
| GEOG 150 | Develop factors shaping world cultures & their traits | 1 | 1 | 1 | |||
| Describe diffusion of cultural traits | 1 | 1 | |||||
| Describe impacts of globalization of cultures | 1 | 1 | |||||
| Describe relationship between humans & their environment | 1 | 1 | 1 | ||||
| Describe geographic tools used to analyze geo-issues | 1 | ||||||
| Analyze global issues from a geographic view | 1 | 1 | 1 | ||||
| SS 121 | Describe physical, chemical, and biological properties of soils | 1 | 1 | 2 | |||
| Describe relationship between soil properties and plant growth | 1 | 1 | 2 | ||||
| ERSC 144 | Comprehend small & large scale earth processes | 1 | 1 | ||||
| Describe basic knowledge of geology, hydrology, climate, pedology, biology and human interactions | 1 | 1 | 1 | ||||
| GEOL 201 | Explore & describe rocks, surface features, geologic hazards and natural resources | 1 | 1 | 3 | |||
| Demonstrate proficiency in the language of geolgoy | 1 | 1 | |||||
| GEOL 241 | Interpret tectonic and climatic significance of geologic features and various spatial scales | 1 | 1 | 3 | |||
| Assess dominant processes creating formation of rocks, landscapes and other geologic features | 1 | 1 | 3 | ||||
| ERSC 202 | Describe water quality problems | 2 | 1 | ||||
| Describe methods to conserve soil and water | 1 | 1 | |||||
| Relate soil quality to soil and water conservation | 2 | 2 | |||||
| Distinguish and predict soil erosion and mass wasting processes | 2 | 1 | |||||
| Evaluate & formulate solutions to erosion problems | 2 | 2 | |||||
| Develop soil erosion control plans | 3 | 3 | 3 | ||||
| Describe policied & regs per soil & water conservation | 2 | 1 | |||||
| NR 218 | Apply use of GIS software | 2 | 3 | ||||
| Describe & discuss GIS applications for natural resource problems | 2 | 2 | |||||
| Practice working in teams | 3 | ||||||
| Apply the development of GIS data and presentation of results | 3 | ||||||
| SS 221 | Distinguish macro & micronutrients, chemical and physical conditions that affect their plant availability | 2 | 2 | ||||
| Identify causes of nutrient-based toxicity and imbalances | 2 | 2 | |||||
| Identify visual clues for nutrient deficiencies | 2 | 2 | |||||
| Perform proper soil collection | 2 | 2 | |||||
| ERSC 223 | Describe minerals and rocks comprising the earth's crust | 2 | |||||
| Comprehend the genesis of the important minerals | 2 | ||||||
| Relate chemical weathering processes to mineral formation | 2 | 2 | |||||
| Describe the chemical and physical properties of minerals | 2 | 2 | |||||
| Identify common and important minerals and rocks | 2 | ||||||
| GEOG 301 | Comprehend interactions between resource utilization and environmental impacts | 2 | 2 | ||||
| Analyze processes shaping earth's ecosystems and the distribution of natural resources | 3 | 2 | |||||
| Apply geographic methods to anlayze geographic issues | 3 | 3 | |||||
| Critically analyze contemporary global environmental and natural resource mgmt. issues | 4 | 3 | |||||
| SS 321 | Describe soil profile structure and composition | 2 | 2 | ||||
| Describe spatial patterns of soils at landscape scales | 3 | 2 | |||||
| Estimate chemical and physical properties of soils from field observations | 3 | 3 | |||||
| Describe and evaluate soil/plant relationships | 3 | 4 | 2 | ||||
| Apply working knowldedge of soil taxonomy | 3 | 3 | |||||
| ERSC/GEOG 333 | Describe history, locations, and magnitudes of human impacts on ecosystems | 2 | |||||
| Describe processes contributing to such impacts | 3 | ||||||
| Evaluate scientific, technical, socio-political, economic and ethical components of environmental issues | 3 | 4 | 2 | ||||
| Identify factors that contribute to sustainable living | 3 | ||||||
| Identify cause and effect relationships of human impacts | 3 | 3 | |||||
| ERSC 363 | Explore current research, experimental methods, and problems in the environmental sciences | 3 | 3 | 3 | |||
| Evaluate research proposals and publications | 3 | 3 | |||||
| Enhance oral communication skills | 3 | ||||||
| Synthesize materials for professional preparation for careers or graduate schools | 3 | 3 | 3 | 3 | |||
| GEOL 415 | Describe and assess history and formation of mountain belts | 3 | 2 | ||||
| Describe and measure rock formation | 3 | ||||||
| Synthesize and evaluate geologic information to describe mountain formation | 3 | 3 | 3 | ||||
| SS 422 | Describe the basic microbiology and ecology of unique soil organisms | 4 | |||||
| Apply soil ecology knowledge tp interpreting and solving environmental problems | 5 | 4 | |||||
| Apply skills in literature review, writing and discussing soil ecological problems | 5 | 3 | 5 | ||||
| Enhance interest in further study of soil microbiology and its role in soil processes | 4 | 3 | |||||
| SS 432 | Describe and assess physical properties of soils and the processes that form them | 4 | 3 | ||||
| Measure and analyze soil physical processes | 3 | 3 | 3 | ||||
| Apply analytical methods and tools used to solve soil problems in ag, hydrological, and environmental conditions | 5 | 5 | 4 | 3 | |||
| SS 423 | Synthesize and evaluate theoretical and practical knowledge on key reactions in soils | 5 | 5 | 5 | |||
| Develop skill in analytical techniques, scientific reporting relating to soil and water chemistry | 5 | 5 | 5 | 5 | |||
| ERSC/NR 476 | Analyze problems and design solution approach and method(s) | 5 | |||||
| Demonstrate professional and ethic conduct | 3 | ||||||
| Demonstrate competency to clearly and concisely summarize scientific data and/or information | 5 | 5 | 5 | ||||
| Demonstate ability to correctly identify the audience for whom the written document is prepared | 6 | ||||||
| Demonstrate competency in writing a scientific/technical document that is understandable to the identified audience | 5 | 3 | |||||
| ERSC/NR 477 | Demonstrate ability to perform laboratory experimentation correctly and safely | 5 | 3 | ||||
| Identify and clearly state research goal and experimental hypothesis | 5 | ||||||
| Collect appropriate materials for experiment | |||||||
| Demonstrate competency to clearly and concisely summarize scientific data and/or information | 5 | 5 | 5 | ||||
| Demonstate ability to correctly identify the audience for whom the written document is prepared | 6 | ||||||
| Demonstrate competency in writing a scientific/technical document that is understandable to the identified audience | 5 | 3 | |||||
| ERSC/NR 478 | Identify and describe problem and evaluate contributing factors | 5 | |||||
| Identify pertinent and reliable information sources | 5 | ||||||
| Synthesize information from multiple disciplines to crtically evaluate issues | 5 | 5 | |||||
| Demonstrate competency to clearly and concisely summarize scientific data and/or information | 5 | 5 | 5 | ||||
| Demonstate ability to correctly identify the audience for whom the written document is prepared | 6 | ||||||
| Demonstrate competency in writing a scientific/technical document that is understandable to the identified audience | 5 | 3 | |||||
| ERSC/NR 479 | Identify and clearly describe project goal(s) and objectives | 5 | |||||
| Design appropriate methods for achieving the goal(s) | 5 | 5 | |||||
| Demonstrate competency to clearly and concisely summarize scientific data and/or information | 5 | 5 | 5 | ||||
| Demonstate ability to correctly identify the audience for whom the written document is prepared | 6 | ||||||
| Demonstrate competency in writing a scientific/technical document that is understandable to the identified audience | 5 | 3 |
Bloom's Taxonomy
- Knowledge: Recall data or information.
- Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems.
- Application: Use a concept in a new situation or unprompted use of an abstraction.
- Analysis: Separates material or concepts into component parts so that its organizational structure may be understood.
- Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
- Evaluation: Make judgments about the value of ideas or materials.
Note: Printed learning outcome matrix available on request. Please Contact Us
NRES Strategic Planning Process and Status
