Program Learning Objectives & Outcomes
FFS
Program Learning Objectives
1. Demonstrate critical-thinking problem-solving skills.
2. Effectively communicate scientific and technical knowledge in a professional manner.
3. Demonstrate competency in scientific and technical knowledge related to forestry, fire and fuels management, and environmental management in the following key areas:
- Forest Ecology and Biology – watershed, vegetation, and stand classification; analysis and prediction of stand dynamics; disturbance ecology;
- Measurement of Forest Resources – forest sampling and inventory, biometrics, GPS, GIS, remote sensing;
- Management of Forest Resources – develop vegetation, fuel, stand, landscape prescriptions and management plans; environmental impact analysis, profitability and valuation analysis;
d. Forest Resource Policy and Administration – present and defend management plans, work in interdisciplinary (i.e., ID) teams, apply forest policies and regulations to management decisions.
4. Demonstrate proficiency in quantitative skills and information management specific to their discipline areas.
5. Exhibit an understanding of their professional and ethical responsibilities as forest managers, natural resources managers, environmental managers, including respect for diversity.
6. Promote life-long learning habits by exposing students to the discovery process of applied research and demonstration projects conducted by the faculty.
ENVM
Program Learning Objectives
1. Demonstrate critical-thinking problem-solving skills.
2. Effectively communicate scientific and technical knowledge in a professional manner.
3. Demonstrate competency in scientific and technical knowledge related to environmental management in the following key areas:
- Ecology and Biology – applied ecology to inform environmental impact analysis;
- Measurement – identification of key ecosystem elements, indicators and range of variability; land and water quality indicators;
- Management and Protection – developing alternatives and mitigation measures;
d. Social, Economic, and Political – conflict management, CEQA (California Environmental Quality Act) and NEPA (National Environmental Policy Act) interpretation and analysis, i.e., environmental impact reports (EIR), environmental impact statements (EIS), and other environmental documents.
4. Demonstrate proficiency in quantitative skills and information management specific to their discipline areas.
5. Exhibit an understanding of their professional and ethical responsibilities as sustainability managers, environmental managers, natural resources managers, forest managers, including respect for diversity.
6. Promote life-long learning habits by exposing students to the discovery process of applied research and demonstration projects conducted by the faculty.
EESS
Program Learning Objectives
1. Demonstrate critical thinking and problem solving skills.
2. Effectively communicate scientific and technical knowledge in a professional manner.
3. 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;
d. Resource Management – effects of land management activities on, and restoration and rehabilitation of, soil and water resources.
4. Demonstrate proficiency in quantitative skills and information management specific to their discipline areas.
5. Exhibit an understanding of their professional and ethical responsibilities, including respect for diversity.
6. Promote life-long learning habits by exposing students to the discovery process of applied research and demonstration projects conducted by the faculty.
University 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
