primary faculty: lin liu 513-556-3429 [email protected]

Program Geography, B.S. College Arts & Sciences Year 2017 Primary Faculty: Lin Liu 513-556-3429 [email protected]

Faculty Committee: Xi Chen 513-556-3421 [email protected] Diego Cuadros 513-556-3421 [email protected]

I. ProgramOverview

Geography has been offered at the University of Cincinnati since 1907. Currently, the graduate program ranks 18th of all Ph.D. granting geography programs in the nation (Academic Analytics, 2014). The program was founded by Nevin Fenneman, who served as president of the Association of American Geographers, the premier academic association of our discipline worldwide. The Department of Geography and Geographical Information Science offers undergraduate Bachelor of Arts and Bachelor of Science degrees, a Master of Arts degree, and a Doctor of Philosophy degree. The Department's undergraduate mission has three components of equal importance: the first entails the training of students, both geographers and non-geographers alike; the second is to conduct and disseminate research that advances science and/or is of practical value to society; the third is service to the University, the scientific profession, and the community. The undergraduate degree program provides (1) specialized training for students who view an undergraduate degree as a terminal degree and who wish to pursue geography-related careers upon graduation; (2) academic preparation for students who want to continue their studies in graduate programs; and (3) supplemental courses for students in other programs who take geography as a cognate field of study. The Department of Geography and Geographic Information Science has three programmatic foci:

• B.A.HumanGeography(urban/economic)

• B.S.Environmental/PhysicalGeography

• B.S.GeographicInformationSciences

The Department's programmatic foci and course offerings articulate with the educational goals of the University and College in terms of applied programs (GIS/computer cartography/remote sensing), international studies (regional studies), General Education initiatives such as cultural diversity (human geography, world regional geography), an emphasis on environmental issues (physical/environmental geography and the environmental and earth science programs), and the importance of technological skills (GIS & Remote Sensing) in an increasingly scientifically specialized world. In the past few years (post 2015) the Department has undertaken several programmatic changes. First, a change in the Department’s name to The Department of Geography and Geographical Information Science reflecting a major trend within the discipline. Second, the Undergraduate program has been restructured. This is a result of the loss of several faculty members, mainly in physical and environmental geography, prompting a refocusing on sub-plans emphasizing faculty strengths and changing student demand. This program assessment is for the BS Degree in Geography. The BS degree has two tracks: a strong natural science focus on physical and environmental geography or a focus on Geographic Information Sciences (GIS). In general, the BS in physical and environmental geography emphasizes the links to and with the natural sciences. It is directed towards the environmental

and physical aspects of geography and the applications of GIS to these aspects. The BS in GIS focuses on the technical and methodological aspects of geography, including GIS, computer cartography, remote sensing and spatial statistics. The curriculum in both tracks is designed to provide breadth and depth in the field of geography. In order to provide breadth, all students are required to take introductory courses in the three main programmatic foci of the Department (Human-urban/economic; Physical/environmental; GIScience). Depth is provided by students choosing intermediate and advanced courses based on which track they are completing and their own personal interests.

I. ProgramOutcomes

II. ProgramOutcomes

Please include in this section your program learning outcomes as they are listed in the P-1 form in eCurriculum. If you are already planning to revise those program learning outcomes, indicate in this section which ones might be changed, and what the new program learning outcomes are likely to be. In general, learning outcomes should be measurable, assessable, or observable in some way and aligned with national standards.

OriginalGeography-BSprogramlearningoutcomesaslistedintheP-1formare:BS-Physical and Environmental Geography Our BS physical and environmental geography undergraduate students are trained so that they can:

1. Describehowdifferentmethodsandparadigmsareusedtoidentify,ask,andanswerquestionsrelatingtospaceandplace

2. Analyzetheevolvingrelationshipbetweenpeopleandenvironment3. Knowhowtocollect,categorize,organize,map,andinterpretspatialand

environmentaldata

4. Communicateinformallyandformallygeographicinformationinoral,writtenandposterpresentationformats

5. Appreciatehowgeographicquestionsandknowledgehavechangedasourabilitytocollectandanalyzedatahaschanged

6. Designinquiry-basedcapstoneresearchprojects,interpretdataandcommunicateformallyorinformallythisknowledgeinoral,written,and/or

posterformat

7. Read,understand,andcriticallyreviewvarioustypesofgeographicliterature,includingprimaryresearcharticles,scholarlymonographs,mass-mediasources,

andworld-widewebinformation

8. Acquireknowledgeandskillsnecessaryfor(a)graduate-levelstudyingeography,or(b)findinggeographyrelatedemployment

9. Criticallyanalyzeandcommunicateenvironmentalinformationunderlyingreportsandpolicypapers.

10. Designandimplementscientificexperimentsaddressingenvironmentalquestions.

BS-GIS

1-8. Same as BA-Physical and Environmental Geography 9. Understandthetheoriesandapplicationsofgeographicinformationsciences10. Gainhands-onexperienceswiththepopularGISsoftwarepackagessuchasArcGIS11. Developskillsfordesigningandimplementingreal-worldGISapplications

Modified BS learning outcomes Below are modified learning outcomes of the two BS tracks: BS-Physical and Environmental Geography

1. Demonstrate proficiency in regional geography 2. Collect, map, and interpret data on physical and environmental geography 3. Analyze the evolving relationship between people and environment 4. Design inquiry-based capstone research project 5. Communicate geographical knowledge in oral and written formats

BS-GIS

1. Demonstrate proficiency in regional geography 2. Collect, map, and interpret data on physical and environmental geography 3. Apply geospatial techniques to analyze and solve real-world problems 4. Design inquiry-based capstone research project 5. Communicate geographical knowledge in oral and written formats

Curriculum/Program Map Please include in this section a grid that identifies connections that exist between required courses in this program and the corresponding program-level learning outcomes. In other words: how will program outcomes be met? This grid should further indicate the expected levels of learning at each level (whether emerging, strengthening, or achieved). The CET&L web site includes templates that you might find useful in completed this grid. See attachment: Geography: B.S. Degree Requirements

GEOGRAPHY: B.S. DEGREE REQUIREMENTS-SEMESTER Environmental / Physical Geography

Geography Course Requirements (hrs.) 37 Geography Hours 37 Expected date of graduation: Stat/Math Hours 6 A & S Science Requirements 16

Students must pass all required geography courses with a C- or better. R= required, E= elective, [prerequisite]

I. ENVI/PHYSICAL GEOGRAPHY I (4 hours) HR VI. SPATIAL STATISTICS (3 hours) STAT/MATH (6 hours) HR

R 1001 Introduction to Physical Geography 3 R 5175C Spatial Stats I (6075C) 3 R 1011L Intro. Physical Geography Lab 1 E 5185C Spatial Stats II (6085C) 3

Total Environmental Geography I Hours 4 Prerequisites for Geography 5175C and 5185C Either STAT II. HUMAN GEOGRAPHY (3 hours) HR R Stat. 1034 3 R 1004 Introduction to Human Geography 3 R Stat. 1035 3

Total Human Geography Hours 3 or, MATH sequence R Math 1044 3

III. REGIONAL GEOGRAPHY (3 hours) HR R Math 1045 3 R Geog. 2003-2037, 1021 3 Total Spatial Statistics Hours 3

Total Regional Geography Hours 3

IV. ENVIRONMENTAL GEOGRAPHY (12 hours) HR VII. CAPSTONE EXPERIENCE (3 hours) HR

E 1036 Water Sustain. & Clim. 3 R 5000 Geography Capstone 3 E 1065C Mapping Climate 3 Total Capstone Hours 3 E 2020 Human Impact-Natural Envi. 3 E 2061 People and Environment 3 VIII. A&S COLLEGE SCIENCE COURSES (Min. 16 hrs.)

E 2062 People and Environment 3 CHEMISTRY (10 hours) E 3033 Advanced Environmental Geography 3 R 1040 General Chemistry I 4 E 4070 Intro. Hydrology 3 R 1041 General Chemistry II 4 E 5149 Geography of Wine (6049) 3 R 1040L General Chemistry Lab I 1 E 5090C GIS in Hydrology (6090C) 3 R 1041L General Chemistry Lab II 1 E 5115C Landscape Ecology & GIS (6015C) 3

E 5151 Urban Habitat (6051) 3 E 5052C Environmental Hydrology (6052C) 3 BIOLOGY or PHYSICS 6 E 5154 Soils (6054) 3 BIOLOGY (6 hours)

Total Environmental Geography Hours 12 E 1081 Biology I 3 E 1082 Biology II 3

V. SPATIAL TECHNIQUES (9 hours) HR or R 5171C Introduction to GIS (6071C) 3 PHYSICS (6 hours) R 5174C Principles Computer Cartography (6074C) 3 E 2001 Physics 3 R 5176C Remote Sensing (6076C) 3 E 2002 Physics 3

Total Spatial Technique Hours 9

GEOGRAPHY GIS: B.S. DEGREE REQUIREMENTS-SEMESTER GIS/Remote Sensing

2017 COURSE REQUIREMENTS, 37 credit hrs. GEOGRAPHY HOURS 37 STAT/MATH HOURS 6

Students must pass all required geography courses with a C- or better. R= required, E= elective, [prerequisite] Expected date of graduation:

I. ENVIRONMENTAL GEOGRAPHY (4) hours) HR V. SPATIAL STATISTICS (6 hours) STAT/MATH (6

hours) HR

R 1001 Introduction to Physical Geography 3 R 5175C Spatial Stats I (6075C) 3 R 1011L Intro. Physical Geography Lab 1 R 5185C Spatial Stats II (6085C) 3 Total Environmental Geography Hours 4 Prerequisites for Geography 5175C and 5185C Either STAT or MATH sequence

II. HUMAN GEOGRAPHY (3 hrs.) HR R STAT1034 3

R 1004 Introduction to Human Geography I 3 R STAT1035 3 Total Human Geography Hours 3 or

R MATH1044 3

III. REGIONAL GEOGRAPHY (3 hours) HR R MATH1045 3

R Geog. 2003-2037, 1021 3 Total Spatial Stats. Or Math Hours 6 Total Regional Geography Hours 3

IV. SPATIAL TECHNIQUES (18 hours) H

R VI. CAPSTONE EXPERIENCE (2 hours) H

R R 5171C Introduction to GIS (6071C) 3 R 5000 Geography Capstone I 3 R 5174C Principles Computer Cartography (6074C) 3 Total Capstone Hours 3 R 5176C Remote Sensing (6076C 3

Choose three from following Spatial Tech. courses E 5131 GIS & Public Health 3 E 5121 Crime Mapping & Analysis(6021) 3 E 5181C Intermediate GIS (6081C) 3 E 5186C Intermediate RS (6086C) 3 E 5187C Hyperspectral and Thermal (6087C) 3

E 5189C Digital Terrain Analysis (6089C) 3 E 5190C GIS Applications, Environmental (6090C) 3 E 5191C Advanced GIS & Web GIS (6091C) 3 E 5196C Advanced RS & Image Analysis (6096C) 3 E 5197C GeoComputation-Big Data (6097C) 3 E 5198C Data Mining/Visual (6098C) 3 E 5199C ExploratoryVisual Analytic (6099C) 3

or other technique courses listed/approved by undergrad Dir. Total Spatial Technique Hours 18

Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum

CurriculumMappingMatrix:LinkingProgramOutcomestoCurriculum:Phy/EnviGeog

Key RequiredCoursesandExperiences*IdentifiedinP-1

E:Emerging,D:Developing,A:Achieved

I.Phys/EnvGeog1001,1011L

II.HumanGeog1004

III.RegionGeog2003-2037,1021

IV.EnviGeog1036-5154

V.SpatialTechniques5171C,5174C,5176C

VI.SpatialStats5175C

VII.Capstone5000

OUTCOMES 1.Demonstrateproficiencyinregionalgeography

E D A

2.Collect,map,andinterpretdataonphysicalandenvironmentalgeography

E D D A

3.Analyzetheevolvingrelationshipbetweenpeopleandenvironment

E E D A

4.Designinquiry-basedcapstoneresearchproject E E,D A

5.Communicategeographicalknowledgeinoralandwrittenformats

E E D A

CurriculumMappingMatrix:LinkingProgramOutcomestoCurriculum:GIS

Key RequiredCoursesandExperiences*IdentifiedinP-1

E:Emerging,D:Developing,A:Achieved

I.Phys/EnvGeog1001,1011L

II.HumanGeog1004

III.RegionGeog2003-2037,1021

IV.SpatialTechniques5171C,5174C,5176C

V.SpatialStats5175C,5185C

VI.Capstone5000

OUTCOMES 1.Demonstrateproficiencyinregionalgeography

E D A

2.Collect,map,andinterpretdataonhumanandenvironmentalgeography

E E D A

3.Applygeospatialtechniquestoanalyzeandsolvereal-worldproblems

E E D D A

4.Designinquiry-basedcapstoneresearchproject E,D A


E D A

III. MethodsandMeasures

Please include in this section a description of the assessment methods that your program plans to use in assessing each of its program learning outcomes. These methods ideally include both direct and indirect examples of student learning, with authentic, performance-based assessment performed at all levels. You may find it helpful to include the “Assessment Measures Alignment Matrix” from Activity 5.

AssessmentMeasuresAlignedwithProgramOutcomes:Phy/EnviGeog

ProgramOutcomes AssessmentTools Course/Experience TimeLine ResponsiblePerson

1.Demonstrateproficiencyinregionalgeography

Test on human aspect of regional geography in 1004; short essays and quizzes in 2003-2037; map quizzes; long essays and thesis in 5000. Passing rate of 70%.

Geog1004,2003-2037,5000 Annually Raleigh,Stepinski,South


Labs and assignments on data collection, mapping and interpretation in 1000-1001L, 1036-5154; long essays and thesis with maps in 5000. Passing rate of 70%.

Geog1001,1011L,1036-5154,5000

Annually Dunning,Tong,Beck

3.Analyzetheevolvingrelationshipbetweenpeopleandenvironment

Labs and quizzes in 1000-1001L; short essays in 2003-2037; long essays and thesis with maps in 5000. Passing rate of 70%.

Geog1001,1011L,2003-2037,1021,5175C,5000 Annually Dunning,Tong,Beck

4.Designinquiry-basedcapstoneresearchproject

Labs and quizzes in 1036-5154; geospatial analytical assignments in 5171C, 5174C and 5176C; long essays and thesis with maps or models in 5000. Passing rate of 70%.

Geog1036-5154,5171C,5174C,5176C,5000 Annually

Raleigh,Dunning,L.Liu,Cuadros,Chen,Beck,South


Short essays in 1004, 1036-5154; models and charts in 5175C; long essays and thesis, plus presentations with maps or models in 5000. Passing rate of 70%.

Geog1004,1036-5154,5175C,5000

Annually South,Raleigh,Tong

AssessmentMeasuresAlignedwithProgramOutcomes:GIS

ProgramOutcomes AssessmentTools Course/Experience TimeLine ResponsiblePerson

1.Demonstrateproficiencyinregionalgeography

Test on human aspect of regional geography in 1004; short essays and quizzes in 2003-2037; map quizzes; long essays and thesis in 5000. Passing rate of 70%.

Geog1004,2003-2037,5000

Annually Raleigh,Stepinski,South


Labs and assignments on data collection, mapping and interpretation in 1001, 1011L, 1004; computer analytics labs in 5171C, 5174C, 5176C; long essays and thesis with maps in 5000. Passing rate of 70%.

Geog1001,1011L,1004,5171C,5174C,5176C,5000

Annually Dunning,Tong,Beck,Raleigh,L.Liu,H.Liu

3.Applygeospatialtechniquestoanalyzeandsolvereal-worldproblems

Labs and quizzes in 1000-1001L; short essays in 2003-2037; computer labs with spatial analytics in 5171C, 5174C, 5176C, 5175C; long essays and thesis with maps and models in 5000. Passing rate of 70%.

Geog1001,1011L,2003-2037,1021,5171C,5174C,5176C,5175C,5000

Annually Dunning,Tong,Beck,Raleigh,L.Liu,H.Liu

4.Designinquiry-basedcapstoneresearchproject

Labs and quizzes in 1036-5154; geospatial analytical assignments in 5171C, 5174C and 5176C; long essays and thesis with maps or models in 5000. Passing rate of 70%.

Geog1036-5154,5171C,5174C,5176C,5000 Annually

Raleigh,Dunning,L.Liu,H.Liu,Cuadros,Chen,Beck,South


Short essays in 1004, 1036-5154; models and charts in 5175C; long essays and thesis, plus presentations with maps or models in 5000. Passing rate of 70%.

Geog1004,1036-5154,5175C,5000

Annually South,Raleigh,Tong

IV. AssessmentInfrastructure

Please include in this section a description of the process by which your program intends to assess its learning outcomes.

• Describewhichprogramfacultywillbechargedwithoverseeingtheexecutionoftheassessmentplanaswellasthewaysinwhichtheywillcarryoutthatcharge,includingadescriptionoftheplannedtimelineforassessment.

• Identifywhatkindsofadministrativesupportwillbeavailableforthosefaculty

Please note that assessment plans should be capable of producing reports annually based on their review of the relevant data from their programs. The work of your faculty might also be coordinated and aligned with similar assessment efforts at the college and institutional levels. Assessment Personnel Professors assigned to the courses listed in the Methods and Measures section, Part IV have the primary role in the assessment of quizzes, exams, lab exercises, in-class presentations and research papers. Additionally, members of the departmental Curriculum Committee will review the assessment information annually. The departmental Curriculum Committee consists of the undergraduate director, the graduate director, the assistant Head, and appointed faculty (generally Educator Faculty). The Curriculum Committee will have access to course syllabi and will discuss learning outcomes with appropriate faculty. Modification in curriculum by this process will be discussed with faculty, reported at faculty meetings, and changes if warranted initiated. The Department of Geography has no support in terms of assessment procedures (data collection etc.) and thus time/work commitment falls to the efforts of individual faculty. Assessment Schedule At the beginning of each semester, the Curriculum Committee will remind responsible faculty that assessment data will be needed for their respective courses in terms of Learning Outcomes, Methods/Measures. At the conclusion of the semester, appropriate faculty will be asked to discuss achievement, or lapses, of Learning Outcomes. The Curriculum Committee will compile information and assess if a level of achievement for each Learning Outcome was realized. If issues are identified, the Curriculum Committee will address strategies and make recommendations for changes. It is anticipated that annual reviews for two to three years will generate base line summaries to determine if expected levels of achievement are realized for each Program Learning Outcome.

IV. Findings

Here you will describe and explain in this section any multi-year patterns and trends that your assessment efforts have identified, including a description of any relevant relationships to national standards. The Curriculum Committee will seek guidance and guidelines from our national professional geography organization, the Association of American Geographers, at www.aag.org/cs/education. Program Learning Outcomes will be modified consistently with national standards.

V. Use of Findings

In this final section, you will describe how your program intends to make use of the program-level assessment data it has gathered.

• Howwillthisinformationbepresentedtoanddiscussedamongthefaculty?• Howmightthisdataorthesediscussionsresultinreviewandpossiblerevisionof

courseorprogramlearningoutcomesandpedagogicalstrategies?

The Curriculum Committee will review learning outcomes as listed in course syllabi for each required course and review summaries as reported by responsible faculty to assure that learning outcomes are clear and consistent with Program Learning Outcomes. The Curriculum Committee will provide suggestions to appropriate faculty as deemed necessary. The Curriculum Committee will review curriculum learning outcomes to determine if Program Outcomes are being met, and/or changes are warranted. These findings will be presented to the faculty, discussed and strategies implemented with a goal of improving Program Learning Outcomes.

primary faculty: lin liu 513-556-3429 [email protected]

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