Geology MS
Program Purpose
This program prepares graduates for professional employment in industry or government or for doctoral studies in geology or law. It is expected that thesis work will culimnate in new understanding of a problem of scientific significance and the results will be published in a reputable scientific journal. The underlying core values and philosophies of this program are those espoused in the BYU Mission and AIMS.
The most significant co-curricular activities that support program goals include University Devotionals and Forums, service opportunities such as the Geology Club, participation in professional meetings, and internships. Perhaps the most significant of these are research experiences with faculty members, other graduate students, and mentoring of undergraduate students. Exit interviews with our students also reveal that field trips and field experiences contribute greatly to their understanding of principals learned in classroom settings and help build enthusiasm for the science that will be passed along to others.
Curricular Structure
Learning Outcomes
Effective Investigation and Communication
Demonstrate competency in scientific investigation, writing, and oral presentation.
Be employable in geology-related fields or able to further their education in graduate programs.
Develop the ability to work independently or in teams on research problems.
Become specialized in at least one geological subdiscipline, generally related to the thesis project and graduate course work.
Evidence of Learning
Evidence of learning is determined from the thesis manuscript, oral defense of the thesis and conferences with thesis committee members. These things are all evaluated by the graduate committee members. Students typically also present their thesis at professional meetings and often publish their thesis in a peer-reviewed journal, which is another measure of their competence and learning. Typically 90% of entering MS candidates will write and successfully defend their thesis project. Based on the alumni survey, typically 85% of students will be employed in a geology-related field or pursue further graduate education.
Learning and Teaching Assessment and Improvement
Assessment and Improvement of Teaching
Teaching performance is assessed with a combination of student evaluations, peer reviews and annual stewardship interviews with the department chair. Student evaluations are collected for each course taught in the department. Although these online evaluations are not direct measures of either teaching or learning, they are effective gauges of student attitudes and their perceptions of the value that a course has added to their education. Numerical scores and student comments for each faculty member are reviewed at least annually by the department chair. Peer reviews of teaching play a critical role in rank and status reviews and complement student evaluations in providing an assessment of teaching performance.
Department Assessment Committee
Brooks Britt, Dept. Chair; John McBride, Associate Chair; Greg Carling, Associate Chair