Assessing Embedded Geospatial Student Learning Outcomes in Forestry and Natural Resources Curricula

We developed an approach for assessing student learning of geospatial objectives embedded across undergraduate forestry and natural resources curricula at North Carolina State University. Our main goals were to characterize student attainment of geospatial outcomes and improve student learning based on those findings. Several instruments, including tracking questions, rubrics, questionnaires, and surveys, were used to facilitate the process. Although initial results from a longitudinal survey show a marked increase in student exposure to and awareness of geospatial tools and technologies, tracking questions, rubrics, and questionnaires show that geospatial learning is taking place below our intended performance target. These findings have allowed us to identify avenues for improving student attainment of geospatial learning outcomes, such as articulating standard geospatial objectives, improving our assignment and instructional techniques, and establishing performance standards. The assessment methods presented could be adapted to assess aspects of other curricula and courses.