Course description: Students will be able to identify, compare, and contrast the distinguishing morphological and reproductive characteristics of plants used by Micronesians; observe, describe, communicate, and experience the uses of plants in their cultural context.
CLO | PLO GE 3.4 | PLO GE 4.2 | PLO MSP 2 |
---|---|---|---|
1 | I, D | I | |
2 | I, D | I, D |
Deployed outline | Assessment | |
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Student learning outcomes | Assessment strategies | |
1.1 Identify local plants by local and scientific names. | Oral question and answer during field experiences. Tests during the term. Final examination. |
99% participation in field trips
94% participation in hikes
90% of the students (n = 23) exceeded 70% on test one, 19% of the students (n = 5) exceeded 70% on test two, Avg. local name success rate on final: Chuukic (n=2) 72%, Kosraean (n=0) NA, Pohnpeian (n=22) 97%, Polynesian (n=0) NA, Yapese (n=3) 88%.a |
1.2 Compare and contrast the distinguishing reproductive characteristics of different phyla of plants including mosses, seedless vascular plants, gymnosperms, and angiosperms. | Identification of reproductive parts during field experiences. | Assessed by oral question and answer during hikes, specific questions on tests one and two. Not analyzed. |
1.3 Label the key morphological features of the different phyla of plants including mosses, seedless vascular plants, gymnosperms, and angiosperms including the morphology of the reproductive structures. | Tests. | Assessed by specific questions on test two. Not analyzed. |
Deployed outline | Assessmentb | |
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Student learning outcomes | Assessment strategies | |
2.1 Communicate and describe the healing uses of local plants and the cultural contexts in which that healing occurs. | Students perform individual presentations on healing plants from their culture. | 100% (n = 27) of the students presented. |
2.2 Contribute, participate in, and experience eating local food made from plants and describe the production process. | Students work in groups to bring in a plant based food, perform a presentation on the production process, and share the food with the class. | 93% (n = 25) of the students presented. |
2.3 Communicate and describe the use of plants for transportation, for shelter, and in other material culture applications. | Students perform individual presentations on plants and the resulting products used in material culture from their culture, students engage in learning to produce a material cultural item from a plant. | 96% (n = 26) of the students engaged in an activity where they learned to produce local thatch, 100% (n = 27) of the students made presentations on material culture. |
2.4 Describe and observe the use, role, and importance of psychoactive plants within their traditional ceremonial cultural contexts. | Students engage in a field experience to observe the use of a plant in a traditional ceremonial cultural context. | 100% (n = 27) of the students participated. |
a Success rates were based on correctly identifying sixteen plants by local name. The meta-assessment is that there is a diversity issue in the class. The class benefits by being multi-cultural, the class is, however, dominated by a single culture.
b CLO 2 assessment is evidenced in part by photographic documentation.