The Turfgrass Management master’s program at Penn State strengthened the structure and instructional support of its capstone course after assessment findings revealed inconsistencies in student performance.
Through the program learning assessment process, faculty evaluated student learning related to a program learning objective (PLO) focused on students’ knowledge of key concepts and major scientific issues in turfgrass science. PLOs describe what students should know and be able to do by the end of a program.
At Penn State, all undergraduate, graduate and for-credit certificate programs are required to assess how well students achieve key PLOs. Each year, programs identify at least one PLO to assess, collect and analyze data, and use the findings to inform changes in pedagogy, curriculum, instruction, student support or assessment methods. This process helps ensure students gain the knowledge, skills and abilities needed to succeed in and beyond the classroom.
In the program’s capstone course, students complete a final project involving either original research or a comprehensive literature review. Projects are evaluated using a rubric with criteria that align with research methodology, innovation, practical application, problem-solving and presentation skills.
Given the program’s small enrollment and individualized support model, the performance target was set with the expectation that all students would produce a well-defined and relevant literature review within their final project.
According to Ben McGraw, professor of turfgrass science, “We expect our Turfgrass Management program students to demonstrate a comprehensive understanding of turfgrass science, including pest management, soil science and environmental impacts. The capstone project requires students to integrate all of those areas, making it a strong indicator of mastery at program completion.”
In fall 2024, two-thirds of students met the performance target, according to McGraw.
“Our expectation is that all students meet or exceed expectations,” McGraw said. “Based on the fall results, faculty made substantial instructional revisions, including more detailed guidance on conducting literature reviews, scaffolded assignments and structured opportunities for draft feedback.”
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