Division of Environmental Science
134 Baker Hall
Annual Report
Academic Year 2010 - 2011
Russell D. Briggs
Director, Division of Environmental Science
SUNY ESF
1 Forestry Drive
Syracuse, NY 13210
Email: rdbriggs@esf.edu; ph. (315) 470-6989
22 July 2011
1
Contents
Introduction ................................................................................................................... 3
Governance Structure................................................................................................... 4
Teaching ........................................................................................................................ 7
Courses Specific to Environmental Science ................................................................ 7
Course Consumption ................................................................................................. 10
Student Learning Outcomes Assessment ................................................................ 15
Progress on Objectives for 2010-2011 ...................................................................... 19
Office Renovations .................................................................................................... 19
Proposed BS in Public Health .................................................................................... 19
Updating of Environmental Science Advising Manual and GPES Handbooks ........... 19
Official Recognition for Option Areas ......................................................................... 19
Improve the Senior Synthesis .................................................................................... 19
Appendix ...................................................................................................................... 20
Budget ....................................................................................................................... 20
2
Introduction
The Division of Environmental Science provides an administrative structure that
facilitates delivery of a multidisciplinary academic program with strong relevance to
contemporary society by addressing emerging issues that cross departmental
boundaries. The undergraduate program, with a Fall 2011 enrollment of 181 students
(52 Freshman, 44 Sophomore, 49 Junior, 36 Senior), leads to a B.S. in Environmental
Science. The Graduate Program in Environmental Science (GPES) awards MPS, M.S.
and Ph.D. degrees; as of July 22, 2011, 88 students are enrolled for Fall 2011.
Courses taken by students in Environmental Science are housed in nine units (eight of
which are Departments): Chemistry, Environmental and Forest Biology, Environmental
Resources Engineering, Environmental Studies, Forest and Natural Resources
Management, Landscape Architecture, Library, Paper and Bioprocess Engineering, and
Sustainable Construction Management and Engineering. Participating faculty (those
that advise students and contribute to curriculum development and oversight) in the
Division of Environmental Science have primary responsibilities in their home
departments and report directly to their respective department chairs. Consequently,
structure and detailed content of the Environmental Science annual report are not
identical to those of the other departments. Teaching, research and service
components associated with individual participating faculty members are documented in
their home department reports and are not included herein.
This report primarily focuses on accomplishments of the past academic year: (i)
implementation of the Division structure, (ii) formal appointment of participating faculty
to undergraduate Option Area(s) and to graduate Area(s) of Study, (iii) revision and
updating of curricula for the Option Areas and the Areas of Study, and (iv) approval from
the Committee on Instruction (COI) of the proposed B.S. in Environmental Health. In
order to efficiently convey this information, the order of presentation of topics has been
altered from the standard template; this report begins with Governance Structure. All of
the accomplishments detailed in the following pages would not have been possible
without the able assistance of Tim Knight, Senior Staff Assistant, and the day-to-day
activities of Patti Gibeault, Secretary.
3
Governance Structure
The Director of the Division of Environmental Science, Dr. Russ Briggs, supported by a
full- time Secretary (Patti Gibeault), oversees the activities of the Division. Similar to the
Departments, Division undergraduate and graduate programs are each managed with
the assistance of a Coordinator (Figure 1).
The Undergraduate Coordinator role is currently filled by the Division Director (Briggs)
who is assisted by Mr. Tim Knight (Senior Staff Assistant). Tim serves as advisor for all
lower division students and provides support (reflected by the campus title of Assistant
Program Administrator) as needed for the Undergraduate Coordinator. The
Undergraduate Coordinator oversees review and development of curricula for the
undergraduate Option Areas, providing the administrative pathway for curriculum
development and interaction with the COI.
Dr. Ruth Yanai serves as Coordinator for the Graduate Program in Environmental
Science (GPES), working closely with the faculty leaders for each graduate Area of
Study (AOS) to manage the GPES program. The primary responsibilities of the
Graduate Coordinator are to: (i) insure timely review of graduate applications, (ii)
oversee the awarding of graduate assistantships, and (iii) coordinate interaction among
the GPES AOS’s.
Each of the six undergraduate Option Areas and the six GPES AOS’s are comprised of
participating faculty formally appointed by letter from the President with a copy to the
home department chair. This structure combined with formal appointment insure that
participating faculty receive appropriate home department recognition for their academic
and advising contributions, without which the Division of Environmental Science could
not function effectively.
Each Option Area and AOS has a faculty leader (formally appointed by the President)
serving as the focal point (Table 1). Curricular issues and course administrative
management actions (e.g., initiation, alteration, deletion) are forwarded from the leaders
to the Coordinators and ultimately to the Division Director for submission to the College
Faculty via the COI.
4
5
Water and Wetland Resources
R. Smardon
Studies
Environmental Systems and Risk
Management C. Nomura
Environmental Policy and
S. Moran
Democratic Processes
Environmental and Natural
S. Moran
Resources Policy
Undergraduate Coordinator
R. Briggs
Environmental Communication and
participatory Processes M.Meissner
Environmental and Community Land
M. Bryant
Planning
Watershed Science
J. Stella
Renewable Energy
T. Volk
Health and the Environment
J. Castello (interim)
Environmental Information and
Mapping E. Bevilacqua
Environmental Analysis
TBD
Earth and Atmospheric Sciences
D. Kieber
Director
R. Briggs
Graduate Coordinator
R. Yanai
Assistant Program Administrator
T. Knight
Figure 1. Organizational structure for the Division of Environmental Science. Leaders for the each of the six
undergraduate Option Areas and six GPES Areas of Study are identified.
Table 1. Student enrollment by undergraduate Option Area and GPES Area of Study
(AOS) as of July 2011 in the Division Environmental Science.
Group
Undergraduate Option Area
Earth and Atmospheric
Systems Science
No.a
Leader; participating faculty
19
Dave Kieber; Ted Dibble, Kelly Donaghy, Huiting Mao,
Mark Teece
TBDb; Ted Dibble, Kelly Donaghy, Dave Kieber, Huiting
Mao, Mark Teece
Eddie Bevilacqua; Collin Beir, Myrna Hall, Lindi
Quackenbush
John Castello (interim); James Nakas, Lee Newman,
Tsutomo Nakatsugawa, Christopher Whipps
Tim Volk; Neal Abrams, Siddharth Chatterjee, Ray
Francis, Charlie Hall, Mike Kelleher
John Stella; Stewart Diemont, Ted Endreny, Don
Leopold, Karin Limburg, Myron Mitchell, Kim Schulz,
Theresa Selfa, Philippe Vidon
7
Environmental Analysis
Environmental and Information
Mapping
8
14
Health and the Environment
28
Renewable Energy
23
Watershed Science
GPES Area of Study
15
Environmental and Community
Land Planning
Environmental Communication
and Participatory Processes
7
15
Environmental and Natural
Resource Policy
8
Environmental Policy and
Democratic Processes
22
Environmental Systems and
Risk Management
21
Water and Wetland Resources
Studies
Margaret Bryant; Colin Beier, Emanuel Carter, Doug
Daley, Stewart Diemont, Klaus Doelle, Myrna Hall,
Richard Hawks, Sharon Moran, Matt Potteiger, Theresa
Selfa, Tim Toland
Mark Meisner; Elizabeth Folta, Diane Kuehn, Sharon
Moran, Theresa Selfa
Sharon Moran; Colin Beier, Valerie Luzadis, Bob
Malmsheimer, Jack Manno, David Newman, Brenda
Nordenstam, Theresa Selfa, Rick Smardon, David
Sonnenfeld, John Wagner
Sharon Moran; Valerie Luzadis, Jack Manno, Mark
Meisner, Brenda Nordenstam, Theresa Selfa, Rick
Smardon, David Sonnenfeld
Christopher Nomura; Colin Beier, Doug Daley, Stewart
Diemont, Klaus Doelle, Ted Endreny, Myrna Hall, Chuck
Kroll, Karin Limburg, Valerie Luzadis, Huiting Mao,
Sharon Moran, Rafaat Morsi-Hussein, Tsutomu
Nakatsugawa, Brenda Nordenstam, Mark Teece,
Wendong Tao, Philippe Vidon, Tim Volk, Ruth Yanai
Rick Smardon; Greg Boyer, Doug Daley, Klaus Doelle,
Ted Endreny, Chuck Kroll, Don Leopold, Karin Limburg,
Jack Manno, Myron Mitchell, Sharon Moran, Theresa
Selfa, John Stella, Wendong Tao, Philippe Vidon
a
Number of students as of July 2011 (3 currently in Environmental Engineering
Science, undeclared, and lower division students are not shown).
b
Position vacated by retirement of Dave Johnson. The current proposal is to combine
Environmental Analysis with Earth and Atmospheric Systems Science.
c
Position vacated by J. Scott Turner.
6
Teaching
The interdisciplinary Environmental Science program relies on the cooperation of eight
individual departments to provide the vast array of required and elective courses taken
by students in the Division and for advising. Statistics associated with advising and
individual courses are provided in each of the home Departments’ annual reports and
will not be repeated here. During the past 10 years, courses offered have changed in
content as well as in name; some have been discontinued or revised while new courses
have been initiated. The updated list of required and recommended courses in each of
the Option Areas has been updated following discussion with participating faculty (Table
2). Due to the similarity of the two option areas (Environmental Analysis; Earth and
Atmospheric Systems Science), we plan to combine them together and change the
name to Oceanic and Atmospheric Systems Science.
Courses Specific to Environmental Science
Undergraduate courses specific to Environmental Science are few in number; those
associated with the Renewable Energy option area (Table 3) likely will be changed to
the ‘FOR’ prefix as a result of the recently proposed energy minor (which has a strong
focus on management rather than science) housed in the FNRM Department.
Each student in the B.S. in Environmental Science program is required to complete a
senior synthesis project (five credit hours) with mentoring from participating faculty. In
order to better serve students and to maximize faculty effectiveness, we initiated a new
one-credit hour course, Environmental Science Capstone Seminar (ESC 494), to
formally provide instruction in identification of a project and to insure development of a
realistic time line for project execution and reporting. This course, approved by COI in
their last meeting, is modeled after the corresponding course currently offered in the
Renewable Energy Option Area The remaining 4 credit hour course, allocated to project
execution (data collection and analysis), is Research Problems in Environmental
Science (ESC498) which was approved by COI at the last meeting. These credits are
supervised by participating faculty; each faculty member has an individual section.
Currently there are only two traditional (not seminar or special topic) courses specific to
GPES: ENS601 Wetland Resources Management, and ENS607 Wetland Practicum.
Both are normally taught by adjuncts recruited each year. Up until this point in time, the
Dept. of Environmental Studies has been responsible for staffing those two courses with
resources provided directly from the Provost. Staffing responsibility was transferred to
Environmental Science by mutual agreement. Enrollment in each course was 10
students for the most recent offering (Fall 2010).
7
Table 2. Upper division courses required/recommended for each of the six Option Areas
within Environmental Science.
Option area
Earth and Atmospheric
Systems Science
Environmental Analysis
Environmental Information
and Mapping
Health and the
Environment
Renewable Energy
Watershed Science
Courses
EFB 415 Ecological Biogeochemistry (3), EFB524 Limnology OR
FCH519 Environmental Chemistry I (3), FOR338 Meteorology (3),
FCH399 Introduction to Atmospheric Sciences (3), FCH496
Special Topics: Oceanography (3)
EFB303 Introductory Environmental Microbiology (4), FCH380
Analytical Chemistry I: Gravimetric, Titrimetric and Potentiometric
Analysis (3), FCH381 Analytical Chemistry II: Spectroscopic,
Chromatographic and Electroanalysis Techniques (3), FOR338
Meteorology (3) OR FOR340 Watershed Hydrology (3) OR
FOR345 Introduction to Soils (3), GEO388 Geographic Information
and Society OR ERE365 Principles of Remote Sensing (3)
ERE371 Surveying for Engineers (4), ERE365 Principles of
Remote Sensing (4), GEO381 Cartographic Design (4), ERE551
GIS For Engineers OR ENS519 Spatial Ecology (3)
EFB303 Introductory Environmental Microbiology (4), EFB307/308
Principles of Genetics & Lab (4), EFB325 Cell Physiology (3),
EFB400 Toxic Health Hazards (3), EFB 385 Comparative
Vertebrate Anatomy OR EFB462 Animal Physiology:
Environmental and Ecological (3)
BPE441 Biomass Energy (3), ESC325 Energy Systems (3),
ESC335 Renewable Energy Systems (3), ESC422 Energy Markets
and Regulations (3), ESC450 Capstone Planning (1), EFB516
Ecosystems OR EFB518 Systems Ecology OR ERE351 Basic
Engineering Thermodynamics OR ERE519 Green
Entrepreneurship OR FCH360 Physical Chemistry OR FOR415
Forest Consulting and Wood Procurement OR PSE361
Engineering Thermodynamics OR PSE370 Principles of Mass and
Energy Balance (3) OR EST427 Environment and Energy Auditing
OR CME305 Sustainable Energy Systems for Buildings
EFB 415 Ecological Biogeochemistry (3), FOR340 Watershed
Hydrology (3), FOR345 Introduction to Soils (3), FOR441
Watershed Ecology and Management (3), EFB423 Marine Ecology
OR EFB424 Limnology OR EFB 486 Ichthyology OR EFB487
Fisheries Science and Management OR ERE440 Water Pollution
Engineering OR FOR338 Meteorology OR GEO316 River
Environments (3)
8
Table 3. Summary of enrollment for undergraduate courses specific to the Division of
Environmental Science, 2010 – 2011 academic year.
Instructor
Bevilacquaa
Briggs (and
Knight)
Eichorn
Course
Course Name
Numberb
ESF300 Intro geospatial information technology
132
Orientation seminar
296
Climate Change Science & Sustainability
Eichorn
496
Climate Change & Meteorology
Hall, M.
ESF300
Intro geospatial information technology
Kelleher
335/535
Renewable energy
Kelleher
422/622
Energy markets and regulation
Volk (and Hall, C.) 325/525
Energy systems
Volk
450
Renewable capstone planning
Volk
460
Renewable capstone
Briggs and Knight 494
Environmental Science Capstone
a
Spring 2011
b
All courses ESC prefix, except for ESF 300 as noted.
9
Enrollment
(semester)
139 (S11)
55
(F10)
8
(F10,S11)
5
(S11)
88
(F10)
38
(S11)
17
(F10)
28
(F10)
9
(F10)
1
(S11)
New for S 12
Course Consumption
Undergraduate
It is more instructive to document Environmental Science course consumption because
participating faculty teaching and advising loads are reported by home Department.
Undergraduate students in the Environmental Science Division consumed 4017 credit
hours of ESF courses (half of those from FNRM and EFB) (Table 4) and 300 credit
hours of SU courses (Table 5). Approximately 7% of the total undergraduate credit
hours for the past academic year were accessory instruction; Physics accounted for
more than half. Although ESF has a popular Physics course offered in EFB (Physics of
Life), the absence of a lab and the second semester do not fulfill the requirements for
Environmental Science students. Adding two semesters of calculus-based Physics
would have a favorable impact on accessory instruction costs.
Graduate
GPES students in the Environmental Science Division consumed 742 credit hours of
ESF courses (more than half of those from ES) (Table 6) and 102 SU credit hours
(Table 7). The relative consumption of accessory instruction credits is greater for GPES
than for the undergraduate program. Approximately 12% of the total graduate credit
hours (compared to 7% for undergraduates) for the past academic year were accessory
instruction, more than half of GPES accessory instruction credits were taken in the
Maxwell School.
10
Table 4. Distribution of ESF course credit hour consumption for Environmental Science
undergraduates for the 2010 -2011 academic year (data provided by Office of the
Registrar).
Dept.
Freshman Sophomore
Junior
Senior
Total
EFB
241
261
365
342
1209
ERE
6
54
75
53
188
ES
142
206
141
108
597
FCH
200
100
73
59
432
FNRM
280
404
319
195
1198
LA
9
33
27
12
81
LIB
2
21
22
2
47
OTH
0
30
57
30
117
PBE
3
27
39
41
110
SCME
0
4
25
9
38
Total
883
1140
1143
851
4017
Department abbreviations are CHE = Chemistry, EFB = Environmental and Forest
Biology, ERE = Environmental Resources Engineering, ES = Environmental Studies,
FNRM = Forest and Natural Resources Management, LA = Landscape Architecture, LIB
= library, GNE = general engineering, PBE = Paper and Bioprocess Engineering, and
SCME = Sustainable Construction Management and Engineering
11
Table 5. Distribution of accessory instruction courses for Environmental Science
undergraduates for the 2010-2011 academic year (data provided by OIGS).
Dept.
Freshman Sophomore
Junior
Senior
Total
ANT
0.0
0.0
0.0
3.0
3.0
BIO
0.0
0.0
0.0
3.0
3.0
CFE
0.0
0.0
0.0
3.0
3.0
CRS
0.0
0.0
0.0
3.0
3.0
EAR
0.0
0.0
12.0
18.0
30.0
EEE
0.0
0.0
0.0
6.0
6.0
ENI
0.0
2.0
0.0
0.0
2.0
FIN
0.0
0.0
0.0
3.0
3.0
GEO
0.0
3.0
15.0
12.0
30.0
GTR
0.0
0.0
0.0
1.0
1.0
HST
0.0
0.0
3.0
0.0
3.0
HUM
0.0
0.0
0.0
0.0
0.0
MAT
0.0
4.0
7.0
0.0
11.0
MES
0.0
0.0
0.0
3.0
3.0
PED
0.0
1.0
1.0
5.0
7.0
PHY
1.0
96.0
69.0
14.0
180.0
PSC
0.0
0.0
0.0
6.0
6.0
PSY
0.0
0.0
3.0
0.0
3.0
Total
4.0
106.0
110.0
80.0
300
Department abbreviations are: ANT = Anthropology, BIO = Biology, CFE = Cultural
Foundations/Education, CHE = Chemistry, CRS = Communication and Rhetorical
Studies, EAR = Earth Sciences, EEE = Entrepreneurship and Emerging Enterprises ,
EFB = Environmental and Forest Biology, ENI = Instrumental Ensembles, ERE =
Environmental Resources Engineering, ES = Environmental Studies, FIN = Finance,
FNRM = Forest and Natural Resources Management, GEO = Geography, GTR = Guitar
Instruction, HST = Human Services and Health, LA = Landscape Architecture, LIB =
library, MAT = Mathematics, MES = Middle Eastern Studies, OTH = general
engineering, PBE = Paper and Bioprocess Engineering, PED = Physical Education,
PHY = Physics, PSC = Political Science, PSY = Psychology, and SCME = Sustainable
Construction Management and Engineering.
12
Table 6. Distribution of ESF course credit hour consumption by GPES Area of Study
(AOS) for the 2010-2011 academic year (data provided by Office of the Registrar).
AOS
Departmenta Credit
hours
Environmental Communication and Participatory Processes ES
51
FNRM
6
LIB
1
Total
58
EFB
10
ES
101
FNRM
23
LIB
2
Environmental and Natural Resource Policy
Total
136
EFB
3
ES
73
FNRM
12
LA
20
Environmental and Community Land Planning
Total
108
EFB
2
ES
32
FNRM
9
Environmental and Natural Resource Policy
Total
43
EFB
24
ERE
9
ES
107
CHE
4
FNRM
19
LIB
1
PBE
3
Environmental Systems and Risk Management
Total
167
Water and Wetland Resources Studies
EFB
32
ERE
46
ES
78
CHE
3
FNRM
67
SCME
4
Total
230
GPES
TOTAL
742
a
Department abbreviations are CHE = Chemistry, EFB = Environmental and Forest Biology,
ERE = Environmental Resources Engineering, ES = Environmental Studies, FNRM = Forest
and Natural Resources Management, LA = Landscape Architecture, PBE = Paper and
Bioprocess Engineering, and SCME = Sustainable Construction Management and Engineering
13
Table 7. Distribution of accessory instruction courses for GPES Areas of Study (AOS)
for the 2009-2010 academic year (data provided by OIGS).
AOS
SU
Beg.
Adv.
Total
Dept. Grad
Grad
COM
3.0
0.0
3.0
IRP
0.0
3.0
3.0
PHO
3.0
0.0
3.0
PPA
0.0
3.0
3.0
SOC
0.0
3.0
3.0
Environmental Communication and Participatory
Processes
Total
6.0
9.0
15.0
ANT
0.0
3.0
3.0
GEO
0.0
3.0
3.0
PPA
0.0
33.0
33.0
Environmental and Natural Resource Policy
Total
0.0
39.0
39.0
Environmental and Community Land Planning
PPA
3.0
0.0
3.0
Total
3.0
0.0
3.0
Environmental Policy and Democratic Processes
TRF
0.0
11.0
11.0
Total
0.0
11.0
11.0
ANT
0.0
3.0
3.0
CHE
0.0
3.0
3.0
EAR
0.0
3.0
3.0
PSC
0.0
3.0
3.0
UGS
4.0
0.0
4.0
Environmental Systems and Risk Management
Total
4.0
12.0
16.0
Water and Wetland Resources Studies
EAR
0.0
6.0
6.0
PPA
0.0
12.0
12.0
Total
0.0
18.0
18.0
TOTAL GPES
Total
13.0
89.0 102.0
Department abbreviations are: ANT = Anthropology, CHE = Chemistry, COM =
Communications, EAR = Earth Sciences, GEO = Geography, IRP = International
Relations, PHO = Photography, PPA = Public Administration, PSC = Political Science,
SOC = Sociology, TRF = Television, Radio, and Film, UGS =
14
Student Learning Outcomes Assessment
Program assessment has been informal and anecdotal to date. When faculty perceive
problems, they have contacted the Director and problems have been addressed on an
ad hoc basis. A slightly more formal process was initiated in 2010 to update the
curriculum. Many of the required courses had changed or been discontinued. The
Assistant Program Administrator and Director organized meetings of the faculty from
each Option Area to review course requirements. In an effort to gain student input on
the process, graduating seniors in the new capstone course were offered extra credit for
providing an open-ended review of the program. The responses received were collated
and will be used to advise future changes to the program.
During the Spring 2011 semester, we developed a plan for assessment of the
undergraduate program by identifying learning outcomes and which courses addressed
those outcomes. Based on the courses, we decided what data could be collected to
quantify attainment of those outcomes (Table 8). Consequently, no data have yet been
collected; implementation is planned for the coming academic year.
15
Table 8. Proposed assessment for learning outcomes in the Division of Environmental Science. Note that these are
provisional pending approval.
Learning Outcome (what
students should be able to do)
1. Demonstrate knowledge of
fundamental concepts in
Chemistry, Biology, and Physics.
Chemistry concepts should
include nomenclature,
stoichiometry and reaction
dynamics, acid-base reactions,
and redox. Biology concepts
should focus on organismal
biology, evolution, and ecology.
Physics concepts should focus on
Newtonian mechanics.
2. Demonstrate knowledge and
application of basic and applied
mathematical concepts necessary
for the description of scientific
concepts, specifically integral and
derivative calculus, descriptive
statistics, and the basics of
performing and reporting
statistical tests
3. Effectively communicate
scientific concepts, observations,
and experimental results orally
and in writing.
1
Where Addressed in
the Program
How Assessed
EFB 101, 102, 103, 104,
320
FCH 150, 151, 152, 153
PHY 211, 221, 212, 222
A. Distribution of mean performance of
Env Sci students in three required
courses, EFB 101 and PHY 211, as
measured by final grades as well as
mean scores on the American Chemical
Society General Chemistry Full Year
Exam.
Assessment Results
(see following narrative)
Response to Results
(see following narrative)
These assessment methods will
be applied to students for the first
time in the Fall of 2012.
Revised performance tracking in
relevant courses and introduction
of new course, ESC 494,
Environmental Science Senior
Synthesis Seminar. A pilot
version of this course was taught
spring 2011 and will be revised
and taught again each semester.
As in 1
As in 1
As in 1
As in 1
B. Performance on components of
comprehensive exam (administered in
ESC 494, Environmental Science Senior
Synthesis Seminar) that relate to
courses.
APM 105, 106, 391
C. Demonstration of understanding of
fundamental science concepts in Senior
Synthesis project.
A. Distribution of mean performance of
env Sci students in two required
courses, APM 106 and APM 391, as
measured by final grades
B. Performance on components of
comprehensive exam (administered in
ESC 494, Environmental Science Senior
Synthesis Seminar) related to calculus
and statistics.
EWP 190, 290, 405,
ESC 494
C. Demonstration of statistical
competency in the analysis of data in
Senior Synthesis project.
A. Distribution of mean performance of
Env Sci students in required EWP (190,
290, 405) as measured by final grades.
B. Performance of students on final
paper (project proposal) in EWP 405
(evaluated for style and effectiveness of
communication)
C. Performance of students on final
written and presentation requirements
for senior synthesis project in ESC 494
course.
16
4. Demonstrate ability to plan and
execute research relevant to the
student’s option area with faculty
guidance.
EWP 405
ESC 496
A. Distribution of mean performance of
Env Sci students in EWP 405 as
measured by final grades.
As in 1
As in 1
As in 1
As in 1
As in 1
As in 1
As in 1
As in 1
As in 1
As in 1
B. Performance of students on final
paper (project proposal) in EWP 405.
C.
Option area specific outcomes:
Environmental Information and
Mapping: Demonstrate ability to
collect, analyze, display, and
interpret spatial data obtained via
historical maps, surveying, and
remote sensing techniques,
ERE 371, 365,551, ENS
519, ESF 300, GEO 381,
Health and the Environment:
Demonstrate mastery and
application of fundamental
concepts in microbiology,
genetics, anatomy, and
physiology and their role in
ecosystem function and animal
(including human) health..
EFB 103, 104, 303, 307,
308, 385. 462
Earth and Atmospheric Science:
Demonstrate mastery of major
concepts in Meteorology,
Oceanography, and climate
science.
EFB 415, 524
FCH 399, 496
FOR 338
Watershed
Science:
Demonstrate
knowledge
of
hydrologic processes on both
local and global scales as well as
the impacts of human activities on
these processes.
EFB 415, FOR 340, 345,
441
A. Distribution of mean performance of
students in ESF 300, ERE 365, and 371
as measured by final grades.
B. Performance of students on final
written and performance requirements
for senior synthesis project in ESC 494
course, evaluated for demonstration of
content mastery.
A. Distribution of mean performance of
students in EFB 303, 307, and 462 as
measured by final grades.
B. Performance of students on final
written and performance requirements
for senior synthesis project in ESC 494
course, evaluated for demonstration of
content mastery.
A. Distribution of mean performance of
students in EFB 415, FOR 338, and
FCH 496 as measured by final grades.
B. Performance of students on final
written and performance requirements
for senior synthesis project in ESC 494
course, evaluated for demonstration of
content mastery.
A. Distribution of mean performance of
students in EFB 415, FOR 340, and 441
as measured by final grades.
B. Performance of students on final
written and performance requirements
for senior synthesis project in ESC 494
course, evaluated for demonstration of
content mastery.
17
Renewable Energy: Demonstrate
knowledge of methods of
renewable energy generation and
ways of increasing efficiency of
energy use as well as an
understanding of energy markets
especially in relation to renewable
energy.
ESC 325, 335, 422
BPE 441
A Distribution of mean performance of
students in ESC 325, 335, and 422 as
measured by final grades.
As in 1
As in 1
B. Performance of students on final
written and performance requirements
for senior synthesis project in ESC 494
course, evaluated for demonstration of
content mastery.
1
Performance standards are based on the average grade of Env Sci students in the indicated outcome-focused embedded project or exercise, or
the final course grade (if the entire course focuses on the learning outcome). They are scaled as follows: F does not meet the standard; D, C- are
approaching the standard; C, C+, B-, B meet the standard; B+, A-, A exceed the standard.
18
Progress on Objectives for 2010-2011
Office Renovations
Mailboxes for GPES students and shelf units for display of student projects, theses, and
dissertations fabricated by Physical Plant were installed at the end of the Spring 2011
semester.
Proposed BS in Public Health
Dr. John Castello, EFB, chaired a committee to develop a B.S. in Public Health,
designed for accreditation by National Environmental Health Science & Protection
Accreditation Council (EHAC). The two-year process was completed and the resulting
proposal was approved by the COI in its last meeting. The B.S. in Public Health trains
students interested in the intersection of human health and the physical environment.
More specifically, this program focuses on analysis, prevention and mitigation of
potential environmental hazards (biological, chemical, physical). This program prepares
students for (a) employment in private industry, government agencies, and nongovernmental agencies concerned with pollution abatement, protection of public health,
and research in health science or (b) advanced study in the science of environmental
health or the allied health professions. It takes advantage of the depth and diversity of
expertise in environmental science at ESF.
Updating of Environmental Science Advising Manual and GPES Handbooks
Revisions to undergraduate advising manual and to the GPES handbooks (MPS, MS,
PhD, ENRP) were completed in July 2011. New manuals and handbooks will be printed
in August for distribution at the beginning of Fall 2011.
Official Recognition for Option Areas
Each of the Option Areas convened during Spring 2011 to update recommended and
required courses. That information was incorporated into the updated advising manual
and into the college catalog, and serves to initiate our move to officially recognize these
on the transcripts. In addition, plan sheets are being simplified to reduce advising
difficulties.
Improve the Senior Synthesis
Two new courses, which will be required for all students, were approved by the COI at
the end of Spring 2011 semester: Capstone Seminar (ESC 494) and Environmental
Science Capstone (ESC 498). The former, planned for Spring 2012, will formally assist
students with identification of a senior project and insure development of a realistic time
line for completion. The latter, delivered experimentally in Spring 2011, focuses on
analysis and summary of data in addition to preparation and presentation of the final
report. Both courses are modeled after corresponding courses currently offered in the
Renewable Energy option area. This pair of courses is intended to reduce workload of
cooperating faculty advising students carrying out their senior synthesis projects and to
provide a greater degree of quality control over the projects.
19
Appendix
Budget
The Division budget of $6,000 provides for copying, a graduate and an undergraduate
reception each semester, graduating student and guest reception, and partial support
for attendance and participation in the annual meeting for Environmental Science
programs. Initial new office start-up costs (furniture, computers, photocopy and fax
machine, printers, etc.), covered by the office of the Provost, are NOT included in this
figure. As we close on the fiscal year, it appears that the entire sum will be spent. I
request an increase of 10% for a total of $6,600. Given the recent call to show where
the budget can be pared by 10%, the reduction would leave Environmental Science at
$6,000.
There is a second component of the budget detailed in the new request below.
I am requesting additional funding ($10,000) to support undergraduate research. One of
the signature components of the program is the senior synthesis requirement. Often this
involves the proposal, design, execution, and reporting of the results of a research
project in cooperation with a faculty mentor. While individual faculty members have
been generous with their time and lab support, this has placed an unfair burden on
participating faculty. Lab supplies and analytical costs incurred are borne by the faculty
at the expense of their funded research projects. These costs begin to add up and serve
as a deterrent tp participation in Environmental Science, especially for faculty members
with multiple students.
A pool of funds to support undergraduate research would solve the problem. Students
would be required to submit a proposal complete with a budget to apply for support.
This would remove the disincentive for active faculty to participate in Environmental
Science, themselves constrained by reduced budgets. The $10,000 request is based on
an estimate that the average senior would consume $200 of lab analytical and hardware
costs. The incoming freshman class is 52 students. As they proceed towards their
endpoint, 50 seniors should emerge in 4 years.
20