ENVIRONMENTAL HEALTH Program Review – 2010-11
PRIORITIES FOR THE FUTURE: NEXT FIVE YEARS The field of Environmental Health is an expanding one, with employment opportunities in both the public and private sector. The fact that the QCC program appears to be fairly unique in its focus on this important field (as opposed to the more general study of “Environmental Science” or “Ecology”), may be the reason for its shortcomings. One of the great strengths of the Environmental Health program is that the Department of Biological Sciences and Geology places a strong emphasis on pedagogy, helping to ensure the excellence of the program and that all students receive the best possible instruction. Student evaluations of faculty play a major role in tenure and promotion decisions, and the Department Personnel and Budget Committee evaluates the classroom teaching of all faculty, except those in professorial rank, once a year. A written evaluation of classroom performance is placed on file and a conference is held between the observer and the faculty member who was observed. Furthermore, limited funds are available to faculty to attend conference focused on educational techniques and the department has invested in the development of “smart” classrooms to allow faculty to explore innovative pedagogical techniques using recently developed technology. The low enrollment and retention rates for this program are our greatest concerns. In the past 4 years the enrolment was climbing from 6 students in Fall 2005 to 21 students in Fall 2009. Unfortunately, none of the students graduated since 2005. With regard to enrollment, it is likely that the program has not been sufficiently publicized. The advisement office is not prepared to properly advise students about this program and the departmental web page does not contain information about the program. Furthermore, there is little public understanding about the term “environmental health.” The data support the notion that even students who enroll in the program don’t clearly understand the nature or scope of the subject. Given the job opportunities that are available, and the fact that few other community colleges provide this specific training, the possibilities for enrollment seem considerable. It should be noted, however, that such a specialized area of study probably cannot be expected to draw a population of students on the scale of more generalized programs (such as Health Sciences, Liberal Arts and Sciences, and Business Management). More general programs provide students with more options upon completion and might, thus, be more appealing. The Biology and Geology department has developed a new course Environmental Science and is in the process of developing a new, more general program in Environmental Sciences, which might resolve this issue. Nevertheless, low enrollment is a major concern and will have to be seriously addressed. With regard to the low retention rate, much of this may be due to the low academic preparedness of many of the students who enter the program. Queensborough Community College is committed to the Open Admission policy of CUNY, which provides academic opportunities for all who are interested in furthering their education. In pursuit of this important goal, however, it must be acknowledged that many students entering a demanding science program for the first time will not be mentally, emotionally, or academically prepared for the rigors of such study. Students graduating from the program must be able to compete for limited space at four‐year schools and are not guaranteed entrance through the articulation agreement with York College. Furthermore, once admitted to a four‐year program, students graduating from QCC must be able to successfully complete their studies, which is impossible if they have not been provided with a solid academic background, including the highly specialized training that is critical to the study of this major. It is worrisome that none of the students completed the program in the past five years. The Department is working to bolster retention rates by enhancing instruction (see above), providing tutoring, and ensuring that faculty are available during regularly scheduled office hours to assist students with their work. As noted above, the Department is also working to expand or change the program to broader aspects of Environmental Science. Based on the strengths and weaknesses described above, the following recommendations for the Environmental Health program are presented for consideration: 
Major revision of the program – Specifically, the program should be significantly broadened to become Environmental Science; expansion of the program will increase transfer and job opportunities for students. 
Better promotion of the program – Specifically, the Departmental web page should be updated to include information about the program, course requirements, transfer options, and job opportunities. 
Enhanced academic advisement – Better guidance should be provided to students through the program; the Health‐related Sciences Academy should be more involved in the advisement process.