Graduate Program Review
2014-2015
Biotechnology
Jatrindra Tripathy, Graduate Program Coordinator
Graduate School
Mark Sheridan, Dean
November 2014
PROGRAM REVIEW OUTLINE
Biotechnology
I.
Program Overview – A one to two-page summary of department’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the department
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department
- Enrollment by Level – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course offerings and their enrollments over the past six years (enrollment trends by
course)
- Course Enrollments by Academic Year (table)
F. Courses cross listed
III.
Faculty
A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and
TA’s
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate
criteria to determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- Department SCH/FTE – Fall Data (chart)
IV.
Graduate Students
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – AY (chart)
- Graduate Student Summary by Year – AY (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
1
- Admitted Graduate Students - Fall Data (table)
- Enrolled New Graduate Students - Fall Data (table)
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
B. Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
C. GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
D. Time to Degree in Years (chart)
E. Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or
GPTI’s (chart)
F. Initial position and place of employment of graduates over the past 6 years (table)
G. Type of financial support available for graduate students.
H. Number of students who have received national and university fellowships,
scholarships and
other awards - fellowships awarded (table)
I. Percentage (%) of full time students receiving financial support
J. Graduate Student Publications and Creative Activities (table) – number of disciplinerelated
refereed papers/publication, juried creative/performance accomplishments, book
chapters, books, and external presentations per year per student.
K. Programs for mentoring and professional preparation of graduate students.
L. Department efforts to retain students and graduation rates
M. Percentage of Full Time students per semester – Fall data
V.
Department
A. Department operating expenses
- Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table)
B. Summary of Proposals (Submitted)
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) (table)
G. HEAF expenditures (table)
H. External Program Accreditation – Name of body and date of last program
accreditation review including description of body and accreditation specifics.
2
VI.
Conclusions – a one- to two-page summary of the observed deficiencies and needs
identified by your review. Highlight areas of greatest need and areas of significant
contributions.
VII. Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Curriculum Map
C. Graduate Course Offerings (table)
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information (from Digital Measures)
3
I. Program Overview- An Executive Summary of the report that includes the vision and
goals of each program
The master's program is a two-year program, administered by the Center for Biotechnology and
Genomics as part of the Interdisciplinary Programs of the Graduate School of Texas Tech
University, designed to prepare students for a career in biotechnology and/or bioinformatics.
Students may pursue either the Applied Sciences track or a Bioinformatics track. Both these
tracks are a 21 month curriculum consisting of a minimum of 22 credits in the first year, and a
total of 18-24 credit hours during the summer sessions and the second year. The program is
designed to train students in the most important techniques currently used in the biotechnology
sector. In addition, the program provides excellent preparation for students wishing to go on and
pursue a Ph.D. degree or MD (Ph.D.) degree after graduation.
Students devote their first year to course work, which is comprised of a mixture of required core
courses (lectures and laboratory) and selections from a broad spectrum of electives. The second
year of the program involves practical training in a research experience. There are two options
for the second year of the program: thesis and internship. These are highly competitive options
with many factors determining availability of and eligibility for these positions. Both these
options involves intense (hands-on) practical training, with students choosing between an
internship and thesis for the training experience.
Students choosing the thesis option should work in a lab in the TTU system, and may take longer
than one year to complete, as it depends on the completion of a research project. Students
choosing the internship options can work in private-sector biotechnology companies, in nonprofit research foundation laboratories, in state and federal government research labs (certain
restrictions apply) or in selected university labs. Students choosing the internship option can also
work in the areas like bioinformatics, computer science, engineering, and business.
A dual M.S. /J.D. program is available for students who have been admitted to the Texas Tech
University School of Law and who wish to secure employment in the area of intellectual
property law/patent law after graduation. Twelve hours of M.S. coursework will be counted
towards satisfying the Law School’s requirements for the J.D. degree and twelve hours of Law
School credits will count toward the requirements for the M.S. Students in the dual degree
program usually complete their internship requirement during summers, working as clerks for a
judge whose case load includes a significant number of patent cases, or for a law firm with a
significant intellectual property practice, or in the Texas Tech Office of Commercialization.
Biotechnology
II. Graduate Curricula and Degree Programs
A. Scope of programs within the department
DEPARTMENT WRITES
Biotechnology
5
B. Number and types of degrees awarded
Biotechnology
6
Comparison of Degrees Awarded
Fall Data
Texas A&M University
Bachelor
Master
Doctoral
Florida Institute of Technology
Bachelor
Master
Doctoral
Texas Tech University
Bachelor
Master
Doctoral
08/09
09/10
10/11
11/12
12/13
13/14
0
14
0
0
21
0
0
14
0
0
15
0
0
17
0
0
20
0
0
4
0
0
11
0
0
9
0
0
11
0
0
19
0
0
19
0
3
-
9
-
13
-
19
-
10
-
13
-
Biotechnology
7
C. Undergraduate and graduate semester credit hours
Graduate
08/09
306
09/10
461
10/11
524
11/12
551
12/13
407
13/14
507
Biotechnology
8
Biotechnology
9
D. Number of majors in the department for the fall semesters
Masters
Comparison of Enrollment
Fall Data
Texas A&M University
Bachelor
Master
Doctoral
Florida Institute of Technology
Bachelor
Master
Doctoral
Texas Tech University
Bachelor
Master
Doctoral
08/09
29
09/10
23
10/11
29
11/12
23
12/13
23
13/14
20
08/09
09/10
10/11
11/12
12/13
13/14
0
35
0
0
25
0
0
32
0
0
38
0
0
38
0
0
41
0
0
18
0
0
20
0
0
32
0
0
44
0
0
27
0
0
34
0
29
-
23
-
29
-
23
-
23
-
20
-
Biotechnology
10
E. Course enrollments over the past six years (enrollment trends by course)

Figures are totals – classes may be offered more than once a year
Course Enrollments by Academic Year
Source: Institutional Research and Information Management
Subj
Course
BTEC
5302
5325
5338
6000
6001
6101
6301
7000
5338
5340
6000
6001
7000
5414
6301
5001
5338
5414
6000
6001
6301
7000
5001
6101
5100
5311
5312
5313
Totals:
F Sp Su F Sp S-I S-II
08 09 09 09 10 10 10
2
13
26
2
6
19
22
2
11
22
6
1 2
3
3
2
6 5 2 10 7
5
4 12 4 12 6
8
17
16
26
F
10
24
8
1
8
10
10
Sp
11
S-I S-II F Sp S-I S-II F Sp S-I S-II F Sp S-I S-II
11 11 11 12 12 12 12 13 13 13 13 14 14 14
29 10
3
13
10
33
1
1
2
5
8
7
1
AY 08-09
139
AY 09-10
143
AY 10-11
135
2
8
5
5
28
2
15
AY 11-12
119
5
15 13
7
3
3 9
15
6
1
1
1
12 12 5
4
5 12
1
10
8
6
6
AY 12-13
134
11
5
3
7
1
1
1
11
1
3
10
7
6
6
AY 13-14
94
Biotechnology
11
F. Courses cross listed (syllabus included behind)
DEPARTMENT WRITES
Biotechnology
12
III.
Faculty
A. Number, rank, and demographics of the graduate faculty
Comparison of Full-time Faculty
Texas A&M University
Tenure/Tenure Track
Non-tenure track
TA's
Florida Institute of Technology
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech University
Tenure/Tenure Track
Non-tenure track
TA's
08/09
09/10
10/11
11/12
12/13
13/14
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
-
2
0
1
0
1
0
4
1
4
2
Biotechnology
13
B. List of faculty members
List all faculty who were employed by your department during the six years of this review
FACULTY NAME
HIRE
DATE
JOB TITLE
END
DATE
Member of
Grad
Faculty?
Y or N
C. Summary of the number of refereed publications and creative activities.
DEPARTMENT COMPLETES
Publication Type
2008
N=
F=
Refereed Articles/Abstracts
Books/Book Chapters
Other Publications
Presentations/Posters
Encyclopedia of Earth
Authored Teaching Materials
Research Reports
N = # of full time faculty contributing
2009
N=
F=
2010
N=
F=
2011
N=
F=
2012
N=
F=
2013
N=
F=
F = # of full time faculty in department
Biotechnology
14
D. Responsibilities and leadership in professional societies
DEPARTMENT COMPLETES
Professional Leadership
2008
N=
F=
Editor/Editorial
Executive Board
Officer in National Org.
Committees
DOD Review
Imaging Center Director
Proposal Review Panel Member
NSF Program Officer
NIH panels
Science oversight committee for
World Recreational Fishing
Conference
N = # of full time faculty contributing
2009
N=
F=
2010
N=
F=
2011
N=
F=
2012
N=
F=
2013
N=
F=
F = # of full time faculty in department
Graduate Student Committee’s faculty have served for the past 6 years
Faculty Name
Committees Chaired
Masters
Doctoral
Committees Served in
department
Masters
Doctoral
Committees Served
outside department
Masters
Doctoral
Biotechnology
15
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate
criteria to determine)
Faculty workload in Biotechnology
Source: Institutional Research and Information Mgmt
University
College
Department
2008
16.07
-
2009
15.52
26.37
4.7
2010
17.96
32.95
8.5
2011
17.54
37.73
-
2012
17.70
16.87
12.98
2013
16.90
6.1
7.72
Biotechnology
16
Biotechnology
17
IV.
Graduate Students
A. Demographics of applicants and enrolled students
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2008
124
56
18
3
2009
114
70
16
9
2010
90
21
9
13
2011
69
38
13
19
2012
43
28
10
10
2013
28
13
9
13
Biotechnology
18
Total Applicants
Total Admitted
New Grad Students
Students Graduated
2008
124
56
18
3
2009
114
70
16
9
2010
90
21
9
13
2011
69
38
13
19
2012
43
28
10
10
2013
28
13
9
13
Biotechnology
19
Blank Code
TX
USA
INT'L
Applicants Total
2008
3
1
1
119
124
2009
53
3
14
44
114
2010
69
6
3
12
90
2011
30
12
0
27
69
2012
17
5
4
17
43
2013
25
3
0
0
28
Biotechnology
20
Biotechnology
Graduate Applicants - Fall Data
Asian
Hispanic
Non-Resident Alien
Unknown
White
F
1
0
56
4
1
2008
M
2
0
57
0
3
F
1
0
51
0
2
2009
M
0
0
57
0
3
2010
F
M
1
1
0
2
50
33
0
0
0
3
F
0
1
34
0
6
M
0
3
24
0
1
2012
F
M
1
0
0
2
22
13
0
0
1
4
2013
F
M
1
1
0
0
14
9
0
0
0
3
Gender Total
62
62
54
60
51
41
28
24
15
124
Total Applicants
114
39
2011
90
69
19
43
13
28
Admitted Graduate Students - Fall Data
2008
F
M
Asian
0
1
Hispanic
0
0
Non-Resident Alien
24
26
Unknown
3
0
White
0
2
F
0
0
32
0
1
M
0
0
36
0
1
2010
F
M
1
0
0
2
10
5
0
0
0
3
F
0
0
18
0
4
M
0
2
13
0
1
2012
F
M
0
0
0
1
15
8
0
0
1
3
F
0
0
8
0
0
M
0
0
3
0
2
Gender Total
33
37
11
22
16
16
8
5
27
29
2009
56
Total Admitted
10
2011
12
2013
70
21
38
28
13
2009
2010
2011
2012
2013
Enrolled New Graduate Students - Fall Data
2008
F
M
Asian
0
0
Hispanic
0
0
Non-Resident Alien
7
9
Unknown
2
0
White
0
0
F
0
0
8
0
0
M
0
0
8
0
0
F
1
0
6
0
0
M
0
0
1
0
1
F
0
0
5
0
2
M
0
0
5
0
1
F
0
0
5
0
0
M
0
1
1
0
3
F
0
0
5
0
0
M
0
0
1
0
3
Gender Total
8
8
7
2
7
6
5
5
5
4
Total Enrolled
9
9
18
16
9
13
10
9
Biotechnology
21
Demographics of Enrolled Graduate Students - Fall Data
2008
2009
F
M
F
M
Asian
0
0
0
0
Hispanic
0
0
0
0
Non-Resident Alien
10
15
10
13
Unknown
2
0
0
0
White
1
1
1
0
2010
F
M
1
0
0
0
16
9
0
0
1
2
F
1
0
11
0
2
M
0
0
6
0
3
2012
F
M
0
0
0
1
10
6
0
0
2
4
2013
F
M
0
0
1
1
10
2
0
0
0
6
Gender Total
18
14
9
12
11
Graduate
13
16
29
11
13
24
11
29
2011
23
11
23
9
20
Biotechnology
22
B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students
(see appendix H)
Prior Scale (200-800)
Verbal
New Scale (130-170)
Prior Scale (200-800)
Quantitative
New Scale (130-170)
2008
387
2009
396
2010
476
2011
497
678
685
697
702
2012
370
155
612
156
2013
150
154
Biotechnology
23
C. GPA of new students
Biotechnology
24
D. Time to Degree in Years – Average years to graduate for all students graduating each
year
Biotechnology
25
E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the
program.
DEPARTMENT WRITES
F. Initial position and place of employment of graduates over the past 6 years
Name
Initial Position
Initial Employer
Location
Biotechnology
26
G. Type of financial support available for graduate students
DEPARTMENT COMPLETES
H. Number of students who have received national and university fellowships,
scholarships and other awards
DEPARTMENT ADDS TO
AWARD
08/09
$
09/10
# Stud
$
10/11
# Stud
$
# Stud
AT&T Chancellor’s
Hazlewood
Helen Devitt Jones
HD Jones PT
Summer Dissertation
<insert extra here>
Total
AWARD
11/12
$
12/13
# Stud
$
13/14
# Stud
$
# Stud
AT&T Chancellor’s
Hazlewood
Helen Devitt Jones
HD Jones PT
Summer Dissertation
<insert extra here>
Total
Biotechnology
27
I. Percentage of full time master and doctoral students who received financial support.
DEPARTMENT WRITES: SHOWS IN TABLE FORM
J. Graduate Student Publications and Creative Activities – Number of discipline-related
refereed papers/publications, juried creative/performance accomplishments, book
chapters, books, and external presentations by Master and Doctoral students in the
department.
DEPARTMENT WRITES
Referred
Thesis
Diss.
Non-Referred
Thesis
Diss.
Poster presentations
Thesis
Diss.
Other activities
Thesis
Diss.
2013
2012
2011
2010
2009
2008
K. Programs for mentoring and professional preparation of graduate students
DEPARTMENT WRITES
Biotechnology
28
L. Department efforts to retain students and graduation rates.
DEPARTMENT WRITES
M. Percentage of Full-Time Master and Doctoral students per year – Fall Data
DEPARTMENT WRITES: SHOWS IN TABLE FORM
Biotechnology
29
V. Department
A. Department operating expenses
N/A
Department Operating Costs as a Fraction of Employees
DEPARTMENT COMPLETES
N/A
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Accepted
Source: Office of Research Services
NA
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
NA
Comparison of Research Expenditures
Texas A&M University
Florida Institute of Technology
Texas Tech University
08/09
-
09/10
-
10/11
-
11/12
-
12/13
-
13/14
-
Biotechnology
30
D. Internal Funding
DEPARTMENT COMPLETES
Source of Internal Funds(TTU)
08/09
09/10
10/11
11/12
12/13
13/14
Research Enhancement
Research Incentive
Line Items
Interdisciplinary Seed Grants
New Faculty Start-ups
Matching from VP of Research
Special needs and opportunities
Research Promotion
Graduate School Fellowships
HEAF
TOTALS:
E. Scholarships and endowments
DEPARTMENT WRITES
Biotechnology
31
F. Departmental resources for research and teaching (i.e., classroom space, lab facilities)
N/A
G. HEAF expenditures
DEPARTMENT COMPLETES
Labs
Classroom
Other
(identify)
TOTAL
2013
2012
2011
2010
2009
2008
H. External Program Accreditation – Name of body and date of last program
accreditation review, if applicable. Include description of body and accreditation
specifics.
DEPARTMENT WRITES
Biotechnology
32
VI.
Conclusion
DEPARTMENT WRITES
Biotechnology
33
VII. Appendices – should include, but not be limited to, the following:
A.
B.
C.
D.
E.
F.
G.
Strategic Plan
Curriculum Map
18 Characteristics for Doctoral Programs
Graduate Course Offerings
Graduate Student Handbook
Graduate Faculty 6-Year Resumes (obtained from digital measures)
GRE Revised General Test Scores
Biotechnology
34
APPENDIX A
Strategic Plan
DEPARTMENT ATTACHES COPY
-ORPROVIDES STATEMENT SUCH AS BELOW:
Our departmental strategic plan is located at the following website:
www.depts.ttu.edu/historydepartment/strategicplan
Biotechnology
35
APPENDIX B
Curriculum Map
Biotechnology
36
APPENDIX C
18 Characteristics of
Doctoral Programs
Biotechnology
37
Appendix D. Texas Tech University Program Level - Curriculum Map
1/1/2015
BTEC 5312
BTEC 5100
BTEC 5001
X
X
A
A
A
[iii] Feedback (F)
[iii] Feedback (F)
X
7. Students will obtain
work experince in a
university,
government, private
industries lab by
completing an
internship.
[ii] Level
(I, R, A)
BTEC 5311
BTEC 5313
6. Students will be
able to: introduce
mutation, redesign
a construct that can
be used to overexpress the mutant
proteins, isolate,
purify, and
characterize
mutant proteins,
set-up crystal,
generate and
collect diffraction
data, interpret data
and determine
protein structure.
[iii] Feedback (F)
[i] Outcome
Statement
(X, M)
[ii] Level
(I, R, A)
[ii] Level
(I, R, A)
[i] Outcome
Statement
(X, M)
5. Students will be
able to: 1) describe
the fundamental
principles of
chemistry and
biochemistry to life,
2) explain the
contribution of
genetics and
biochemistry to
understand the life
processes and the
role of recombinant
DNA technology,
genomics and
proteomics in
biotechnology.
[iii] Feedback (F)
[ii] Level
(I, R, A)
4. Students will
learn how to: 1)
study the
differential gene
expression by
RNA-Sequencing
using Next
Generation
sequencing, 2)
role of
quantitative real
time PCR, 3)
describe the
regulation of
gene expression,
gene annotation,
and pathway
mapping.
[i] Outcome
Statement
(X, M)
[iii] Feedback (F)
F
[ii] Level
(I, R, A)
R
[i] Outcome
Statement
(X, M)
X
[ii] Level
(I, R, A)
BTEC 5338
3. Students will be
able to: 1) read the
scientific literature
critically, 2) write
scientific papers, 3)
give effective
scientific
presentations, 4).
write a resume, and a
job application cover
letter and 5) behave
during a job
interview, and 6).
communicate
effectively with peers
and with the general
public.
[i] Outcome
Statement
(X, M)
[III] FEEDBACK ON STUDENT PERFORMANCE /
ASSESSMENT:
(F) Students are asked to demonstrate their
learning on the outcome through homework,
projects, tests, etc. and are provided formal
Feedback (score of 1).
Courses in Degree Program
2.Students
successfully
completing this course
will be able to
understand the basic
technology and
instrumentation used
in gel-based and
automated
chromatographic
isolation of proteins
and the generation,
analysis and
interpretation of mass
spectra used in
identification and
analysis of protein
samples.
[iii] Feedback (F)
(A) ADVANCED - Students are expected to
possess a strong foundation in the
knowledge, skill, or competency at the
collegiate level. Instructional and learning
activities continue to build upon previous
competencies with increased complexity. All
components of the outcome are addressed in
the integrative contexts (score of 3).
MS in Biotechnology
1. Students will learn
how to clone a gene,
express a gene and
characterize protein
using many
fundamentals
techniqiues in
recombinant DNA
technology, protein
chemistry and
develop an
understanding of the
basic principles and
concepts of gene
cloning.
[iii] Feedback (F)
(R) REINFORCED- Students are expected to
possess a basic level of knowledge and
familiarity with the content or skills at the
collegiate level. Instruction and learning
activities concentrate on enhancing and
strengthening knowledge, skills, and
expanding complexity. Several aspects of the
outcome are addressed in the given course,
but these aspects are treated separately
(score of 2).
Degree Title:
SELECTED PROGRAM LEARNING OUTCOMES
[ii] Level
(I, R, A)
[II] LEVEL OF CONTENT DELIVERY:
(I) INTRODUCED - Students are not expected
to be familiar with the content or skill at the
collegiate level. Instruction and learning
activities focus on basic knowledge, skills,
and/or competencies and entry-level
complexity. Only one (or a few) aspect of a
complex program outcome is addressed in the
given course (score of 1).
Date
[i] Outcome
Statement
(X, M)
P
[I] OUTCOME STATEMENT:
The program outcome is
(x) EXPLICITLY (score of 2) or (m) IMPLICITLY
(score of 1) reflected in the course syllabus as
being one of the learning outcomes for this
course.
[i] Outcome
Statement
(X, M)
LEGEND
X
R
F
F
F
F
X
R
F
X
I
BTEC 6001
BTEC 6000
BTEC 7000
Based on curriculum map from Norfolk State University. Distributed with permision by Alexei G. Matveev (agmatveev@nsu.edu)
F
[ii] Level
(I, R, A)
[iii] Feedback (F)
R
Students will
carry out
research in a
biotechnology
related project
at TTU/TTUHSC/
Private/Federal
laboratories.
[i] Outcome
Statement
(X, M)
X
[iii] Feedback (F)
[i] Outcome
Statement
(X, M)
[ii] Level
(I, R, A)
8. Students will write
a theses on work
done in a research lab
at TTU or TTUHSC.
X
R
F
F
Based on curriculum map from Norfolk State University. Distributed with permision by Alexei G. Matveev (agmatveev@nsu.edu)
APPENDIX E
Graduate Student Handbook
DEPARTMENT ATTACHES COPY
-ORPROVIDES STATEMENT SUCH AS BELOW:
Our graduate student handbook is not yet in place, but will be based upon the faculty handbook
that we created last semester. –OR- Our graduate student handbook can be viewed at
www.webadress.ttu.edu
Biotechnology
39
APPENDIX F
Graduate Student Association(s)
DEPARTMENT ATTACHES COPY
-ORPROVIDES STATEMENT SUCH AS BELOW: Our department does not have a Graduate
Student Association – only and undergraduate one -OR- The first Graduate Student Association
is being formed this year.. -OR- Our department had a Graduate Student Association from 1995
until 1999, but was disbanded because…
Biotechnology
40
APPENDIX G
Graduate Faculty 6-Year Resumes
(obtained from digital measures)
Biotechnology
41
APPENDIX H
GRE revised General Test Scores
(Information taken from http://www.ets.org/gre/institutions/scores/)
For tests taken on or after August 1, 2011
Section
Verbal Reasoning
Quantitative Reasoning
Score Scale
130-170, in 1-point increments
130-170, in 1-point increments
For tests taken prior to August 1, 2011
Section
Verbal Reasoning
Quantitative Reasoning
Score Scale
200-800, in 10-point increments
200-800, in 10-point increments
Biotechnology
42
Graduate Program Reviews
STUDENT SURVEY
RESULTS
College: Graduate School
Department: Interdisciplinary Studies - BIOT
Conducted by: Institutional Research & Information
Management
November 2014
43
Year(s) in Program
1st year
2nd year
3rd year
4th year
5th year
6th year
PARTICIPANT TOTAL
Student Surveys
Biotechnology
5
4
2
6
1
Strongly
Strongly Agree
N/A
Agree
Neutral
Disagree
Average
Disagree
Q-1 I have adequate access to facilities and equipment needed for my graduate work.
2
4
4.33
Q-2 The quality and availability of departmental graduate student office space is adequate for my needs.
1
3
1
3.80
Q-3 Library resources available to me are adequate for my needs.
2
3
1
4.17
Q-4 The program offers an adequate selection of graduate courses, sufficient for timely completion of a full
graduate program.
2
2
1
1
3.83
Q-5 The graduate courses available are taught at an appropriate level and are of sufficient rigor.
2
4
4.33
Q-6 Graduate courses in other fields, needed to support my program or minor, are sufficiently available.
1
1
3
1
3.33
Q-7 The initial advising I received when I entered the program was an adequate orientation.
2
2
2
4.00
Q-8 I have access to means of communication with faculty and graduate students.
3
2
1
4.33
Q-9 I am receiving the professional development support at TTU that I desire.
2
4
4.33
Q-10 I am satisfied with the professional interaction with my academic advisor.
3
3
4.50
Q-11 I am treated as a respected contributor to the graduate or research program in which I am involved.
1
5
4.17
Q-12 I have been given an opportunity to be engaged in significant research for my thesis or dissertation.
1
3
4.25
Q-13 If I decide to change committee chair, the mechanism for doing so is suitable.
#DIV/0!
Q-14 I am informed of opportunities for professional development and contacts outside TTU, such as attendance
at professional meetings.
1
3
1
3.80
Q-15 Graduate teaching or research assistantship stipends are adequate.
3
1
3.25
Q-16 The program offers adequate opportunity for its graduate students to gain teaching experience.
1
3
1
3.80
Q-17 Graduate teaching assistantship assignments are made equitably, based on established criteria.
1
1
2
3.75
Q-18 Program policies are clearly defined and readily available to me.
2
2
2
4.00
Q-19 Graduate program policies clearly identify petition and appeals procedures available to me.
1
3
1
1
3.67
4
3
2
44
Q-20 There is a well-established mechanism for regular graduate student participation in decisions affecting students, whenever this
2
2
1
1
3.83
Have you ever attended any of the professional development seminars offered through the Texas Tech Graduate
School?
Yes
0
No
6
Did you find the seminar(s) to be beneficial?
Yes
0
No
0
What do you consider to be strengths of this program?
Main thing which attracts me to this program is that i dont only get coursework but i get practical and professional
training too.
Broad coverage of many aspects of the field of Biotechnology / International student recruitment
One year internship is a requirement. This is an excellent method to gain experience before applying to jobs.
What do you consider to be weaknesses of this program?
Not many students are familiar with the program. So i would say awareness about what exactly it entails.
Teaching assistant opportunities are rare (1 for 20 students) / Bioinformatics is a major part of the subject matter, but
coursework is lacking (although this is in the process of being addressed) / Research opportunities
Obtaining internships outside the school is challenging. Perhaps have partnerships outside the school to send students to.
What changes, if any, could be made to improve the quality of this graduate program?
No changes are required per say. I am quite content with the program i have chosen at texas tech.
Create more true interdisciplinary interaction on campus / Improve coursework opportunities and flexibility (especially
during initial semester)
More hands on experience with some of the core facility equipment. One can only learn so much by reading a book, it's
better to actually work with the instrument.
Please feel free to add any additional comments or questions in the space below.
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