ExternalProgramReview
DepartmentofBiology
Bachelor’sofScience&Master’sofSciencePrograms
CollegeofArts&Sciences
2015-2016
ContactPerson:
SeánO’Connell
DepartmentHeadofBiology
132NaturalScienceBuilding
WesternCarolinaUniversity
Cullowhee,NC28723
Phone:828.227.2203
Email:soconnell@email.wcu.edu
TableofContents
I.ListofAppendices(foundasseparateelectronicdocuments)
II.ExecutiveSummary
III.ProgramReviewMainDocument:AddressoftheSevenStandards
ListofAppendicesforProgramReview
- EachStandardhasafilefolderthatcanbeaccessedelectronicallyatthe
followingwebsite:http://www.wcu.edu/learn/office-of-the-provost/oipe/unitreview/urac-biol.asp
I.Standard1
- 1.UniversityStrategicPlan(2020)
- 2.Arts&SciencesStrategicPlan
II.Standard2
- 1.ProgramDevelopmentPlanfrom2010ExternalReview
- 2.Departmentalstrategicplanningprocessfor2020
III.Standard3
- 1.CatalogdescriptionofB.S.curriculum
- 2.Cataloglistingofundergraduatecoursesanddescriptions
- 3.CatalogdescriptionofminorinBiology
- 4.CatalogdescriptionofM.S.curriculum
- 5.Cataloglistingofundergraduatecoursesanddescriptions
- 6.NumbersofstudentsinB.S.,M.S.programs,demographics,andentrytest
scores
- 7.Frequencyofcourseofferingsandenrollmentsovertime
- 8.TimetodegreeforB.S.andM.S.programs
- FoldercontainingassessmentandQEPassessmentdocumentation
- Foldercontainingadvisingchecksheetsandeightsemesterplans
- Foldercontainingcoursesyllabi
IV.Standard4
- 1.Tableoffacultydisplayingrankandexpertise
- 2.DataforfacultydemographicsincludingFTEandSCHnumbersovertime
- 3.FacultyrosterasgeneratedbyOIPE
- 4.CollegialreviewdocumentforBiology
- 5.Templateforannualfacultyevaluation(AFE)
- Foldercontainingcurriculumvitaeforfaculty
V.Standard5
- 1.B.S.andM.S.studentdemographicsandnumbersofmajors
- 2.TimetodegreeforB.S.andM.S.students
- 3.DataforallUNCcampuses:UpperlevelmajorsanddegreesforBiology
- 4.DataforallUNCcampuses:M.S.studentsanddegreesforBiology
- 5.Descriptionofselectedresearchprojectsforundergraduates
- 6.ProfessionalstatusesofalumnifromtheB.S.programforlasttenyears
- 7.ProfessionalstatusesofalumnifromB.S.andM.S.programs
- 8.SummaryofstatusesofalumnifromB.S.andM.S.programs
VI.Standard6
- 1.OrganizationalchartshowingplacementofBiologyDepartment
- 2.ChartofresponsibilitiesofDepartmentHead,AssistantDepartmentHead,
UndergraduateProgramDirector,andGraduateProgramDirector
- 3.SelectionprocessforDepartmentHeadandAssistantDepartmentHead
- 4.SummaryofevaluationdatafromfacultyforDepartmentHead
VII.Standard7
- 1.ListofequipmentandfacilitiesforBiologyDepartment
- 2.Listoflibraryresourcesrelatedtobiology
- Folders:Detailedbudgetsforeachoflastthreeyears
WCUDepartmentofBiology
2016ProgramReview:ExecutiveSummary
OurlastprogramreviewwasinSpring2010andincludedajointreviewofourundergraduateandgraduateprograms.Atthattime,wehad19facultymembers,includingthreewho
weresplitappointments(≤50%inBiology),twoinstructors,threelecturers,and11tenuredor
tenure-trackfaculty.Sincethen,wehaveaddedanadditionalsplit-timefacultymember,two
instructors,andthreelecturers,whilereplacingtwotenure-trackfacultyandaddingtwotenuretrackfaculty,foratotalof26facultymemberswithsomeoralloftheirdutiesinBiology.Wealso
relyon6-7adjunctspersemestertodeliverourcurriculum.Thenumberofmajorsintheprogram
hasincreasedgreatlyinthelastsixyearsandnowexceeds400studentsaswellasmorethan100
minors(Table1),ashasourservicetootherdisciplines(Figure1).Itisadynamictimeforthe
departmenttosaytheleastandwelookforwardtocontinuinginourgrowthandprogressasan
academicunitdedicatedtomakingadifferenceinthelivesofourstudents.
Table1.NumberofBiologymajorsbyconcentrationandBiologyminorsinFall2012versusFall2015,including
alldoublemajorsandminors(PHP=Pre-healthProfessionalconcentrations,GB=GeneralBiology,MB=
MolecularBiology,andEE=Ecology&EvolutionaryBiology).Note:Datareportingtoolonlygoesbackto2012.
Term
Fall2012
Fall2015
PHP
185(66.5%)
282(67.5%)
GB
44(15.8%)
55(13.2%)
MB
26(9.4%)
43(10.8%)
EE
28(8.3%)
38(9.1%)
Majors
278
418
Minors
92
121
OurstrengthsdocumentedintheProgramDevelopmentPlanfrom2010includedthe
following:1)ourfacultyarecommittedtoandconcernedaboutstudenteducationand
developmentatalllevels,2)ourundergraduatesappreciatedsmallclasssizesandaccessibilityto
thefaculty,3)theinvolvementoffacultyandadministrationinsharedgovernance,4)a
commitmenttocontinualprogramreview,5)thelocationofourcampustomuchnatural
biodiversity,and6)theproximityofHighlandsBiologicalStation.Thesefeaturesofourprogram
remainstrengthsforthedepartment.Someoftheareasthatthepreviousprogramreview
recommendedforattentionincluded:
-
asubstantialincreaseinthepermanentbudgetofthedepartment
hiringafulltimeadministrativeassistantandworkingtohireahalf-timeASA
hiringcellandmolecularbiologyfaculty
hiringafull-timelabsupportpersonforconfocalmicroscopyandDNAsequencing
obtainingnewvehiclesforfieldcourses
developingaformalfacultymentoringprogram
makingimprovementstothewebsiteforadvising,highlightingseniorresearchresources,career
development,andprofessionalschoolapplications
expandingspaceforteaching;conductingaspaceaudit;andplanningforanewsciencebuilding
determiningfactorsofsuccessforBIOL140,and
developingtheBIOL480researchcapstoneandassigningcredittofaculty.
Wehavemadeprogressonmanyoftheaboveitems:wehiredafull-timeASA,hiredthree
newcellandmolecularbiologyfaculty(oneareplacementfacultymember),developedfaculty
mentoringprocesses,refinedourwebsite,refinedspaceuse,improveduponourBIOL140
curriculum,andaddedBIOL480tothecourseschedulewithmajorimprovementstothecourse
beginningthisyear.Westillhavenonewvansforourfieldcourses,thoughrequestsfornewvans
havebeengivensupport,butnofunding,intheuniversity’sbudgetrequestprocessthelastfew
years.Wearealsolackingpermanentincreasestoouroperatingandeducationalbudgets.
However,wehavereceivedmanyone-timefundingitemsinthelastfewyearsfollowingabudget
processthatthechancellorintroduceduponhisarrival.Theseitemsincludeequipmentforcelland
molecularbiology(e.g.,ultracoldfreezers,nanodropspectrophotometer,fluorescencemicroscope),
itemsforecologyandorganismalbiology(newgreenhouse,soilrespirationsystem),andfunding
forrenovatingteachingandresearchspace.Additionally,ourgraduateteachingassistantships
increasedfrom$10,500to$12,500lastyearandwewereallottedfor2014-2016,threegraduate
stipendsof$15,000tohelprecruithigh-potentialstudents.Wewerealsogivenaposition,in2010,
foraresearchoperationsspecialisttohelpmaintainequipmentandtotrainstudentsinmicroscopy
andDNAsequencing,howeverthesefundshadtobeabsorbedbackintotheuniversity’sbudgetdue
tofinancialexigency.Thusfar,wehaveworkedaroundthisshortcomingbyhiringafaculty
membertospecializeontheconfocalandfluorescencemicroscopesandbyassigningdutiesto
adjunctsthathelpinmakingteachingandresearchequipmentavailabletostudents.Lastly,much
workhasbeendonebytheadministrationtogetfundingforanewsciencebuildingontoastatewidebondreferendumwhichwilltakeplaceon15March2016.PleaseseeStandard7formore
detailsaboutouravailableresources.
12000
2000
10000
1500
8000
6000
4000
2000
1000
SCH
0
1400
1200
1200
1000
1000
800
800
600
0
BIOL141
2010 2011 2012 2013 2014 2015
1400
200
BIOL140
0
2010 2011 2012 2013 2014 2015
400
BIOL102,3,4,&5
500
BIOL333
BIOL3xx
BIOL4xx
BIOL5/600
600
BIOL240
BIOL241
BIOL291
BIOL292
2010 2011 2012 2013 2014 2015
400
200
0
2010 2011 2012 2013 2014 2015
Figure1.Studentcredithours(SCH)generatedbytheDepartmentofBiologyoverthelastsixyearsshowingtotal
SCH(upperleft),freshmancoursesincludingmajors(BIOL140,141)andLiberalStudies(BIOL102,103,104,
105)classes(upperright),sophomorecoursesincludingmajors(BIOL240,241)andhumananatomyand
physiology(BIOL291,292)courses(lowerleft),andupperlevelandgraduatecourses(lowerright).Afulllistof
coursesanddescriptionsareintheappendices.Note:thedropinBIOL240occurredaftertheNutritionand
Dieteticsprogramremoveditasarequiredcourse.
TheBiologyDepartmentcontinuestogrowandisoneofthelargestandmostcritical
academicunitsoncampus.Wehaveincreasingdemandsforourundergraduateandgraduate
courses(Figure1)thatservenotonlyourmajorsbutalsostudentsinmajorssuchasChemistry,
ForensicScience,EnvironmentalScience,NaturalResourcesManagement,Nursing,andNutrition
andDietetics.Wealsotakeanactiveandlargepartinourgeneraleducation(LiberalStudies)
programandvalueitsimportancetotheuniversityasawhole.Insummary,weendeavortobea
programofexcellenceandakeyplayerinourstudents’success.Webelievewehaveearnedthe
respectoftheuniversityandhavebeenrewardedwithone-timepurchasestohelpusimprovewhat
weoffer.Fundingatahigherlevelwilldirectlyrelatetoimprovedstudentachievementandwill
helpinrecruitmentandretentionofnotonlystudentsbutfacultyaswell.
Standard1.Thepurposeoftheprogramreflectsandsupportsthemissionandstrategic
visionofWesternCarolinaUniversityandthemissionofitsCollege.
TheundergraduateandgraduateprogramsinBiologyatWCUaredesignedtoprovidehigh
qualitypreparationforadiversityofcareerpathsinthebiologicalsciences,rangingfromthehealth
sciencestoenvironmentalscienceandmanagementtoacademicresearch.Inkeepingwiththe
broad-basedmissionofWCUasaRegionalComprehensiveUniversityaswellastheliberalarts
traditionoftheCollegeofArts&Sciences,theDepartmentofBiologyalsoservestoimparttononmajorsscientificliteracyandunderstandingoffundamentalbiologicalconceptsandprinciples.The
teachingandtrainingphilosophyoftheDepartmentiswellexpressedbyitsmissionstatement:
ThefundamentalpurposeoftheBiologyDepartmentistoprovideanenvironmentthat
encourageslearning,criticalthinking,andscholarshipinbiology.TheDepartment
aspirestofosterteachingandlearninginaccordancewiththemostcurrent
knowledgeandscienceliteracystandardsoftheNationalScienceFoundation,and
strivestoprovideserviceandresearchtoassistandbenefitwesternNorthCarolina
expandingacrosstheglobe.WesupporttheNationalScienceFoundationgoalsof
preparingstudentsforimmediatecareersinthesciences,integratingresearchintoour
teachingasameansofpreparingourmajorsforgraduateandprofessionalprograms
leadingtofuturecareersinthebiologicalsciences,andtrainingwell-qualifiedscience
teachersforalllevelsofinstruction.
OurundergraduateBiologyprogramseekstobalancerigoroussubjectcontentwith
researchopportunities,bothofwhicharebuiltintotheDepartment'sfivecoreorfoundational
courses:PrinciplesofBiologyI&II,IntroductiontoGenetics,IntroductiontoEcology&Evolution,and
SeniorResearch.Studentsbuilduponthisfoundationwithamenuofcoursesinmorein-depthfocal
areas,orconcentrations.ThemajorityofundergraduateBiologymajorsexpressinterestsinprehealthprofessionalcareers(e.g.,medicine,pharmacy,dental,andveterinarysciences),whilea
smallergroupisinterestedinmolecularbiologyorecologyandevolutionarybiology.Regardlessof
concentrationallstudentsengageinscientificresearchaspartoftheDepartment'scommitmentto
WCU'sEngagedLearningandQEP(QualityEnhancementPlan)initiatives,intheconvictionthatthe
bestwaytolearnscienceistoengageinscience.Accordingly,researchasacapstoneexperienceis
requiredofseniorsinthemajor;inthisregardtheDepartmentrealizesakeyrecommendationof
theNSF/AAAS"VisionandChangeinUndergraduateBiologyEducation"document(2015,p.31;
www.visionandchange.org).Researchis,ofcourse,centraltothegraduateprograminBiology.
TheBiologyprogramalignswellwithseveralimportantgoalsandinitiativesofthe
University's2020Visionstrategicplan.Forexample:
1
Goal1.1,deliveringhigh-qualityacademicprogramsdesignedtopromoteregionaleconomicand
communitydevelopment,withcurricularfocusareasthatincludeeducationandenvironmentand
promotingregionalleadershipinthestudyoftheenvironmentandenvironmentalpolicy;
TheDepartmentofBiologymakesimpactstoregionaleconomicandcommunity
developmentasourgraduatesgoontobecomeproductiveprofessionalswhoendupworkingin
offices,classrooms,laboratories,clinics,andhospitalsacrosstheregion.Ourprogramtrains
cellular/molecularbiologiststoworkinbiotechnologyindustries,andecologists/conservation
biologistswhocanworkforconsultingfirmsandgovernmentagenciesthathelpstrikeabalance
betweenprotectingtheregion’snaturalresourcesanddevelopment.Atraditionalstrengthofthe
Biologycurriculumhasbeenitsenvironmentalfocus,anareaforscholarshipandengagementthat
isembracedinthe2020Visiondocumentasanaturalasset.Wealsopreparestudentsfor
acceptanceintograduateandprofessionalprogramsthatuponcompletion,enablesouralumnito
workinthearea.
Goal1.2,fullyintegratingwiththeGeneralEducationProgram,withrigorousexpectationsinregard
tointegratinginformation,problem-solving,andeffectivecommunication;
TheBiologycurriculumalignsfullywiththisgoal.Criticalthinking,integrationof
information,andproblem-solvingarecentraltorigorousscientifictraining,andthesearealso
centralgoalsofWCU'sGeneralEducation/LiberalStudiesprogram.
Goal1.3,affordingcross-curricular,experiential,applied,andglobalawarenessopportunities;
Biologyfacultyhaveengagedincross-curricularteaching(e.g.,withtheDepartmentsof
Philosophy&Religion,English,History,andChemistry&Physics)and,asmentionedabove,the
Departmentmadeitaprioritytobuildintothecurriculumexperiential,hands-oneducationaland
researchopportunities.Moreover,thediverseBiologycurriculumaffordsmanyopportunitiesto
engagestudentswithbigger-pictureissues—forexample,manyenvironmentalbiologysubject
areasnaturallyraisesuchissuesasclimatechange,ecosystemhealth,invasivespecies,andmore,
whileotherequallycompellingsocietalissuesbearingongeneticengineering,GMOs,genetherapy,
DNAfingerprinting,etc.routinelycomeupincellularandmolecularbiologycourses.
Goal2.1,fosteringacademicexcellenceandpersonalgrowth,realizedinpartbyenhancingthetotal
studentexperiencethroughexperientialandleadershipopportunities;
Experientiallearningis,again,ahallmarkoftheBiologyprogram,asbestexemplifiedbyits
researchrequirement.StudentsintheDepartmentarealsoempoweredtotakeonleadershiproles:
theveryactiveBiologyClubroutinelyengagesinserviceandeducationalactivities,andgraduate
studentsintheDepartmentplayasignificantroleinorganizingthedepartmentalseminarseries,
fromplanningandinvitationstohostingvisitingspeakers.
2
Goal3.1,aimingtoenhanceexternalrelationships,achievedinpartthroughlong-standing
partnershipswithcommunityorganizations,non-profits,governmentagencies,andothers.
TheDepartmenthaslongengagedinscholarlyandserviceactivitiesbenefittingthewestern
NCregion,thestateofNorthCarolina,andthescientificcommunitymoregenerally.Manyfaculty,
forexample,serveoneditorialoradvisoryboardsofscientificjournalsandprofessional
organizations.Similarly,BiologyfacultyandgraduatestudentsroutinelyworkwithFederal,State,
andlocalagenciesororganizations(e.g.,NationalParkService,USForestService,NCWildlife
ResourcesCommission,etc.)onresearchprojectsaimedatscientificallyaddressingenvironmental
issues.TheDepartmentalsohasalongtraditionofeducationalengagementandserviceforthe
WCUcommunity,ourcounty,andourregion.
TheDepartmentsupportstheSecondaryScienceEducationprogram(B.S.Ed.),whichis
administeredbyDr.KefynCatley.Inaddition,Biologyfacultysupportregionalschoolsinmany
ways.Forexample,theWesternNorthCarolinaRegionalScienceandEngineeringFairisorganized
byDr.CatleyandmanyBiologyfacultyandstudentsserveasjudges.Biologyfacultyalsoengage
withlocalschoolsthroughprogramsandcooperativeprojectswithteachers,aswellaswithlifelong-learningorganizations,non-profits,andotherorganizations.Finally,theDepartment
periodicallyhostseducationaleventsopentothepublic(e.g.,theannualDarwinDayeventand
SigmaXiScienceCafeevents).
LiketheUniversityasawhole,theDepartmentofBiologyhaslongbeenregionallyengaged
initscurricularandscholarlyendeavors.Cullowheeissitedinthemidstofoneofthemost
biologicallysignificantregionsofNorthAmerica,withreadyaccesstoagreatdiversityofhabitats
andbiologicalcommunitiesthatcollectivelysupportremarkableorganismicandecological
diversity.Inthisregardthesurroundingregionisanaturalextensionofthelaboratoryand
classroom.InadditiontolocalassetssuchasWCU'sWolfCreekWatershedNaturalAreaandthe
WestCampusOutdoorLaboratory,Biologyfacultyandstaffhaveaccesstonumerousfieldsites
suchasextensiveNationalForestlands,theUSDAForestService’sBentCreekExperimentalForest
andCoweetaHydrologicLaboratory,GreatSmokyMountainsNationalPark,theBlueRidge
Parkway,BalsamMountainPreserve,andtheseveralriversystemsofJacksonandsurrounding
counties.Theseassetsareinvaluableforfield-basedinstructioninclassfieldtripsaswellas
providingstudentresearchopportunities.
TheBiologyprogramfurtherbenefitsfromcourseworkandresearchopportunities
availableattheHighlandsBiologicalStation(HBS;seewww.highlandsbiological.org).WCUhas
providedadministrativeoversightofHBSonbehalfoftheUniversityofNorthCarolinasystemsince
3
1981;theHBSdirector(JamesCosta)isaBiologyfacultymemberandtheBiologyDepartment
HeadservesontheHBSBoardofDirectors.ThespecialrelationshipbetweenHBSandWCUmeans
thatWCUstudentsandfacultyhaveprivilegedaccesstotheStationanditsprograms.Oneormore
WCUgraduatestudentsconducttheirthesisresearchatHBSannually,andagrowingnumberof
WCUfacultyteachcoursesatHBS.Thesecourseopportunitiesaffordalevelofimmersiveteaching
andlearningnotreadilyduplicatedintraditionalacademicdepartments,asstudentsgain
significantlymorehands-onexperiencewiththeirsubjectthaninatraditionalclassroomcourse.
WCU’sSouthernAppalachianBiodiversityandEcologyCenter(SABEC),aresourcefor
education,research,andservicefocusedonthebiodiversityandecologyoftheregion,facilitates
collaborationbetweentheBiologyprogramandotherprogramswithinWCUaswellaswithother
regionalinstitutions.ThisisenhancedbyouroversightoftheHelenPattonEnvironmentalStudies
CenterinFranklin,NC,whichprovidesaresearchsite,meetingspace,andtemporaryhousingfor
visitorsandstudents.Theseassetscollectivelyillustrateastrengthoftheprograminserving
studentsinterestedinecology,evolution,conservationbiology,andrelatedareasofenvironmental
science,astrengththatismatchedbytheresearchinterestsofmanyofthefaculty.Recognizing,
however,thepitfallsofconcomitantprogrammaticissuesinotherimportantaspectsofbiology,
suchascellular,developmental,andmolecularbiology,theDepartmenthasmadegreatstridesover
thepastfiveyearsinachievingabalanceinfacultyspecialtyareasandavailablecoursestoserve
studentswhoseinterestsliemoreinlaboratory-basedbiologicaldisciplines.
WCU'sDepartmentofBiologyhasagreatmanystrengths,largelystemmingfromits(1)
diversefaculty,representingmostkeymodernbiologicalsciencessubdisciplines;(2)modestclass
sizes,fosteringamoreintimateandpersonallearningenvironmentforstudents;and(3)location,
withalloftherichnaturalbiological/ecologicalassetsdiscussedabove.Oneindicationofthe
strengthoftheBiologycurriculumisitsclosealignmentwithcoreconceptandcompetency
standardsarticulatedintherecentNSF/AAAS"VisionandChangeinUndergraduateBiology
Education"document:
Coreconceptsthatstudentsmustunderstandinordertobecomebiologicallyliterate.
Theseconceptsare:1)evolution(thediversityoflife-formsthathaveevolvedovertime
throughmutations,selectionandgeneticchange;2)structureandfunction(thebasic
unitsofbiologicalstructuresthatdefinethefunctionsofalllivingthings);3)
informationflow,exchangeandstorage(theinfluenceofgeneticsonthecontrolofthe
growthandbehavioroforganisms);4)pathwaysandtransformationsofenergyand
matter(thewaysinwhichchemicaltransformationpathwaysandthelawsof
thermodynamicsgovernthegrowthandchangeofbiologicalsystems);and5)systems
(thewaysinwhichlivingthingsareinterconnectedandinteractwithoneanother).
4
ThebelowconceptsareindeedcoreelementsoftheBiologycurriculum,builtintothe
rigorousfoundationalcoursesrequiredofallmajors(PrinciplesofBiologyI&II,Introductionto
Genetics,andIntroductiontoEcology&Evolution).
Corecompetencies--beyondtheconceptsidentifiedabove--thatstudentsmust
experienceinordertobecomebiologicallyliterateandpracticescience.These
competenciesare:1)theabilitytoapplytheprocessofscience;2)theabilitytouse
quantitativereasoning;3)theabilitytousemodelingandsimulation;4)theabilityto
tapintotheinterdisciplinarynatureofscience;5)theabilitytocommunicateand
collaboratewithotherdisciplines;and6)theabilitytounderstandrelationships
betweenscienceandsociety.
TheBiologyDepartmentcurriculumdoesabetterjobinstillingsomeofthesecore
competenciesinourmajorsthanothers.Givingourstudentsanunderstandingofhowtoapplythe
processofscience,fostercommunicationskillsandarecognitionofthevalueofcollaboration,and
gainanappreciationforthenatureofscience-societalrelationshipsareallachievedthrougha
diversityofin-classandout-of-classexperiences.Hardertogaugeistheextenttowhichthe
Departmentfostersanabilitytotapintotheinterdisciplinarynatureofscience,ortoapplythe
processofscience.Studentsareintroducedtomodeling,simulation,andquantitativereasoningina
numberofmajors'courses,buttheseskillsaremainlyfosteredinselectedupperdivision
undergraduateorgraduatecourses.Theresearchrequirementisacrucialcomponentofthe
curriculumthatfostersseveraloftheserecommendedcompetencies:experimentaldesign,data
analysis,hypothesistesting,andultimatelycommunicatingresultsareallapartofthisinvaluable
experience.
TheweaknessesoftheBiologyDepartmentstemmainlyfromlackofresources.The
Department'scommitmenttoimmersivefieldexperiencesforstudentsiscompromisedbylackof
reliableandsafevans.Thedepartmentaloperatingbudgethasbeenflatformanyyears,with
inadequateresourcesforsuchcriticalareasasfacultyprofessionaldevelopment,servicecontracts,
andequipmentpurchases.Muchoftheteachingandresearchinfrastructureisexceedinglydatedor
lacking(aproblemthatcouldberemediedwiththeplannedreplacementsciencesbuilding).The
facultyteachingloadissuchthatitisverydifficulttomaintainanactiveextramurallyfunded
researchprogram,letaloneonethatinvolvestakingonlargenumbersofundergraduatestudents
stemmingfromthedepartmentalresearchrequirement.AtthegraduateleveltheDepartmentis
laggingfarbehindotherpeerinstitutionsingraduatestudentcompensation($12,500withlimited
availabilityoftuitionwaivers),makingitincreasinglydifficulttorecruitoutstandinggraduate
students.
5
DespitetheseproblemstheDepartmentofBiologyatWCUdoesanexcellentjobinteaching
andtraining,anditssuccessisreflectedinitssteadygrowth.Since2010studentcredithours(SCH)
generatedinBiologyhaveincreasedover30%,from~8,000to~11,000SCHsin2015.However,for
theDepartmenttocontinuetoserveitsrisingnumberofmajorsaswellasnon-majorsinitsmany
servicecourses(healthsciences,socialwork,forensicscience,NRM,&environmentalscience
programstudents)itisimperativethatcoreresourcesbeincreasedtoalevelcommensuratewith
thelevelofteaching,training,research,andservicenecessarytomaintainastandardofexcellence.
OnlyinthatwaycantheDepartmenttrulyservethegoalsofWCU's2020Visionstrategicplan,and
advancethebroadergoalsofhelpingproduceaneducatedcitizenryandteachingandtrainingthe
nextgenerationofscientists.
Standard2.Theprogramengagesinongoing,systematicplanningthatisreflectiveofthe
University’sstrategicpriorities
TheBiologydepartmentwaslastreviewedin2009-2010,theyeartheQualityEnhancement
Plan(QEP;seeAppendix)wasimplementedandthreeyearsaftertheBiologycurriculum(see
Appendix)wasrevampedtomeetthedepartment’smissionto“encouragelearning,
communication,criticalthinking,andscholarshipinBiology”infourconcentrationareas:Ecology
andEvolution,Pre-healthProfession,MolecularBiology,andGeneralBiology.Since2010,Biology
hasparticipatedinthedevelopmentofstrategicplansatthecollegeanduniversitylevels,whichhas
allowedBiologyprogramobjectivestobelinkedtothebroaderWCUmissionandgoals.Overall,
Biologyengagesinanongoing,adaptiveplanningprocess(seeAppendix)toensurethatcurriculum,
advising,andpedagogymeetlearninggoalsforthegrowingnumberofBiologymajors,allied
programssuchasNursingandEnvironmentalScience,andLiberalStudies.
TheQEPisaprimaryplanningtoolfortheBiologyundergraduatecurriculum.Itwas
designedtohelpassessprogresstowardBiologyeducationalgoalsforundergraduatestudentsin
allfourconcentrations;specifically,thatstudentshaveastrongbiologicalknowledgebase,areable
tointegrateandapplytheirbiologicalknowledgetosolvenovelproblems,andhavetheknowledge
andskillstobecomeproductivemembersoftheworldcommunity.TheimpactoftheQEPwas
assessedin2012and2014.Theseassessments,combinedwithplanningforthegrowingnumberof
Biologymajors,havepromptedustochangeourapproachtoparticularclassesandsuitesofclasses
thatshareacommongoal.Forexample,wehaveformedacommitteetoexaminethesenior
researchcourse,Biology480,aswellashowandwhenweteachresearch-relatedskills.More
specifically,wehavebeguntointroduceexercisesrelatedtoacquiring,evaluating,and
6
communicatingscientificinformationatthefreshmanandsophomorelevels(BIOL140,141,240,
241),andweareplanningtorevampBiology480toencompassmoreoptionsandopportunitiesfor
studentstogainexperienceconductingresearchatthejuniorandseniorlevels.
The2009-2010programreview,WCU2020Vision,andA&SStrategicPlan(seeappendices)
haveprovidedguidanceforreviewingandplanningprogramactivities.Forexample,wehaveadded
facultyincellandmolecularbiology,enhancedfacultymentoring,andaddedconcentration-specific
advisingsessionsandinformationspecifictoeachclasslevelinourprogram.
•
•
•
•
Biologyengagesinongoingplanningthrough:
departmentalfacultymeetingsevery3-4weeksthroughouttheacademicyear,
curriculumandconcentration-specificgroupmeetings,
regular(e.g.,GraduateCommittee)andad-hoc(e.g.,QEPcommittee)meetings,and
anannualBiologyretreateachfallandlongerretreateveryfewyearsinspring.
Theseactivitiesareusedtodevelopandmodifydepartmentalgoals,incorporateandalign
departmentalgoalswithincollegeanduniversity-widestrategicplans,andensurethatthe
curriculumandprogrammaticactivitiesaredesignedtoencouragelearning,communication,
criticalthinking,andscholarshipinBiology.Thisadaptiveprocessisillustratedinthediagram
below:
FlowandtimelineofBiologyplanningefforts.Boxesshowtheresultingdocumentsandtheir
implementationdates;arrowsshowtheinputandrevisionflows.Datesbesidethearrowsare
reviewdates.
BiologyfacultycontributedtoWCU’s2020Vision,whichwasdevelopedin2012,andthe
CollegeStrategicPlanof2013.TheseeffortsresultedintheBiologyStrategicPlanningtable(see
Appendix)ofstrategicgoalsandthewaysandmeanstoachievethem.Evaluationsofimpactsofthe
QEPin2012and2014alsoprovideddirectfeedbackformodifyingthecurriculum,especially
7
structureandcontentoffocuscourses,tomeetQEPgoals.Overall,theBiologyplanningprocessis
dynamicandadaptive,tomeettheneedsofourgrowingdepartmentanduniversity.
Standard3.Theprogramprovidesandevaluatesahighqualitycurriculumthatemphasizes
studentlearningasitsprimarypurpose
BachelorofScienceinBiology.TheB.S.inBiologydegreeconsistsoffourconcentrations:
Pre-healthProfessions(PHP,66%ofmajors),MolecularBiology(MLB,9%),Ecologyand
EvolutionaryBiology(EVB,12%),andGeneralBiology(GBI,13%).Exampleadvisingcheck-sheets
foreachconcentrationareprovidedintheAppendices.Eachconcentrationconsistsofa44credithourcommoncoresetofcourses:PrinciplesofBiologyIandII(BIOL140and141),Introductionto
Genetics(BIOL240),IntroductiontoEcologyandEvolution(BIOL241),twosemestersofinorganic
chemistry,twosemestersoforganicchemistry,twosemestersofphysics,andasemesterof
calculus.Eachconcentrationthenhas3prescribedcourses(10credithours)toprovidedepthin
theconcentration.Afurther3courses(9–12credithours)mustbechosen,1eachfromamenuof
cellandmolecularelectives,ecologyandevolutionelectives,andorganismalbiologyelectives,to
providebreadthforthedegree.Werequire25credithoursfortheconcentration.Additionalupperlevelelectivesmaybechosenfromamonganyoftheelectivegroupstosumtotherequiredtotal.
Therequiredthreecredit-hourcapstoneresearchexperiencetypicallyisfulfilledbyhigh-impact
coursessuchasResearchinBiology(BIOL480)orSeniorThesis(BIOL495-499;fourcredits).The
universityLiberalStudiesrequirementsconsistof42credithours(including9coveredinthemajor
requirements)outofatotalof120credithoursfortheB.S.inBiologydegree.
Prerequisitesfacilitatethesequenceoflearningincoreandupper-levelelectivecourses.
OurmajorscompleteBIOL140totakeBIOL141,followedinorderbyBIOL240andthen241.
OthermajorscantakeBIOL140then240(e.g.,ForensicScience)orBIOL141thenBIOL241(e.g.,
NaturalResourceManagement).Ineithercase,thesefreshmenandsophomorecoursesthenserve
asgatewaysforkeyjuniorcoursessuchasBIOL304(GeneralEcology),BIOL306(Evolutionary
Biology),BIOL311(AnimalPhysiology),BIOL333(CellandMolecularBiology),BIOL375(Methods
inEcologyandEvolution),andotherupper-levelrequiredorelectivecourses.Thiscurriculumwas
putinplacein2005andhasnotbeenalteredgreatly,withtheexceptionoffine-tuningthe
prescribedandmenucoursesanddevelopingBIOL480astheseniorresearchcapstone.Inaddition
newupper-levelcoursesthatreflecttheinterestsofnewfaculty,havebeenadded.Theapproachof
prescribedandmenucoursesofferssufficientflexibilitytoallowstudentstoswitchconcentrations
lateintheirdegreeprogramwithonlyminorback-tracking.And,astheprescribedcoursesarealso
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menuchoicesforstudentsinotherconcentrations,itispossibleforstudentstograduatefrom
differentconcentrationswiththesamesetofbiologycourses.Thisflexiblecurriculumisonefactor
thathasallowedtoustoachieveandmaintainatime-to-degreeof3.9yearsoverthelastfiveyears,
evenwhilenumbersofgraduateshaveincreasedbyalmost70%.
InadditiontoservingourownB.S.inBiologystudents,studentsintheB.S.programsin
ForensicScience,Chemistry(Premedical/BiomedicalScience&Technologyconcentration),
EnvironmentalScience,NutritionandDietetics,andNaturalResourceConservationand
Managementarerequiredtotakeatleastapartofourcoresequenceofcourses.Thesestudents
alsooftentakeupper-levelelectivesofferedbytheBiologyDepartmentandfrequentlyminoror
double-majorinBiology.Inadditiontothesemulti-orinterdisciplinarytiestootherprograms,we
offerservicecoursesthataredesignedspecificallyforotherdegreeprogramsoncampus:e.g.,
HumanAnatomyandPhysiologyI&II(BIOL291&292)arerequiredforB.S.degreesinNursingand
EmergencyMedicalCare.TheBiologyDepartmentalsooffersLiberalStudiescoursesforthe
generalstudentpopulation,e.g.,HumanGenetics(BIOL102),EnvironmentalBiology(BIOL103),
andHumanBiology(BIOL104).Thesecourseshaveprovidedalaboratoryscienceexperiencefora
combinedtotalof5,520studentsoverthelast5years.Inaddition,BIOL102isofferedasanonline
distancecourseandBIOL103willbeofferedassuchinsummer2016forthefirsttime.
EachBiologycoursesyllabushasastatementofcourseobjectivesthatreflecttheexpected
studentlearningoutcomesforthecourseandtheprogram.Anyfacultymembermayinitiatea
discussionofchangestothecurriculum.Intheeventthatacurricularchangeisdeemedwarranted
bytheDepartment’sfacultythedepartmentalCurriculumCommitteeinitiatestheappropriate
requests.Afterdepartmentalapproval,approvalisrequiredbytheArtsandSciencesCurriculum
Committee,FacultySenate,andProvost’soffice.
Overthelastfiveyears,wehaveusedourQualityEnhancementPlan(QEP)forprogram
assessment.OurQEP(seeAppendix)hasmeasurablecriteria,thoughsomeplannedapproachesto
assessmentwerelaterfoundtobeinfeasibleordidnotproducereliabledata.Forexample,inour
QEPwehadplannedtodetermineif“Studentswillhaveskillstodeveloptheircareerpath.”We
foundthatstudentsdidnotrespondordidnotrespondinaresponsiblemannertoself-assessment
surveyinstrumentsduringadvisingorwithourseniorcapstoneclass.Wealsofoundthatplansto
useresultsfromstandardizedexamssuchastheGREorMCATwereeconomicallyinfeasibleand
wereneverinstituted.
ThebasicapproachofourQEPassessmentwastousefocalcoursestakenbyamajorityof
ourstudents,oneattheendofthecoresequence,BIOL241,oneatthejuniorlevel,BIOL333or
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375,andoneattheculminationoftheprogram,BIOL480.Therehavenotbeenmajorcurricular
changesdrivenbythisassessmentprocess.But,therehavebeenadjustmentstocoursecontent,for
instancewenowformallyintroducehypothesistesting,quantitativedataanalysis,andreport
writinginthefirstbiologycourse,PrinciplesofBiologyI,andreinforcethoseskillsineachofthe
corecoursestobetterprepareourstudentsfortheirupper-levelcourses.
MasterofScienceinBiology.GraduatestudentsadmittedtotheM.S.inBiologydegreemust
havecompleted,atminimum,thefollowingundergraduatepre-requisitecourses:Principlesof
BiologyIandII,IntroductiontoGenetics,IntroductiontoEcologyandEvolution,andIntroductory
ChemistryIandII(CHEM139and140).Inadditionthestudentsarerequiredtohaveadegreein
Biologyorrelatedfield.Giventheirnature,departmentalgraduatecourseshavenopre-requisites.
GraduatestudentsintheM.S.programcomplete24hoursofcourseworkandsixhoursofthesis
research(BIOL699)aftersubmittingtheirresearchproposal.Duringtheirtenurestudentsmust
completethreesemestersofBIOL696(SeminarSeries).AllstudentsenteringtheBiologyprogram
infallsemesteralsocompleteBIOL697(IntroductiontoGraduateStudies).Theremainderofthe
curriculumispersonalized,eachstudentpursuestheirinterestasguidedbytheiradvisory
committee.SomecoursessuchasBiostatisticsarecompletedbyalmostallgraduatestudents,while
otherclassesaremuchmoresubject-specificsuchasBIOL523,Biophysics.Aminimumoftwoyears
isrequiredtocompletethecurriculum.
Thegraduateprogramisinterdisciplinaryinanumberofways.Studentscanpursue
graduatecoursesintheChemistryprogram(suchasBiochemistry)orthosepresentedbythe
ForensicScienceProgram(suchasForensicBiology).Inadditionstudentscanimmersethemselves
insummergraduatebiologyclassesattheHighlandsBiologicalStation.Thecoursesatthestation
areapproximatelytwoweeksinlengthwithstudentsstayingonlocation.Mostoftheclassesare
field-basedandfocusonorganismsandecologicalsystemsofthesouthernAppalachians.
EachBiologygraduatecoursesyllabushasastatementofcourseobjectivesthatreflectthe
expectedstudentlearningoutcomesoftheprogram(pleaseseegraduateclasssyllabiinthe
Appendices).IntendedcurriculumchangesarefirstexaminedbytheBiologyGraduateCommittee
andsubsequentlythedepartmentalCurriculumCommittee.ApprovalisrequiredbytheArtsand
SciencesCurriculumCommittee,ProfessionalEducationCouncil,GraduateSchool,FacultySenate,
andProvost’soffice.
ToexaminethesuccessoftheGraduateProgramitisusefultoexaminetheemploymentof
someofouralumni(seeAppendicesformoreinformation).Theemploymentvariesfromuniversity
faculty,medicaldoctors,U.S.ForestServicebiologists,environmentalconsultants,highschool
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teachers,fisheriesbiologists,researchtechnicians,post-doctoralresearchers,Ph.D.candidates,
veterinarians,andothers.Thesevariedendeavorsshowthesuccessofourprogrambothwithin
NorthCarolina,inotherstates,andinothercountries.TheopencurriculumfortheM.S.degree
allowsstudentstopursuevariousinterestsandthuseasilyobtainemploymentupongraduation.
Despitetheopencurriculumstudentsmustpassacomprehensiveexam(BIOL698)priorto
theirsecondyear.Thisensuresqualityintheprogramandprovidesasnapshotofstudent
knowledge.Gapsnotedintheexamserveasanindicationofstudentweaknessesandindicate
remedialcourseworkthestudentwillneedtopursuepriortograduation.Therequiredcurriculum
presentsstudentswiththeneededbackgroundtodefendtheirthesiswhileenrolledinBIOL699.
Thethesisdefenserequiresstudentstodrawonalargebodyofknowledgeandtousethis
informationtoaddressquestionsfromtheircommittee.Theseoralcommunicationskillsarelinked
withthewritingskillsneededtopreparethethesisdocument.Atthestudent’sdefenseitispossible
toassesstheircontentknowledge.Ifthisknowledgeislackingconsistentlyamonggraduate
students,theGraduateCommitteecanpreparearecommendationtothefacultyrequestinga
changeinthecurriculum.Assessmentofstudentlearningoutcomes,asmeasuredinvariousways,
ispresentedintheAppendices.Thisassessmentprovidesinformationregardingtheassessmentfor
thelastfiveyears.
Standard4.Theprogramhassufficientfacultyresourcestomeetitsmissionandgoals
FacultycredentialsareconsistentwithSACSstandardsintermsofappropriatedegrees,
relatedworkexperiences,honorsandawards,anddemonstratedcompetenciesandachievements
thatcontributetoeffectiveteachingandstudentlearningoutcomes.Thereare22full-timefaculty
inBiology(includingfixed-term,tenure-track,andtenured).FourotheraffiliatedfacultyincludeJim
Costa(25%timeinBiology),directorofHighlandsBiologicalStation,KefynCatley(50%timein
Biology),directoroftheScienceEducationProgram,KellyGrisedale(50%timeinBiology),Interim
DirectoroftheForensicScienceProgram,andLauraDeWald(25%timeinBiology),directorofthe
EnvironmentalScienceprogram.Allfaculty,theirrank,andtheirexpertiseareasarelistedinatable
intheAppendices.
TheBiologyfacultyiscomprisedof2fullprofessors(5,includingthosewithother
affiliations-Drs.Costa,DeWald,andCatley,thelatterwhowillbecomefulltimeinthedepartment
infallof2016),8associateprofessors,3.5assistantprofessors,5instructors,and4lecturers.The
lattertwocategoriesarenon-tenuretrack(fixedterm)positions;theinstructorsarefulltimeand
thelecturersareconsidered80%time(withfullbenefits).TheDepartmentalsoreliesheavilyon
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adjunctsupport,primarilyforteachinglaboratorycourses,andemploysapproximately6-7
individualstocover25-30labprepsandsectionseachsemester.Thefacultyrangeinagefromtheir
30stotheir60swiththemajoritybetweentheageof40-59(range=32-65withameanof49.5).
Twelvefull-timefacultyaremale,10facultyarefemale,andtwofacultymembersarenon-White.As
indicatedintheAppendicesforStandards4and5,thefacultydemonstratecontinuinggrowthas
professionalpractitioners,teachers,andscholars.Biologyfacultyregularlyattendandpresenttheir
researchatregional,nationalandinternationalconferencesintheirfield,andalsoparticipatein
teachingimprovementworkshopsatprofessionalconferencesandthroughWCU’sCoulterFaculty
Commons,suchastheannualSummerInstituteforTeachingandLearning.TheUniversityandUNC
systemofferseveralteachingawards,ofwhichDrs.HymanandPechmannreceivedtheWCUSTAR
EngagementTeachingAwardin2015.
Thestrengthofthefacultyinvolvedinresearchtendstowardstheecologyandevolutionary
biologyareasofBiologycomparedtocellandmolecularbiology.Thefull-timefacultywithactive
researchprogramsinecologyandevolution(EE)disciplinesinclude7tenuredand1tenure-track
professorwhileincellularandmolecular(CM)biologythereare3tenuredand3.5tenure-track
faculty.TheDepartmentiscriticallyawarethatitisunderstaffedincellandmolecularbiology
areas,particularlyrelativetothenumberofmajorswhodeclarePre-healthProfessionaland
MolecularBiologyconcentrations.WhileweoffermanycoursesintheCMarea,manyofthefaculty
whoteachthemareeitherfixed-termfacultywithnoresearchjobdutiesorfacultywhonolonger
maintainactiveresearchprograms.Weareintheprocessofintegratingcareerdevelopment
courseswithinourundergraduatecurriculumtoincreaseourstudentsuccessinenteringhealth
careers,includingmedicalschool.Inaddition,ourfacultyarecontinuouslyupdatingthecurriculum
fortheB.S.andM.S.inBiologytocreatecoherentcoursesequencesfromfreshmantosenioryears
andbeyond,sothatstudentscanacquireandbuilduponskillsandsynthesizeknowledgeateach
level.
Thefacultyhaveobtainedover$1,500,000inextramuralfundinginthepastfiveyearsfor
researchandeducationprojects.Facultyhavereceivedgrantsfromnationalinstitutessuchasthe
NationalScienceFoundation(AdvancingDigitizationofBiologicalCollections–K.Mathews),
AmericanHeartAssociation(CareerDevelopmentGrantforApicalSortingMechanismsinRenal
EpithelialCells-Youker),Burroughs-WellcomeFund(ExploringScienceandMathinCullowhee
Creek-Costa),NOAA(APrototypePhenologicalObservatoryintheSouthernBlueRidgefor
ResearchandEducation-Costa),andtheAgriculturalandFoodResearchInitiativeCompetitive
GrantsProgram(Landscape-ScaleThresholdsofEarlySuccessionalHabitat:Reconciling
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Biodiversity,TimberYieldandPublicPerceptioninManagedForests–Drs.Collins,DeWald,and
Hyman).Wehavealsoreceivedfundingfromstateandlocalinstitutes,suchastheCherokee
PreservationFoundation(RevitalizingtheWCUCherokeeGarden-Collins),andNorthCarolina
BiotechnologyCenter(hostingMoleculesintheMountainsconference–O’Connell;UsingRNAito
IdentifyNewDrugTargetsinCryptococcus-Bose).Asexamplesofcollaborativeresearch,Drs.
CollinsandDeWaldwerefundedbyNOAAtostudynear-groundclimateincontrastingsites;Drs.K.
Mathews,Bose,andCoanhaveallbeeninvolvedincollaborativeresearchprojectswithChemistry
faculty;Dr.BoseandBallentinecollaboratetostudytelomerelengthinsongsparrows,Dr.Grisedale
collaborateswithaHistoryprofessortostudyancientDNAinmarinemammals,andDr.Youker
continuestoworkwithcolleaguesinmolecularimagingattheUniversityofPittsburgh.
Professionalandpedagogicaldevelopmentopportunitiesforfacultyareprovidedby
institutionalresourcesincludingtheChancellor’sTravelFundforpresentationofscholarlyworkat
aconference($1,200),WCUFacultyResearchGrants($5,000),CollegeofArts&SciencesFaculty
ResearchGrants($1,000),HunterScholarAward(1coursereleasepersemesterplusgraduate
researchassistant),ProfessionalDevelopmentGrants($1,200),andtheScholarlyDevelopment
AssignmentProgram(onesemesterpaidleaveplusonesemesterunpaidleave).Manyofourfaculty
havetakenadvantageofoneormoreoftheseprogramsinthepastfiveyears,withthreefaculty
membersreceivingScholarlyDevelopmentAssignmentawards(sabbatical).Dr.Coanreceiveda
specialseedgrantawardfromtheOfficeoftheProvost(ExternalFundingSupportGrant)for
$10,000for“GeneticAnalysisofKeratinBiomaterial-MediatedCellSurvival”andhassupported
manyundergraduatestudentresearchprojectswiththisgrantfunding.Drs.CoanandYouker
receivedfundingfromthefirsttwoyearsthattheA&SFacultyResearchGrantshavebeenavailable.
ThereisexcellentcollegialityamongtheBiologyfacultyasexpressedintheconstructive
outcomesandcongenialityoffacultymeetings,collaborativeinstructionandresearchamong
Biologyfaculty,andagenerallypositiveworkplaceenvironment.Forexample,Drs.Collinsand
Pechmannco-teachundergraduateandgraduateMethodsinEcologycourses,andDrs.Collinsand
K.Mathewshaveco-taughtFloraandEcology.Drs.CoanandJ.MathewsaredevelopingaPre-med
cohortcommunitywithanassociatedfirst-yearseminar.Dr.PechmannandHymannowco-lead
class-basedsalamandersurveysthathavebeenongoingforover30years.Therearealsostrong
linksfromtheDepartmenttoprogramsinEnvironmentalScience,ForensicScience,andScience
Education,includingthisyear’sinauguralofferingoftheSEA-PHAGESvirusdiscoveryclassfor
freshmen,offeringinconcertwiththeChemistry&PhysicsDepartment.
Thestandardteachingloadofthetenured/tenure-trackfacultyis9credithoursor9
13
contacthourspersemester.Thatforthefixed-termfacultyis12credithours.Thepercentageof
reassignedfacultytimeinBiologypersemesteris:67%fortheDepartmentHead(O’Connell),33%
fortheAssistantDepartmentHead(K.Mathews),33%fortheUndergraduateProgramCoordinator
(Martin),33%fortheGraduateProgramCoordinator(Rundle),50%fortheScienceEducation
Coordinator(Catley;otherteachingassignmentsareinscienceeducationcourses),84%forthe
DirectoroftheHighlandsBiologicalStation(Costa),17%fortheHerbariumDirector(K.Mathews),
and17%forthemaintenanceofourconfocalandfluorescencemicroscopes(Youker).
Currentfacultyteachingloadsdonotincludethetimefacultyspendtraininggraduate
students,northetimetheyspenddoingcapstoneresearchwithundergraduatesenrolledin
independentresearchclasses(SeniorThesisandBIOL480)orsupervisinginternships(BIOL389;
Powell).Extensivetimeisdedicatedbyfacultyinguidingtheirgraduatestudentstodevelopa
researchprojectandsubsequentlymentoringtheirstudentsthroughthe2-ormoreyearprocessof
completingtheirresearchandwritingathesis.Mosttenurestreamfacultyserveastheprimary
advisortoM.S.students,withthenumberofgraduatestudentadviseesperprimaryadvisorranging
from1-5thisyear.Inaddition,individualfacultymembersadvisedfrom2-12undergraduate
studentsonresearchprojects(includingSeniorThesisandIndependentResearchcredits)thisyear.
Noofficialcreditorreleasetimeisearnedbyfacultyformentoringstudentsinresearch.
TheuniversityandBiologyDepartmentarecommittedtoclearandtransparentstandards
fortenure,promotion,andreappointment(TPR),asexpressedinthedepartmentalCollegial
ReviewDocument(CRD).Alltenure-trackfacultyareevaluatedintheir2ndand4thyearsandgiven
constructivefeedbackatthedepartmentandcollegelevelsbeforegoingupforfullreviewinthe6th
yearfortenureandpromotiontoAssociateProfessor.Post-tenurefacultyareevaluatedevery5
yearsatthedepartmental,college,anduniversitylevels,andcanpetitionforpromotionto
Professorafterthe5thyearposttenure.Inaddition,theDepartmentconductsannualfaculty
evaluations(AFE)ofallfull-timefaculty,asspecifiedintheguidelinesofourAFEdocument.Both
documentsareattachedintheAppendixforStandard4.
Aspecificquestionnairehasbeendevelopedforundergraduatestudentstoinformally
evaluatetheteachingeffectivenessoftheirgraduateteachingassistants.Oftentheseareusedboth
atthemiddleandendofthesemestertoensurethestudentteachercanlearnandimprove
throughoutthesemester.Eachsemestertheinstructorofrecordmeetswithteachingassistantsto
discussthemeaningoftheresultsoftheseevaluations.Allteachingassistantsalsoreceiveofficial
studentevaluationsthroughtheuniversityonlineteachingevaluationsystem.Thefacultyare
discussingwaysinwhichTAscanalsoreceiveformalassessmentoftheirteachingperformance
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fromtheinstructorofrecord.
Distributionoffacultyresourcesdiffersbetweenthegraduateandundergraduate
programs,makingitdifficulttoneatlycategorizetheloadforafacultymember.Thedemographics
ofstudentsintheBiologyB.S.andM.S.degreeprogramarequitedifferent,withmorecelland
molecularbiology-interestedstudentsintheundergraduateranksandmoreecologyand
evolutionarybiology-focusedstudentsatthegraduatelevel,althoughthenumberofM.S.students
interestedinCMfieldsisgrowing.ResearchadvisorsinEEfieldshavemoregraduatestudents,
whilefacultyinCMtrainfewerM.S.studentsbutaresoughtoutmorefrequentlybyundergraduates
whowishtodotheircapstoneresearchprojectinaCMarea.Itisimpossibleforthefacultyto
engageinresearchwithalltheundergraduateswhoexpressinterestinworkingwiththem.Weare
thereforecontemplatingandpilotingnewwaysinwhichcapstoneresearchcanbeintegratedinto
groupcourses.Currentlystudentsenrolledinthe2-hourMicrobiologylab(O’ConnellandGainey)
completearesearchprojectthatcansubstituteastheircapstoneresearchrequirement.Weare
pilotingnewBIOL480groupcourses,incontrasttotheindividual,independentresearchBIOL480
courses,inwhichstudentswritereviewpapersonatopic,includingCaseStudiesinEcology
(Martin)andCellularStressandHumanDisease(Youker).Undergraduateresearchisconsidereda
high-impactlearningpracticenationwide.Facultyshouldreceivemorerecognitionforresearch
mentoringatalllevels,givenitsgreatrewardscounteredbyitstime-intensivenessandpossible
impedimenttotheirprofessionalresearchgoalsanddepartmentalexpectationsforscholarship.
Standard5.Theprogramattracts,retains,andgraduateshighqualitystudents
TheBiologyDepartmenthasapproximately430undergraduatemajorsand25Master’s
students.Themostrecentdemographicdataforbothgroupscombinedshowthat64.6%ofour
majorsarefemaleand35.4%aremalewith98.4%beingUnitedStatesresidents(seeAppendixfor
moreinformation).Ethnicdiversitygenerallymirrorsthatoftheuniversityasawhole,withWhites
beingthedominantgroup(82.7%)followedbythoseidentifyingasBlacks/AfricanAmericans
(6.3%),Asians(4.4%),twoormoreethnicities(4.4%),Hispanics(1.4%),andAmericanIndians
(0.5%).Seniorsmakeupthesinglelargestcohort(31.8%)andfreshmenthenextlargestat26.8%
ofstudentsfollowedbysophomores(16.7%),juniors(18%),andgraduatestudents(6.8%).The
vastmajorityofourstudentsarenativetoNorthCarolina.
ThenumberofmajorsinBiologyisthethirdlargestoncampus,behindtheCriminalJustice
B.S.(514)andPsychologyB.S.(498)programs.WithintheCollegeofArts&Sciences,ourprogram
isbehindtheCriminalJusticeandCriminologyDepartment,whichishometothreedistinct
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undergraduateprograms,includingtwowhichareentirelyconductedviadistanceeducation.Our
DepartmentranksthirdinSCHgeneratedinthecollege,accountingfornearly10%ofallSCHacross
the31programsinA&S.Wealsoaccountforabout12%ofthetotaloftheFTEfortheCollege
(rankingsecondbehindCriminalJusticeandCriminology).Ourprogramishealthyandcontinuesto
grow,goingfrom280majorsin2010tothe430thisterm.Thesenumberscomparefavorablyto
trendsacrosstheUniversityofNorthCarolinasystem,whichtracksupperclassmenat15
institutions(SeeAppendix).Inthelastreporteddataset(forfall2014),WCU’sprogramaccounted
for167junior/seniormajors,whichissimilartootherschoolsnearoursizeand/ormission(e.g.,
FayettevilleState,NCA&T,NCCU,UNC-Pembroke,andothers,whichaccountedfor1,390of4,557
totalBiologyB.S.majors).Mostinstitutionsacrossthesystemhaveseengrowthoverthelastten
yearsintheirB.S.programsinBiology.ForinstitutionsgrantingtheM.S.,WCUaccountsfornearly
10%ofallstudents(and7.5%ofdegreesgranted),owingtomanyofthelargerinstitutions
preferentiallyawardingthePh.D.(e.g.,UNC-ChapelHill,NCStateUniversity,UNC-Greensboro,East
Carolina,UNC-Wilmington,andUNC-Charlotte).Theacademicqualificationsofourincoming
freshmenalignwiththoseoftheothernewstudentsoncampus(for2014data)withthehigh
schoolGPA3.76comparedwith3.74(forallstudents),SATcombinedscoreof1021versus1057,
andACTscoreof22.3comparedto22.0fortheuniversityasawhole.GREscoresofincoming
graduatestudentsfortheuniversityasawholewere152(verbal)and147(quantitative)and,for
ourprogram,scoreswere151(verbal)and154(quantitative).
Allindicationsarethatthefutureviabilityofourprogramissound.Wehaveseensizable
increasesinthenumbersofmajorsandstudentsinourservicecoursessinceourlastprogram
review(seeAppendices).Additionally,thenumberofminorsinBiologyhasincreasedfrom72to
136since2010.PleaseseeStandard7forinformationonresourceswehaveacquiredrecentlyfrom
theuniversityandwhichhavehelpedtosupportthegrowingneedsofourfacultyandstudents.
Thenumberofundergraduateadviseesperfacultymemberisapproximately35-40,based
onourhighnumberofmajorsandrelativelyfewfulltimefacultyadvisors.Consistencyand
accuracyofadvisingismaintainedbyregularlyupdatingourcurriculumchecksheetsandeightsemesterplans,trainingnewadvisors,holdinggroupadvisingsessionsbyclassorconcentration
eachsemester,andviainformationdisseminatedatregularfacultymeetings.Themonitoringof
progresstowarddegreecompletionisdoneviaregularadvisingsessions,typicallyonAdvisingDay.
Forgraduatestudents,amandatorycommitteemeetingtakesplaceeachsemestertoensure
progressisbeingmade.TheDepartmenthashadastrongtrackrecordinworkingwiththeAdvising
CenterandwiththeHonorsCollegeinhandlingincomingfreshmenandtransferstudentsandwith
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Honorsstudentsoncetheyareenrolled.Wehavealsobeenworkingonwaystoimproveourprehealthprofessionadvising,especiallyasitrelatestopre-medicineandpre-veterinaryscience,and
havegreatlybenefittedfromtheexpertiseofandcollaborationwithEmilySharpeintheHonors
College.Drs.MathewsandHeatherCoanoverseeoureffortsincoordinatingpre-healthadvising
andwillbeofferingaspecialcourseinspring2016tohigh-achievingfreshmeninanefforttohelp
thembesuccessfulinultimatelygainingadmissiontohealthprofessionalprograms.
Oureffortstoretainandattractstudentsincludeengagingtheminhigh-impactactivities
outsideoftheclassroom.Wehavebeenmostnotablysuccessfulinthepastfewyearsinproviding
researchopportunitiestoseniorswhocompleteacapstoneexperiencewithaprofessor.As
mentionedelsewhereinthisreport,wehavebeenstretchedtothepointwherewecannot
accommodatethelargenumberofmajorsthatwehaveandareworkingonwaystoprovide
alternativeexperiencesforsomestudents.Theseotheropportunitieswillincludecooperative
educationalinternships,researchinotherdepartments,andseminarcourseswhereresearchin
majorfieldsisanalyzed.TheDepartment’sBiologyClubisthrivingandthishasprovidedameans
forourmajorstoformacommunity,assistinourrecruitingefforts,andprovideforvolunteerand
recreationalactivitiesoutsideofclass.Currentmajorsassistusinthetwoopenhousesthe
universityputsoneachsemesterandwealsotakepartinmajorsfairsandgraduaterecruiting
sessions(manyofourM.S.studentscompletedB.S.degreesinourprogram).Wealsorealizethat
manyprospectivestudentswillseekinformationaboutusonlineandweareworkingtocontinually
improvethepresentationandamountofinformationonourwebpage.Graduatestudent
recruitmentisoftenbyword-of-mouthfromcolleaguesofourprofessorsoutsidethedepartmentas
wellasbasedonourresearchrelatedtosouthernAppalachianbiology,whichishistoricallystrong
(e.g.,plantcommunitydynamics,fishecology,salamandernaturalhistory).Wealsohaveengaged
inrecruitmentopportunitiesviaresearchtalksandvisitsatotherinstitutionsandbyadvertisingat
regionalconferences.
Departmentalsupportforundergraduatesincludessevenscholarshipsawardedeachyear
rangingfrom$500to~$2,200(seeAppendix).Theamountoftheawardsvariesbasedonhowthe
university’sendowmentdoes,buttypically,fiveoftheseawardsarefor$1,000ormoreintotal
funding,withonetargetedforapre-medstudent,anotherforastudentinterestedingeneticor
cancerresearch,andoneotherforayoungwomanwithcareerinterestsinscience.Studentshave
theopportunitytobeemployedaswork-studystudentsiftheirfinancialaidallowsandweusually
havebetween3-5studentstakeadvantageofthis.Thesestudentstypicallyassistinhelpingin
researchlabsandalsowithsomeclericaltasksintheoffice.TheDepartmentalsousessomeofits
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operatingbudget(usually~$2,000)tosupportstudentswithfundingtohelpindepartmentalwork
(e.g.,maintainingourinsectroom,helpingindataentry,etc.).Ourgraduateprogram’schieffunding
incentivecomesfromteachingassistantshipswhicharenow$12,500peryearandmayincludein
oroutofstatetuitionwaivers.Thecombinationofwaiversandassistantshipsareoftennotenough
torecruithighqualitystudentsintoourprograms.Othermeansthatwehaveofsupporting
graduatestudentsincludemodestfundingforresearchsupport($400perstudentlastyear)and
summersupportthatissporadicviaeithercompetitivegrantsfromtheuniversity($2,000)or
teachingassignmentsduringsummerschool($1,800).Somefacultyarealsoabletosupport
studentsviatheirresearchgrants.
Standard6.Theprogramhasanadministrativestructurethatfacilitatesachievementof
programgoalsandobjectives
TheBiologyDepartmentiscurrentlyundertheleadershipofDr.O’Connell,Department
Head(DH),whosharesadministrativedutieswithAssistantDH,Dr.K.Mathews.Dr.O’Connellhas
servedasDHfor6yearsandwasreappointedforanewthree-yearterminFall2015.Dr.Matthews
hasservedasAssistantDHfor3years.TheDHdutiesincludeoversightofdepartmentalbudget,
purchasingoversight(withsecretary),organizationofdepartmentalmeetings,AFE-TPRprocesses,
andliaisonwithArts&SciencesDean.AssistantDHdutiesincludebuildingcourseschedules,
overseeingthecurriculum,andmanaginginstrumentservicecontracts(seeAppendixforcomplete
listoftheseduties).
Majorinitiativescompletedsincethelastreviewincludehiringafulltimesecretary,
creatinganUndergraduateProgramCoordinatorposition,andaddingseveralpart-time
undergraduatepositionstoassistinday-to-dayadministrativeandresearchduties.Inaddition,
threenewtenure-trackfacultyhiresinthemolecular&cellularbiologyfieldswerecompleted(two
denovo,oneareplacement)toaddtoouralreadystrongbackgroundinecologyandevolution
expertise(onereplacementtenure-trackpositionwasaddedinthisfieldaswell).The
UndergraduateProgramCoordinatorhasbeencreatedtoaddressthegrowingadministrativeneeds
ofourundergraduateprograms.ThispositioncomplementstheGraduateProgramCoordinator(Dr.
Rundle)whorunstheMaster’sPrograms.Dr.TomMartinistheUndergraduateProgramDirector
andhisdutiesincludeoversightofundergraduateassessmentprograms,seniorexitinterviews,and
theseniorresearchprogram(seeAppendixforcompletelistofthedutiesfortheprogram
coordinators).
TheDHandAssistantDHattendcollegeanduniversityworkshopsandmeetings
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throughouttheacademicyeartokeepabreastofthelatestinformationinordertomakeinformed
administrativedecisions.Facultycontinuouslystrivetostaycurrentintheirrespectivefieldsin
ordertokeepcoursecontentuptodateandrelevantinachangingscientificworkplace.Junior
facultyhaveaccesstomentors(seniorfaculty)toaidincareerdevelopmentandnavigationofthe
promotionandtenureprocess.ThetenuredfacultyformthebodyofthedepartmentalAnnual
FacultyEvaluationandTenure,Promotion,andReappointment(AFE-TPR)Committee(akathe
CollegialReviewCommitteeorCRC).BiologyfacultymembersalsoserveonCollegeand
occasionallyontheUniversityTPRcommittee.FacultyprovideyearlyevaluationfortheDH,
AssociateDean,andDeanoftheCollegeofArts&Sciences(seeAppendix).
Standingcommitteesthatservetoensureeffectivedecision-makingincludetheCurriculum
Committee(chairedbyK.Mathews),GraduateCommittee(chairedbyS.Rundle),QEPAssessment
&ProgramAssessmentCommittee(chairedbyT.Martin),Pre-HealthProfessionalCommittee(cochairedbyJ.B.MathewsandH.Coan),CRC(chairedbyS.O’Connell-exofficio&non-voting),and
BiologyAwardsCommittee(chairedbyA.Sharma).Specialcommitteetopicsfor2015-2016include
FacultySearchandCollegialReviewDocumentRevision.Committeebusinessisbroughttothefull
facultyfordeliberation,modifications(ifnecessary),andfinalapproval.
Since2009,graduatingseniorshavebeeninterviewedtoobtainstudentfeedbackastothe
effectivenessanddesignofundergraduatedegreeprograms(seeAppendix).Theseformal
interviewscomplementtheanonymouscourseevaluationsandinformalconversationswith
students.Thesethreeformsoffeedbackhavebeeninvaluableinhelpingtomeettheneedsofan
expandinganddiversestudentbody.
Standard7.Theprogramhasadequateresourcestomeetitsgoalsandobjectives
ThebudgetfortheBiologyDepartmentcomesfromtwosources:theGeneralBiologyFund
(“operatingbudget”)andtheE&T(EducationandTechnology)fund.Theoperatingbudgethas
remainedatthesamelevelformanyyears(~$33,000).Thisfundisusedforawidevarietyof
departmentalneeds,fromofficesupplies,photocopyingandpostage,toequipmentcosts,vehicle
andinfrastructuremaintenance,educationalmaterials,facilitiesmanagementfees,aswellas
fundingfacultytravelanddevelopment(includingconferenceregistrationfees).Thesecondsource,
theE&Tfund,isgeneratedfromstudentfees,andvariesdependinguponinfusionsofnewfundson
occasionandfundsthatcanbenowrolledoverfromyeartoyear.Ingeneral,ourannualallocation
is~$40,500withadditionalE&Tfunds(~$28,000peryear)dedicatedtoservicecontracts.The
E&Tfundmustbeusedonlyforeducationalsuppliesandtechnologyneeds.
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Overthepast5years,theBiologyDepartmenthasexperiencedconsiderablegrowthinclass
enrollment,duetotheincreasesinboththenumberofbiologymajorsandinoutsidemajorsthat
takeourcourses.Forexample,inourintroductorycoreclass,BIOL140,enrollmentin2010-2011
was386,andin2014-2015itwas448(seeappendices).Overthesametimeperiod,enrollmentin
BIOL291,AnatomyandPhysiology,aclasstakenbylargenumbersofBiologymajorsaswellas
Nursingmajors,hasgrownfrom194to339,andenrollmentinanupper-levelelective,BIOL333
(CellandMolecularBiology),hasgrownfrom56to92.Wehighlightthesecoursesbecausetheyall
havelabsthatrequireexpensivematerials,andthus,ourexpensesrelatedtotheseandother
classeshavegrownconsiderably,whiletheBiologyDepartmentoperatingandE&Tbudgetshave
notchanged.Additionally,manyofourstudents(ca75%)areassociatedwithinthePre-health
Professions(PHP)andCellandMolecular(CM)concentrationtracks.Thesestudentsidentifyas
havingcareerinterestsinthemedicalfields.Unfortunately,thecostoflabmaterialsinthisfieldof
studyishighandgrowingresultinginstudentsbeingexposedtooutdatedtechniques.Although
theseoutdatedtechniquesareappropriateforsupplementinglearningintheircorresponding
courses,thestudentsarenotexposedtotechniquesthatareusedinmodernbiomedicallabs.
Studentshavereportedbeingatadisadvantagewhenapplyingforjobs,graduateprograms,and
otherprogramsthatrequirethattheyhaveanunderstandingofthecurrentstateofthediscipline.
Italsounderminesourstudents’confidenceintheirareaofstudybecausetheycannotseethe
connectionbetweennewsworthyresearchadvancesandtheconceptslearnedinlabclasses.In
short,wearelosinggroundbecausethepaceofresearch/discoverydoesnotstop,butourlabsare
unabletoteachmodernmoreexpensivetechniquesduetobudgetconstraints.
AnexampleofthisistheMayMinimesterCellCulturecoursetaughtbyDr.Coan.This
courserequiresthatasignificantamountoffundsbeinvestedsothatthestudentscanlearn
techniquesandperformrelevantresearchthatistranslatabletoanumberofmodernlabs.
Unfortunately,ourbudgetdoesnotallowforthistypeofcoursetobetaughtformorestudentsand
alongerduration,eventhoughstudentsexpressagreatinterestinthecourse,andthelong-term
benefitstothestudentsgreatlyoutweighthecosts.Otherintensive,high-impactcoursesshould
alsobedevelopedinallofoursubdisciplines.
AmongthegoalsoftheUniversity’s2020planistoimplementresearchatalllevelsofthe
curriculum(Goal1.2.3)andtoincreasesupportforscholarship(Goal4.4.3).IntheBiology
Department,werecognizethevalueofgivingstudentsresearchexperiences,andforthelastseveral
yearswehavehadaseniorresearchrequirement(BIOL480)forallbiologymajors.Asthenumber
ofmajorshasincreased,obviously,thenumberofstudentsinvolvedinresearchhasincreasedas
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well.Unfortunately,formanydisciplineswithinbiology,researchcanbeanexpensiveundertaking
evenattheundergraduatelevel.Inparticular,thecurrentsystemisinadequateforthe75%of
majorsthatidentifyashavinginterestsinPHPorCM.Studentresearchisvitalforexperiential
learningofconceptsandtechniques.However,withnopermanentpoolofmoney,facultyinthese
areasandinEEarerequiredtospendtheirstart-upfundsand/orgrantfundsteachingstudents
research.AverysmallnumberofstudentsinCMaredoingresearchrelevanttotheirareasof
interestbecausetheCMfacultycantakeverylimitednumbersofstudents.Thisisalsoahardshipto
anyfacultymemberwhomustfundstudentsfromstart-upfundsandgrantmoney.Training
studentsinCMareasoftenrequiresalotofresourcesandtypicallydoesn’tresultinusabledata.
Startupfundsandgrantmoneyideallyshouldbespentongeneratingpreliminarydatatosupport
externalfundingapplications.
Wehavebeenfortunatetoreceiveadditionalfundingforundergraduateresearch(e.g.,QEP
fundingandHonorsCollegegrants)aswellasusingsomeofourowndepartmentalfundstocover
suchresearch;however,alargerandmorereliablepooloffundingsources(includingoperating
andE&Tbudgets)forundergraduateresearchwouldbeawonderfulresourcetohelpingivingall
ofourstudentsameaningfulresearchexperience.Ofnote,theadministrationdoesrecognizethe
needforincreasedresearchfunding.BoththeDeanoftheCollegeofArtsandSciencesandthe
Provosthavecreatedcompetitiveinternalfundingopportunities.Tothisend,severalofthenewCM
facultyhavebeenawardedthesefundswhichallowedthemtosupplementtheirlabfunds.
AlsoamongthegoalsoftheUniversity’s2020planwastoensureprofessionaldevelopment
opportunitiesforallemployees(Goal4.2).ForfacultyintheBiologyDepartment,professional
developmentandtheabilitytostayconnectedtoandcurrentinourfieldoftendependsonour
abilitytoattendconferencesandmeetings.Fundsforsupportingfacultytravelhavehistorically
beenavailableeitherthroughtheoperatingbudgetorcompetitivegrantsthroughtheinternal
Chancellor’sTravelFund.However,asournumberoffacultygrows,wewillneedincreasingfunds
toensuretheseprofessionaldevelopmentopportunities,andsourcesoffundingthatcouldbe
countedoninadvancewouldbegreatlyappreciated.
TheBiologyDepartmentishousedprimarilyintheNaturalScienceBuilding(NSB),whichis
nownearly40yearsold.Unfortunately,theelectricalandmechanicalinfrastructureofthisbuilding
isinadequateandfrequentlyresultsinleaksandfailureoffeaturessuchastheheatingandcooling
systemsandtheelevator.Thebackuppowersystemwasreplacedafewyearsagoandthishas
minimizeddamagedonetoequipmentandlossofresearchmaterialsasoccurredinthepast.Dueto
increasesinthesizeoftheBiologyDepartment,thisbuildingisnowquiteinadequateforthe
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teachingneedsoftheDepartmentandfortheDepartmentofChemistry&Physics,whichsharesour
building.Fewlectureclassesaretaughtinthisbuildingduetoalackofclassroomslargeenoughto
holdatypicalsectionofmostofourcorelevelclasses.Mostofthe“classrooms”inNSBareusedfor
teachinglabs,whichtypicallyhavelowerenrollmentcaps.Teachinglaboratoriesandclassroomsin
theStillwellBuildingwererenovatedin2008,andprovidemoreusable,modernspace,whichis
usedprimarilyforteachingintroductory(BIOL140,141,240)andnon-majorsLiberalStudies
coursesaswellasupper-levelcoursesinmicrobiologyandcellandmolecularbiology(e.g.,BIOL
313,333,414/514,and422/522).However,labsfor200levelcoursessuchasBIOL291&292
(A&PI&II)andBIOL241aswellasmanyupper-levelclasses,usethelesswellequippedlabsin
NSB.Inaddition,theseparationofteachingspaceoftennecessitatesinefficientlymovingmaterials
betweenbuildingswhenthosematerialsareusedformultipleclasses,suchasbiologicalspecimens
usedforteachingbothBIOL141,whichistaughtinthelarger,renovatedStillwellrooms,andBIOL
374(VertebrateZoology),whichistaughtinNSB.TheBiologyDepartmentcouldgreatlybenefit
fromincreasedandmodernizedteachingspace.
Asnotedabove,theinfrastructureoftheNSBisinadequateandinmanycasesindisrepair.
Inaddition,thecurrentbuildingisinadequatebecausefacultyarespreadoutandcannoteasily
shareresources.Thelabspacesweredesignedwithindividuallabsinmindandnotwith
collaborationinmind.Weareasmallinstitutionthatreliesoncollaborativeapproachesto
research,includingwithChemistry&PhysicsandwithForensicScience,bothofwhicharealso
spreadacrossmultiplefloorsinthetwobuildings.Becauseourresourcesareminimal(comparedto
largermoreresearch-centricinstitutions),wemustpoolresourcesinordertobeproductiveandto
generatepublishableandrelevantdata.Alsoofnote,facultyofficesareoftenlocatedinadifferent
building/floorthantheirownlaboratoryspace.Thismakesitdifficulttooverseestudentsinthelab
becausewearenotincloseproximitytoouroffices.Infact,somefacultyhavemultipleresearch
locationsandarerequiredtocartreagents,supplies,etc.tootherbuildingstoperformtheir
research.
Arecentadditiontoourfacilitiesincludesagreenhouse,whichhasaddedtoourteaching
andresearchcapabilities.Ournewgreenhouse,obtainedprimarilyduetotheeffortsofDr.Beverly
CollinsandDeanRichardStarnes,alsoprovidesanexcellentresourceforgraduateand
undergraduateresearchforanystudentinterestedinplantecologyorbotanyandalsohelpsus
keepteachingpreparationsofplantsavailable.Ourherbarium,maintainedbyDr.KathyMathews,is
thelargestbotanicalresourceinwesternNorthCarolina,withover27,000vascularplant
specimenscollectedprimarilyinthesouthernAppalachiansandsoutheasternU.S.Thisresource
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providesopportunitiesforbothundergraduateandgraduateresearch,aswellascollaborations
withbotanistsatotheruniversities.Weareexaminingwaystofundtheupgradingofthestorage
cabinetsthisyearsothattheyarefire,water,andinsectproofinordertoprotectthisuniqueand
extensivecollection.
TheneedforanewNaturalScienceBuildingisrecognizedatboththeUniversityandthe
Statelevel.AbondissuetopayforanewsciencebuildingwillappearontheMarch15primary
ballotin2016,andtheBiologyDepartmentisintheearlystagesofdiscussingwhatwe’dliketosee
inanewbuilding.Thoughlessacuteaneedthananewbuilding,theDepartmentwouldalso
welcomefundsandspaceforfieldfacilitiesforteachingandresearch.Thoughwearesurrounded
byNationalForestsandNationalParks,theDepartmentdoesnothaveeasilyaccessibleoutdoor
classroomareas.Theareaonthemillennialcampusthathasbeenusedasasiteforsuchusewould
begreatlyimprovedwiththeadditionofelectricity,water,andfencingforsecurity.Inaddition,
evenanareawithin5minutesofthemaincampusisdifficulttousewithoutvanstotransport
students.Inrecenthistory,theBiologyDepartmenthadtwodepartmentalvans,butwearenow
downtoone,andthisremainingvanisunreliable,is20yearsold,andisarguablyunsafe.Our
abilitytoprovidestudentswithfieldexperienceswouldbegreatlyimprovedifwewereonceagain
abletopurchasevans.
Wehavebeengivensupportoverthepastfewyearsfromtheadministrationinafewkey
areasincluding:theawardingoftwonewtenure-trackpositionsincellandmolecularbiology;the
investmentof~$300,000inteachingandresearchequipmentincludingthenewgreenhouse
facility,threeultracoldfreezers,afluorescencemicroscope,asoilrespirationsystem,aserverfor
bioinformatics,ananodropDNAquantitationsystem;andanincreaseinourgraduatestudent
stipendsfrom$10,500to$12,500(aswellasthreeawardsfor$15,000thatwehopecanbe
providedagainasameansofrecruitinghigh-performingstudents).Wealsohavereceived
additionalsupportinfixedtermandadjunctfacultywhichallowsustoofferover70lectureandlab
sectionsperyear.Alloftheseresourceshaveprovedcriticalasweexperienceunprecedented
growthwhileouroperatingbudgetandE&Tbudgetshavebeenessentiallyflatinthesame
timespan(seeStandard7formoreinformationaboutthebudgets).Forourgrowthandstrengthas
adepartmenttocontinue,we’llrequireconcomitantincreasesinourday-to-dayfundingsources.
Othertargetedresourcesweidentifyasmandatoryincludenewvans,newtenure-trackfaculty
positions,andincreasesingraduatestipendsandtuitionremissions.
TheinstructionaltechnologyavailabletotheDepartmentisgenerallyadequate.All
instructionalspacesintheNSBandStillwellBuilding(exceptfortwoteachinglabsinNSB)have
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beensuppliedwithcomputersanddigitalprojectors.Networkconnectivityhasbeengreatly
improvedbytheexpansionofthecampusWi-Finetwork.Eachfacultymemberissuppliedwitha
computeruponhire,anduniversity-providedcomputerrefreshesareusuallyavailableafter5
years.OurlibraryresourcesarecurrentlyadequatetosupportthemissionandgoalsoftheBiology
Department(seeAppendix).Despitefrequentfearsthatbudgetcutswillcausethelossofimportant
researchdatabasesandjournalpackagesfrommajorpublishers,wehavenotyetlosttheresources
weneedtobeaneffectivebiologydepartment.However,ifthreatenedbudgetcutsevercometo
pass,itcouldbeextremelydamagingtotheuniversityiffacultyaresuddenlyunabletouseresearch
databasesortoaccessimportantjournalsfrommajorpublishers.
Theimbalanceinourfacultyresourcesputsastrainonourstudentsandonourfacultyin
thefieldofCMbiologyinavarietyofways.Primarily,ourlackofCMfacultylimitsourabilityto
offermultiplesectionsofsomekeyupper-levelelectives,suchasBIOL311(AnimalPhysiology)and
BIOL333(CellandMolecularBiology),thuscausingabottleneckforstudentsneedingtheseclasses
fortheirconcentration.Inaddition,wecurrentlyofferfewerupper-levelelectivesinthefieldofCM.
Finally,asmentionedabove,allofourundergraduatesarerequiredtoparticipateinsenior
research,butthereisashortageofCMfacultytoprovideresearchexperiencesforthesestudents.
Clearly,increasingthenumberoffacultyontheCMsidewouldbeagreatbenefittoourprogramin
termsofservingtheneedsofourundergraduates.
Themajorityofourgraduatestudentsareinthefieldofecologyandevolution,andtheyare
wellservedbyourfaculty.OuremphasisinEcologyandEvolutionmakessensegivenourlocation
inthesouthernAppalachianMountains,andproximitytoGreatSmokyMountainsNationalPark
andseveralNationalForestswhichserveaslocationsforfieldstudies.Inaddition,ourfacultyhave
manycontactswithpeopleintheParks,ForestService,andotheragencieswhichcanhelpour
graduatestudentsbothinfindingresearchopportunitiesandjobspostgraduation.Increasingour
numberoffacultywithexpertiseincellandmolecularbiologywouldallowthatsideofourgraduate
programtogrowaswell,andhelpustobuildabetterbalancedanddiverseBiologyDepartment.
Whenattemptingtofillourprogramstaffingneeds,weareoftenhamperedinour
recruitingeffortsbythepoorinfrastructureofourbuildingandthelowstart-uppackageweare
abletooffernewhires(typically$16,000;seeAppendix).Thisamounthasnotincreasedinthelast
15yearsorlonger,whichmeansthatthepurchasingpowerofthestart-uppackagehaslikely
decreasedbyatleast15%,accordingtoUSBureauofLaborStatisticscalculations.TheDepartment
andDeanhaveprovidedadditional,one-timefundstohelpsupportthelastthreetenure-track
facultymembers.Thefactthatstartupmustbespreadoutovermultipleyearsmeansthatlarge
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purchasesareoftenbeyondthereachofanewfacultymember.Thelackofasufficientstartup
packagehasanumberofilleffects:1)Wehavetroubleattractingandrecruitingfacultybecauseour
startupisinsufficienttoallowaneworearlystageinvestigatortogetaresearchlabupand
running,particularlyintheCMfield,2)Thestart-upisnotsufficienttoallowinvestigatorsto
generatepreliminarydatathatcouldbeusedtosupportexternalgrantapplicationswhichcould
potentiallygenerateexternalfunds.Morestart-upmoneywillincreasethelikelihoodthat
investigatorscansupportapplicationsforexternalfunding,therebybringingmoneyintothecollege
thatcanbeusedtofurtherresearchandprovidestudentswithvitalopportunitiesinlaboratory
sciences,and3)Becausethestart-upisinsufficient,facultyarelessabletoacceptstudentsinto
theirlabs,meaningmanyofourstudentsarenotgettingtheresearchexperiencesthattheywould
likeandneed.Withoutadequatestart-upfunds,facultyareforcedtodependonequipmentalready
present,andinsomecases,ourshareddepartmentalequipmentisalreadypastitsprime.
Furthermore,requeststograntingagenciestopurchasesomeexpensive,butneeded,piecesof
generalequipment(e.g.vehicles,freezers,ovens,computers,compoundmicroscopes)oftengo
unfundedbecausetheyareconsideredtobepartofthenormallyavailableinfrastructureofa
university.
Poorfundinginfluencesnotonlyourabilitytoattractfaculty,butperhapsevenmore
strongly,poorfundinginfluencesourabilitytorecruithighlyqualifiedundergraduateandgraduate
students.Ourgraduatestipendsarenotcompetitivewiththestipendsofferedbyotheruniversities
inneighboringstates(seeAppendix),andcoupledwiththefactthatwehavealimitednumberof
tuitionwaiverstooffer,thismeansthathighlyqualifiedstudentswilloftenhaveoffersthatare
muchmorefinanciallyappealing.Whilewehavehadmanyhighqualitygraduatestudentsoverthe
years,theDepartmentwouldbenefitgreatlyfromhavingtheabilitytoattractstudentsfroma
greatergeographicareatobuildamorevibrant,diversecohortofgraduatestudents.
Atthetimeofthelastreview,wewereindireneedofanadministrativeassistant,whichwe
nowhave.MistyCopehasbeenamajorassettoourDepartment.TheDepartment alsohassome
supportprovidedbytheresearchoperationsmanagerfromtheChemistry&PhysicsDepartment
forlabmaterials,safety,andwastemanagementissues.OurDepartment doesitsbesttomake
effectiveandappropriateuseofourstaff.Weregularlyhavework-studystudentsintheDepartment
whocontributeinwaysrangingfrombasicofficeworktohelpingwithresearchprojects.
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