Unit Strategic Plan
2012/2013
Outcome Assessment Report
Page 1
AY 2012/2013
Unit Strategic Planning Report
Unit: ___Science Education Department_______________
Reporting Authority: __Kirk Johnson_____________
Date: __Nov. 1, 2013_______
A: Please complete the column titled “Outcome Assessment” on your own Unit Strategic Plan. Complete with as much detail as
you can provide. Where you cannot obtain data to complete the assessment, put “Data not available.” in the space.
See attached.
B. Please summarize each of the University’s Five Core Themes from your Unit Strategic Plan Outcome Assessment report.
Toward which theme(s) did you make progress, and how are students benefitting from this?
UNIVERSITY CORE THEME: 1. TEACHING AND LEARNING
We planned to work on three unit outcomes under Objective 1.1 and one unit outcome under Objective 1.2 if given the requested
resources and budget allocations. We proposed to develop and offer interdisciplinary science courses that would satisfy the general
education requirements and help elementary and middle level science teachers gain the content required to become a teacher. This
would help students be more prepared for the exit exams they must pass prior to becoming a teacher. Since we were given none of the
requested resources we were unable to make significant progress on this. We attempted to offer SCED 311 Science Concepts for
Teachers during summer 2013 but did not get enough student interest to fill the required number of seats. We would have better luck
offering this class during the academic year if given the resources to do so. It is clear from the data we collected on WEST-E pass rates
for the middle level science that we need to modify our program to facilitate student success.
September 19, 2012
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We proposed to develop a specialty emphasis in science education for students working on the Master Teacher. This would benefit the
many in-service teachers in our region who would like to get a science education Masters. While we would rather develop and deliver a
full-blown MS in Science Education, we understand that the emphasis area for the Master Teacher degree is more feasible at this time.
We planned to develop and deliver STEM units and units highlighting cultural competence which would be valuable for students in
understanding how to apply the Next Generation Science Standards in their classroom. We argued that to model effective classroom
teaching using technology support, we would need up-to-date computer hardware and equipment that functioned. No resources were
allocated to provide time for curriculum development or to help us update computer and classroom technology.
We proposed to review and further standardize our assessment processes, to assess student data, and to update assessment materials
as needed. We were able to review 100% of our students’ major portfolios and provide feedback prior to student teaching. These jobs are
not hard but do require significant blocks of faculty effort particularly when providing substantive feedback to improve student learning. In
addition to updating the assessment materials, we proposed to update and improve consistency on our advising and recruiting materials
including creation of articulation documents specific to each major community college feeder and translation of recruiting documents into
Spanish. These processes take money and time. We were able to provide two faculty workload units to work on recruiting when a course
was cancelled due to low enrollment. A recruiting poster, a start on website and advising material updates, and greater communication
with the education advisors were the outcomes of that effort.
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
We planned to work on one unit outcome under Objective 2.2 and one under Objective 2.3. We proposed to increase student diversity by
creating professionally rendered recruiting materials and translating them in Spanish to target parents of native Spanish speaking
students. We created a poster that details the advantages to becoming a science teacher at CWU but did not get enough materials
created to effectively engage students and parents. We planned to increase inclusiveness in the curriculum by modeling cultural
competency and teaching a unit in all science methods classes that explicitly addresses cultural diversity. Resources are required to
implement these ideas.
UNIVERSITY CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
We planned to work on one unit outcome under Objective 3.1. We proposed to maintain active research programs that included student
involvement. We were able to continue our current level of engagement with faculty mentored research. A graduate program to support
the Master Teacher would be beneficial to both students and faculty in producing scholarship. We did not address external funding in our
strategic plan because we feel that we already excel in this area and could not do more even if allocated more resources. Of course we
would expect any additional faculty to work with our team to garner external funds.
September 19, 2012
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UNIVERSITY CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
We did not plan to add components to this theme. We have historically maintained a high level of public service and community
engagement. This has benefited students by providing them opportunities to practice teaching with local schools and community
organizations. We do not anticipate an increase in these areas without further resources and wanted to focus on strengthening areas of
relative weakness.
CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
We planned to work on one unit outcome under Objective 5.2 and one under Objective 5.5. We proposed to increase our recruiting efforts
to assist in meeting University enrollment goals. Secondary science education is a high demand field and we could easily accommodate
double the number of majors we have now without adding more faculty. Unfortunately it takes faculty time to develop the advising and
recruiting materials necessary to get the word out. That amount of time is not available with current workloads. We also planned to update
the technology infrastructure in science education to better support teaching and learning. As our computing equipment continues to age,
this becomes a higher and higher priority.
Which theme(s) deserve special attention next year?
We are strongly focused on teaching and learning and would like to develop courses and programs that better prepare our students for
their future as science teachers. We would like to move ahead with developing general education introductory science courses that
provide college level content for elementary and middle level science concepts. We will also focus on recruiting and advising, especially in
getting a set of comprehensive and consistent materials. We will work with the new Science Recruiter to help us target specific schools to
enhance the diversity of our student body.
C. How do you intend to utilize the data gathered this year to assist you in developing stronger programs?
Our faculty team believes in making data driven decisions and we are leaders across the university in assessment and using assessment
data to improve our programs. The data gathered by the Office of Organizational Effectiveness this year was not useful in analyzing our
unit outcomes. Only one of the pieces of data fit in our strategic plan. We will modify our plan to include some of the measures given
because we recognize them as useful indicators in a program review. The instructions for the strategic plan process were not to evaluate
the status quo, but to propose additional strategies we would implement to improve if given the requested resources; therefore, our
identified indicators were the most directly measureable indicators of success for the specific outcomes we proposed.
September 19, 2012
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D. Based on your learning from this first year report, what parts of your strategic plan will you modify, add to, or omit for next
year?
We have added a couple of new outcomes under diversity and inclusiveness but the biggest change is that we have more clearly
identified the indicators, criteria and key strategies for the themes beyond teaching and learning. We have attempted to address the
feedback provided by the Dean and, as a consequence, have added a section on evaluating the feasibility of science education
programs at the centers and increasing inclusiveness and diversity among the faculty and staff. We have decided to develop a new
path for pre-service middle level science teachers and have added that plan and deleted our original proposal to offer SCED 311 on
the Ellensburg campus as a solution to the problem of low test pass rates.
See attached 2013 plan with changes highlighted in green and deletions stuck out.
September 19, 2012
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Science Education 2012-2013 Strategic Plan Report
This strategic plan is based on the department goals delineated in the 2009-2010 Self Study document for Program Review (see list
below). Specifically the outcomes established here capture the important aspirations the department outlined under Future Directions
in the Self-Study. The outcomes listed here assume the base budget to Science Education continues at the level of the 2011-2012
academic year and therefore, only outcomes that have been negatively impacted by the budget cuts or would require additional
resources are contained in this document.
Department Goals from the 2009-2010 Program Review
The goals of the Science Education Department reflect short term and long term planning efforts by program faculty and staff. The goals are
intended to provide the direction necessary to achieve high-quality science education for all students, to enable local and regional collaboration
and reform, and to promote a quality working environment for our faculty and staff so that we may effectively carry out our mission.
SCED Department Goal 1: Increase scientific literacy for all students.
 Develop critical thinking skills in support of lifelong learning.
 Apply scientific principles to everyday life and teaching practice.
 Improve student ability to intelligently engage in scientific issues.
SCED Department Goal 2: Use best-practice pedagogy to improve student learning outcomes.
 Increase the use of inquiry in all science classrooms.
 Model and apply the learning cycle method in all Science Education courses.
 Stay abreast of current best practices in science education pedagogy.
SCED Department Goal 3: Promote quality training of pre-service science teachers.
 Recruit and retain diverse students with strong science and math aptitude to become science teachers.
 Create challenging and engaging inquiry-based curriculum that improves pre-service teacher content and pedagogical knowledge and
skill.
 Inform student teaching placements that support continued pre-service teacher development.
SCED Department Goal 4: Actively develop programs and curricula that support inquiry and improved scientific literacy at all levels.
September 19, 2012
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


Provide students with interdisciplinary experiences that integrate life, physical, and earth sciences.
Provide students with opportunity to apply inquiry skills to teaching experiences.
Develop standards-aligned programs that meet local, state, and national needs.
SCED Department Goal 5: Develop and support a research program that contributes to the body of knowledge in science education.
 Involve graduate and undergraduate students in faculty sponsored research.
 Develop a research program based on individual faculty member needs and interests that supports collaboration and can inform P-12
and university teaching.
 Provide suitable materials, services, and facilities to conduct original science education research.
SCED Department Goal 6: Develop a robust interdisciplinary graduate program.
 Develop strategies to improve local and regional education through graduate work in science education.
 Recruit P-12 in-service teachers and undergraduate students into CWU Science Education graduate programs.
 Support Masters of Education and Masters of Science degree programs as they relate to science education.
SCED Department Goal 7: Contribute to the professional development of P-12 teaching professionals across the region and state.
 Establish and maintain collaborative working relationships with P-12 and state partners.
 Offer P-12 in-service, institute, and professional development opportunities based on regional and state needs.
 Apply Science Education faculty research to the improvement of P-12 teaching effectiveness.
SCED Department Goal 8: Engage in science education reform in the university, P-12, and public sectors.
 Promote lifelong science learning among university faculty, graduate and undergraduate students, P-12 science teachers, and the
general public.
 Mentor faculty colleagues in content disciplines who wish to improve their teaching.
 Participate in outreach programs that promote access, equality, and opportunity for all citizens to learn science.
Degree Program Goals
SCED Program Goal 1: Teacher candidates will have a comprehensive, modern knowledge base of concepts, principles, and methods in science.
SCED Program Goal 2: Teacher candidates will be effective teachers of secondary science students.
SCED Program Goal 3: Teacher candidates will actively engage in science education reform and reflect and grow throughout their careers.
September 19, 2012
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UNIVERSITY CORE THEME: 1. TEACHING AND LEARNING
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular
programs.
Unit Outcomes
Indicators
Expected
Indicator/
Key
Budget/
Outcome Assessment
Performance
Performance
Strategies/
Resource
Level
Level
Initiatives
Analysis
(Criterion)
Reported By
1.1.1 Actively
Create and offer
Offer at least one COTS
Provide faculty
Adjunct Faculty: The proposed interdisciplinary
develop
a set of three
section of the
Associate
time to develop 3 faculty
courses were not developed or
programs and
interdisciplinary
interdisciplinary
Dean
interdisciplinary workload units
taught during 2012-2013
curricula that
science courses
science course
science
per
academic year because we did
support inquiry
for elementary
per quarter.
courses.
interdisciplinary
not receive an allocation of
and improved
education majors
course to
faculty workload. We have
scientific literacy
and general
Team-teach
develop (9 wlu
placed a priority on the
(Goal 1,4,6)
education
interdisciplinary one time only).
development of these courses
modeled after
science
for 2013-2014. The time to
GRCC or WWU.
courses with
T/T Faculty: 10
develop these courses is
one science
faculty workload partially supported through a
Offer SCED 311
Middle Level
educator and
units/quarter to
CESME faculty workload grant.
on the Ellensburg Science WEST-E
one content
deliver
The remainder of the time will
campus as an
first time pass
scientist from a interdisciplinary
come at a sacrifice to
elective to
rate improved by
different
courses (30
scholarship and service.
improve middle
10% each year
department.
wlu).
level science
until 90% pass
We attempted to offer SCED
students’ content rate is achieved.
Provide faculty
Adjunct Faculty: 311 but had to offer it in the
knowledge and
time to develop 3 faculty
summer since no allocation of
success on the
Master Teacher workload units
faculty workload was made.
WEST-E exam.
specialization
to develop
Unfortunately, because the
in science
Master Teacher
students had to pay for the
Develop a
Offer at least two
education.
specialization in course, we did not get enough
science teaching
science
science
enrollment to cover the
specialization for
education
Teach two grad education. (3
overhead and faculty salary
the existing
graduate courses
classes per
wlu one time
and had to cancel the course.
Master Teacher
per year.
year.
only)
Program in
Middle Level Science pass
CEPS.
Provide
T/T Faculty: 6
rates are:
secretary
faculty workload 2008-09: 22%
support for
units/year to
2009-10: 30%
interdisciplinary deliver graduate 2010-11: 20%
September 19, 2012
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and grad
courses by
hiring an
IT/Equipment
Tech to relieve
the secretary of
website and
equipment
ordering and
maintenance
duties.
Provide Goods
and Services to
support new
courses.
courses (6 wlu).
T/T Faculty: 5
faculty workload
units/year to
deliver SCED
311 (5 wlu).
IT/Equipment
Tech to maintain
website and
equipment and
to order
equipment. (0.5
FTE).
Goods and
Services to
support
interdisciplinary
and grad
courses
($1,500).
September 19, 2012
2011-12: 28%
2012-13: 32.5%
These data demonstrate that
the middle level science
programs are not helping
students gain the content they
need.
The science teaching
specialization for the existing
Master Teacher Program in
CEPS is already a compromise
to a full MS in Science
Education. No progress was
made on the development of
the specialization because no
allocation was made to provide
time. Despite this we did offer
three graduate classes last
year for a total of 7 credits/7
wlus. This number is an
anomaly. In 2011-2012 two
courses (3 credits/2 wlu) were
taught as part of the NSF
WATERS grant. Two of the
three courses taught in 20122013 were part of the
institutionalization of that grant.
Only one of those is scheduled
for 2013-14. The other grad
class taught in 2012-2013 was
originally taught with a
chemistry prefix and had been
written into one of our
chemistry educators as part of
his chemistry workload.
Curriculum changes that took
place during the year
converted this course to a
SCED prefix.
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1.1.2 Faculty
model effective
science teaching
strategies. (Goal
1,2,4)
STEM integrated
units modeled in
elementary,
middle level, and
secondary
science
education
courses.
Culture
competence
modeled in
elementary,
middle level, and
secondary
science methods
courses.
At least one
STEM integrated
unit modeled in
SCED 322,
301/401
At least one unit
modeling
teaching with
cultural
competency in
SCED 322, 323,
324
Effective use of
technology
modeled in
elementary,
middle level, and
secondary
science methods
courses.
All classroom
equipment is
available and
working when
needed to
support
instruction.
Age and
performance of
faculty, staff, and
classroom
computer
equipment kept
up-to-date.
All department
computers are
replaced within 3
year span.
Working
equipment to
support science
education
instruction.
September 19, 2012
Science
Education
Department
Provide faculty
time to develop
integrated
STEM units.
Update/replace
faculty, staff,
and classroom
computers
every 3 years.
Update
classroom set
of laptops for
student use
every 4 yrs.
Maintain, repair
or replace
electronic
equipment to
support
seamless
STEM
integration into
science
education
instruction by
hiring an
IT/Equipment
Tech.
Adjunct Faculty:
2 faculty
workload units
per unit per
course (min. 10
wlu one time)
Goods and
Services for 2
computers a
year ($2,400)
Goods and
Services for 3
laptops per year
($2,400)
Goods and
Services for
support
technology such
as portable
video recorders.
($1,000)
IT/Equipment
Tech to order,
repair, and
maintain
equipment.
(requested in
1.1.1).
STEM integrated lessons were
not designed or implemented
this year. Instead significant
faculty time was spent aligning
our lesson plan format to the
new Teacher Performance
Assessment (TPA).
No units modeled cultural
competency. No allocation was
made to provide time to
develop units. We determined
that a step prior to this
indicator would be that faculty
attend professional
development on culturally
competent pedagogy and have
added that indicator to our
revised strategic plan.
Classroom equipment was not
available and working when
needed 100% of the time.
Using the department laptops
during class to hook up to the
internet was particularly spotty.
Connections to ITV also failed
several times during the year.
Water quality probes were
dysfunctional on at least one
occasion and maintaining them
is costly in time, energy, and
staff. This indicator is difficult
to quantify. We had a CESME
student worker who helped but
he only worked 8-10 hours per
week and was not always
available to support classroom
technology.
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1.1.3 Support
student success
through
meaningful
program
assessment
(Goal 3,4)
Annual review of
student
assessment data.
Annual update of
student
assessment
materials
including major
and course
portfolios.
Quarterly review
with substantive
feedback of
portfolios for
students who will
student teach the
following quarter.
September 19, 2012
Student Learning
Report generated
annually shows
evidence of
review and
updates.
100% of major
and course
portfolios
updated
annually.
100% of student
portfolios
reviewed
substantively
prior to student
teaching.
Science
Education
Department
Provide faculty
time to work as
a team to
review
assessment
data and
update
assessment
strategies,
materials, and
programs.
Provide faculty
time to
substantively
review student
portfolios.
T/T Faculty: 2
faculty workload
units for
assessment
coordination for
each science
teaching
program
(Biology,
Chemistry,
Earth Science,
Physics,
General
Science, Middle
Level
Math/Science)
(12 wlu).
No department computers
were updated during the 20122013 academic year. The
department has 18 computers.
The age of current faculty and
staff and classroom computers
is:
Greater than 6 yrs old: 8
Between 4-5 yrs old: 5
Between 2-3 yrs old: 5
Less than 2 yrs old: 0
Of the three 2 year old
computers, one was
purchased by a faculty
member using his grant
indirects and one was
purchased as part of a new
faculty contract.
Last year we completed a 3-in1 report for the CTL which
shows continued review and
updating in response to data
analysis. A deeper analysis
could be done with additional
faculty resources.
All major portfolios were
updated by the instructor of
SCED 487. This is a stop-gap
process. We would prefer to
have the faculty team review
all of the portfolios at the same
time for consistency and after
discussing assessment data.
Course portfolios were
updated by individual faculty
teaching the courses with the
exception of SCED 322. The
322 portfolio was updated
using department meeting
Page 11
time. Some discussion has
been initiated to evaluate a
more seamless digital
assessment approach,
perhaps using Canvas.
100% of student portfolios
were reviewed prior to student
teaching. The review is less
consistent and substantive
than it could be. Ideally teams
of at least two faculty would
review each portfolio and time
would be spent on inter-rater
reliability across teams.
UNIVERSITY OBJECTIVE 1.2 Enhance the effectiveness of student support services.
Unit Outcomes
1.2.1 Effectively
advise and recruit
students into
science
education
programs with a
focus on students
underrepresented
in science
teaching. (Goal
2,3)
Indicators
Science teaching
advising
materials are
consistent across
disciplines.
Develop a
system for
tracking majors,
minors, and
graduates
Professional
looking recruiting
materials and
displays created.
September 19, 2012
Expected
Performance
Level
(Criterion)
100% of science
education
supported degree
programs have
consistent
advising
materials
All teaching
majors in the four
science
departments
supported are
tracked by
science
education staff.
A consistent
package of
recruiting
Indicator/
Performance
Level
Reported By
Science
Education
Department
Key
Strategies/
Initiatives
Budget/
Resource
Analysis
Outcome Assessment
Provide
extended
periods of time
for faculty to
work
collaboratively
T/T Faculty: 1
wlu per faculty
member to be
flexibly allocated
by the
department to
meet advising
need (7 wlu).
All advising materials were not
updated and checked for
consistency. This process was
started by the secretary with
support from one faculty
member but final versions
were not checked by all
program coordinators.
IT/Equipment
Tech request
listed in 1.1.1
above.
SAFARI allows the secretary to
query each teaching major;
therefore, we can get the
names of currently registered
majors. The secretary did not
have time to develop a
database to track majors and
graduates.
Provide
secretary time
to develop and
maintain
majors
database and
to create and
update
articulation
documents by
hiring an
IT/Equipment
Goods and
Services
($3,000 one
time, $1,000 ongoing)
We continued to use the
recruiting materials developed
Page 12
Articulation
documents
created specific
to each feeder
community
college for each
science teaching
major.
materials is
produced
including posters,
flyers, ecards,
booth displays in
both English and
Spanish.
Tech to relieve
the secretary of
website and
equipment
ordering and
maintenance
duties.
All teaching
majors have a
link on the
website for each
CC with
articulation
document.
Pay for
professionally
produced
marketing
materials and
displays.
in-house using Publisher. No
documents were translated to
Spanish. A recruiting poster
was developed using
PowerPoint and a binder was
created to contain all
documents for easy access at
open houses, orientations, etc.
Recruiting is an area we feel is
extremely important for our
field and we have dedicated 2
wlu to a faculty member to
focus on recruiting during
2013-2014.
We were required by law to put
a generic transfer 4-yr plan on
our website. This was
accomplished. It does not
include specific plans for each
major at each CC.
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 13
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff, and students
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
Indicator/
Performance
Level Reported
By
Key
Strategies/
Initiatives
Budget/
Resource
Analysis
Outcome Assessment
UNIVERSITY OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active programs of recruitment and retention for members
of underrepresented groups.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance
Initiatives
Resource
Level
Level Reported
Analysis
(Criterion)
By
2.2.1 Effectively
See 1.2.1
See 1.2.1
See 1.2.1
See 1.2.1
See 1.2.1
See 1.2.1 for data with respect
advise and
to advising and recruiting.
recruit students
into science
education
programs with a
focus on students
underrepresente
d in science
teaching. (Goal
2,3) SAME AS
1.2.1
UNIVERSITY OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum
Unit Outcomes
2.3.1 Faculty
model effective
science teaching
strategies. (Goal
1,2,4)
Indicators
See 1.1.2
Expected
Performance
Level
(Criterion)
See 1.1.2
Indicator/
Performance
Level Reported
By
See 1.1.2
Key Strategies/
Initiatives
See 1.1.2
Budget/
Resource
Analysis
See 1.1.2
See 1.1.2 for data with respect
to effective science teaching.
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 14
UNIVERSITY CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
UNIVERSITY OBJECTIVE 3.1 Increase the emphasis on and the opportunities for students, faculty and staff to participate in research,
scholarship, and creative expression activities.
Unit Outcomes
Indicators
Expected
Indicator/
Key
Budget/
Outcome Assessment
Performance
Performance
Strategies/
Resource
Level
Level
Initiatives
Analysis
(Criterion)
Reported By
3.1.1 Maintain
Faculty
Faculty
Science
Hire faculty
T/T Faculty: 10
Faculty workload assigned to
active
workload
workloads
Education
member to
workload units per
scholarship in the last three
scholarship
assignments
provide at least
Department
support the
year (10 wlu).
years is:
programs for
provide
6 workload units
science
2012-2013
faculty that
adequate time
of scholarship.
education
6 faculty 6 wlu
include
for scholarship.
teaching and
1 faculty 3 wlu.
undergraduate
See 1.1.1 for
service load.
See 1.1.1 for
2011-2012
and graduate
Develop a
Master Teacher
Master Teacher
1 faculty 12 wlu (new faculty)
researchers
science teaching specialization
See 1.1.1 for
specialization
1 faculty 8 wlu
(Goal 5).
specialization for criterion.
Master
criterion budget
2 faculty 6 wlu
the existing
Teacher
request.
1 faculty 4 wlu
Master Teacher
specialization
2 faculty on sabbatical
Program in
strategies.
2010-2011
CEPS. (Same
4 faculty 6 wlu
as in 1.1.1)
1 faculty 5 wlu
1 faculty 3 wlu
See 1.1.1 for data with respect
to the Master Teacher
specialization.
UNIVERSITY OBJECTIVE 3.2 Increase the external funding received for research, scholarship, and creative expression by faculty, staff,
and students.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 15
UNIVERSITY CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
UNIVERSITY OBJECTIVE 4.1 Enhance the commitment and the level of cooperation between the university and external communities.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
UNIVERSITY OBJECTIVE 4.2 Increase participation in university sponsored life-long learning opportunities.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
Outcome Assessment
UNIVERSITY OBJECTIVE 4.3 Enhance the efforts of members of the university community to strengthen the economic base of the
region and state.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
* Only list unit outcomes where applicable to a university related objective.
CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
UNIVERSITY OBJECTIVE 5.1 Maximize the financial resources to the University, and assure the efficient and effective operations of the
University through financial stewardship.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
UNIVERSITY OBJECTIVE 5.2 Develop and implement enrollment management and marking plans that meet the enrollment objectives of
the university.
September 19, 2012
Page 16
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
See 1.2.1
Indicator/
Performance Level
Reported By
Key Strategies/
Initiatives
Budget/
Resource
Analysis
Outcome Assessment
5.2.1 Effectively
See 1.2.1
See 1.2.1
See 1.2.1
See 1.2.1
See 1.2.1 for data with
advise and
respect to advising and
recruit students
recruiting.
into science
education
programs with a
focus on students
underrepresente
d in science
teaching. (Goal
2,3) SAME AS
1.2.1
UNIVERSITY OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
UNIVERSITY OBJECTIVE 5.4 Provide the facility and technology infrastructure and services appropriate to meet the university
objectives, while maximizing sustainability and stewardship.
Unit Outcomes
Indicators
Expected
Indicator/
Key Strategies/
Budget/
Outcome Assessment
Performance
Performance Level
Initiatives
Resource
Level
Reported By
Analysis
(Criterion)
5.4.1 Faculty
See 1.1.2
See 1.1.2
See 1.1.2
See 1.1.2
See 1.1.2
See 1.1.2 for data with
model effective
respect to technology
science teaching
infrastructure.
strategies. (Goal
1,2,4)
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 17
Summary of Requests
Faculty :
Adjunct (for one-time wlu): 22 wlu
Tenure-Track (total ongoing wlu/45): 21 teaching wlu, 10 research wlu, 19 service wlu = 50 wlu = ~1 FTE
Staff:
Instrument Tech: 0.5 FTE.
Goods and Services:
One time: $3,000
On-going: $8,300
No requests were allocated during the 2012-2013 academic year.
September 19, 2012
Page 18
Science Education Strategic Plan
2013
This strategic plan is based on the department goals delineated in the 2009-2010 Self Study document for Program Review (see list
below). Specifically the outcomes established here capture the important aspirations the department outlined under Future Directions
in the Self-Study. The outcomes listed here assume the base budget to Science Education continues at the level of the 2011-2012
academic year and therefore, only outcomes that have been negatively impacted by the budget cuts or would require additional
resources are contained in this document. This plan is modified from the 2012 strategic plan using the dean’s feedback and department
data analysis and self-reflection. Changes are highlighted in green. Deletions are indicated with strikethrough text. Some of the
changes are not substantive but instead are because we moved the strategies from one University Theme to a more appropriate one.
Department Goals from the 2009-2010 Program Review
The goals of the Science Education Department reflect short term and long term planning efforts by program faculty and staff. The goals are
intended to provide the direction necessary to achieve high-quality science education for all students, to enable local and regional collaboration
and reform, and to promote a quality working environment for our faculty and staff so that we may effectively carry out our mission.
SCED Department Goal 1: Increase scientific literacy for all students.
 Develop critical thinking skills in support of lifelong learning.
 Apply scientific principles to everyday life and teaching practice.
 Improve student ability to intelligently engage in scientific issues.
SCED Department Goal 2: Use best-practice pedagogy to improve student learning outcomes.
 Increase the use of inquiry in all science classrooms.
 Model and apply the learning cycle method in all Science Education courses.
 Stay abreast of current best practices in science education pedagogy.
SCED Department Goal 3: Promote quality training of pre-service science teachers.
 Recruit and retain diverse students with strong science and math aptitude to become science teachers.
 Create challenging and engaging inquiry-based curriculum that improves pre-service teacher content and pedagogical knowledge and
skill.
September 19, 2012
Page 19

Inform student teaching placements that support continued pre-service teacher development.
SCED Department Goal 4: Actively develop programs and curricula that support inquiry and improved scientific literacy at all levels.
 Provide students with interdisciplinary experiences that integrate life, physical, and earth sciences.
 Provide students with opportunity to apply inquiry skills to teaching experiences.
 Develop standards-aligned programs that meet local, state, and national needs.
SCED Department Goal 5: Develop and support a research program that contributes to the body of knowledge in science education.
 Involve graduate and undergraduate students in faculty sponsored research.
 Develop a research program based on individual faculty member needs and interests that supports collaboration and can inform P-12
and university teaching.
 Provide suitable materials, services, and facilities to conduct original science education research.
SCED Department Goal 6: Develop a robust interdisciplinary graduate program.
 Develop strategies to improve local and regional education through graduate work in science education.
 Recruit P-12 in-service teachers and undergraduate students into CWU Science Education graduate programs.
 Support Masters of Education and Masters of Science degree programs as they relate to science education.
SCED Department Goal 7: Contribute to the professional development of P-12 teaching professionals across the region and state.
 Establish and maintain collaborative working relationships with P-12 and state partners.
 Offer P-12 in-service, institute, and professional development opportunities based on regional and state needs.
 Apply Science Education faculty research to the improvement of P-12 teaching effectiveness.
SCED Department Goal 8: Engage in science education reform in the university, P-12, and public sectors.
 Promote lifelong science learning among university faculty, graduate and undergraduate students, P-12 science teachers, and the
general public.
 Mentor faculty colleagues in content disciplines who wish to improve their teaching.
 Participate in outreach programs that promote access, equality, and opportunity for all citizens to learn science.
Degree Program Goals
SCED Program Goal 1: Teacher candidates will have a comprehensive, modern knowledge base of concepts, principles, and methods in science.
SCED Program Goal 2: Teacher candidates will be effective teachers of secondary science students.
SCED Program Goal 3: Teacher candidates will actively engage in science education reform and reflect and grow throughout their careers.
September 19, 2012
Page 20
UNIVERSITY CORE THEME: 1. TEACHING AND LEARNING
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular
programs.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
1.1.1 Actively develop Create and offer a set Offer at least one
COTS Associate Dean
Provide faculty time
Adjunct Faculty: 3
programs and
of three
section of the
to develop
faculty workload units
curricula that support
interdisciplinary
interdisciplinary
interdisciplinary
per interdisciplinary
inquiry and improved
science courses for
science course per
science courses.
course to develop (9
scientific literacy
elementary education quarter.
wlus one time only).
(Goal 1,4,6)
majors and general
Team-teach
education modeled
interdisciplinary
T/T Faculty: 10
after GRCC or WWU.
science courses with
faculty workload
one science educator units/quarter to
Offer SCED 311 on
Middle Level Science Center for Teaching
and one content
deliver
the Ellensburg
WEST-E first time
and Learning (CTL)
scientist from a
interdisciplinary
campus as an
pass rate improved
different department.
courses (30 wlus).
elective to improve
by 10% each year
middle level science
until 90% pass rate is
Provide faculty time
Adjunct Faculty: 3
students’ content
achieved.
to develop Master
faculty workload units
knowledge and
Teacher
to develop Master
success on the
specialization in
Teacher
WEST-E exam.
science education.
specialization in
Revise Middle Level
science education. (3
Science program to
wlus one time only)
strengthen student
content knowledge.
Teach two grad
T/T Faculty: 6 faculty
classes per year.
workload units/year to
Develop a science
Offer at least two
deliver graduate
teaching
science education
courses (6 wlus).
specialization for the
graduate courses per
existing Master
year.
T/T Faculty: 5 faculty
Teacher Program in
workload units/year to
CEPS.
Number of graduates
deliver SCED 311 (5
pursuing the science
wlu).
teaching
specialization.
Provide secretary
IT/Equipment Tech to
September 19, 2012
Page 21
1.1.2 Faculty model
effective science
teaching strategies.
(Goal 1,2,4)
September 19, 2012
STEM integrated
units modeled in
elementary, middle
level, and secondary
science education
courses.
At least one STEM
integrated unit
modeled in SCED
322, 401
Effective use of
technology modeled
in elementary, middle
level, and secondary
science methods
courses.
All classroom
equipment is
available and working
when needed to
support instruction.
Science Education
Department
support for
interdisciplinary and
grad courses by
hiring an
IT/Equipment Tech to
relieve the secretary
of website and
equipment ordering
and maintenance
duties.
maintain website and
equipment and to
order equipment. (0.5
FTE).
Provide Goods and
Services to support
new courses.
Goods and Services
to support
interdisciplinary and
grad courses
($1,500).
Provide faculty time
to develop integrated
STEM units.
Adjunct Faculty: 2
faculty workload units
per teaching unit
developed per course
(min. 4 wlus one
time)
Maintain, repair or
replace electronic
equipment to support
science education
instruction by hiring
an IT/Equipment
Tech.
IT/Equipment Tech to
order, repair, and
maintain equipment.
(requested in 1.1.1).
Page 22
1.1.3 Students
display effective
science teaching
strategies during
practicum
experiences (Goal
1,3,4)
1.1.4 Support student
success through
meaningful program
assessment (Goal
3,4)
Lesson plan and
peer/teacher
evaluation in Livetext
using standardized
field experience tools.
Annual review of
student assessment
data.
Annual update of
student assessment
materials including
major and course
portfolios.
Quarterly review with
substantive feedback
of portfolios for
students who will
student teach the
following quarter.
Science teaching
majors pass the TPA
September 19, 2012
90% of students
score 80% or better
on their inquiry lesson
plan and peer/
teacher evaluation.
Student Learning
Report generated
annually shows
evidence of review
and updates.
Science Education
Department
Science Education
Department
100% of major and
course portfolios
reviewed annually
and updated as
needed.
Adopt the Teach
Department
developed, TPAaligned inquiry lesson
plan and evaluate
student performance
using Livetext in all
methods courses.
Determine the best
field experience
assessment tools and
implement in all
practicum courses.
Provide faculty time
to work as a team to
review assessment
data and update
assessment
strategies, materials,
and programs.
Provide faculty time
to substantively
review student
portfolios.
Adjunct Faculty: 1
faculty workload unit
to implement the
inquiry lesson plan in
all methods courses
and train all faculty.
1 faculty workload
unit to research and
implement field
assessment tools. (2
wlus one time only)
T/T Faculty: 2 faculty
workload units for
assessment
coordination for each
science teaching
program (Biology,
Chemistry, Earth
Science, Physics,
General Science,
Middle Level
Math/Science) (12
wlus).
95% of student
portfolios passed at
the level of proficient
or better prior to
student teaching.
100% of science
teaching majors pass
the TPA; all
subscores for science
teaching majors are
above the CTL
average.
CTL
Page 23
Science teaching
majors pass their
respective WEST-E
80% of science
teaching majors pass
the WEST-E on the
first try.
UNIVERSITY OBJECTIVE 1.2 Enhance the effectiveness of student support services.
Unit Outcomes
1.2.1 Effectively
advise, recruit, and
retain students in
science education
programs with a
focus on students
underrepresented in
science teaching.
(Goal 2,3)
Indicators
Science teaching
advising materials are
consistent across
disciplines.
Develop a system for
tracking majors,
minors, and
graduates
All teaching majors in
the four science
departments
supported are tracked
by SCED staff.
Professional looking
recruiting materials
and displays created.
A consistent package
of recruiting materials
is produced including
posters, flyers,
ecards, booth
displays in both
English and Spanish.
Articulation
documents created
specific to each
feeder community
college for each
science teaching
major.
Science teaching
majors reflect the
diversity of the
University.
September 19, 2012
Expected
Performance
Level
(Criterion)
100% of science
education supported
degree programs
have consistent
advising materials
Indicator/Performance
Level Reported By
Science Education
Department
All teaching majors
have a link on the
website for each CC
with articulation
document.
Science teaching
major diversity is
statistically similar to
the University
population.
Key Strategies/
Initiatives
Budget/Resource
Analysis
Provide extended
periods of time for
faculty to work
collaboratively
T/T Faculty: 1 wlu per
faculty member to be
flexibly allocated by
the department to
meet advising need
(7 wlus).
Provide secretary
time to develop and
maintain majors
database and to
create and update
articulation
documents by hiring
an IT/Equipment
Tech to relieve the
secretary of website
and equipment
ordering and
maintenance duties.
IT/Equipment Tech
request listed in 1.1.1
above.
Pay for professionally
produced marketing
materials and
displays.
Goods and Services
for cost of producing
recruiting materials
($3,000 one time,
$1,000 on-going)
Office of Organizational
Effectiveness (OOE)
Page 24
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff, and students
Unit Outcomes
2.1.1 Foster a team
environment that
includes the voices of
faculty, staff, and
students.
Indicators
Minutes of
department meetings
Student focus group
data.
Meetings with student
senator.
Expected
Performance
Level
(Criterion)
All faculty and staff
contribute ideas that
are reflected in the
minutes of
department meetings.
Hold annual focus
groups with students
in science teaching
majors and the
Science Education
Club.
Student senator
attends at least one
faculty meeting per
quarter and meets
monthly with the
department chair.
Indicator/Performance
Level Reported By
Science Education
Department
Key Strategies/
Initiatives
Budget/Resource
Analysis
Each individual is
afforded the
opportunity to
contribute to the team
according to their
strengths and
interests.
Participating as a
member of a team
takes time. The
faculty workload and
staff requests made
elsewhere in this
document will support
a team environment.
Hold focus groups
with science teaching
majors to get
feedback on program.
Invite student senator
to faculty meetings at
least once a quarter.
Schedule monthly
meetings of the
senator and the chair.
T/T Faculty: 2 faculty
workload units for
assessment
coordination for each
science teaching
program requested in
1.1.3 will cover the
time needed to hold
focus groups and
analyze the data.
UNIVERSITY OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active programs of recruitment and retention for members
of underrepresented groups.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
2.2.1 Effectively
Demographics of
Science teaching
OOE
Faculty exhibit
Time for faculty to
advise, recruit, and
science teaching
major demographics
cultural competence
develop cultural
retain students into
majors.
reflect the University
when teaching.
competence
science education
and regional
requested in 2.3.1.
programs with a
demographics.
Pay for professionally
focus on students
produced marketing
Goods and Services
September 19, 2012
Page 25
underrepresented in
science teaching.
(Goal 2,3) SAME AS
1.2.1
2.2.2 Recruit and
retain diverse faculty
and staff.
Retention numbers
for underrepresented
groups.
Professionally
developed recruiting
materials reflect
underrepresented
populations and are
written in both
English and Spanish.
Number of faculty and
searches conforming
to OEO guidelines for
recruiting women and
minority faculty.
Retention numbers
for underrepresented
groups is equal to or
greater than that for
well represented
groups.
A consistent package
of recruiting materials
is produced including
posters, flyers,
ecards, booth
displays in both
English and Spanish.
All faculty searches
conform to OEO
guidelines.
materials and
displays.
for cost of producing
recruiting materials
requested in 1.2.1.
Design recruiting
materials to reflect
underrepresented
students.
Science Education
Department
Design recruiting
materials to be
accessible to parents
of middle and high
school aged native
Spanish speakers.
Follow OEO
guidelines and advice
when writing position
descriptions and
advertising positions.
Good and Services
for advertising ($500
per search) to make
sure job openings are
advertised to
maximize diversity of
the applicant pool.
UNIVERSITY OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum
Unit Outcomes
2.3.1 Faculty model
effective science
teaching strategies.
(Goal 1,2,4)
September 19, 2012
Indicators
Culture competence
modeled in
elementary, middle
level, and secondary
science methods
courses.
Expected
Performance
Level
(Criterion)
Faculty attend PD on
pedagogy for cultural
competency.
At least one unit
modeling teaching
with cultural
competency in SCED
322, 324.
Indicator/Performance
Level Reported By
Science Education
Department
Key Strategies/
Initiatives
Arrange for
professional
development
opportunities around
cultural competency.
Explicitly teach and
model cultural
competency in
science methods
courses.
Budget/Resource
Analysis
Adjunct Faculty: 2
faculty workload units
per teaching unit
developed per course
+ 3 workload units for
department faculty
professional
development around
cultural competence
(min. 7 wlus one
time)
Page 26
UNIVERSITY CORE THEME: 3. SCHOLARSHIP AND CREATIVE EXPRESSION
UNIVERSITY OBJECTIVE 3.1 Increase the emphasis on and the opportunities for students, faculty and staff to participate in research,
scholarship, and creative expression activities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
3.1.1 Maintain active
Faculty workload
Faculty workloads
Science Education
Hire faculty member
T/T Faculty: based on
scholarship programs assignments provide
provide at least 6
Department
to support the
data from 2012-2013
for faculty that include adequate time for
workload units of
science education
strategic plan report 4
undergraduate and
scholarship.
scholarship.
teaching and service
workload units per
graduate researchers
load to provide more
year would be
(Goal 5).
Number of Category
Faculty produce on
time for scholarship
enough to bring all
A/B scholarship
average 1 Category A
and faculty mentored
faculty workload
contributions made
product every two
research.
plans to at least 6 wlu
by faculty.
years.
(4 wlu)
Number of Category
A/B scholarship
contributions that
include students as
collaborators or coauthors.
Number of graduate
student committees
served on by faculty.
At least 25% of all
scholarship produced
by science education
faculty has a student
collaborator/coauthor.
T/T Faculty: 1 wlu for
each faculty member
to support mentoring
of student research
(teaching
495/595/700) to be
flexibly distributed
annually among the
faculty as needed. (7
wlu)
At least one science
Serve on graduate
education faculty
committees with a
member serves on all
science education
graduate committees
emphasis.
with a science
education
project/thesis.
UNIVERSITY OBJECTIVE 3.2 Increase the external funding received for research, scholarship, and creative expression by faculty, staff,
and students.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
September 19, 2012
Page 27
UNIVERSITY CORE THEME: 4. PUBLIC SERVICE AND COMMUNITY ENGAGEMENT
UNIVERSITY OBJECTIVE 4.1 Enhance the commitment and the level of cooperation between the university and external communities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 4.2 Increase participation in university sponsored life-long learning opportunities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Performance
Level Reported By
Initiatives
Level
(Criterion)
Budget/Resource
Analysis
UNIVERSITY OBJECTIVE 4.3 Enhance the efforts of members of the university community to strengthen the economic base of the
region and state.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
UNIVERSITY OBJECTIVE 5.1 Maximize the financial resources to the University, and assure the efficient and effective operations of the
University through financial stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.2 Develop and implement enrollment management and marking plans that meet the enrollment objectives of
the university.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
September 19, 2012
Page 28
5.2.1 Effectively
advise, recruit, and
retain students in
science education
programs with a
focus on students
underrepresented in
science teaching.
(Goal 2,3)
5.2.2 Provide placebound students
access to science
education programs.
September 19, 2012
Number of
secondary science
teaching majors
Number of events
with specific science
teaching recruitment.
Number of meetings
with Teach
Department
leadership and
Center
administration.
(Criterion)
Increase number of
secondary science
teaching majors
annually until SCED
324 has full
enrollment (24
students)
Science Recruiter
takes science
education recruiting
materials to every
event he attends.
At least one faculty
member attends all
CWU open
house/orientation
functions.
Meet at least annually
to confirm plan 2-3
years out.
OEO
4-6 year plan of
Center offerings
developed.
Size of existing
cohorts.
Cohort size greater
than 15
T/T Faculty: 3 wlu to
focus on recruiting.
Secondary Science is a
high demand area and
recruiting and outreach
are necessary to
increase the number of
students coming to
CWU interested in
secondary science
teaching.
Work with University
and community
college
administration to
evaluate the
feasibility of
delivering secondary
science programs at
CWU Centers.
T/T Faculty: 3 wlu to
work with Center staff
to do feasibility studies
for new and continuing
delivery locations.
(more faculty may be
needed to support
these programs in the
future).
Enrollment
Management
Science Education
Department
Teach Department
Schedule of Center
offerings
Work with the new
Science Recruiter to
target specific high
schools for science
teaching recruitment.
Work with the Teach
Department to
evaluate the
feasibility of
delivering the
science education
minor at Center
locations.
Page 29
Develop a 4-6 year
plan for delivering
science education
programs at CWU
Centers.
Provide support to
elementary
education programs
at the CWU Centers
by delivering the
science education
minor.
UNIVERSITY OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.4 Provide the facility and technology infrastructure and services appropriate to meet the university
objectives, while maximizing sustainability and stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
5.4.1 Up-to-date
Age and
All department
Science Education
Update/replace
Goods and Services for
computers, teaching
performance of office computers and
Department
faculty, staff, and
6 computers a year.
support technology,
and classroom
printers are replaced
classroom computers We have 18 office and
and equipment is
computer and
within 3 year span.
every 3 years.
classroom computers
available to support
printing equipment
so to replace them on a
quality teaching and
kept up to date.
Update classroom
rotating basis every 3
learning. (Goal 1,2,4)
set of laptops for
years would require 6
Working equipment
student use every 4
to be replaced each
to support science
yrs.
year ($6,000).
September 19, 2012
Page 30
education
instruction.
Goods and Services for
3 laptops per year.
Twelve laptops used by
students in SCED
classes replaced every
4 years would require 3
replacements a year
($3,600).
Goods and Services for
support technology and
equipment such as
portable video
recorders, printers, etc..
($1,500)
IT/Equipment Tech to
support computers and
equipment request
listed in 1.1.1 above.
Summary of Requests
Category
Faculty - Adjunct
Faculty - Tenure-track
Staff - IT/Instrument Tech
Goods & Services
Number Requested
25 work load units
43 teaching, 4 research, 25 service workload units = ~1.5 FTE or
three 0.5 FTE shared with science departments
0.5 FTE**
Total
Estimated Cost
One Time Base Budget
$17,150
$120,000*
$3,000
$20,150
$25,000
$13,600
$158,600
* This amount is for the SCED part of the positions. If these positions were joint appointments then $240K would be required.
** This position could be shared with the Environmental Studies Program as a 0.75 FTE rather than two 0.5 FTE since job duties and
scope.
September 19, 2012
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