Central Washington University
College of the Sciences
Department of Physics
Date: January 7, 2005
Prepared by: Bruce Palmquist
___________________________
______________________________
Department Chair
College Dean
Page 1
I.
Departmental/Unit Mission and Goals
A.
Departmental mission statement:
The Physics department emphasizes the fundamental and practical nature of
physics in general education, service and majors courses. Our students at all
undergraduate levels pursue the intellectual excitement of beginning to understand the
structure of matter itself and the widely applicable experiences of problem solving,
quantitative reasoning, and scientific inquiry skills. Throughout our major programs,
stress is placed on careful development of key concepts and skills in a logical sequence,
often using either guided or self-paced inquiry. This emphasis on concept and skill
development is intended to produce the habits of independent study and self
improvement essential to success after graduation.
B.
General description of department that provides an overview and context for the
rest of the self-study:
The CWU physics department has five faculty members and one regular adjunct.
However, five is a misleading number because only one of those five is a fulltime
tenured physics faculty member. There is one other fulltime faculty member who is
tenure-track. One faculty member is tenured but has a halftime appointment in science
education. One faculty member is fulltime nontenure track in physics and one faculty
member is nontenure track with a joint appointment in two other divisions on campus.
We have averaged 5.5 graduates per year for the past six years. This is more than the
average number of physics degrees for Bachelor’s degree granting institutions
(American Institute of Physics annual survey). About half of these students earn a B.S.
and half earn a B.A. The thing that stands out about the physics department is the
versatility of its faculty members. All faculty members teach a variety of upper and
lower division courses using appropriate pedagogy. They do research with students at
all undergraduate levels ranging from first year students to senior physics majors. The
research projects range from those that are purely for the benefit of the students to those
that significantly advance physics and physics-related fields as evidenced by peerreviewed publications. Over the past few years, physics faculty have been deeply
involved in CWU’s science education program, Office of Undergraduate Research and
the Douglas Honors College as well as many campus committees. Finally, physics
faculty and physics students are engaged in public outreach ranging from giving school
science presentations to being local experts in physics related issues. The following
paragraphs describe the department in more depth.
C.
Effective Teaching:
Effective teaching means using a variety of techniques to help all students learn
physics concepts, skills and principles. Physics faculty members use collaborative
learning, hands-on activities, writing assignments, and conceptual questioning strategies
in nearly every physics course. These strategies help students integrate what they are
learning into existing schema and help them modify those schema as needed. In
addition, different teaching techniques match different student learning styles ensuring
that every student has a chance to be successful. All of these activities take time and
resources above and beyond the standard lecture preparation.
The physics department is different than most science departments at CWU in
that we are generalists when it comes to teaching. All faculty members teach a variety
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of upper and lower division physics courses. (For example, we don’t hire a nuclear
physicist like the chemistry department might hire an organic chemist.) In addition,
physics faculty feel that it is important to teach courses that involve more direct
instruction (so called lecture courses) and courses that are inquiry-based (laboratories).
The department rotates through most upper division and every lower division course
every few years. This gives students the opportunity to see a variety of teachers and a
variety of teaching styles. It allows faculty members to understand where each course
fits into the entire curriculum. Finally, the experience from teaching upper level courses
can inform lower division courses. For example, the frontiers of physics taught in
quantum mechanics can be introduced in a simple and appropriate way in general
physics courses.
D.
Undergraduate Research:
Effective teaching means involving students in scientific inquiry at all levels of
physics. All physics majors complete an independent research project of their own
design with a faculty member. Over the past two years, all of our graduates but one
presented at SOURCE, the local Symposium of Undergraduate Research and Creative
Expression. One third of the presenters won an award of honorable mention or higher.
In addition, we integrate scientific inquiry into lower division courses. Most of our first
year physics students design at least one experiment in their first year physics labs.
CWU physics faculty members are good at leading students from where they are at in
terms of physics skills. We don’t believe in a “one-size-fits-all” philosophy of scientific
inquiry.
E.
Outreach/Service:
In order to solidify concepts, students apply their physics knowledge and skills
outside the classroom through physics-related clubs and physics-related service learning
opportunities. The department sponsors an active physics club (called the Society of
Physics Students) and an active astronomy club. Both of these clubs engage in public
outreach via school visits and on-campus science demonstrations. We consider this an
important aspect of our teaching load because many students learn a lot about
leadership and organization through these clubs. In addition, physics faculty serve as
local experts on physics related issues. Andy Piacsek works with the community on
measuring wind farm noise, a controversial issue in the Kittitas Valley. Mike
Braunstein is an expert on “stray” electromagnetic fields from power lines. Bruce
Palmquist writes an astronomy column in the local newspaper. David Laman teaches
rope rescue instruction, a service where lives depend on the proper application of
physics principles. Sharon Rosell advises our student club.
F.
Faculty Scholarship:
Physics faculty members engage in scholarship for pedagogical as well as
professional reasons. One advantage to doing scholarship at a smaller school such as
CWU is the opportunity to engage in interdisciplinary research. Every physics faculty
member active in scholarship is working with faculty from other departments. This is a
result of our second 5-year-goal (see below) and our mutual interests.
Page 3
G.
List programmatic goals
This is a list of our 5-year Goals for 2000-2005.
Dept Goal 1. All students will present/publish the results of an undergraduate research project
at a venue outside the physics department
a.
b.
c.
Promote refereed or competitive out-of-department venues such as
SOURCE, WA, AAPT, SPS Zone meeting, and regional or national
conferences.
Require students in all upper division seminar, lab or inquiry-based
courses to either participate in a department seminar or the end-of-thequarter poster presentation.
Encourage students to participate in science honors program (added
2004)
Specific actions taken during the self-study period
Require participation in SOURCE, end of quarter poster session, or
department seminar in PHYS 494
Dept Goal 2. Physics faculty and students will participate in interdisciplinary projects with
other departments on campus. Examples include physics faculty and students
doing research with other departments, faculty and students from other
departments doing research with physics faculty, physics faculty writing
curriculum with faculty from other departments, and university-wide initiatives
such as assessment projects or writing across thecurriculum.
Specific actions taken during the self-study period
Bruce Palmquist participated in Senior Writing Project with faculty from
english, history, Family and Consumer Sciences, biology, chemistry, and
psychology
Bruce was an Academic Service Learning Fellow with faculty from all four
colleges
Mike Braunstein and Andy Piacsek worked on the STEP grant with faculty from
other departments
Mike worked on Labview grant proposal with Industrial and Engineering
Technology
Bruce worked on the math department interdisciplinary curriculum project
As a member of the general education committee, Sharon Rosell is working to
revise the general education program at CWU, possibly with the introduction of
learning communities
Mike developed a virtual instrument used to obtain data for a family and
consumer sciences Masters Degree.
Mike was a committee member for an IET Masters Degree project
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Dept Goal 3.
Improve student preparation for post-graduate opportunities and careers.
a.
b.
c.
Maintain and enhance the quality of graduate school preparation.
Enhance the quality of preparation for industrial careers.
1.
Develop cooperative education opportunities with regional
industries.
2.
Promote career awareness throughout the curriculum.
3.
Encourage student use of the Career Services office
Enhance our methods of preparing students for teaching related careers.
Specific actions taken during the self-study period
Andy Piacsek attended physics/industry conference in California
Upgraded curriculum for PHYS 393 (recently renumbered 492), our lab
teaching course Students have been informed of career and summer
research opportunities through the national Society of Physics Students
office
Dept Goal 4. Be a strong component of Central Washington University’s preparation for
students in a technological society.
a.
b.
Maintain and enhance the use of computers in general education and
service courses.
Expand the use of scientific inquiry in general education and service
courses.
Specific actions taken during the self-study period
Major technology upgrade in lower division labs
Four out of five department faculty received CWU Essential
Instructional/Research
Equipment grant to augment technology for instructional and UGR needs
Andy Piacsek acquired funds for a physics of musical sound computer
lab, to be shared with Geology
Andy and Mike are Co-PI’s on the CWU NSF STEP Grant
Dept Goal 5. Increase our recruitment and retention activities.
a.
b.
c.
d.
e.
Develop a standard presentation (including video, poster, and nice
handouts) for community college visits.
Participate in outreach activities with local high schools (at least EHS).
Develop a system to monitor or majors. Contact majors once each
quarter.
Promote our minor to departments with natural affinities with physics.
Promote physics major and minor in PHYS 182 course.
Specific actions taken during the self-study period
Continued participation in CWU orientations and open houses
Andy Piacsek started making recruiting visits to CCs
Bruce Palmquist and Jennie Patten (past secretary) developed a student
handbook, acknowledgement letters, and flyers to promote major and
minor in physics
Jennie sends us a list of our majors to contact
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Bruce developed a flyer promoting the physics major and minor
Made an interactive CD-ROM on physics-related careers available in the
student study area Jennie significantly upgraded alumni database.
1.
Identify and describe major program activities that will enable goals and
objectives to be reached.
Some of the past activities that have helped us reach our goals are listed above.
2.
Identify what data will be used to measure (assess) whether objectives are
achieved.
Dept Goal 1. All students will present/publish the results of an undergraduate research project
at a venue outside the physics department. Assessed by the student’s portfolio
coversheet.
Dept Goal 2. Physics faculty and students will participate in interdisciplinary projects with
other departments on campus. Assessed by faculty Structured Performance
review.
Dept Goal 3. Improve student preparation for post-graduate opportunities and careers.
Assessed by interactions with students.
Dept Goal 4. Be a strong component of Central Washington University’s preparation for
students in a technological society. Assessed by review of department lab
curriculum.
Dept Goal 5. Increase our recruitment and retention activities. Assessed by Structured
Performance review (to evaluate faculty participation in outreach) and
department student flow sheet (to evaluate progress from student inquiry to
graduation).
H.
Centrality/Essentiality:
Highlight the centrality and/or essentiality of your unit to the university’s mission and
its relevance to the university and college strategic goals.
1.
Centrality to the university’s mission
Central Washington University’s mission is to prepare students for responsible
citizenship,responsible stewardship of the earth and enlightened and productive
lives. Faculty, staff, students and alumni serve as an intellectual resource to
assist central Washington, the state and the region in solving human and
environmental problems.
The physics department and the physics major are central to the mission
of the university for a number of reasons. First, physics is the most fundamental
of sciences. The other sciences are built upon the fundamental findings of
physics. While this is a philosophical reason for the physics department’s
centrality, this reason manifests itself in three practical ways. First, physics
faculty members are resources for other departments on campus. Mike
Braunstein has worked with faculty from Family and Consumer Sciences
on a project using LabView, an instrument control system.
David Laman has mentored biology students in his laser lab. Bruce
Palmquist and Mike Braunstein have served on master’s committees for students
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in other disciplines. Second, upper level physics majors provide valuable input
to students and faculty in other departments such as Math, IET, Chemistry, and
Education. For example, IET classes typically dig deeper into the subject matter
when the professor is questioned by students who look at the fundamental nature
of the technological issues like a physics major does. Third, physics courses
provide a rich inquiry experience because faculty engagement in upper level
physics courses supports curriculum and service courses. For example, a biology
major benefits because her general physics instructor is engaged in teaching
upper level and lower level physics.
Physics faculty, staff, students and alumni serve as resources to Central
Washington in a number of ways. In the past five years, 21% of our graduates
have spent time teaching physics in the public schools. Physics faculty serve as
local experts on physics related issues as described earlier. The physics club
engages in public outreach via science demonstrations to entertain and inform
the public about science issues. Finally, we serve students in Central
Washington who are place bound by family and jobs.
At least two of the outcomes every graduating physics major must meet
deal directly with skills for enlightened and productive lives: Outcome 3 is
“communicate scientific ideas through both oral and written means to peers and
the public”. Outcome 4 is “use physics or physics-related knowledge to
contribute to their community”. The student created and faculty mentored
undergraduate research project that each physics major completes teaches the
habits of mind needed to lead enlightened and productive lives.
2.
Promotion of university’s strategic goals within the department
Dept Goal 1. Provide for an outstanding academic and student life on the Ellensburg campus.
The CWU physics department adds to the academic life in a number of areas.
First, students in our general education and service courses engage in scientific
inquiry. Thus, students need not major in science in order to be introduced to
scientific inquiry as a way of learning about the world. Second, all of our majors
do a mentored research project. This project further enhances their physics
knowledge and skills. In addition, their subsequent presentation helps them
strengthen their communication skills. Third, our faculty and students are
involved in a variety of intellectual campus outreach activities such as Douglas
Honors College (DHC) lectures, planetarium shows and observing sessions
for student groups. These last two activities also strengthen the student life on
campus. Student life is also strengthened via our active student clubs: the
Society of Physics Students and the astronomy club.
Dept Goal 2. Provide for an outstanding academic and student life at the university Centers.
The department does not offer any courses or services at the university centers.
Dept Goal 3. Develop a diversified funding base to support our academic and student
programs. Two department faculty members are active in the STEP program.
STEP is an NSF funded program for recruitment, enrollment and retention of
students in the sciences. It also provides funding for sophomores to do a faculty
mentored research project. This supports the physics department goal of students
engaging in scientific inquiry at all levels of the curriculum. Over the past five
years, faculty have applied for funding from various NSF programs and the
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Petroleum Research Fund. In addition, physics faculty have been very
competitive in securing internal funding allowing us to deal with a lack of
increase in our base budgets.
Dept Goal 4. Build mutually beneficial partnerships with industry, professional groups and
the communities surrounding our campus locations Physics department
members are active in professional organizations such as Sigma Pi Sigma (the
physics honor society), Pacific Northwest Association of College Physics,
American Association of Physics Teachers, National Science Teachers
Association, and American Physical Society. In recent years, physics faculty
have served as officers in the first three organizations listed. One faculty
member has a strong working relationship with the Pacific Northwest National
Laboratory in Richland. He has mentored student research projects at this
facility and he conducts his own research there, with CWU student assistance,
during the summer. Another faculty member has initiated research at Oakridge
National Laboratory. CWU faculty and students reach out to local schools via
science demonstrations, planetarium shows and star parties.
Dept Goal 5. Strengthen the university’s position as a leader in the field of education. The
B.A. and B.S. degrees lead to an endorsement in physics teaching. In the past
five years, 21% of our graduates have spent time teaching physics in the public
schools. One faculty member has a joint appointment in physics and science
education.
Dept Goal 6. Create and sustain productive, civil and pleasant campuses and workplaces.
Physics department staff are very helpful. As the occupant of the only
department office on the second floor of Lind Hall, the physics secretary acts as
map, guide, lost-and-found, and general information source for any student
needing assistance. The department technician offers his services to other
departments on an as-needed basis. In addition, he has developed a shop training
program to help faculty members be safe and effective shop users.
1.
I.
Promotion of the College of the Sciences mission within the department.
The College of the Sciences (COTS) mission and goals overlap with the
CWU mission and goals. Thus, the physics department correlates to COTS goals
in a similar way to the CWU goals.
Describe departmental governance system (provide organizational chart for department,
if appropriate):
Since the physics department is so small, nearly every decision is a collaborative
effort of all department employees. While the department chair is the focal point of
most department decisions, the chair seeks the advice, consensus and approval of the
department on all issues that affect the department. The department chair sets the
agenda for department meetings and keeps the meetings flowing. The department chair
supervises a full-time technician and a half-time secretary.
Chair
Bruce Palmquist
Tenured Faculty
Michael Braunstein
Bruce Palmquist (1/2 time shared with Science Ed. Program)
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Tenure-Track faculty
David Laman
Full Time Non-Tenure Track for entire review period
Sharon Rosell
Full Time Non-Tenure Track for part of review period
Andy Piacsek (currently shared with Office of Undergraduate Research
and Douglas Honors College)
Part Time faculty
John St. George
Staff
Margo Alden, secretary (1/2 time shared with Science Ed. Program)
Don Williamson, Scientific Technician II
Committees
Department Committee of the Whole: All faculty and staff discuss
and vote on department issues. Only faculty vote on faculty issues.
Personnel Committee
Michael Braunstein (chair), Lisa Ely (Geological Sciences) and
Martha Kurtz (Chemistry/Science Education) review reappointment,
tenure, promotion, and post-tenure review. The Personnel Committee
chair, along with the department chair, signs off on merit I and II
requests.
II.
Description and explanation of programs – explain the role and provide data about
departmental participation in each of the following programs or areas:
Undergraduate Programs
We have six undergraduate programs. Three of them are degree-granting majors, one is a
transfer-oriented program, and two are minors. All of our degree-granting majors have a math
minor embedded within them.
Bachelor of Science Major in Physics – This major is designed for students who intend
to go to graduate school in physics or a related field or who intend to work in a physicsrelated field after graduation. This major provides a solid background in all major areas
of physics including analytical mechanics, quantum mechanics and thermodynamics. It
is 110 credits. All graduates with this major will have met the following outcomes:
Apply the following concepts to analyze and interpret the physical behavior of
systems of intermediate complexity: classical mechanics, modern physics,
thermodynamics, classical field theory, and quantum mechanics
Apply the following mathematical tools to analyze and interpret the physical
behavior of systems of intermediate complexity: integral and differential
calculus, vector mathematics, vector calculus, differential equations,
approximation techniques, linear algebra and eigenvalues
Communicate scientific ideas through both oral and written means to peers and
the public. Include evidence for meeting this outcome.
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Use physics or physics-related knowledge to contribute to their community.
Include evidence for meeting this outcome.
Identify and apply at least three of the following resources as appropriate in
analyzing physical systems: library resources and internet resources plus one of
the following: expert opinion, analog analysis, physical intuition, experimental
techniques, and analytical techniques
In addition, they will have met two of the following four outcomes:
Apply the following technologies to analyze the behavior of physical systems:
computers, electronic, mechanical, and optical.
Understand and value the relationship between physics and other areas of
knowledge
Understand, value and be able to apply the process of science
Develop an understanding of ideas through self-directed means
See the B.S. major portfolio cover sheet in Appendix B for more details.
Bachelor of Arts Major in Physics – This major is designed for students who intend to
go tograduate school in a science-related field or who intend to work in a sciencerelated field after graduation. This is the recommended major for students who want to
teach physics at the high school level. This major provides a solid background in nearly
all major areas of physics. This major does not require coursework in analytical
mechanics, quantum mechanics, optics, computational physics, or thermodynamics.
This major is 83 credits allowing students to double major or earn a strong minor or
certification in another field. All graduates with this major will have met the following
outcomes:
Apply the following concepts to analyze and interpret the physical behavior
of systems of intermediate complexity: classical mechanics, modern
physics, and classical field theory.
Apply the following mathematical tools to analyze and interpret the
physical behavior of systems of intermediate complexity: integral and
differential calculus, vector mathematics, vector calculus, differential
equations, approximation techniques, linear algebra and eigenvalues.
Communicate scientific ideas through both oral and written means to peers
and the public.
Use physics or physics-related knowledge to contribute to their community.
Identify and apply at least three of the following resources as appropriate in
analyzing physical systems: library resources and internet resources plus
one of the following: expert opinion, analog analysis, physical intuition,
experimental techniques, and analytical techniques
Page 10
In addition, they will have met two of the following four outcomes:
Apply the following technologies to analyze the behavior of physical
systems: computers, electronic, mechanical, and optical.
Understand and value the relationship between physics and other areas of
knowledge
Understand, value and be able to apply the process of science
Develop an understanding of ideas through self-directed means
See the B.A. major portfolio cover sheet in Appendix B for more details.
Bachelor of Science Major in Physics - Engineering Specialization – This is a “3-2”
program in which students earn a B.S. degree in physics from CWU and an
undergraduate engineering degree from an engineering school. This major provides a
solid background in all major areas of physics. All graduates with this major will have
met the following outcomes:
Apply the following concepts to analyze and interpret the physical behavior
of systems of intermediate complexity: classical mechanics, modern
physics, thermodynamics, classical field theory, and quantum mechanics
Apply the following mathematical tools to analyze and interpret the
physical behavior of systems of intermediate complexity: integral and
differential calculus, vector mathematics, vector calculus, differential
equations, approximation techniques, linear algebra and eigenvalues.
Communicate scientific ideas through both oral and written means to peers
and the public.
Use physics or physics-related knowledge to contribute to their community.
Identify and apply at least three of the following resources as appropriate in
analyzing physical systems: library resources and internet resources plus
one of the following: expert opinion, analog analysis, physical intuition,
experimental techniques, and analytical techniques
In addition, they will have met two of the following four outcomes:
Apply the following technologies to analyze the behavior of physical systems:
computers, electronic, mechanical, and optical.
Understand and value the relationship between physics and other areas of
knowledge
Understand, value and be able to apply the process of science
Develop an understanding of ideas through self-directed means
See the B.S. major portfolio cover sheet in Appendix B for more details.
Note about the similarity of our undergraduate programs: The BA and BS degrees
have similar outcomes. But, they are not redundant. Nor are they a drain on department
resources. If one of them were eliminated, the other would be significantly weakened.
The BA requires fewer courses than the B.S. But, it provides about half of the students
in PHYS 317, 318, 333, 334 (modern physics and modern physics labs), PHYS 331
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(laboratory techniques), and PHYS 381-3 (electromagnetic theory). If the BA major
were eliminated, we would not be able to offer those courses on a schedule for the BS
majors. If the BS major were eliminated, we would lose a significant number of
students who want to get a graduate degree in science. 56% of BS graduates have gone
on to graduate work in science. Only 20% of BA graduates have gone on to graduate
work in science.
Pre-Engineering program – This is a two-year program that prepares students to
transfer to the engineering school of their choice. We typically advise two or three
students a year. They do not generally register as pre-engineering majors as they are
only here a year or two gathering prerequisites. Most of our students transfer to WSU.
A few transfer to UW. A few transfer to smaller schools like St. Martin's.
Physics minor – Most of physics minors are from majors that have a strong physics
component built in such as math or IET. Students earning this minor may receive a
teaching endorsement if they pass the PRAXIS and have or concurrently earn another
science teaching endorsement.
Astronomy minor - Students earning this minor may receive a teaching endorsement if
they pass the PRAXIS and have or concurrently earn another science teaching
endorsement.
Graduate Programs
The physics department has no graduate programs. Occasionally, faculty members serve on
student’s Master’s committees or mentor Individual Studies projects. At this time, the department is not interested in starting a general MS program in physics. We feel it would drain
significant resources from our Bachelor’s programs. In addition, it would be redundant in the
state.
General Education contributions
We offer three courses that are primarily for general education: PHYS 101 (Introductory
Astronomy of Stars and Galaxies), PHYS 102 (Introductory Astronomy of the Solar System),
PHYS 101Lab (Introductory Astronomy Lab), PHYS 103 (Physics of Musical Sound), and
PHYS 103Lab (Physics of Musical Sound Lab). The astronomy courses are offered every fall
(101/101Lab), spring (102/101Lab) and summer (101L plus either 101 or 102). They are
always full. The main reason for this is our emphasis on observational astronomy. The labs are
offered at night to take advantage of Ellensburg’s clear, dark skies. There is student demand for
more sections of astronomy. But, we are constrained by faculty numbers and the difficulty of
teaching more than two nights a week from 9pm-11pm. In addition, either PHYS 101 or 102 is
a requirement for the Earth Science Teaching major. PHYS 103 is typically 75% filled.
PHYS 111 (Introductory Physics) and PHYS 181 (General Physics) are part of the general
education program. These courses are overenrolled. We could offer more lab sections of these
courses if we had the resources. Most students in these courses are taking them as service
courses for their major. Additionally, these courses could be more effective as General
Education offerings if the Department and the faculty resources to offer more, and hence
smaller sections.
Page 12
Teacher Preparation contributions
The primary certifiable physics teaching major is the B.A. Our general education courses,
especially PHYS 101 and 102, serve a number of elementary education majors and earth
science teaching majors. Students earning the Broad Area Science Teaching minor must take
either PHYS 111-113 or PHYS 181-183. In addition, one physics department faculty member
has a joint appointment with the CWU science education program.
Certificate Programs
The physics department has no certificate programs.
Service to other programs
In addition to those mentioned above in the General Education and Teacher Preparation
sections, we service a number of majors in our Introductory Physics (PHYS 111-113) and
General Physics (PHYS 181-183). The table below shows which majors require either PHYS
111-113 or 181-183.
Program
Douglas Honors College
Biology BA
Chemistry Teaching
Chemistry BA
Chemistry BS
Chemistry , BioChem. BS
Energy Studies minor
Flight tech., Airway Science
BS
Geology, BS
Env. Geo. Sci. BA
Env. Geo. Sci. BS
IET, Construction
Manufact. BS
IET, Elect. Eng. Tech. BS
IET, Comp. Eng. Tech. BS
IET, Elect. Sys. Spec. BS
IET, Industrial Technology
BS
IET, Mech. Eng. Tech. BS
IET, Contruction Safety BS
Math BS
Middle Level Math/Sci.
minor
Sci. Ed. Broad Area Teach.
minor
Pre-Dentistry program
Pre-Engineering
111
x*
x
x
x
x
x
x
x
112
x*
x
x
x
x
x
113
x*
x
x
x
x
x
181
x*
x
x
x
x
x
182
x*
x
x
x
x
x
x
x*
x
x
x*
x
x
x*
x
or
x
x*
x
x
x
x*
x
x
x
x
x
x
x
x
x
x
x
x
or
or
or
x
x
x
x
x
x
x
x
x
x
x*
x
x
or
x
x
x
x
x*
x
x
or
or
or
or
or
or
x*
183
x*
x
x
x
x
x
x*
x
x
x
or
x
x
x
x
x
x
or
x
x
x
x
x
x
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Pre-Medical program
x
x
x
or x
Pre-Optometry program
x
x
x
or x
Pre-Veterinary program
x
x
x
or x
* means the course is one option in a longer list of options.
x
x
x
x
x
x
Summer Session
The department typically offers PHYS 111/111lab and either PHYS 101/101Lab or
102/101Lab each summer.
A.
Analyze currency of curricula in discipline with specific supporting details and
evidence (such as professional benchmarks, national trends, paradigm shifts, theoretical
constructs). How does the quality of the curriculum compare to recognized standards
promulgated by professionals in the discipline?
Comparison of Curriculum for the Physics Major
We have compared the requirements for the physics major at CWU to the programs at thirty
other institutions that offer the B.S. in physics, have no graduate program, and graduate a
number of physics majors each year similar to the number graduated by CWU (<10). As far as
the core theoretical courses are concerned (general physics, modern physics, analytical
mechanics, electricity and magnetism, quantum mechanics, thermodynamics, calculus,
differential equations, linear algebra) the curricula are very similar across the board. We have,
however, noted the following differences:
• Optics - CWU has an optics requirement for its physics majors, while an optics
requirement is unusual for most departments. Based on student scores on the Major
Field Achievement Test (MFAT) and anecdotal information, we discovered that our
graduates were deficient in optics. When we offered it as an elective, it was either under
enrolled or simply not offered due to lack of enrollment. We made it a part of the B.S.
major to assure that it would be offered on a regular basis (every other year).
• Computational Physics - Most physics programs do not require a course in
computational physics while CWU does. We made this course a part of the B.S. major
to assure that it would be offered on a regular basis (every other year, rotating with
optics).
• Mathematical Physics - Many departments require a course in mathematical physics,
but CWU does not.
• Research - A research requirement is not uncommon, however it is not required at all
institutions as it is at CWU. Some institutions that require a research project also require
that the research project be documented in a thesis format ("Capstone" requirement).
The thesis requirement is absent from the CWU physics research requirement. Not all
physics faculty at CWU require that students present at the annual undergraduate
research symposium (SOURCE), however, the presence of a thesis requirement might
cause students to take their research experience more seriously.
• Intermediate/Advanced Laboratory - Most programs have some sort of laboratory
requirement. The standard seems to be a semester of intermediate laboratory and a
semester of advanced laboratory. The modern physics laboratory at CWU fills the role
of the advanced laboratory. The electronics laboratory is meant to cover the role of an
intermediate laboratory, however it is not clear whether or not this is really the case.
• Electronics - A dedicated requirement in electronics is uncommon. Students at CWU
are required to take a dedicated electronics laboratory.
Page 14
• Senior Seminar - Many programs require a senior seminar course in which students
fulfill a speaking requirement by presenting reviews of core material from each of the
major courses. There is no such specific requirement at CWU. However, all of our
graduates must present either a poster or paper at SOURCE, the local research
symposium.
Analysis of Major Points from Strategic Programs for Innovations In Undergraduate
Physics
The Strategic Programs for Innovations In Undergraduate Physics project report makes a
number of recommendations for departments that want to maintain a thriving undergraduate
physics program. We review each of these recommendations relative to the undergraduate
physics program at CWU.
• Leadership for the Undergraduate Program - Collective responsibility for the
undergraduate program is required. In thriving departments "faculty members agreed
that the undergraduate program was everyone's responsibility". This is certainly the case
at CWU, where there is only an undergraduate program.
• Mission and Vision - Departments need to articulate a mission and have a realistic
vision of growth based on the department size and available resources. It is not clear
that the CWU physics department has a strategic plan for expanding its size and
resources, although we have acknowledged that the effort required to make the first leap
for a department of our current size is rather significant and might strain the available
resources.
• Substantial Majority of Engaged Faculty - All faculty should be engaged in the
undergraduate physics program and involved in sustaining innovations that keep the
program thriving. While all CWU physics faculty are actively engaged in undergraduate
physics, innovations are difficult to sustain in an environment that requires a heavy
teaching load and a peer reviewed level research program for probationary faculty.
• Administrative Support - Strong administrative support is a mark of a thriving
undergraduate physics program. Departments that don't have strong support of the
administration need to take steps to improve the situation. The physics department at
CWU has not taken sufficient steps to convince the administration that additional
faculty and financial resources are required for continued improvement of the
department.
• Supportive, Encouraging and Challenging Environment and Recruitment - The
thriving department has an active recruitment program that sells the program as a
challenging but rewarding course of study. While the CWU physics department has
some semblance of an internal recruitment program from the general physics courses,
we do not have any significant external recruitment effort.
• Advising - Thriving departments provide active advising. The CWU physics
department does a good job in this respect.
• Career Mentoring - Thriving departments provide career path advising for their
students. It is not clear that the CWU physics department provides sufficient career
advisement to its students.
• Introductory Physics Courses - It is suggested that introductory physics courses are a
key component in undergraduate programs since it is in these courses that first contact
is made with potential physics majors. It is clear that from the Strategic Programs study
that the best departments "work very hard at making the introductory courses as good as
possible". In addition, they typically assign only their "best and experienced faculty" to
Page 15
these courses and only rotate new faculty members into these courses after an
apprenticeship period with more experienced faculty. Such a system for running the
introductory physics classes at CWU would be virtually impossible due to the extremely
small size of the physics department.
• Flexible Majors Program - The Strategic Programs study found that thriving
departments "have developed a set of requirements for the major with considerable
flexibility to meet the needs of students with a broad spectrum of career interests".
Again, such a flexible major requiring different courses for different career tracks
would be very difficult due to the small size of the department. The department does
have a track for training physics majors to be secondary school physics teachers,
however this track does not train students to be professional physicists. Some
departments offer an applied physics track that is geared toward students that wish to
obtain a masters degree in physics related engineering discipline. Such a track would be
an attractive addition to the CWU physics program, given sufficient faculty and
resources to run the program.
• 3/2 Dual-Degree Engineering Programs - It has been found that 3/2 programs attract
students who would not otherwise consider a physics program. The department at CWU
has a 3/2 program but it does not have reciprocal relationships or dual admission
relationships with engineering schools.
• Undergraduate Research - The Strategic Programs study found that all of the thriving
departments studied "had thriving undergraduate research programs". The study also
states "Most undergraduate research programs focus on work in the summer after the
junior year and during the senior year, often culminating in a significant research thesis
or report". While CWU physics has an undergraduate research requirement, the
importance of this requirement as part of the educational experience does not seem to be
sufficiently appreciated by the students: students believe that a mere few hours of work
per week will result in significant progress; there is difficulty recruiting students for
summer research unless money for student stipends is available; not requiring formal
documentation of the research (such as a thesis) makes the act of research seem almost
like a prolonged laboratory course. However, faculty in the department do require that
their research students make a presentation at the annual CWU undergraduate research
symposium, and at least one faculty member has provided summer research
opportunities at a National Laboratory. It would also seem that a major roadblock to
getting students to take their research experience seriously is the very heavy course load
that they have in their junior and senior years.
• Physics Clubs and Common Rooms - The Strategic Programs study indicates that all
thriving departments have an active physics club or Society of Physics Students (SPS)
chapter. Our SPS club won outstanding chapter awards in1998-1999, 1999-2000, and
2003-2004. The study also indicates that most thriving departments provide a common
space for their majors to study and socialize. The CWU physics department provides a
very nice comfortable reading room for its majors. This room includes a refrigerator,
microwave, toaster oven, sink, and two computers with Internet access.
• Informal Student/Faculty Interactions - Unfortunately, these events are few and far
between at CWU. Last year we had a get-together once a week discuss the latest physics
topic from Phys. Rev. Lett., but the physics majors weren't required to be there and as a
result never showed up. This might say something about the level of interest in physics
that our majors have.
Page 16
• Alumni Relations - According to the Strategic Programs study, thriving physics
departments keep in touch with their alumni. For the most part, the CWU physics
department doesn't keep in touch with its alumni as well as it should. This self study
required us to determine the whereabouts of our recent graduates. This may stimulate a
better graduate tracking plan.
• Physics Education Research - The Strategic Programs study indicates that thriving
physics departments have some faculty members who are aware of the findings of
physics education research. In this case the CWU physics department is in good shape,
as we have all attended workshops on physics education and use materials generated by
physics education research. One of the faculty members has a joint appointment in the
university’s science education program and is active in science education reform.
A.
Describe and analyze the effectiveness of the process for reviewing curriculum and
making alterations. What and how are data gathered in order to make curricular
decisions? What criteria are used to make the decisions?
Our main motivations for changing major programs are direct student feedback
and results from the Major Field Achievement Test (MFAT). One recent change was
based on student performance on the Thermodynamics content section of the MFAT.
Students were scoring low on a consistent basis. We reviewed our curriculum and
noticed that the only required course in which thermodynamics was even occasionally
taught was in general physics, a first year course. We received similar anecdotal
comments from our graduates. Thus, we made thermodynamics a major requirement
rather than an elective. About four years ago, we started offering out main upper
division course sequences every other year. This was in response to two issues. First,
students wanted more predictability in course offerings. Formerly, we had either offered
the sequences every other year and canceled them if enrollment was low. Or, we waited
until enough students wanted the course before we offered it. Now, students know that
PHYS 381-383 will be offered 2004-5, 2006-7, etc. and PHYS 351-2 and 474 will be
offered 2005-6, 2007-8, etc.
B.
Effectiveness of instruction – What evidence is gathered and used in the department to
evaluate the effectiveness of instruction? Describe how the department addresses the
scholarship of teaching with specific supporting documentation including each of the
following?
1.
Effectiveness of instructional methods to produce student learning based upon
programmatic goals including innovative and traditional methods.
It is difficult to measure instructional effectiveness. Physics faculty
reflect on their SEOI scores to ascertain one measure of the effectiveness of the
instructional methods used in that course. In addition, Mike Braunstein and
David Laman have started a peer review of teaching program in the department.
Finally, department faculty recognize that effective teaching originated in using
the best method for the intended instructional goal. In general, each physics
course uses a variety of instructional strategies. We do this for three reasons.
a.
Students have different learning styles. Some students learn best by
hearing information. Some students learn best by seeing information.
Some students learn best by discussing information with classmates.
Page 17
b.
That is why physics department courses are a combination of lecture,
class discussion, small group discussion and problem solving.
Different sets of knowledge and skills require different teaching
techniques. Different knowledge and skills require different teaching
techniques. For example, a student doesn’t learn how to use an
oscilloscope via lecture. Thus, physics faculty pick the best teaching
technique for the desired outcome. Below is a table that summarizes the
BA and BS major outcomes along with the pedagogical tools that best
help students meet that outcome.
Physics Major Outcome Required Pedagogical Techniques
Apply physics concepts
Solving problems, small group discussion, lecture
Apply mathematical tools Solving problems, small group discussion, lecture
Communicate scientific
Lab reports, presentations
ideas
Use physics knowledge to Presentations
contribute to community
Identify and apply
Lecture, self study
resources
Apply technologies
Lab work, lab reports
Understand and value the Small group discussion
relationship between
physics
Understand, value and be Lab work, lab reports, self study
able to apply the process
of science
Develop an understanding Self study
of ideas through selfdirected means
The table in Appendix C shows which instructional methods are used in each course.
c.
2.
Faculty members have different teaching strengths. It does not make
sense for someone who does an excellent job leading class discussions
and developing hands-on and minds-on assignments to primarily lecture
to students. Physics faculty are allowed to teach to their strengths while
working to integrate other teaching techniques for the reasons stated in a.
and b. above.
Describe the information technologies faculty regularly and actively utilize in
the classroom to foster student learning. Department faculty use computer
simulations, scientific instruments, computer-based labs, computer-enhanced
demonstrations, and computer-based presentation software.
Page 18
C.
Required measures of quantity for academic programs for the last five years.
FTES and Number of Graduates for the past six years
FTES
Lower Division
FTES
Upper Division
FTES
Graduate FTES
Overall Average
FTES
Number of
Graduates
Degrees (BA &
BS)
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
51.0
56.6
59.1
57.8
56.7
66.8
5.1
5.5
5.2
4.7
4.6
6.5
56.1
62.1
64.2
62.4
0.1
61.4
73.3
6
8
5
4
7
3
We have averaged 5.5 degrees per year for the past six years. According to the
American Institute of Physics annual survey, the average number of physics degrees for
Bachelor’s degree granting institutions ranges from 3 to 4 per year. The median
number is typically 2 or 3. Thus, we produce more majors per year than the typical
Bachelor’s degree granting institution.
D.
Required measures of efficiency for each department for the last five years
1.
SFR (FTES/FTEF) disaggregate data
Student Faculty Ratio (SFR)
Overall Average
FTES
FTEF
SFR (FTES/FTEF)
E.
1999-00 2000-01 2001-02 2002-03 2003-04
62.1
64.2
62.4
61.4
73.3
5.08
12.2
4.63
13.9
4.22
14.8
4.77
12.9
5.12
14.3
Required measures of efficiency for each department for the last five years
2.
Average class size
Ave Class Size
1998-99 1999-00
(PHYS)
Lower Division size
34.1
32.9
Upper Division size
4.0
4.4
Overall Average
18.5
18.7
size
2000-01
2001-02
36.7
5.1
24.8
49.5
5.5
30.9
Ave Class Size
1998-99 1999-00
(COTS)
Lower Division size
38.0
40.8
Upper Division size
19.9
20.4
2000-01
2001-02
40.4
19.0
44.4
22.2
Page 19
2002-03 2003-04
47.7
4.9
28.5
47.5
8.3
32.5
2002-03 2003-04
43.7
22.5
43.2
23.3
Overall Average
size
27.0
28.2
Ave Class Size
1998-99 1999-00
(CWU)
Lower Division size
31.5
32.3
Upper Division size
20.3
19.6
Overall Average
24.1
24.1
size
F.
26.8
30.8
2000-01
2001-02
31.9
19.1
23.6
34.8
21.3
26.2
30.8
31.1
2002-03 2003-04
34.6
22.3
27.0
35.6
22.9
27.6
Assessment of students and programs
1.
Describe and analyze the results of how students are assessed as they enter the
program.
Students must meet with an advisor to discuss interests and assess math and
science preparation to date. The students file a “four-year plan”. The advisor and
student keep a copy of the plan for advising purposes. In addition, the advisor
determines if the student’s math background is good enough for timely degree
completion. Typically, the first meeting between a potential major and an
advisor takes one hour. The one hour meeting is an effective way to determine
the student’s skills and interests. This meeting sets the tone for the close studentfaculty contact that continues throughout the student’s time at CWU. The
department just formalized the pre-admission four-year plan this year. We will
monitor the efficacy of that requirement over the next year.
2.
Describe and analyze the results of how students are assessed as they exit the
major/program. What data exists within the department to demonstrate that
students achieve the program and student learner goals?
There are three main end-of-major assessments: Major Field Achievement Test
(MFAT), capstone research project, and a portfolio. The department chair
reviews the list of people taking the MFAT each quarter. The advisor,
department secretary and chair remind students when it is time to take the test.
We offer undergraduate research as a credit bearing class. The BA requires 2 cr.
of PHYS 495 (a 2 cr. class) and the BS requires 4 cr. of PHYS 495. We just
implemented the portfolio for students who applied for the major starting the
2002-03 school year. Thus, our first majors with a portfolio requirement just
graduated this past school year. We will keep these portfolios on file in the
office and compare the quality of the evidence provided from year to year. See
Appendix B for more portfolio information.
3.
What data are gathered about program graduates and their successes? e.g. survey
data about employer and student satisfaction, alumni? (Include data from
Institutional Research.)
The only data we have received on a regular basis for the past five years are
student scores on the MFAT. Our student's scores on the MFAT, a standardized
test taken nationwide range from the 70 th percentile to the 25 th percentile. Most
of our students present the results of their undergraduate research at SOURCE.
Page 20
The portfolio is new so we have no exit results for that assessment. We just
developed a rubric to evaluate student’s capstone research projects so there is a
uniform feedback format in the department. Only a few of our students return
the survey from Institutional Research given to all CWU graduates. We do not
do a formal survey of our graduates. We do gather anecdotal data via informal
email and in-person discussions.
III.
4.
Describe faculty involvement in assessment.
Advisors meet with their advisees once a quarter to review portfolio
requirements and help advisees decide what evidence to put in their portfolio.
5.
Describe and provide evidence of how programs are assessed in department and
how these assessments results are used to change or adapt program/major
curriculum, faculty, or resources.
The BS and BA major portfolio cover sheet are in the Appendix B of this report.
MFAT scores are kept on file in the department office. At this time, we do not
have a systemic method of assessing programs. Specific examples of program
revisions based on MFAT scores and anecdotal information from graduates and
students is described above.
6.
What steps need to be taken in order to ensure that all of the appropriate
assessment activities including programmatic and student are being
accomplished?
We need to develop a formal mechanism to evaluate student portfolios. In
addition, we need to develop a protocol to relate data from student portfolios to
necessary curriculum revisions.
Faculty
A.
Faculty profile – What levels of commitment do faculty demonstrate for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching? See appendix for the table summarizing faculty activity.
The physics faculty excel in service. Despite being a small department, we do
more than our share of service. The table in Appendix A actually under represents our
service activities. For example, Bruce Palmquist volunteers to write a weekly
astronomy column for the local newspaper. This is counted as a single instance of
service rather than 52 instances of service.
B.
Copies of faculty vitae. See Appendix D.
C.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the university mean
on a quarter-by-quarter basis
“Teaching Effectiveness” Student evaluation of Instruction Scores
SEOI Scores
Fall
Winter
Spring
1999-00
Physics
3.9
4.2
4.0
The Sciences
4.2
4.2
4.3
Page 21
CWU
4.3
4.3
4.3
2000-01
Physics
The Sciences
CWU
4.0
4.3
4.3
4.2
4.3
4.3
4.3
4.3
4.3
2001-02
Physics
The Sciences
CWU
3.5
4.2
4.3
3.9
4.3
4.3
3.9
4.3
4.3
2002-03
Physics
The Sciences
CWU
3.7
4.3
4.3
3.9
4.2
4.3
3.9
4.4
4.3
2003-04
Physics
3.7
4.0
3.7
The Sciences
4.3
4.3
4.4
CWU
4.3
4.3
4.4
All of the physics department “teaching effectiveness” scores are within one standard
deviation of the COTS and CWU average.
D.
Scholarship per T/TT FTEF – Report scholarly activities including grant writing (both
funded & unfunded, specify funding agency) per tenured and tenure-track FTEF
Grant activity
per FTEF (and
FTEF+FTNTT)
over the past six
years
External grants
submitted
External grants
funded
Internal grants
submitted
Internal grants
funded
1998-99
total
1999-00
total
2000-01
total
2001-02
total
2002-03
total
2003-04
total
Total
Number/FTE
F (total F)
during study
period
2 (NSF,
AAS)
1 NSF
0
1 NSF
1 (NSF)
2.8 (2)
1 NSF
3 (5)
1.2 (1.1)
0
0
1
3 (4)
1 NSF
(2 NSF)
3 (4)
2 (NSF,
PRF)
0
7 (9)
0
1 NSF
(2 NSF)
0
2 (3)
9 (12)
3.6 (2.7)
0
0
1
2 (3)
3 (4)
0 (1)
6 (9)
2.4 (2)
Department faculty have applied for funding from the National Science Foundation
(NSF), the American Astronomical Society (AAS), and the Petroleum Research Fund
(PRF). Since nearly half of our faculty are full time nontenure track, we have included
their contributions on the tables in this section.
E.
Service per T/TT FTEF
a.
Report the number of department faculty memberships on university, college,
department, Center for Teaching and Learning, State-level committees per
tenured and tenure-track FTEF in the preceding calendar year.
Department Committees: For the most part, the physics department acts as a
Committee of the whole. During the past year, each tenured and tenure-track
FTEF was on one additional department committee, either the secretary search
committee (Laman and Palmquist, committee chair) or personnel committee
Page 22
(Braunstein, committee chair).
College Committees: NA.
Center for Teaching and Learning Committees: There is one CTL member in
the department, Bruce Palmquist. He was on two CTL committees: the earth
science educator search committee and the CTL scholarship committee. He has
chaired the scholarship committee for the past six years.
University Committees: The three tenure stream faculty were on a total of seven
universitycommittees. Mike Braunstein was on the faculty senate. David Laman
was on the SOURCE committee. Bruce Palmquist was on the curriculum
committee and the CWU Director of Assessment search committee.
State-Level Committees: David Laman is on the Pacific Northwest Association
of College Physics Board of Directors. In addition, our two FTNTT faculty are
on four state or national committees.
b.
IV.
Report the number of department faculty leadership positions in professional
organizations per tenured-and-tenure-track FTEF for the preceding calendar
year.
David Laman is on the Pacific Northwest Association of College Physics Board
of Directors.
FTNTT faculty member Sharon Rosell is on the Pacific Northwest Association
of College Physics Board of Directors and is also treasurer of the organization.
She is the Zone Councilor for the northwest region of the national Society of
Physics Students’ organization.
Students – For five years
A.
Numbers of graduates/program
BA Degrees
BS Degrees
B.
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
3
5
1
1
3
2
3
3
4
3
4
1
Numbers served in general education, education, supporting courses
Annual Average FTE for General Education & Service Courses
Course
Gen Ed Courses
Service Courses
Physics 101
Physics 102
Physics 103
Subtotal
Physics 111
Physics 112
Physics 113
Physics 181
Physics 182
Physics 183
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
8.8
9.1
9.3
9.6
5.3
14.1
9.4
5.6
4.5
5.8
14.9
10.6
5.4
5.1
6.0
15.3
12.4
5.8
5.5
1.1
6.0
3.1
6.8
16.4
12.0
6.1
5.2
8.4
5.8
4.0
Page 23
5.2
3.7
3.3
12.2
8.4
6.6
6.7
11.3
6.2
5.4
5.4
4.0
4.4
13.8
14.3
8.2
6.0
11.5
7.6
5.3
Physics 211
Physics 212
Physics 213
Subtotal
Total Gen Ed and Service
Gen Ed & Service FTES
Overall FTES
Ratio of Gen Ed and Service
FTES to Overall FTES
9.1
4.3
3.9
36.8
50.9
10.4
6.8
3.5
41.8
56.7
7.6
0.5
1.8
43.8
59.1
41.5
57.9
44.6
56.8
52.9
66.7
50.9
56.1
.91
56.7
62.1
.91
59.1
64.2
.92
57.9
62.4
.93
56.8
61.4
.93
66.7
73.3
.91
As the above table shows, the primary contribution to our FTES comes from general education
and service courses, over 90%. Thus, we have very little control over our student population. In
other words, we can make significant revisions to our major programs but have little impact on
our FTES.
Student accomplishments (include SOURCE, McNair Scholars, career placement information,
disaggregate data for undergraduate and graduate students, etc.) List those graduate students
working in field; those placed in doctoral programs.
PHYSICS DEPARTMENT GRADUATES
(1999-2004)
Last
First
Degree
Yr
Source Known Careers or Grad School Placements
Graduated Presenter
Burdyshaw
Chad E
BS
1999
PhD, E.E. Univ of Mississippi
Faix
Timothy J
BA
1999
MSEd CWU HS teaching Tri Cities
Forrest
Matthew
BS
1999
Hoffman
Paul
BA
1999
MS Optics (Applied) WSU
Masiello
Paul E.
BA
1999
Graduated Law School
Stanfield
John N.
BS
1999
Forest Firefighter
Bruce
David
BA
2000
MSEd CWU -Teaching in Italy
Cramer
Loren P
BA
2000
PhD Materials Science WSU
Hamilton
Dennis J
BA
2000
Air Force Pilot
Johnson
Terra
BA
2000
Mull
Stephen
BS
2000
Taught Middle School Science - Nursing
School
Substitute teaching
Stambaugh
Justin J
BS
2000
Steffin
Karl
BA
2000
Wilson
Paul A
BS
2000
Page 24
X
X
MS Fuel Cell Technology UC-Davis
Almost Ph.D. Physics - Maryland
Public High School Teaching
X
Ph.D. Chem - Montana
Cramer
Rod
BS
2001
Grad school U of Portland never finished
Comstock
Robert L
BS
2001
Faix
Jonathon
BS
2001
Roberts
Karen K
BA
2001
Grad School WSU
Walker
Clarence R
BS
2001
Business Owner
Baxter
Sean C
BS
2002
Making terrain rendering Software
Gile
Ryan
BS
2002
Haley
Caleb M
BA
2002
Air force Pilot
Vanderploeg
Steven J.
BS
2002
Applying to Eng. Grad Schools
Good
Apollo
BA
2003
Army
Grogan
Jared
BS
2003
H.M.
Working in boat engineeering firm - Applying
for Grad School, McNair Scholar
Hadley
Kathryn Z
BS
2003
X
Getting PhD U of O Astrophysics Research
Lundeby
Joshua D
BA
2003
X
Air force Pilot
Powers
Matthew
BS
2003
X
At U of IL, Will apply for grad school in
cosmology
Rowswell
Samuel A
BS
2003
H.M.
Jacobson
Zach
BA
2003
X
Teaching at Wenatchee C.C.
Wagner
Gregory D
BA
2004
X
HS teaching in WA
Schwab
Jonathan I
BA
2004
X
Getting another BA in Biology
Miller
Seth W
BS
2004
Award
Residence Hall Supervisor
Award
Grad MS Scripps
C.
Advising services for students
All tenured, tenure track, and full time non-tenure track faculty advise students.
In order to be admitted to the physics major, a student must first meet with an advisor.
Typically, that faculty member will become the student’s advisor. However, the
department chair may assign a different advisor based on the student’s interests and the
relative advising load for an individual advisor. Majors are required to meet with their
advisor each quarter to discuss progress towards meeting major outcomes and to plan
the next quarter’s schedule. Two faculty members teach in the STEP program. Through
this program, students who are interested in science get early mentoring and research
experiences.
D.
Other student services offered through the department including any professional
societies or faculty-led clubs or organizations
The physics department sponsors two clubs and one professional honor society.
The Society of Physics Students and the CWU astronomy club are active in outreach to
Page 25
the campus and the community. Sigma Pi Sigma is a physics honor society. We induct
qualified students into this honor society in the spring.
V.
Library and technological resources.
A.
Describe program’s general and specific requirements for library resources in order to
meet its educational and research objectives. Indicate ways in which the present library
resources satisfy and do not satisfy these needs.
In order to meet physics program requirements the library needs to provide
access to a range of resources. These are listed in their typical order from most to least
immediate needs: texts and periodicals in the collection or available online in full text
format; databases to search for literature resources; access to literature in larger
collections; means to add appropriate texts and periodicals to the collection; expertise
in applying library resources to the teaching, scholarship, and service missions of the
department.
The library currently meets these needs in the following ways:
1.
Texts and periodicals in the collection. The library maintains a collection of
750,000 titles, with approximately 10,000 of these identified as physics or
closely allied fields (PCAF) (we will use the term PCAF to refer to library
resources associated with physics, astronomy, some areas of mathematics, and
some areas of physical chemistry: library classifications QA, QB, QC, and QD),
and holds subscriptions or provides access to approximately 380 PCAF journal
titles. Some of the journal titles currently subscribed to by the library are listed
below. The library currently has an annual budget of approximately $3,000 to
add to the PCAF collection. The library uses input from physics faculty in
determining how to apply these resources for additions to the PCAF collection.
These resources are generally adequate to the teaching and service needs of the
department. Faculty and students have ready access in the collection to a variety
of materials – for instance multiple texts that cover the full range of subjects in
the physics undergraduate curriculum - that support the curriculum of the
department, and the library has proven responsive to requests for additions to the
collection in support of these missions. The collection has proven less effective
in supporting the scholarship needs of the department. A variety of factors are
recognized as contributing to this, including trends of rapidly rising costs of
periodical literature coupled to a library budget that has not kept pace, and the
diverse and changing scholarship needs of the physics department. Over the
past few years faculty have repeatedly experienced difficulty in carrying out
their scholarship roles due to the difficulties of accessing current literature given
the limited nature of the collection. Some of the gaps in this support are filled by
other library resources that are identified below, though it still should be noted
that this is an incompletely resolved problem.
Some currently maintained subscriptions to the Periodical Literature in PCAF :
American Journal of Physics
The Physics Teacher
Reviews of Modern Physics
Physical Review Letters (after 2003, the subscription is online only)
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There are approximately 120 PCAF journals titles with online access.
There are also a variety of non-PCAF periodical subscriptions frequently used
by and useful to physics faculty and students:
Scientific American
Science News
New Scientist
Science
Nature
2.
Databases to search for literature resources: The databases to which the
library currently subscribes that are most pertinent specifically to PCAF include:
Web of Science; SPIN Web; and ACS publications. In support of other
teaching, scholarship and service missions the library provides access to
additional databases. Those most used by physics faculty and students include:
ERIC; Article First – First Search; Research Library Periodicals – Proquest;
Oxford Reference Online; Electronic Collections Online – First Search;
MathSciNet; Papers First – First Search; Proceedings First – First Search. The
library maintains excellent internet access for these databases through the library
web site from on-campus computers, and also supports log-in internet access to
the databases from off-campus. Further, the library has maintained an excellent
record of providing support for these databases.
3.
Access to literature in larger collections: The library has two very effective
programs for providing access to literature in larger collections: Summit, the
ORBIS Cascade alliance; and Inter-Library Loan. In particular, physics faculty
have found Summit, which provides rapid access to collections of higher
education libraries across the Pacific Northwest, absolutely invaluable. We have
high praise for the service provided by Summit with one caution: Summit
currently has no feature that allows it to serve the “browsing” role of a physical
collection, something that we consider a very important aspect of library support
for both faculty and students. We encourage the library to pursue this, perhaps
developing an innovative approach to this problem. Inter-Library Loan has also
proven useful, although response has frequently proven too slow to support
curriculum and scholarship needs.
4.
Means to add appropriate texts and periodicals to the collection: Physics faculty
make recommendations to add to the PCAF collection through a library
representative from the department. See #1 above for details of the resources
available for this. In general, this approach has proven satisfactory and the
library has proven responsive within the limited resources available. Physics
faculty did experience a significant lack of responsiveness during a period two
years ago when the PCAF periodical subscriptions were being revised and
redirected, but those problems appear now to be resolved.
5.
Expertise in applying library resources to the teaching, scholarship, and service
missions of the department: The library provides expertise through its faculty in
support of the physics department mission, and the physics department has
Page 27
found this support generally satisfactory. This expertise is delivered through
individual interaction with library faculty (for instance students asking questions
of librarians, faculty meeting individually with librarians) and also through
library curriculum (for instance, librarians will conduct a class or classes on
using library resources as part of a course in the physics department).
B.
For example, what is the role of the library and library resources in out programs?
Where are the gaps? This would be the place to comment on periodicals that have been
defended or that we can afford to begin with.
1.
Describe information literacy proficiencies expected for students at the end of
major coursework.
2.
What instruction in information literacy is provided?
Learning opportunities for information literacy are provided in the physics
program through: information literacy instruction in the general education program;
upper division physics curriculum that requires students to apply information literacy
(for example, literature summaries as part of course requirements); the undergraduate
research requirement for all physics majors, with a significant component of that
research dedicated to identifying and understanding appropriate literature on the
research topic; the physics seminar course that requires students to use the literature in
the preparation of assignments for the course; incorporation of current literature in the
discussion of topics in the established physics curriculum, and finally informal
encouragement and instruction of students to use literature resources (e.g., faculty
modelling appropriate information literacy techniques when students ask questions
during office hours, and discussion of current literature in casual conversations between
students and faculty). Because of the multifaceted approach to information literacy
these are assessed in a variety of ways: assessment based on individual interaction
between students and faculty; instructor assessment of assignments that require
information literacy; a departmental assessment through the physics major portfolio
requirements; and external assessment of undergraduate research projects. These
opportunities are intended to provide students with the ability to identify, access, and
appropriately use literature resources for specific topics in PCAF, and more generally as
a foundation for students to engage in life-long learning.
VI.
Reflections
A.
What has gone well in the department? What accomplishments have occurred in the
past five years?
1.
Our students have been successful at top quality graduate schools such as
Cambridge University (England), University of Maryland, University of
Mississippi, Scripps Institute of Oceanography, University of Oregon,
Washington State University, and University of Montana. In the past five years,
21% of our graduates have started a masters program and 71% have finished (as
far as we know). 18% of our graduates have entered a doctorate program,
including Ph.D. and J.D. Half of them have finished (as far as we know).
Page 28
2.
All majors must do an independent research project.
3.
Since we implemented an undergraduate research requirement for graduation,
90% of our students have presented their student created, faculty mentored
research at SOURCE. One third of them have earned an award or honorable
mention. Some students have presented their work at professional conferences.
4.
Our student clubs are very active in outreach including giving science
presentations to local school children.
5.
David Laman and Mike Braunstein have done research at national labs during
the summer. Dr. Laman has spent two summers at Pacific Northwest National
Lab. One summer he mentored two CWU students at the lab. Dr. Braunstein has
spent one summer at Oak Ridge National Lab.
6.
The past five years has brought an increase in submission of internal and
external grant proposals.
7.
The Society of Physics Students has won an outstanding chapter award for three
of the past six years.
8.
We were awarded a small capital grant to do a significant technology upgrade in
lower division lab rooms. This allowed us to increase the use of data-gathering
probes that interface with computers in the PHYS 111 and PHYS 181 series. We
also used the capital funds to create an upper division computer lab for use in
PHYS 361. Last year, we received an internal instructional computing grant to
outfit a computer lab fir PHYS 103.
9.
The number of faculty who presented at professional conferences over the
review period has increased compared to the previous five years.
10.
Most physics faculty have served on or held an office in regional and national
committees and organizations. Sharon Rosell was on the Pacific Northwest
Association of College (PNACP) Board of Directors. Currently, she is the
PNACP treasurer. She is also a Zone Councilor for the National Society of
Physics Students. Bruce Palmquist served on the Higher Education Coordinating
Board Admission Standards committee. David Laman is on the PNACP Physics
Board of Directors. Michael Braunstein was President of Washington Section of
the AAPT.
11.
There have been significant enrollment increases in general education courses,
both first year physics sequences and the second year physics sequence.
12.
There has been increased interaction with other campus departments, as
evidenced in section I of this report, and interdisciplinary programs such as the
undergraduate research program and the Douglas Honors College.
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B.
13.
Physics faculty have taken significant leadership roles across the campus. Mike
Braunstein was faculty senate chair for one year. Andy Piacsek is the current
director of the Office of Undergraduate Research. Bruce Palmquist originated
and directs the elementary education major/science education minor program
offered through the CWU-SeaTac center at Green River Community College in
Auburn, WA.
14.
All five physics faculty have given or are scheduled to give talks at CWU’s
Natural Science Seminar.
15.
Bruce Palmquist was named Distinguished University Professor – Public
Service in 2004.
16.
We implemented a plan to rotate our upper division course every other year.
This guaranteed that courses would be offered when needed.
17.
We developed an astronomy minor in order to utilize faculty expertise in the
area (Mike Braunstein), equipment (observatory on the roof of Lind hall),
Ellensburg’s relatively dark skies, and student interest.
What challenges have existed over the past five years? What has the department
Done to meet these challenges? What challenges still exist? What will/can the
department do to meet these challenges? What can the university provide to help the
department meet these challenges?
Challenge
1. Formerly offered upper level
courses sporadically. They were
typically under enrolled
Long term solution
Short term action plus increased
faculty resources to offer electives
in physics, physics related, and
interdisciplinary fields
2. Some students are not well
prepared to study physics (e.g.,
poor math skills)
What we have done short term
We offer our upper level courses
every other year. We have
drastically reduced the number of
electives. BS majors are required to
take nearly every physics course.
Faculty doing more remedial
tutoring during office hours and
class.
3. There are constraints on our
program due to resources available
such as:
a) Curriculum development
Work nights and weekends.
b) Grant writing
Work nights and weekends.
More focused and real faculty
development opportunities. (No
talking heads at Fall faculty
meetings.)
Implement a university-wide
individualized faculty Plan
scheme. Faculty could get an
Page 30
More university support for the SI
program.
Offer a math-prep course the
summer before freshman year so
students are ready to take calculus
right away.
c) Effective student mentoring
Mentoring undergraduate students
with minimal compensation.
Participate in STEP program which
offers early research mentoring
d) First quarter service class sizes
have grown too large for effective
pedagogy and current room
We split 111 into 2 sections and
dropped the trailing PHYS 111
course. increased the .FTE hour for
adjunct. we have allowed the
increase in class enrollment
e) We’d like to offer more general
ed, upper division, special topics,
and interdisciplinary courses
Increased offerings of the general ed
courses currently in the catalog.
Teach occasional 2 credit current
topics course in physics.
f) Access to up-to-date equipment
Seek external and internal funding
for some equipment. Successful
getting internal grants.
Modify research projects that are not
affected by Lind Hall failings such
as noisy power and vibrations.
It is difficult to build a vibrant
program with only 2.5 tenure stream
faculty members.
4. Facility is insufficient to meet
our instructional and research
needs
5. We lack a critical mass of
faculty and students
a) Reassign time impediment
b) It is difficult to make a class
schedule with so few degrees of
freedom
c) Need more tutoring services for
students in service courses.
Two tenured faculty have not taken
sabbaticals that are long overdue
because of worries over who would
teach their classes.
In order to assign each faculty
member the appropriate number of
contact hours, the chair has assigned
one person to teach the lecture and
one or two others to teach the labs.
This is counter to department
philosophy.
Faculty doing more remedial
tutoring during office hours and
class.
SPS club does some volunteer
tutoring.
Page 31
adjusted load for grant writing
with an appropriate plan.
Implement a university-wide
Individualized Faculty Plan
scheme. Faculty could get an
adjusted load for student
mentoring with an appropriate
plan.
Short term action plus split 181
into two sections.
Implement a university-wide
individualized faculty Plan
scheme. Faculty could get an
adjusted load for curriculum
planning with an appropriate plan.
Get external funding.
CWU can get funding for Science
Phase II.
Improved focus on physics
recruiting by admissions office
(especially women and
minorities).
Additional faculty resources for
the department
Additional faculty resources for
the department.
Additional faculty resources for
the department.
Improve focus on physics
recruiting by admissions office.
University support for a science
tutoring center similar to math and
writing centers (recognize science
We use department funds for some
course tutoring.
d) Lack of a speaker series
6. The cost of running the
department has increased while
our goods and services budget has
stayed constant.
7. Additional responsibilities
transferred to faculty and staff
with no commensurate resources
applied. Examples include:
entering own grades, SEOI
summaries, payroll, budget
reconciliation, etc.
Physics faculty speak at other
venues such as the Natural Science
Seminar.
We have occasionally used AIP
women and minority speaker series.
Faculty have organized speaker
visits on their own time.
We have used summer profits to
purchase some items.
We added lab fees to general ed and
service courses.
Faculty and secretary work off hours
to do these tasks. For example, the
secretary comes in during the
summer to do payroll.
8. Half-time secretary for only
nine months.
9. Physics faculty want to teach
labs and do most of their own
grading. The CWU productivity
measures disfavor physics’
approach to these effective
teaching strategies.
10. Morale issues with faculty
rewards
We hire good secretaries.
11. Limited access to online
physics journals
Use ORBIS/CASCADE.
as a “basic” skill).
More university support for the SI
program.
Additional faculty resources for
the department.
Seek external or internal funding
for a physics speaker series.
CWU should implement a
performance-based budget plan
with goods and service increases
tied to certain standards.
We would at least like to see an
audit of what offices are doing
with the time they no longer need
to spend doing these tasks. For
example, the registrar’s office used
to enter grades. How has their
performance improved now that
they no longer do that?
Those offices should share the
costs with the departments. For
example, help us with paper costs
for the SEOIs that we must now
print out.
Increase hours to 75% time.
We use undergraduate student
graders for some courses.
Adjusted faculty teaching load
associated with an appropriate
faculty plan.
We volunteer, exercise, and spend
time with family (i.e. focus on the
more important issues in life).
More focused and real faculty
development opportunities. (For
example, listening to people talk at
Fall faculty meetings is not a
development opportunity.)
Better access to online physics
journals via CWU and WA joining
more inter-state consortia.
Improve focus on physics
recruiting by admissions office
(especially women and minorities)
12. We have a gender and minority Two physics faculty are involved in
imbalance.
the STEP program
Page 32
C.
Describe ways the department or unit might increase quality, quantity, and/or
efficiency. Provide evidence that supports the promise for outstanding performance.
(Note: some items may be listed in more than one section.)
First, we’d like to comment on the significant steps the physics department has already
taken to improve quantity and efficiency. Most important, we now offer upper level
courses every other year on a predictable schedule. About five years ago, we realized
that our scheme for offering upper division courses was to poll the students, determine
what the students had taken and offer what they hadn’t taken.
Quality
1.
Increased use of faculty leaves for professional development. This will allow
faculty to enhance existing areas of expertise as well as develop new areas of
expertise. For example, instead of hiring a nuclear physicist, a current faculty
member can get trained at a national lab for a year to add nuclear physics to
her/his academic skill set.
2.
Foster interdisciplinary enrollment in upper division courses. This will allow
students to better learn the linkages between sciences. It will also increase
enrollments in upper division courses. For example, chemistry majors could take
quantum mechanics from the physics department and physics majors could take
physical chemistry from the chemistry department.
3.
The class of 2003 was the first to submit a major portfolio as an exit assessment.
We need to do a better job implementing the portfolio. That means requiring the
students to add representative artifacts, discussing the reasons for those specific
artifacts, and using the information in those portfolios to revise our curriculum
as needed. This will give us a better idea what our graduates know and can do.
In turn, we can use this information to improve our program.
4.
We need better designed classroom facilities. Lind Hall is lacking a medium
sized classroom (around 50 students) that is useful for small group activities and
that has the technology for Just in Time teaching techniques. This would allow
us to split our large service courses into two classes of about 50 students each.
These students would benefit from small group activities such as desktop
experiments, collaborative problem solving and problem-based learning.
5.
A new tenure-track position in physics targeting a person who has the
demonstrated ability to attract students, bring in external funding, and involve
students in research. This new faculty member could recruit new students for
mentored research opportunities.
Page 33
Quantity
1.
Improve department website. This would allow students to get a better idea of
our programs. We could put a survey on-line to assess student interest in a
variety of initiatives such a student club activities, how to make the department
better, etc.
2.
We need better designed classroom facilities. Lind Hall is lacking a medium
sized classroom (around 50 students) that is useful for small group activities and
that has the technology for Just in Time teaching techniques. This would allow
us to split our large service courses into two classes of about 50 students each.
These students would benefit from small group activities such as desktop
experiments, collaborative problem solving and problem-based learning.
3.
A new tenure-track position in physics targeting a person who has the
demonstrated ability to attract students, bring in external funding, and involve
students in research. This new faculty member could recruit new students for
mentored research opportunities.
Efficiency
1.
VII.
We have allowed enrollment in general education and service courses to
increase beyond optimal levels. This does not support promise for outstanding
performance.
2.
We need better designed classroom facilities. Lind Hall is lacking a medium
sized classroom (around 50 students) that is useful for small group activities and
that has the technology for Just in Time teaching techniques. This would allow
us to split our large service courses into two classes of about 50 students each.
These students would benefit from small group activities such as desktop
experiments, collaborative problem solving and problem-based learning.
3.
Foster interdisciplinary enrollment in upper division courses. This will allow
students to better learn the linkages between sciences. It will also increase
enrollments in upper division courses. For example, chemistry majors could take
quantum mechanics from the physics department and physics majors could take
physical chemistry from the chemistry department.
Future directions
A.
What are the current national trends in the discipline? How has the program responded
to these trends?
We addressed this in great detail in section II, item A of this report. Some
highlights from this ection and the rest of the report include:
Trend Response
1.
Increased role of undergraduate research. Undergraduate research is a
required component of our major degrees.
Page 34
B.
C.
2.
Increased emphasis on introductory level physics courses based on the findings
of physics education research. We have increased the use of “new”
pedagogical techniques such as collaborative learning, all faculty develop skills
teaching intro classes.
3.
Enrollment in undergraduate physics programs is declining. There is less
support for pure physics, compared to engineering-related fields, at the national
level. Enrollment in out first year physics courses and general education courses
has been increasing for at least two reasons. First, we have improved instruction
in these courses as described in number 2 above and in section II, item C of this
report. Second, independent of our actions, the enrollment increase at CWU has
led to more students interested in physics.
How do faculty members set goals for professional development? How does the faculty
envision the balance of teaching, service, research and creative activities?
1.
We set goals based on immediate challenges (e.g., student needs, pedagogical
improvement) and availability of opportunities (e.g., enroll in an assessment
workshop because it is the only one offered)
2.
Given the choice between two or more opportunities, we follow through on
professional development opportunities that enhance primary goals of physics
department as described in section I, item C of this report.
As a department, we support the idea of individualized faculty plans to
accomplish a department-level balance of teaching, scholarship and service. For
example, some faculty might choose to teach more and have their advancement
based on a rubric that weighs teaching more than scholarship and service. This
would allow a faculty member to set professional development goals based on a
specific plan. In addition, the plan would describe the balance between teaching,
service, research and creative activities for that faculty member.
What is your five year vision of the department?
1.
Increase number of graduates by 25%.
2.
Increase the number of externally funded grant proposals to an average of one
per year for the department.
3.
Deliver excellent curriculum in the service courses as evidenced by peer review
of teaching, SEOI scores, and pedagogical presentations at professional
meetings.
4.
Increase professional development opportunities in the following areas.
state-of-the-art pedagogical methods collaborations with national research labs/
research universities interdepartmental collaborations.
Provide excellent preparation of physics majors for entry into a broad range of
post-baccalaureate opportunities in, at least, the following ways.
Page 35
a)
b)
Develop a graduate school preparation seminar for senior physics majors
Develop a relationship with at least two new regional companies or labs
for internship opportunities
D.
If faculty or staff retirements are anticipated, how would replacement positions be
targeted to optimize departmental goals?
A replacement position would be targeted at a tenure-track faculty who has the
demonstrated ability to attract students, bring in external funding, and involve students
in research. Mike Braunstein has facilitated discussions with the University of
Washington and appropriate CWU staff about CWU taking ownership of the Manastash
Ridge Observatory (MRO). If this comes to pass, hiring a faculty member with the
above skills plus the ability to run a small observatory would be our top priority. Even if
CWU does not take ownership of MRO, the growth in our general education and
service courses, along with the continued involvement of department faculty in other
CWU activities (such as science education, Science Honors program, etc.) indicates
hiring a physics “generalist” with the above skills would benefit the department and
CWU.
While we don’t expect a retirement, there is the potential for a significant
reassignment of physics faculty, which would have an equivalent impact of a
retirement. For example, full time non-tenure track faculty member Andy Piacsek has
skills that make him in demand for other positions on campus such as Undergraduate
research Director and Douglas Honors College teaching. He could be hired to another
position on campus that would reduce his time in the physics department to zero.
E.
What new or reallocated resources are required to pursue these future directions?
1.
A new tenure-track position in physics targeting a person who has the
demonstrated ability to attract students, bring in external funding, and involve
students in research.
2.
Convert existing full-time non-tenure-track positions that show long-term
evidence of being needed to tenure-track positions once those full-time nontenure-track positions become open. Sharon Rosell has been a full time nontenure track faculty member in the physics department for over 15 years.
Her position is critical to the success of the department. Andy Piacsek has taught
in the department for over eight years, some of them full time, all of them on the
non-tenure track. Both of them replaced tenure-track faculty, thus reducing the
number of tenure-track physics faculty. (Prof. Rosell replaced Robert Bennett.
Prof. Piacsek replaced Will Sperry.)
3.
Improved facilities including:
a)
b)
Stopgap solution: clean power in Lind Hall, 54-student lecture hall with
“Just in Time” teaching technology.
Long term solution: new, state-of-the-art facilities for research and
teaching (such as Science Phase II).
Page 36
4.
Faculty reward system aligned to our vision statement (linked to an
Individualized faculty Plan)
5.
Recruitment resources such as a specific plan for increasing the number of
recruits specifically interested in majoring in physical and geological science
and targeted recruiting of such majors.
6.
Reward system for non-tenure-track faculty comparable to that available for
tenure-track faculty. For example, allow non-tenure-track to apply for one
quarter research leaves.
VIII. Suggestions for the program review process or contents of the self-study?
We weren’t sure how to answer section VII, item B (How do faculty members set goals
for professional development? How does the faculty envision the balance of teaching, service,
research and creative activities?) Currently, we don’t set goals for faculty development because
university sponsored faculty development opportunities are few and far between. When they do
arise, we typically take them even if they don’t meet our exact need. For example, two years
ago, David Laman and Mike Braunstein attended a Critical Thinking workshop facilitated by
Ian Quitadamo, Martha Kurtz and Bruce Palmquist. This workshop may not have fit Drs.
Laman and Braunstein’s needs exactly. But, they participated because the opportunity was
there and they didn’t know when the next appealing opportunity would come along.
We feel a better item would be simply: What are the professional development goals
for faculty in your department? How do these goals fit individual faculty member’s balance of
teaching, service, research and creative activities?
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