College of Physical and Mathematical Sciences 2007-2008 ETF Report
Jo-Ann Cohen, Associate Dean for Academic Affairs
Peter Evans, Director of Computing and Information Systems
Section 1.
Inclusion of Students in the Department and College ETF Processes
PAMS includes student leaders in the college ETF process. Individual departments include
students on their ETF committees as well.
Student Ownership of Computers
We survey incoming students in the fall to determine the extent of computer ownership (and are
discussing putting together a survey for PAMS majors to ascertain the adequacy of the labs).
Note that computer ownership was in excess of 85% last year. We expect to see continued
growth in computer ownership among our majors.
There is not currently a PAMS requirement for student ownership of a computer. The
Department of Chemistry has been considering a requirement for its majors but nothing has been
instituted. Since all undergraduate students are required to take at least one course within our
college, a university-wide requirement would affect (positively) our use of computers in
individual courses.
Lab Hours
PAMS posts its lab hours on the web. See
http://www.pams.ncsu.edu/computers/index.html.
Lab Usage and Service Needs
The faculty have taken an active role in helping to determine the makeup of the computing labs
as well as the capabilities of the labs. The College holds periodic discussions with students in the
labs about the availability and capabilities of the labs. Students have indicated that the kiosks
provided by the College have been an excellent addition.
General Student Use of Labs vs. Classroom Use of Labs
Although the College equips and maintains a large number of computer labs, the administration
of the labs has generally been left to the hosting departments. The exception continues to be
Harrelson G 108; this is a dedicated teaching lab where the College is responsible for the
scheduling (because there are multiple departments that use the facility).
If labs are used for classes rather than being open for student use, departments post schedules for
the students’ information.
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Examples:
1. MEAS has chosen to make its 5214 lab accessible using a security system and key
fobs or activated ID cards issued to majors and those students enrolled in courses
requiring access to that lab.
2. The other significant exceptions to open lab access are the two laptop labs used for
integrated class/lab sections; these labs are heavily scheduled which does not leave
much time for open access. Note that since PAMS does not hire lab monitors to watch
over the labs, these laptops would be particularly vulnerable to theft if the labs had
open access.
Departments maintain additional labs for use by the majors within their departments.
Section 2.
Justification/Purpose of Expenditures–Strategic Overview
New and/or Transformative Initiatives
PAMS, CALS and ClassTech are participating in an on-going pilot program whose goal is to
establish a Student Response System (SRS) standard for campus. This program is entering its
second year.
A number of faculty in Chemistry, Physics and MEAS have adopted the use of student response
systems to enhance student learning; Chemistry has become the largest user of this technology
within PAMS. (Mathematics has expressed an interest in exploring the use of this technology as
well.) It should be noted however, that the current model of making student response systems
available in the classroom does not scale well.
A new building is under construction for Mathematics and Statistics on main campus. The new
Math/Stat building will be a state of the art teaching facility with extensive classroom/lab
technology. A significant amount of equipment was purchased by the College for the facility
during the 07-08 fiscal year and during the next several years we will direct the base ETF
increase we recently received to help provide needed equipment. We estimate that we will still
have a substantial shortfall and are currently seeking other sources of funding to address that
shortfall.
The PAMS HPC is heavily used by majors within the College and was upgraded this year with
several additional servers.
The Mathematics Department is developing new applied mathematics experiments that focus on
the biological sciences in three classes (MA 325 and MA/BMA 573 and 574).
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The Physics Department acquired equipment to implement its ‘Life on a Chip’ program.
Actions Taken to Improve Efficiency/Return on ETF Investments
PAMS evaluates the use of ETF funds relative to the existing needs each year. The committees
within the College that deal with computing issues are consulted to ensure that the projects are
aligned with the faculty’s and deans’ priorities for the College. The students within the College
are consulted through representatives on the PAMS Council.
The College routinely examines requests from departments to determine if there are common
requirements for equipment. The PAMS HPC is an example of an initiative that has both
enhanced the effectiveness of our computing facilities and reduced the costs of delivering the
desired computing power.
Unmet ETF-Eligible Needs
PAMS has many unmet needs and those needs will continue to grow as new and renovated
buildings such as the new Mathematics/Statistics building come on line. As in previous years,
during 07-08, the deans’ office asked the departments to submit requests for additional ETF
funding. There are continuing needs within the departments and within the College that have
been identified and have not been addressed. Those needs are included below and are the top
priorities of the College. Although the departments submitted requests for one-time funding for
multiple initiatives, the college’s ETF committee selected the top initiatives of each department
and then prioritized those needs below. Additional needs are identified in the reports submitted
by individual departments.
Note that the most urgent need we have is for funding for the appropriate technology in the 210
classrooms/labs in the new Mathematics/Statistics building that will be ready for occupancy in
Fall 2008.
Continuing Funding Needs
Meteorology Lab
With the opening of Jordan II, a new laboratory for use in the meteorology courses was installed
using one-time funds allocated by the ETFAT. The room (5214) has 66 machines, gigabit
switches, a server receiving direct down-links of satellite weather data, and full ClassTech
technology. That equipment will need to be replaced on a regular cycle.
Mathematics Mobile Computing Lab
Rather than equipping a number of new laboratories, the Mathematics Department chose to try to
maximize the use of resources through the use of a mobile lab. The Department requested, and
received one-time funding, for a mobile cart, wireless access points and 31 machines. That
equipment will need to be replaced on a regular basis.
Mathematics/Statistics 110/210 Instructional Technology
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The Mathematics/Statistics Building is scheduled to become operational in the latter part of the
Fall Semester 2008. There are a number of departmentally controlled spaces [210 classroom and
laboratories] that require the use of technology. A list of technological capabilities was
developed in consultation with the Mathematics and Statistics departments and ClassTech for
these 210 spaces. Funds will be needed on both a one-time basis to initially equip the rooms and
then on a continuing basis for the replacement of equipment.
Note: We have not identified funding sources for the instructional technology needed in the
seminar rooms nor for some of the enhancements desired in the 110 classrooms.
One-Time Funding Needs
Note that most of the initiatives described below will also require an addition to base funding for
the replacement of equipment on a regular basis.
Statistics Graduate Program Initiative
The Statistics Department desires to expand the availability and use of laptops among its
graduate students. This increases the utility of space and computing labs within the department.
Instructional Technology for Chem 102 Labs
There are currently only 5 computers in each of four laboratories (212, 216, 222, 226) in the Fox
Laboratory Building. These rooms are used for the CH 102 lab sections. Since the enrollment is
20 students per section, each computer is shared by 4 students. The purchase of 20 additional
computers will lower the student per computer ratio to 2 students per computer. These additional
computers will allow the department to implement an on-line lab manual for CH102 (i.e. the
instructions for the experiments are provided on the computer screen along with drawings,
photographs, animation, etc.) and will provide a more effective way to deliver information and to
review safety precautions in timely fashion.
Equipment for the Geophysical Teaching Laboratory: Integrating Quantitative SubSurface Imaging into the Undergraduate Curricula
The Department of Marine, Earth and Atmospheric Sciences requests funds for the acquisition of
equipment needed to teach a modern geophysics field laboratory. The equipment will be used in
the training of undergraduates seeking careers related to energy and the environment. Only the
department’s top two priorities are listed below.
Seismic Reflection/Refraction Unit
Seismic methods are used to map out the velocity structure of the subsurface and image
boundaries between rock units with contrasting elastic properties. These techniques are widely
used in oil and gas exploration and they also are commonly used in the environmental and
hydrological fields to determine the depth to bedrock and the thickness of aquifer layers. The
equipment consists of a weight drop energy source, a set of 24 geophones that produce an
analogue voltage in response to ground motion, a digitizing recorder system and a radio control
trigger that relays the precise timing of the source impact. The Department has borrowed
equipment from a local private sector geophysicist and, after these tests, has determined that the
equipment below is optimum for its instructional needs.
PAMS 07-08 ETF Summary
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Needed Equipment

Geode 24-Channel Seismic Recorder

Refraction Processing Software

String of 24 14-Hz geophones

Radio Controlled Trigger

Weight-Drop Source
Direct Current Resistivity/ Induced Polarization Unit
The direct current (DC) resistivity technique records the spatial distribution of electrical
resistivity within the subsurface using four electrodes. Two transmitter electrodes are deployed
to create an electrical circuit and the potential difference (voltage) is determined between the
other two electrodes. For induced polarization (IP), the voltage decay through time is measured
after the current injection is stopped, providing additional information on the capacitive
characteristics of the subsurface. These methods are perhaps the mostly widely used in
hydrology in order to investigate porosity and fluid content within the subsurface. They also are
used in structural geologic studied for oil exploration, hydrology and general geologic studies.
Needed Equipment

Syscal Junoir Resistivity Unit

Processing Software

Four-Electrode Cable Set
Mobile Laptop Carts
Many courses in mathematics would benefit from being able to use a computer-equipped
classroom occasionally, but would not need it on a weekly basis. The Department purchased
computers and a laptop cart in 2005-2006 from supplemental ETF funds to provide a mobile
computer lab that was used in multiple classrooms. Faculty and students were overwhelmingly
positive in their assessment of the usefulness of the mobile lab and so in order to serve multiple
classrooms on multiple floors in the new Math/Stat building, the Department requests an
additional mobile lab (computers and laptops).
Requested Equipment: 30 15-inch Intel-based MacBook Pro laptops with 2 GB memory, a
mobile cart to transport and store the laptops, and mobile routers for the networking.
Enhancements for Advanced Undergraduate Physics Lab Course, PY452
Physics is an experimental science. Most of the physics theories now studied began as empirical
models to describe experimental results. Theories are not fully accepted until they are tested by
experiment. PY452 is designed to give NC State physics majors the opportunity to experience
the techniques, error analysis, experimental design, and tools that are used in experimental
physics research laboratories. Its format is therefore more like an independent study course than
a lecture course. At present the course suffers from two major problems: (1) most experiments
have equipment that is greater than 6 years old and is based on computers and software that are
not available because of PC design changes that have occurred in the past 5 years; and (2) the
course has grown in size (because of the increased number of physics majors) resulting in the
need for additional equipment.
PAMS 07-08 ETF Summary
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Replacement Microlab Hardware/Software for CH202 Labs
41 new Microlab interfaces with all components are needed to maintain and improve the current
lab program. Microlab no longer supports the software or hardware components for our CH202
labs. This means there are no readily available replacement parts for thermistors, pH probes,
voltmeters or spectrometers.
New Microlab components including thermistors, pH probes, voltage sensors, upgraded
spectrometer and pressure syringe are needed. The new system would allow us to perform
additional/better experiments.
Upkeep of Labs in Harrelson G108 and 314
The expanded use of computers in the mathematics, chemistry, and physics curricula mean that
the machines used in these teaching labs need to be upgraded to a level not currently supported
by existing base allocations. The upgrade will require an allocation of one-time funds and
subsequent continuing funds to replace the equipment on a regular basis.
Assessment of Impact of ETF Investments on Student Learning
Discussions with students, meetings with the PAMS Student Council, meetings with the
computing committees within PAMS, and discussions with the departmental administrations
within the College are all part of the evaluation process of the effectiveness of ETF investments.
The use of ETF funding to support student learning within PAMS provides an essential element
for not only the education of the majors in the college but for all undergraduate students in the
university and for many graduate students. Many of the courses offered by the College have a
direct computer related component; further, with Chemistry, MEAS, Mathematics, Statistics and
Physics all having lab components for many courses, the equipment and expendables used in
these courses that are ETF funded are essential elements in student learning. In addition,
Chemistry, MEAS, and Physics are integrating the use of student response systems extensively
within their courses.
Planning and Review Processes
The college's 2007-2008 ETF evaluation committee consisted of the associate deans for
academic affairs and administration, the college IT staff, and students who are PAMS majors.
This group evaluated the project requests from the departments and centers and then developed
an integrated, prioritized project list for the College. In addition, projects that were supported by
ETF that fall under the purview of various college advisory committees were presented to those
groups to ensure the continuity of planning and goals.
Section 3.
Itemized List of Expenditures by Account Code
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The consolidated ETF expenditures for PAMS are contained in Appendix A, along with the
specific breakout listed in the reporting guidelines. Additional details of the College’s spending
and that of the individual departments are available from the College. Below is a summary of
the expenditures broken down by major categories.
a. Personnel (salary and benefits)
Total Staff Salary and Benefits within
PAMS
$317,038.34
Total Student Salary and Benefits Within
PAMS
$25,797.99
Combined Staff & Student S & B within
PAMS
$342,836.33
24.64%
2.01%
26.65%
b. IT infrastructure, equipment and services (computing labs, networking, etc.)
The College, the departments and the centers collectively spent $516,491.08 on all IT aspects of
student computing and instructional technology over the past fiscal year.
c. Non-IT infrastructure, equipment (experimental labs, wet labs, etc.)
The College and departments collectively spent $394,335.40 on all non-IT spending in labs.
d. Facilities (repairs and renovations, furniture, etc.)
The College and departments collectively spent $1,904.67.
e. Discipline/instructional related field trips, professional development/experiences,
travel, conferences, services etc.
The departments spent $8,626.77. The majority of the expenditures occurred within the
Department of Marine, Earth and Atmospheric Sciences where there is a requirement for field
experiences for their undergraduate majors.
f. Other/miscellaneous
The College and departments collectively spent $ 22,405.75 for all other types of goods and
services.
PAMS 07-08 ETF Summary
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Appendix A: College of Physical and Mathematical Sciences –
Consolidated Financials
College of Physical and Mathematical Sciences (PAMS)
ETF Expenditures Report as of June 30, 2008
Account
51112
51119
51217
51219
51270
51311
51319
51410
51430
51450
51470
51811
51813
51821
51830
51831
51871
51873
51891
51923
51927
52300
52400
52450
52510
52600
52650
52700
52821
52823
52824
52850
Description
Grad Res Assistant
Epa Reg -all Other
SPA Terminal Leave Pay
Spa-reg. Salaries
SPA Longevity
Grad. Teaching Asst.
EPA Teach-all Other
Non-Student Regular Wage
Non-Student Prem Pay
Student Regular Wage
Student Prem Pay
Social Security
Federal Health Ins
State Retirement
Medical Insurance
Grad Health Insurance (GHI)
TIAA Optional Ret
Optional Retirement Plan
Staff Benefits
Prof Consulting Fees-Admin
PC and Printer Support Svcs
Educational Supply
Repair Supplies
Maintenance Equipment
Gasoline/Diesel Fuel
Office Supply
Data Processing Supplies
Purchases For Resale
Other Computer Software
<$5,000
PC Software Purch <$5,000
Server Software Purch
<$5,000
Other Equip-Voice
PAMS 07-08 ETF Summary
Totals
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
16,088.65
149,923.10
1,154.10
91,558.32
6,983.44
17,651.36
16,087.51
3,762.48
19,185.27
16,791.27
1,004.04
674.69
1,558.46
413.64
175,501.12
1,951.97
29,459.98
79.99
-
$
$
6,112.55
12,520.41
$
$
4,081.15
1,525.20
8 of 24
Comm<$5,000
52870
52872
52873
52874
52875
52900
52909
53112
53114
53115
53121
53122
53124
53125
53126
53141
53144
53210
53220
53230
53240
53270
53290
53292
53400
53510
53520
53540
53544
53545
53550
53590
53600
53616
53810
53923
Other DP Equipment <$5,000
Video Transmiss Equip
<$5,000
LAN Equipment
Purch<$5,000
PC & Printer Purch<$5,000
Server Purchases <$5,000
Other Supply
Other Supplies-Internal
In-State TransportationGround
In-State Subsistence-Lodging
In State Subsistence-meals
Out Of State Trans-Air
Out Of State Trans-Ground
Out Of State Sub-Lodging
Out Of State SubsistenceMeals
Out Of State Oth Tvl-Tips/Tel
Board/nonemp Travel Transp
Board/nonemp Travel - Sub
Telephone Service
Postage
Comm-telecomm Services
Video Transmission Services
Infrastructure Expenses
Other Communication
Internet Service Prov Charge
Printing and Binding
Repairs Bldg/gnds
Repairs And Maint-oth
Structures
Repairs -Other Computer
Equip
Repairs -PCs and Printers
Repairs -Servers
Repairs And Maint-oth Eq
Repairs and Maintenance
Freight And Express
Administrative Services
Computer/Data Process Svs
Svs Agreement - Lab Svs
PAMS 07-08 ETF Summary
$
14,584.06
$
287.50
$
$
$
$
$
1,749.00
174,978.22
15,753.00
7,327.96
60,600.00
$
$
$
$
$
$
858.00
508.64
84.75
1,175.60
857.31
1,551.71
$
$
633.00
-
$
$
$
$
$
$
$
$
$
$
$
133.00
100.00
9,275.38
718.01
$
1,128.00
$
$
$
$
$
$
$
$
$
2,748.00
15,216.49
6,134.78
1,138.70
5,660.41
2,600.26
440.00
9 of 24
53925
53926
53929
53951
53990
53991
54310
54350
54364
54436
54437
54438
54439
54511
54910
55200
55210
55221
55223
55224
55320
55360
55550
55570
55572
55574
55575
Svs Agreement - Waste
Remove
Svs Agreement - Security Svs
Service Agreements-other
Employee Training
Other Current Serv
Oth Contr Ser Emp Re
Rent of Oth Equip-Mtr Veh
Rent of Oth Equip-Other
Rent/Lease - PC/Printer
Maint Agrmt - PC and
Printers
Maint Agrmt - PC Software
Maint Agreement - Server
Software
Maint Agreement - Servers
Insurance - Property
Membership/Dues
Edp Equipment
Edp Hardware
Other Computer Software
>$5,000
PC Software Purch >$5,000
Server Software Purch
>$5,000
Educ Equip-scientific/medical
Educ Equip-Other Instrum
Other Equip-Comm>$5,000
Other DP Equipment >$5,000
Video Transmiss
Equip>$5,000
PC/Printer Equipment
>$5,000
Server Equipment >$5,000
$
$
$
$
$
$
$
$
$
58.66
7,414.50
385.00
2,824.76
-
$
$
-
$
$
$
$
$
$
21,974.36
103.68
42.00
3,845.00
-
$
$
7,193.69
$
$
$
$
$
137,042.39
37,540.25
21,647.38
-
$
28,754.92
$
$
115,994.20
Total Costs
$
1,285,131.27
Total Budget
Less: Total Costs
+ / - : Change in Accts Payable
Budget Balance
$
$
$
$
$
PAMS 07-08 ETF Summary
-
1,286,600.00
1,285,131.27
1,468.73
-
10 of 24
Appendix B: Chemistry
Chemistry’s ETF expenditures are included in the consolidated PAMS expenditure summary
contained in Appendix A.
Justification/Purpose of Expenditures
a. New and/or transformative initiatives undertaken
Forty-one instrument modules were purchased at a cost of $45,679 for use in CH202 labs in Fox.
The modules interface to the lab computers and facilitate accurate measurement of parameters
such as pH, temperature, absorbance, etc. These modules are used primarily by students who are
not seeking degrees in Chemistry. Additional memory was purchased at a cost of $1,885 for 40
existing computers to improve their efficiency and speed. Twenty new all-in-one computers were
purchased at a cost of $21,017. These computers will be placed in the instrument rooms in Fox
and serve to improve the access to computers to one computer for each two students in a lab
section.
During FY2008, instrumentation was purchased for use in chemistry’s revised BS Curriculum.
The items along with several items donated by GlaxoSmithKline were used in the initial offering
of CH442 Synthesis I and CH452 Measurements I during the 2007-2008 academic year. Our labs
have continued the use of WebAssign to deliver instructional materials, present safety training,
conduct pre-laboratory quizzes, evaluate student laboratory results, and record laboratory grades.
The Chemistry Tutorial Center in Fox contains computers and is staffed throughout the day with
graduate teaching assistants. The Center has proven to be a popular and effective instructional
resource.
b. Actions taken to improve efficiency/return on ETF investments
Chemistry is working hard to reduce the quantity of chemicals used in its instructional
laboratories. This obviously reduces the cost to purchase the chemicals but also reduces the cost
to the university to properly dispose of chemical waste. Furthermore smaller quantities of
chemicals reduces the danger of fire, accidental exposure, etc. and makes for a safer laboratory
environment.
c. Unmet ETF-eligible need
Modern chemistry laboratories rely heavily on numerous analytical instruments to evaluate
molecular structure, measure physical properties (e.g. pH, temperature), monitor rates of
chemical reactions, identify components in reaction mixtures, etc. There are instructional
equipment needs which have not been met especially in our BS program. Chemistry has begun to
implement several major changes in the laboratories taken by BS chemists during their junior
and senior year. These will be phased in over a 4 year period beginning in Fall 2007. We need to
make equipment purchases and laboratory renovations as these curriculum revisions are phased
in. (The estimated cost of the remaining items is approximately $426,000.)
d. Assessment of impact of ETF investments on student learning
PAMS 07-08 ETF Summary
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The impact of ETF funds on student learning in Chemistry especially in this tight budget year
was momentous. Were it not for ETF funds, we would not have had the funds to purchase the
chemicals, etc. needed to deliver high quality laboratory experience.
e. Planning and review process
Chemistry asks each student enrolled in an instructional laboratory to conduct an
evaluation/review of the performance of the graduate teaching assistant assigned to each
laboratory section. The survey requests an evaluation of the overall effectiveness of the
laboratory as well as the skills and effectiveness of the TA. These are used to help refine and
improve our laboratory offerings. This year we met with a group of BS majors to seek their input
on ETF equipment purchases for FY2008. It was clear from the meeting that one of the
instructional resources they value the most is the PC computer laboratory in Dabney 718.
Consequently we replaced all 10 computers in Dabney 718 with new PC’s.
PAMS 07-08 ETF Summary
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Appendix C: Marine, Earth, and Atmospherics Sciences
MEAS’ ETF expenditures are included in the consolidated PAMS expenditure summary
contained in Appendix A.
Justification/Purpose of Expenditures - Strategic Overview
A. New and/or transformative initiatives undertaken with ETF
This department differs from most in that instructional-related field experiences often form a
major component of course work. Last year roughly 1300 students participated in these
activities in partial fulfillment of course credit. Thus, approximately $46,000 or about 35% of
this year’s ETF budget supported field trips.
For example, ETF funds fully funded two student cruises aboard the R/V Cape Hatteras, meeting
course and degree requirements for marine-science majors and affording a unique measurementsbased interdisciplinary opportunity for students in related disciplines. The fund supported
student and faculty travel for geology field experiences throughout the year, impacting over 1200
students in MEA 110 plus additional undergraduate majors in upper-level courses including
geology majors enrolled in Geologic Field Camp (MEA 465), a required capstone course.
A new initiative this year included purchase of GPS receivers, laptop computers, and
accompanying software for mapping applications in the field. Our faculty report that these have
greatly enhanced instruction for the Geologic Field Camp. Last year, the ETF committee
received multiple requests for purchase of GPS equipment for use in a wide range of courses and
we anticipate that it will continue to be put to good use.
A second new initiative this year was the upgrade of our Distance Learning Facility. Its
anticipated uses include teleconferencing between graduate students and committee members for
advisory meetings, examinations, progress reports, and other related interactions where one or
more parties are at some distance from Jordan Hall. Typical locations may include at the coastal
facility at CMAST or other university sites where students or grad advisory committee members
may be housed.
A second related use will allow students at the coast to participate in NCSU courses taught at
Jordan Hall, as for example, MEA 459, where some NCSU students are at the coast and some
faculty are in Raleigh. When the residence hall facility is completed at CMAST, it is anticipated
that additional courses will be offered in this manner.
Since the proposed video equipment is portable, there is the additional advantage that the
teleconferencing can be set up in other rooms, adding to the flexibility of use. The cost of the
upgrade plus service contract totaled $10,785 and was paid by PAMS.
B. Actions taken to improve efficiency/return on ETF investments
The MEAS ETF committee attempts to measure student impact to assure maximum value by
prioritizing expenditures among the many expressed needs. For example, equipment for large
PAMS 07-08 ETF Summary
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multi-section labs generally has a higher priority than equipment for smaller labs. However, the
decision process is complex since expenditures that impact a required course or major may be
valuable even if the class enrollment is more limited. Generally, however, if a requested item is
expensive and impacts few students, it has a much lower priority, particularly if its use is limited
to an elective course.
Another means to measure effectiveness has been to fund pilot projects, review the results, and
use the information for future purchase decisions. For example, this past year the GPS system
was purchased and tested by the instructor and students and evaluated before purchasing
additional units and establishing a central storage and means of oversight.
The committee actively seeks input from all departmental faculty and students in its decision
process. As described in section E, below, an open and orderly process is followed each year.
C. Unmet ETF-eligible needs
The ETF support this past fiscal year was much improved over the past several years when major
upgrade of lab equipment had to be postponed. However, we still faced funding shortages. For
example, we upgraded about half the full complement of geology field equipment and postponed
lab microscope repair until next year.
Acquisition of new laptops for student use in labs had to proceed slowly after immediate needs
were met. A new atmospheric sounding system has been needed for at least 10 years to replace
our antiquated 1980-vintage receiver with more modern unit. However, the cost, in the
neighborhood of $60,000, is prohibitive. We shall explore ways to split the cost between ETF
and research funding since the system can be used in both teaching and research.
Finally, for students in the marine science major, oceanographic cruise experience is critical. We
are fortunate to have the R/V Cape Hatteras near at hand and able to accommodate student cruise
activities. However, for each undergraduate student we can only support about 8 hours at sea, a
period barely long enough for orientation and insufficient for deep-water oceanography. Again
creative means needs to be sought to allow each undergraduate major at least two days at sea
sometime during his/her four years at NCSU.
D. Assessment of impact of ETF investments on student learning
ETF investments are essential for student learning in today’s environment. A major and
indispensable part of the hands-on instructional program in geology is supported by field-trip
funding. Similarly in oceanography, ETF affords the student’s only experience on the ocean.
Essential supplies, equipment and instructional support allow access to lab facilities used by
roughly 2500 students per year, mostly in introductory 100-level labs taken in partial fulfillment
of GER natural science requirements. Examples of important items include maps, rock samples,
instrumentation, environmental data, and computers for display and analysis.
PAMS 07-08 ETF Summary
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Meteorology majors are supported by computing platforms and a real-time data stream that allow
analysis of atmospheric phenomena over a spectrum of spatial scales across wide reaches of the
planet. Visual mapping of radar, satellite, in-situ, and model data from this stream can easily be
accessed in the 6th floor laboratory and in all classrooms in Jordan Hall, thanks to ETF support.
Without such support, the 900 non-majors who enroll in MEA 135 each year, plus the 120
undergraduate majors would literally be left in the dark.
E. Planning and review process
The ETF committee membership includes faculty who represent each major discipline and
includes those who teach the courses or supervise labs that impact the largest number of students.
Committee membership also includes a graduate and an undergraduate student representative
and our departmental staff IT expert who serves in an advising capacity.
The annual budget process begins early in the fall semester once the departmental budget
information becomes available. At that time, all faculty are requested to submit any anticipated
ETF needs and the committee uses the requests together with budget history information to
develop a working budget for the academic year. Input to the process is also sought directly
from students via informal classroom poles and through the student representatives on the
committee.
During the year, each expenditure is identified by faculty name and where possible, by lab or
course number. As budget line items near projections, or new unanticipated needs surface, the
committee may re-convene to re-budget.
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Appendix D: Mathematics
Mathematics’ ETF expenditures are included in the consolidated PAMS expenditure summary
contained in Appendix A.
The salary portion of the ETF funds was used to partially cover the salaries of the systems
manager, the computer lab manager, as well as for Maple consultants and the Physics/Math
Tutorial Center (PMTC).
In the academic year 2007-2008, we purchased 5 iMac computers for the Multi Media Center,
the student labs in the Laundry and the Hillsborough buildings. Three Mac Pros were purchased
to fill the needs of our graduate students for high performance computing. They are also used
heavily by the REU students in our REU summer program.
Seven MacBook Pro laptops were purchased as part of the college cost matching for the NSF
funded RTG program in Mathematics of Materials.
A transcranial doppler is a non-invasive device used to measure cerebral blood flow velocity.
One was purchased (from the ETF supplemental fund) to supplement the Finapres device which
was also purchased from the ETF supplemental fund during the academic year 2006-2007.
These devices will be used by our students for data collection as well as to develop new
modeling modules in undergraduate and graduate courses including MA 325, MA401, MA/BMA
573-574 and BMA/MA 771. They are also an integral component of our department in the
recruitment of undergraduate and graduate students.
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Appendix E: Physics
Physics’ ETF expenditures are included in the consolidated PAMS expenditure summary
contained in Appendix A.
The Physics Department teaches about 5000 students per academic year in laboratories. We offer
laboratory experiences to every student who enrolls in an introductory physics or astronomy
course. We also have a Lecture Demonstration Facility, which serves instructors with apparatus,
audiovisual equipment and computer projection systems and which provides support for all
introductory courses.
The laboratory offerings fall into seven categories:







Calculus based physics, PY 205/208
Honors physics sections of PY 205/208 and physics major sections of PY 201/202/203
Algebra based physics, PY 211/212
Conceptual physics, PY 131
Conceptual Optics, PY 133
Astronomy, PY 123/124/125/126, new lab under development
Senior physics majors project laboratory, PY 452
2) Justification / Purpose of Expenditures
a. New or transformative initiatives undertaken with ETF:
1) Life on a Chip: A new course is being developed that will utilize a small modular clean room
to introduce research quality work to advanced undergraduates. The course, “Life on a chip: A
course on modern experimental techniques in the nano- and bio-sciences”, will focus on
interaction at nanometer and micron size scales and will take place in a clean room environment,
essential for such fabrication. In short, the students will read research papers, build the
nanometer or micron-sized structures needed to conduct a similar experiment, and then conduct
the experiment. Each experiment will form a module supervised by faculty members. The
course will consist of three or four modules. Thus NC State students will be exposed to modern
science in a hands-on environment.
2) Matter and Interactions: The Department has instituted, under the leadership of Dr. Ruth
Chabay and Dr. Bruce Sherwood, a completely new approach to the teaching of introductory
physics for science and engineering. Referred to as the "Matter and Interactions" curriculum,
physics is taught from an atomic nature of matter viewpoint, the way physics is actually done
today, from the very first day the students attend a physics class. This innovative approach
allows students to use the underlying physical principles from the very start, resulting in
improved student understanding of physics. This curriculum is computer-intensive, requiring
computers and related hardware/software purchased using ETF funds.
3) Astronomy labs: The Department is in the process of developing a new astronomy lab at a
slightly more advanced level than the present intro lab. This is in response to many requests
from students, who after taking the intro lab would like to take a slightly more advanced lab.
PAMS 07-08 ETF Summary
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This will require the purchase of a dedicated telescope, which has been requested through the
ETF process. The lab will introduce students to astronomical imaging systems and electronic
image manipulation, with such possible projects as monitoring nearby galaxies for supernovae (a
project that is accessible to these students and which also makes a real contribution to the
science).
Also, a modern computer-based astronomy laboratory (PY126) designed to complement the
astronomy courses (PY123 and PY124) and serve as a substitute for the traditional astronomy lab
continues development.
b. Actions taken to improve efficiency / return on ETF expenditures:
Whenever possible, equipment is purchased that is compatible with existing equipment of the
same type, thus allowing the Physics Department to continue to use existing equipment with
upgrades, rather than purchasing more expensive, completely new, sets of equipment. The
Physics Department has a portion of a full time IT technician, funded in part by ETF funds,
devoted to maintenance and repair of the IT equipment used in instruction. When new
equipment is purchased, long term cost of replacement is considered, which occasionally results
in equipment with a higher initial cost, but lower long term cost in comparison to cheaper
equipment, being purchased.
c. Unmet ETF-eligible needs:
Physics is an experimental science. Most of the physics theories now studied began as empirical
models to describe experimental results. Theories are not fully accepted until they are tested by
experiment. This advanced physics lab course, PY452, is designed to give NC State physics
majors the opportunity to experience the techniques, error analysis, experimental design, and
tools that are used in experimental physics research laboratories. Its format is therefore more
like an independent study course than a lecture course. At present the course suffers from two
major problems: (1) most experiments have equipment that is greater than 6 years old and is
based on computers and software that are not available because of PC design changes that have
occurred in the past 5 years; and (2) this course has grown in size (because of the increased
number of physics majors) resulting in the need for additional equipment.
d. Assessment of impact of ETF investments on student learning:
ETF money significantly impacts every one of the approximately 5000 students each academic
year who take a 100/200 level physics course. ETF money is essential to the functioning of all
of the undergraduate physics labs in the Department: Conceptual Physics PY131, Physics for
Engineers and Scientists PY205/208, College Physics PY211/212, Physics for PY majors
PY202/203, astronomy labs PY125 and PY126, as well as the upper division physics lab PY452.
ETF funds all purchases of computers and interface devices needed to have modern, up-to-date
laboratory exercises for physics students, all non-computer equipment used in labs, and all lab
supplies.
e. Planning and review process for ETF expenditures:
The Physics Department solicits budget requests and justifications from each of the faculty
responsible for ETF supported activities each spring. After all requests have been submitted and
converted to a standard format, generally all faculty involved meet with student representatives,
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typically the president of the Society of Physics Students (undergraduate physics majors) and the
president of the Graduate Physics Student Association. Proposals are presented and discussed by
the faculty and the student representatives, and priorities for the requests are set by consensus of
all present. This prioritized list is then presented to the Department Head for review and
approval. When ETF funds are allocated to the Department, the Department Head sets budgets
for each ETF supported activity based on the priorities set. Each faculty member with an ETF
budget is responsible for purchasing the needed equipment and supplies. The Assistant
Department Head is the primary approving authority for all expenditure requests from all ETF
budgets, monitoring compliance with ETF purchasing guidelines, monitoring all ETF budgets,
and keeping records of material and equipment purchased by cost and category.
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Appendix F: Statistics
Statistics’ ETF expenditures are included in the consolidated PAMS expenditure summary
contained in Appendix A.
ETF Services
New Initiatives/Efficiency
We renewed the campus license for “MathType” in absence of other contributors. Losing the
campus license would have been problematic for our students.
We renewed the license for the software system “StatCrunch” which serves our large service
courses (ST 311, ST 370, and ST 507) very well. We will need to replace the hardware this
coming year.
The Blade system we purchased last year to support the software system ‘WinBugs’ is working
well: providing good service to our students with little maintenance. This software, which
implements MCMC methodology for Bayesian Analysis, is essential for one important course
(ST 740), and for several doctoral students working on Bayesian Analysis. At the present,
however, this system is becoming overwhelmed and needs to be expanded.
We have implemented a departmental customized version of the 64-bit Vista operating
system using Active Directory for authentication and installed this system in both
(Patterson III and BoM) grad labs. This has been working well and has provided better
security and allowed us to use current versions of software without having to wait
for a Vista campus load. To support this system, we purchased two servers, one to run
the Active Directory, the other to provide custom imaging.
We supplemented the funds for the CUSP (Computation for Undergraduates in Statistics
Program) for purchasing laptops for undergraduate student activities.
Unmet Eligible ETF Needs/Impact of ETF
The computing facilities provided to our students are critically important tools for teaching,
learning, and research. As discussed previously, as demands for computing have risen in recent
years, our goal has been to raise the number of computers available to students to a ratio of 2:1.
While the program to distribute laptops has improved utilization without an increase in lab space,
we still need to increase the number of machines available to our students. The problem of
finding sufficient space will remain, even with the new Math & Stat building; we must be
creative in finding solutions.
Planning and Review
Each year, with the preparation of this annual report, and then in September, with the initial
departmental allocation, the department's plans for ETF facilities are examined and revised,
involving the systems administrator, his supervisor, the department head, and a student
representative.
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Department of Statistics -- Three Year Plan
The department faces the constant need to update its Intel-based machines. With 54 machines in
student labs and 37 in SICL, using a three-year projected useful lifetime, we have needed to
replace at least 30 PC's each year. With the desire to improve our facilities to match the level of
our programs, this number increases to 44 PC's (or more) each year. At this level, with the
distribution of laptops to the high-demand doctoral students, we should approach our 2:1 goal at
current levels of usage. With the new building coming on board during this academic year, we
hope to expand on our instructional computing facilities. Depending on this expansion and that
of the undergraduate lab, additional PC’s may be needed in the near future. At present, we have
left the projected need at our historical level of 44 PCs.
Projected ETF Expenditures for 2008-09
*Outfit new SICL in Math/Stat Bldg (106) *Expand Ugrad/Grad Lab (470)(**in previous
request**)
* Replace 44 PC's & laptops
* Replace StatCrunch server
* Expand WinBugs server
* Continuing funding fraction of SysAdmin and Tech Support Analyst
* License fees
* Printer supplies and maintenance
Projected ETF Expenditures for 2009-10
* Purchase/replace 44 PC's & laptops
* Replace WinBugs Blade system
* Continuing funding fraction of SysAdmin and Tech Support Analyst
* Replace Lab printer
* License fees
* Printer supplies and maintenance
Projected ETF Expenditures for 2010-11
* Replace 44 PC's & laptops
* Continuing funding fraction of SysAdmin and Tech Support Analyst
* Replace an ETF Lab printer this year and, with a six year lifetime, project alternate year
purchases for 3 printers.
* License fees
* Printer supplies and maintenance
Item
*
*
1
2
3
3
4
Description
SICL in new bldg
Expand UG/G lab
PC's
WinBugs
StatCrunch
Lab Printers
Licenses
PAMS 07-08 ETF Summary
Lifetime
3 years
3 years
3 years
3 years
3 years
6 years
continuing
2008-09
68,200
28,000
70,400
8,000
8,000
0
3,000
2009-10
0
0
70,400
0
0
5,000
2,000
2010-11
0
0
70,400
20,000
0
0
3,000
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5
6
7
Prt Sup&M
continuing
5,000
part of SysAdmin
continuing
28,000
part of TechSupport continuing
32,000
totals
(96,200*+)154,400
=250,600
*In April 2008 special request
5,000
30,000
34,000
146,400
5,000
32,000
36,000
166,400
Overview of Department of Statistics ETF Facilities
Through the support of ETF funds, the Department of Statistics provides and maintains the
Statistics Instructional Computer Laboratory (SICL), two large ETF computer labs, a small lab
for undergraduates/ADA access in Patterson Hall, and a shared ETF Blade WinBugs system. In
its current configurations, the two large computer labs consist of 49 computer workstations.
Four accessible PC's are housed in the undergrad study area. Three ETF Lab printers are
maintained to serve the labs. To relieve demand on the labs by advanced graduate students, the
Department distributes laptops to doctoral students upon passing their Ph.D. preliminary exam.
Students majoring or co-majoring in both Statistics and Biomathematics make use of these ETF
facilities. Biomathematics has been receiving $5,000 in ETF funds during the past couple of
years, and these funds are used by the Biomathematics Director at his/her discretion.
Administrative computing support is provided by the Mathematics and Statistics departments.
The Bioinformatics Research Center as a research center is not eligible for ETF funds. The MS
and PhD programs in Bioinformatics are administered through the interdisciplinary genomics
program.
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Appendix G: Operations Research
As part of a jointly administered program with the College of Engineering, PAMS provides ETF
support to Operations Research. The corresponding expenditures are included in the consolidated
PAMS expenditure summary in Appendix A.
Notes:
Decisions on computer equipment purchased with ETF funds are made so that individual
components can be easily upgraded in the future.
Student feedback is used to assess the impact of ETF investments.
ETF purchases directly impact all 58 OR students and augment their computer support for
individual student research, teaching assignments and all OR classes.
Personal communication with students is used in the planning and review processes.
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Appendix H: Biomathematics
Biomathematics’ ETF expenditures are included in the consolidated PAMS expenditure
summary contained in Appendix A.
Funding from PAMS was used to purchase an iMac computer, six LCD monitors, a new printer,
and printer supplies.
The core biomathematics (BMA) graduate courses make extensive use of computer exercises to
enhance the students' learning experience as well as to develop the computational skills that will
be required in their later research. The availability of high quality computing resources within
BMA graduate student offices encourages their use as a student's primary work environment,
promoting an interactive learning environment.
ETF funds were used to expand the computing facilities provided for BMA students in Cox Hall.
In order to rapidly increase the number of available machines at the lowest possible cost, the
program acquired a number of headless machines that had been surplused by another program,
requiring us to just acquire monitors. These machines, although somewhat outdated, are fine for
casual research, and courses.
We have responded to student demand for a mixed computing environment, installing Linux on
one PC in our computer lab. The feasibility of dual-booting Intel Macs will be investigated so
that single machines can be capable of providing both Windows and Mac OS environments,
depending on individual student preferences.
In the immediate future our ETF expenditures will be directed towards upgrading existing
machines and obtaining a single high-powered machine to act as a server to act as a more
efficient and flexible platform for delivering applications to terminals in our networked lab.
Given the extensive use of computing in courses both taken by and taught by our students, one or
two machines will be placed in a tutorial room and we are looking at the possibility of using an
LCD projector to facilitate collaborative use of such a machine.
Planning and student feedback processes:
An email questionnaire is circulated annually to all BMA students to gauge their computing
needs. Feedback is sought on a regular basis, both by email and by face-to-face discussions. For
the upcoming year, a student representative will be sought to act as a point person for feedback.
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