Program Review
Bachelor of Science in Environmental Science
College of Science
October 2015
MARSHALL UNIVERSITY
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Program Review
Marshall University
Date: October 15, 2015____________________
Program: Bachelor of Science in Environmental Science___________________
Degree and Title
Date of Last Review: Academic Year 2010 – 2011 _____________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to provide
a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action will
apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a viable
program as opposed to addressing issues of a weak program. Progress report due by November 1
next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
____1____
Brian Morgan
Recommendation: Signature of person preparing the report:
10/1/2015
Date:
_____1____
Brian Morgan
Recommendation: Signature of Program Chair:
10/1/2015
Date:
_____1___
Charles Somerville
Recommendation: Signature of Academic Dean:
10/17/2015
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Recommendation: I recommend continuation of the Environmental Science program in
the Department of Integrated Science & Technology at the current level of activity
(Recommendation Code #1).
Rationale: The College of Science is fully supportive of the Environmental Science (ES)
undergraduate program in the Department of Integrated Science & Technology (IST), and
recommends continuation of this program at the current level of activity.
ES takes advantage of the IST approach to undergraduate education, which includes
extensive faculty engagement, courses that stress hands-on experiences, an emphasis on
critical thinking, and the incorporation of cutting-edge technology throughout the curriculum.
The department provides degree completion data indicating the success of this approach.
The IST model requires sustained investment to provide modern technology and sufficient
faculty lines to teach IST core courses. The fact that the department and college are not
asking for resource development at this time is more an acceptance of the changing budget
process at the university than it is a determination that the program is appropriately funded.
In fact, the loss of funding from the State of West Virginia Workforce Development Grant
(discussed in this report) represents a major challenge to the ES program, and has already
required additional core funding. Both the department and the college are grateful for the
faculty support provided by the university in the wake of the reduction in direct state funding.
Four IST faculty positions are dedicated to delivery of the ES curriculum. One of those
faculty members (Dr. Mindy Armstead) was hired at the beginning of the current reporting
period into a new IST line. Her hire reflects the college’s finding that demand for trained
professionals in environmental sciences is expected to increase, and that the program must
be adequately staffed and organized to attract new students. During the previous reporting
period, the number of majors averaged 28 each year, and the number of graduates was 10
per year. During the current reporting period, the number of majors has increased to an
average of 32 each year, and the graduation rate (a lagging indicator) was 7 per year, but
was rising each of the last three academic years.
In conclusion, the ES program in IST is a quality program that I believe is poised to achieve
continued growth and increasing success in degree completion. IST has received increased
investment from the university to offset the loss of direct state funding, and will continue to
work with the college and university to insure that the investment is reflected in sustained
growth in enrollments and degree completion.
_______________________________________
________________________
Signature of the Dean
Date
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Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Bachelor of Science in Environmental Science_____________
College: Science_______________________________________________
Date of Last Review: Academic Year 2010 – 2011 ___________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
The primary mission of IST is to offer students degree programs with integrated
curricula that combine knowledge of discipline specific scientific principles with
real-world application and implementation of advanced technologies. The
approach to teaching and learning gives students opportunities for growth that
they might not find in a more traditional program. A secondary mission is
economic development of our region through producing graduates who can use
the knowledge they’ve acquired in real-life situations and will be ready to make a
contribution in the workplace with or without an advanced degree.
Consistent with the missions of the University and College, IST strives to deliver
the highest quality education to our diverse group of majors by integrating faculty
from multiple disciplines and using all available resources to meet the needs of
workforce development for the state, region, and beyond. IST contributes to the
university mission by promoting student learning and retention and fostering
academic success. The department promotes economic development through
student preparation for work in high tech fields while building technological
innovations of the future. Courses prepare students to live and work in the
rapidly changing global environment made possible by science and technology.
Faculty stay current in their fields, incorporate innovative teaching methods,
actively mentor students in courses and research, and assist career preparations
while regularly reviewing and updating the curriculum to meet the needs of
students, WV, and the region. Through IST courses, students are taught how to
think critically while being presented with the in-depth knowledge necessary to be
able to contribute scientific and technical expertise to the community, and
professionally through career paths in their field of study.
Graduates from the department’s programs are successful in finding employment
in their field or advancing their education at the master’s and doctorate levels.
The majority of our graduates find work within West Virginia and the tri-state,
which ties to the university mission. In order to provide the level of experience
required for the successful employment of our graduates, it will be essential to
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maintain our faculty base to engage in teaching at the undergraduate and
graduate levels as well as maintain responsibilities in research and service.
II.
Adequacy of the Program
1. Curriculum: A list of required and elective courses, course numbers and titles is
given in Appendix I
With growing populations and increased demand on resources, the need for
persons educated in Environmental Science (ES) is critical. This is particularly
true with regard to aquatic resources, an area in which we are particularly strong.
The importance of this discipline has been emphasized in the state recently due
to the methylcyclohexanemethanol (MCHM) release into the drinking water
supply of 300,000 West Virginians. ES is truly an integrated discipline with
strong foundations in chemistry, biology, and geology, and requiring the
technology of computer aided mapping and data analysis, along with specific
instrumentation. The vision of the ES major is to produce marketable
undergraduate students with development in three areas: broad understanding of
core disciplines, hands-on skills with computer technology and instrumentation,
and professional experience to prepare students to enter a large and growing
environmental workforce. In addition to being located adjacent to the Ohio River
and in a mountainous state with over 31,000 miles of rivers and streams, our
physical location puts our students in close proximity to our nation’s historical and
developing energy markets, with both coal and natural gas. In the next decade,
10,000+ natural gas wells will be drilled in West Virginia. Another 20,000 will be
drilled in nearby Ohio and Pennsylvania. Currently our environmental workforce,
state and federal regulatory agencies and the private sector, workforce includes
a very high percentage of retirement age baby boomers. That fact, in
conjunction with the last five years of fiscal constraint, has left the industrial,
consulting and regulatory workforces underprepared for the explosive
development of shale gas resources. All aspects of this unprecedented growth
have left state governments, state regulatory agencies, federal agencies, and the
supporting groups scrambling to catch up on an immense backlog of work.
According to federal labor statistics there will be a 15% growth in environmental
scientists in the next decade (http://www.bls.gov/ooh/architecture-andengineering/environmental-engineers.htm) while the trend for all jobs in the US
will be at 10% growth. This uniquely places our program with opportunities for
growth in addition to the continued opportunity to produce qualified
undergraduates prepared to enter the environmental workforce.
A second area of growth and excellence for ES is to prepare students to continue
their education at the master’s and doctorate levels in environmental science and
related fields. Graduate students mentored by our faculty have gone on to hold
positions with the Army Corps of Engineers, WV Department of Environmental
Protection, Office of Surface Mines, Colorado Department of Environmental
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Protection, Pennsylvania Fish and Boat Commission, PA Department of
Environmental Protection, many consulting firms over four states, environmental
education NGOs, southern WV county schools, and higher education. The 30
graduate students, mentored by one faculty have earned degrees from graduate
programs in biology, environmental science, and geobiophysical modeling at
Marshall. Our students enter the workforce with greater responsibilities and
salaries. Environmental Science’s enrollments have remained nearly constant
and the student to faculty ratio is 8:1. However, Environmental Science faculty
are also used to teach the lower-level IST science courses (IST111, IST212)
which are taken by all majors in the department. Additionally, with the recent
addition of an aquatic toxicologist to our faculty, we are well positioned to expand
the program with emphasis on water related issues.
2. Faculty:
Faculty within IST are very active and hard working. Unless noted in their
contracts for reassigned time purposes, each faculty member teaches 12 contact
hours per semester, and most continue to be active in scholarship and service.
The IST Department has 22 full-time faculty lines plus one full-time research
assistant whose primary duties are teaching. This is an increase of 4 lines since
our last program review, not including those lines that have been moved from
other colleges when programs were moved to IST. One full-time line (tenuretrack) is vacant this academic year and another tenure-track line is being filled
with a one-year temp.
Of the full-time faculty, 10 are tenured, 6 are currently in tenure-track positions
working toward tenure, 5 are term faculty, and one position is vacant. The
department will also be losing one tenured faculty member to retirement in May
2016, meaning we will have 3 searches for tenure-track faculty lines during this,
the 2015-2016, academic year. The department also makes extensive use of
adjuncts and overloads for full-time faculty to ensure coverage of courses
required for graduation. On average, IST has made use of approximately 8
adjuncts (24 hours) and 25 hours of overloads for full-time faculty per academic
year. In a typical academic year, 81.3% of upper-division courses are taught by
full-time, tenure-track faculty, 11.9% of offerings taught by term faculty, while only
6.7% are staffed by adjuncts. For lower-division offerings (1xx-2xx courses),
64.9% of offerings are covered by full-time, tenure-track faculty, 19.7% by term
faculty, and 15.5% by adjuncts.
During this review period, no adjuncts were used to teach ES major-related
courses, only lower-level courses required by all programs within IST. In the final
year of this review, the only adjuncts used were within the CJ curriculum (noted
in the CJC Program Review), while additional courses required outside of load
were covered by full-time faculty taking on overloads and by one graduate
assistant.
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The Environmental Science faculty consists of 4 faculty members, two of which
are tenure-track (one tenured), and two term faculty. One of the term faculty has
operated an independent environmental consulting firm since 1990 and is able to
bring up-to-date, real-world topics into class. Faculty teaching within the program
are appropriately credentialed. During the reporting period, faculty in ES were
published 9 times, received $520,311 in research grants, and presented at
regional, national or international conferences 35 times. Faculty data sheets in
Appendix II contain specifics on each faculty members’ scholarship and research
activities. No part-time faculty, adjuncts, or graduate assistants were used to
teach upper level courses in this program.
3. Students:
a. Entrance Standards:
All programs/majors within the Integrated Science and Technology
Department follow the College of Science admission requirements.
College of Science admission requirements for students at the freshman level
are higher than what is required for general admission to the university. The
ACT scores required for full admission to the College of Science are a
minimum mathematics score of 21 and a minimum composite score of 21. For
the SAT, a score of 500 in math and a 1000 composite score are required.
Completion of two units of algebra, a unit of geometry, and a unit of
trigonometry or advanced mathematics are recommended.
Students who do not meet these admission requirements but still wish to
pursue a program in the College of Science may gain admission by enrolling
as one of the pre-science majors or enroll in another college and completing
the following requirements.
1. Completion of MTH 127 (or MTH 130) and ENG 101 with a grade of C
or higher.
2. Completion of at least 15 credit hours of college work with a GPA of
2.2 or higher.
3. Transfer students must have a 2.0 GPA and meet the above
requirements for the ACT or SAT.
b. Entrance and Exit Abilities of past five years of graduates: Appendix III
shows that our last five years of students entered the program with high
school GPAs that ranged from yearly means of 3.36 to 3.76. The yearly mean
composite ACT scores ranged from 22.3 to 25.2. Yearly mean SAT Verbal
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scores ranged from 430 to 525, SAT Quantitative scores from 423.3 to 585,
and SAT Analytic Writing scores from 400 to 510. Appendix IV shows that
these graduates compiled respectable GPAs during their undergraduate
program, with yearly means ranging from 3.04 to 3.38.
4. Resources:
a. Financial:
When IST was launched in 1998, it was funded in large part through a grant
given annually by the WV Office of Economic Development. The grant award
began at $500,000 in 1998. The amount was reduced due to university
reallocations each year; this reduced the department’s operating budget to
$371,286 in 2007. By 2008, $285,697.74 of that amount was committed to
faculty salaries and benefits.
There were also limited additional funds derived through a Technical fee
assessed to all IST students and each class that offers a laboratory
experience.
There has never been a separate budget for individual programs within IST
and it is not easy to calculate programmatic budgets because adjuncts teach
classes in which students from all IST programs enroll, supply orders are
made for the entire department, etc.
Prior to the 2014/15 academic year, IST’s portion of the workforce
development grant was reduced to $338,572.00 annually. Of that,
approximately $294,930.00 was used for faculty/staff salaries and
benefits. The remaining $43,642 was used for office expenses ($8,500),
faculty development ($500/faculty for travel/development for a total of
$16,500), and course materials ($18,600). The department also received
approximately $13,000 from HERF, $62,300 in tech fees, and $29,000 in lab
fees. From this, part-time instruction (~$68,000) and GA stipends ($36,000)
were paid.
For 2014/15, the overall funding was approximately the same, but we lost all
funds from the Workforce Development grant. The money that was originally
funded by the grant was replaced by Academic Affairs for a single year.
Starting with 2015/16, our budget has changed drastically. We no longer pay
faculty salaries at the department level, but because of central funding and
the removal of the IST Technology Fee and College of Science course Lab
Fees, combined with the fact that we do not have to pay for certain items that
we once did, making our budget structure much different than it has ever
been before. For this academic year, the entire department (22 full-time
faculty, 2 full-time staff, and ~600 majors) has $107,844.00 to work with.
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From this, we pay 4 Graduate Assistants ($36,000), and stipends for program
directors and chair ($16,000 + $2000 in fringe), leaving the department
approximately $53,900.00 to use for course supplies and office supplies,
which is more than we have had in the past, but we do not have money for
faculty development like we did in the past. We are trusting that the new
centralized budgeting model will provide a positive step to being able to
purchase classroom items that we have not been able to purchase in the past
and having this budget is a first step in the right direction.
If the program were terminated, there would probably be very little savings to
the University because of the loss of majors vs faculty salary savings. Some
office and laboratory space could be made available to other programs. If the
program were terminated, the University would lose a truly innovative,
student-oriented program that attracts very high quality students, produces
graduates that get good paying jobs and continue their education, and has a
number of unique features that help raise Marshall’s profile. The negatives of
such a move would be great. The IST Department provides significant
service to the wider university community.
b. Facilities:
IST has several classrooms and laboratories that are used by the various
programs in the department. This includes two dedicated classrooms in
Smith Hall for Criminal Justice; 2 brand new computer labs in the Weisberg
Applied Engineering Complex for gaming and digital forensics; 3 computer
labs in Morrow library; 1 computer lab in Prichard Hall; 1 dedicated classroom
space (Commons) in Morrow library; 1 classroom in the Science Building; 1
classroom in the Byrd Biotechnology building; and 2 biotechnology labs in the
Byrd Biotechnology building. The program has had to rely on shared
classroom space for most classes that do not need technology, which has not
been a problem. As enrollment continues to increase and the number of
sections increase that rely on the use of technology in the classroom, finding
computer laboratories and the scheduling of classes may become tricky, but
our facilities are adequate in terms of space at the present. Without the
opening of the new building this fall, that would not have been the case.
IST still needs upgraded equipment for our biotechnology program and digital
forensics program. We are trusting in the new budget structure to be able to
make one-time requests each year to help fill the gaps.
5. Assessment Information:
a. Please refer to Appendix V for a summary of our program’s assessment of
student learning.
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b. Other Learning and Service Activities: Provide a summary of learning and
service activities not covered explicitly in Appendix V.
In addition to our assessment activities and data collected from our core
courses (Appendix V), all IST students also complete a capstone project
either working one-on-one with a faculty member, or through an internship.
During the assessment period, 57 students have completed individual
capstone projects and 133 students have completed an internship. These
internships range from working on campus (College of Education and Human
Services’ IT Center, Computing Services, Web Development for various
entities), to external agencies including the West Virginia Fusion Center, FBI,
West Virginia Parks Service, WV Department of Environmental Protection,
Bulldog Creative, West Virginia Office of Technology, Marshall Foundation,
Protesta and Associates, Edwards Cancer Center, and many others.
Several of our courses, including IST365 (Database Systems) and IST321
(Resolution of Environmental Problems) have also allowed students to
participate in Service Learning components by partnering with Service
Learning to work with a local business and generate a solution for a problem
the business has which is related to the course content.
c. Plans for Program Improvement:
From Fall 2012 – Spring 2014, the Department of Integrated Science and
Technology worked aggressively to revise its assessment process. Part of the
catalyst for doing so was the merger of Criminal Justice & Criminology into
the Department in 2013. Now, with six separate, yet integrated programs, a
new assessment model was put into place and was piloted for the 2014-2015
academic year. This plan involved abandoning the previous assessment
model (used in 2013-2014), and in turn, identifying three new common coreIST learning outcomes as well as allowing for each separate program (i.e.,
Biotechnology, Computer Information Technology, Digital Forensics and
Information Assurance, Environmental Science, and Natural Resources and
Recreation Management) to identify discipline-specific learning outcomes of
their own. In addition, this process involved creating a course outcome matrix,
where pre-culminating and culminating courses were identified, plus the
development of the necessary rubrics. In sum, what was reported for the
2014-2015 academic year was a good starting point, and it is with the data
that was generated that we as a faculty realized the importance of continuing
the dialogue among IST as we analyze the data going forward. In sum, the
overall plan for the current academic year will involve using the same
measurements to gather data, analyze that data in May, and then during our
faculty retreat in August 2016, discuss as a body any changes that are
necessary to our instruments.
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We will also be reconvening the advisory boards this spring (2016) for each of
the programs by inviting regional business leaders and industry experts to
provide feedback of our curriculum and graduates to see what areas (if any)
we need to improve to ensure we are producing quality graduates.
d. Graduate Satisfaction:
The Environmental Science program had 36 graduates during the reporting
period. According to graduation surveys that were returned by graduates
during the timeframe for this report (n=20):
 85% felt adequately prepared for a career and/or graduate or
professional study in their major field
 80% believe that Marshall University's program in their major field is of
high quality
 75% also were satisfied or very satisfied with the instruction they
received within their major
 70% of these respondents were satisfied or very satisfied with the
classroom and laboratory facilities that they used for their classwork
 50% of the graduates also planned to further their education
 80% planned to be employed in the field of their major.
e. Please refer to Appendix IX for letters from the Office of Assessment
providing feedback regarding the program’s assessment of student learning.
6. Previous Reviews: At its meeting on April 28, 2011, the Marshall University
Board of Governors recommended that the Bachelor of Science in Environmental
Science continue at its current level of activity.
7. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, submitted in academic year 2010 – 2011, the Bachelor
of Science in Environmental Science identified the following weaknesses. These
are transcribed from that report.
Weaknesses

Lack of resources. While ES now has two full time faculty members and uses
two part time and core curriculum faculty members from IST and other
departments, there is still no separate allocation for the ES program.
Additional resources and facilities have been gained through the ES
program’s association with the IST Department. The addition of the Natural
Resources and Recreation Management Degree Program in July 2010 should
provide opportunity for further program development through access to these
resources, and these possibilities are currently being explored.
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

UPDATE: Environmental Science is still part of Integrated Science
and Technology, which is not a problem. Since the last report, a new
faculty member in ES has been hired and the two term faculty
members who were shared are now dedicated solely to ES and
teaching IST core courses. With the opening of the new Weisberg
Applied Engineering Complex, Environmental Science gained a new
office, a new dedicated laboratory, and a new mudroom.
Environmental Science still needs space and a more applied graduate
program on campus to attract additional students who wish to attend
Marshall University for both their undergraduate and graduate degrees.
Addition of particular skills. Recent graduates suggested the following:
o “A good scientific writing course and a field-based statistics course in IST
would be beneficial.” We are reviving our IST statistics course. IST 130
(Connections) will deal with scientific writing as part of each student’s IST
core work.
 UPDATE: IST130 (Statistics) has been totally revamped since the last
review and is now taught by faculty members within IST (Computing &
NRRM) who have statistical training. The course is now
multidisciplinary in nature. IST120 (Connections I) and IST220
(Connections II) have also been revamped to ensure the true
integration of science, technology, society, and risk. Both courses are
critical thinking courses and students write and learn key presentation
skills to aid them in their upper-level curriculum courses.
o “I would like to have had a class that explored careers in the
Environmental Science field and the levels of experience and education
required to qualify for the jobs. It would have been good to have
professionals come in and explain their job and give realistic ideas of what
non-academic professionals do in the field.” This could be added to upperlevel courses by guest speakers.
 UPDATE: With the addition of Mindy Armstead to the faculty, she now
teaches IST490 (Senior Project I) where career opportunities are
discussed.
o “General Business courses would be beneficial to students. Because no
matter whom you work for, or career path you choose, it is still business
related.” This and other ideas will be discussed at the yearly IST/ES
faculty retreat.
 UPDATE: The faculty are still exploring this option as a requirement.
The move of the requirements from 128 hours to 120 hours for
graduation has hindered this progress at the moment, but students
may elect to take a course in business with one of their technical
electives.
8. Current Strengths/Weaknesses:
Strengths:
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The integration of the 6 majors/programs within the department provides a
strong cohesive bond to expose students to the best of science and
technology before they branch out into their discipline specific courses.
Graduation rates from majors within IST are well above the overall
university graduation rates. For example, the university’s graduation rate
from 2000 to 2007 ranged from 40.9% to 47.5% while over the same
period of time, IST’s graduation rates ranged from 36% to 59% with IST’s
percentage being at or above the university’s graduation rate for 5 of the 8
years noted. Again, this does not account for any student who switched
majors to one outside of IST and still graduated, which I know there are
students who have done this. It would only take 3-5 in a year ’s intake to
raise our graduation percentage 5-10% yearly over the numbers
presented.
Even though it is not cheap to staff and offer, IST’s curriculum model has
proven itself to be successful for the past 19 years with our programs not
only graduating students at a high rate, but those students finding
employment in field or moving on to graduate/professional programs at a
very high rate. Testimonials of the employers of our graduates speak
volumes to how well the IST curriculum has prepared students for entering
the workforce compared to graduates from other Marshall programs and
programs from other schools.
Technology: Students are exposed to the most current technology in
IST150 (Spreadsheets and Databases), IST260 (Instrumentation), IST
322 (Terrestrial Assessment), and IST 323 (Aquatic Ecology), along with
advanced courses such as IST 423 (GIS and Data Systems). Students
use these technologies extensively in their senior projects.
Computer Skills: All students develop high competency in GIS, databases,
spreadsheets, statistical programs, and instrumentation associated
software, making their employment more viable than competing programs.
Written and Verbal Communication: The capacity to develop projects and
report the results from them is developed initially in IST Connections and
reinforced in required projects for IST 320, 321, 322, 323, and 423
including proper scientific documentation.
Senior Project Sequence for Environmental Science: All students are
required to plan and develop a research level project in IST 490 and then
implement this plan as the project is completed in IST 491. Presentations
on the IST 490 plan and the project completed in IST 491 are formally
presented on “IST Presentation Day” in December and May of each year.
Due to the recent adoption of the Degree Quality Profile by all programs in
IST, each program has undergone curricular revisions to fit the new
model, bolstering what was already a strong curriculum.
The IST program has identified, developed, and implemented a core
curriculum with critical content knowledge and basic thinking skills needed
for students moving to rigorous strategic sector courses, or even to other
majors (programs) within IST.
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

Even though IST’s enrollments have soared, the department still has a
very low student to faculty ratio, which enables students to have direct
access on a daily basis with faculty in different fields, but working toward
the same common set of IST goals. Faculty members have a strong
history of unity and a willingness to share their skills and assist students
from multiple disciplines.
The program is interdisciplinary by design, which is a huge strength for a
program that is able to integrate the best of environmental science issues
such as water, and modern technology.
Weaknesses:
 was noted by the Dean of the College of Science in 2014 that a major
weakness of IST was the fact that the department was large and lacked a
12-month chair position. This is a significant weakness for IST as a
department and its many programs, as it removes oversight, and the
ability to plan and develop new initiatives during the summer months.
 To ensure growth and sustainability and to generate revenue, each of our
undergraduate and graduate programs must continue to provide a cutting
edge education. However, we need continued support. IST has lost its
workforce development grant, but are entrusting the new budget model to
sustain the department. Even so, this hinders future planning. With a
department that has grown by leaps and bounds since its inception, space
is always a concern. As of now, IST faculty are spread out over six
buildings.
 IST as a department costs the college more in terms of adjuncts and
overload salaries than all other departments in the college combined. We
have grown at such a rapid rate that we have more students than we can
process in our core curriculum without overloading faculty or hiring
adjuncts. IST needs additional faculty to dedicate at the lower level to
ensure upper-level courses are appropriately staffed by faculty hired within
the dedicated program itself.
 As technology changes, because our program relies so heavily on modern
technology, new equipment will need to be purchased, especially in
Biotechnology, CIT, and DF. It is imperative our students have the latest
technology to stay current in the field (e.g., GIS, SPSS, Excel, Cellphone
exam kits, FTK licenses, etc.). While some programs utilizing computerbased technology can share resources, Biotechnology and ES require
laboratory spaces, equipment and supplies to offer diverse and relevant
experiences to students.
 Having aligned each of the programs within IST with cutting edge
technology to ensure that our students will need to be competitive on the
job market, it is essential that we receive adequate attention and publicity
to demonstrate that we are one of the most advanced and innovative
programs in the state.
 The department as a whole has 23 faculty and nearly 600 majors, but we
do not have access to Graduate Assistants like many other departments
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
III.
that are similar to our size. We have 4 GA lines, 3 of which are dedicated
to Criminal Justice because they are the only program within the
department with a fully offered masters program.
The Environmental Science masters program is in a different college,
making it difficult to have students work with faculty within the ES
undergrad program on their capstones. ES undergraduate faculty do not
have a direct tie to influencing the graduate program.
Viability of the Program:
1. Articulation Agreements: Describe program specific articulation agreements
with other institutions for delivery of this program.
None at this time.
2. Off-Campus Classes: Describe/Summarize off-campus (other than the
Huntington, or South Charleston campuses) courses offered.
The program does not currently offer off-campus courses other than online
courses.
3. Online Courses: Describe/Summarize online courses offered.
Integrated Science and Technology has been offering E-courses as a means for
extending offerings to high school students and individuals wanting to enhance
their job skills with IT-related courses for over 10 years. Over the last three
years, new E-courses have been developed to provide the basis for a number of
online certificate programs or minors. IST as a department plans to continue this
effort. Of the 21 online courses the department offers throughout the course of
the year, 5 are specific to Criminal Justice and Criminology topics, 6 specific to
Computer and Information Technology and Digital Forensics and Information
Assurance topics, 9 specific to Natural Resources and Recreation Management
topic, and 1 specific to Environmental Science topics. Enrollments are
summarized specific to courses offered by the program in this review in the table
below.
Year
2011/2012
2012/2013
2013/2014
2014/2015
Fall 2015 (current)
4. Service Courses:
Sections
1
1
2
2
1
Enrollments
25
37
62
23
35
Enr/Section
25.0
37.0
31.0
11.5
35.0
16
Environmental Science faculty have taken on much of the teaching load that was
left when Integrated Science closed down. Many students who still needed ISC
credit to graduate were able to take IST111 (Living Systems), IST224 (Intro to
Forensic Science), or IST320 (Nature of Environmental Problems). These
classes have been overloaded every semester and many times have had to be
taught as overloads or by adjuncts in the past. Majors within various IST
programs take IST111 and IST224 as required classes as well.
5. Program Course Enrollment:
Specific course enrollments are provided in Appendix VI. Lower level courses
have traditionally had high enrollments and those enrollments continue to climb
as well as the number of sections being offered as more and more students enter
the programs offered by IST. Upper level course enrollments for majors such as
Environmental Science that have had a lower number of majors, have not been
where we would like them to be in order to maximize investment. We have
begun to offer some upper-level courses every other year, or even, every three
semesters, including cross-listing with other departments, to maximize efficiency.
Those faculty whose courses are rotated as such have been able to fill in,
teaching lower-level required courses, which has in turn decreased our
adjunct/overload costs significantly over the past two years.
6. Program Enrollment:
Environmental Science’s enrollment began to decline from 2010-2012. Much of
this was due to a lack of a qualified faculty as the only two members of the
faculty qualified to teach ES were the chair at the time (reduced load) and one
other faculty member. Since then, the department has had two term faculty
dedicated to the program, as well as, two tenure-track faculty lines and
enrollments have leveled out (see Appendix VII and Figure 1, below).
7. Enrollment Projections:
With growing populations and increased demand on resources, the need for
persons educated in Environmental Science (ES) is critical. This is particularly
true with regard to aquatic resources, an area in which we are particularly strong.
The importance of this discipline has been emphasized in the state recently due
to the methylcyclohexanemethanol (MCHM) release into the drinking water
supply of 300,000 West Virginians. ES is truly an integrated discipline with
strong foundations in chemistry, biology, and geology, and requiring the
technology of computer aided mapping and data analysis, along with specific
instrumentation. The vision of the ES major is to produce marketable
undergraduate students with development in three areas: broad understanding of
core disciplines, hands-on skills with computer technology and instrumentation,
and professional experience to prepare students to enter a large and growing
environmental workforce. In addition to being located adjacent to the Ohio River
17
and in a mountainous state with over 31,000 miles of streams, our physical
location puts our students in close proximity to our nation’s historical and
developing energy markets, with both coal and natural gas. In the next decade,
10,000+ natural gas wells will be drilled in West Virginia. Another 20,000 will be
drilled in nearby Ohio and Pennsylvania. Currently our environmental workforce,
state and federal regulatory agencies and the private sector, workforce includes
a very high percentage of retirement age baby boomers. That fact, in
conjunction with the last five years of fiscal constraint, has lead the industrial,
consulting and regulatory workforces underprepared for the explosive
development of shale gas resources. All aspects of this unprecedented growth
have left state governments, state regulatory agencies, federal agencies, and the
supporting groups scrambling to catch up on an immense backlog of work.
According to federal labor statistics there will be a 15% growth in environmental
scientists in the next decade (http://www.bls.gov/ooh/architecture-andengineering/environmental-engineers.htm) while the trend for all jobs in the US
will be at 10% growth. This uniquely places our program with opportunities for
growth in addition to the continued opportunity to produce qualified
undergraduates prepared to enter the environmental workforce.
Knowing this, we conservatively estimate a 5% growth in enrollment over the
next five years. Environmental Science should have 40-45 majors by 2020.
IV.
Necessity of the Program:
1. Advisory Committee:
The program used to have an advisory committee, but the committee was
disbanded years ago. It is the goal of the depart to reestablish the advisory
committee during the Summer of 2016 (Summer 2015 was the original goal, but
that did not happen) to meet and discuss industry trends, course content, job
placement, etc.
2. Graduates: Please see Appendix VIII.
Of the 36 graduates, we were able to obtain the following information on their
current placement, as of September 2015:
Our students are well-educated, very specialized, and in high
demand. They have been highly successful in gaining employment in their fields
and have been able to choose whether to remain in the area or move.
Graduates from our program are not limited to local or even regional jobs.
Graduates live and work all across the United States and beyond, including
multiple graduates in Saudi Arabia. Graduates are also prepared for and enter
the workforce in government, education, and private sector jobs alike.
18
3. Job Placement: If the job placement rate reported above is low, can a course of
action be identified that would improve this situation? Provide a summary of
procedures utilized by the institution to help place program graduates in jobs or
additional educational programs. Include activities supported by both the
student’s academic department as well as the institution’s placement office. This
summary should include the institution’s procedures and program organization
for continuing contact and follow-up with graduates.
We feel our job placement rate for graduates is well above the
university average. We encourage our students to attend each job fair
sponsored by the university, send out announcements regarding job and
internship opportunities, work with career service to not only send their
announcements to our students, but also to send students to them to take
advantage of their services.
V.
RESOURCE DEVELOPMENT (If applicable)
Resource development is not being requested at this time.
19
20
Appendix I
Required/Elective Course Work in the Program
4-Year Plan, Major: SE10 - BS, Environmental Science
Catalog Term: Fall 2014
General Education Requirement
College Requirement
Year One - Fall Semester
IST150 Spreadsheet & Database Prin
ENG101 Beginning Composition
(Composition)
3 hrs
3 hrs
FYS100 First Yr Sem Critical Thinking
(FYS 100)
IST120 Connections I (CT) (CT Designated Course)
3 hrs
3 hrs
MTH140 Applied Calculus
(Mathematics)
Elective (Can be used toward 2nd major, minor, or certificate) 1 hrs
Recommended Hours:16 hours
CHM217 Principles of Chem Lab I
Offered online since Fall 2012
Year One - Spring Semester
3 hrs
(or equivalent)
Year Two - Fall Semester
CHM211 Principles of Chemistry I
Major Requirement
IST264 Technology Foundations
CMM103 Fund Speech-Communication - or CMM 104H
(Communication)
3 hrs
ENG201 Advanced Composition
(Composition)
IST 111 or BSC 120 (recommended if taking upper level BSC
courses)
Elective (Can be used toward 2nd major, minor, or certificate)
3 hrs
3 hrs
4 hrs
1 hrs
Recommended Hours:14 hours
3 hrs
Year Two - Spring Semester
CHM212 Principles Chemistry II
3 hrs
2 hrs
CHM218 Principles of Chem Lab II
2 hrs
IST130 Analytical Methods: Statistics (Mathematics) 4 hrs
IST321 Resol Environ Problems
3 hrs
3 hrs
ART 112, MUS 142 or THE 112 (Fine Arts)
IST212, Energy or PHY201 and PHY202 (4 hrs)*** 3 hrs
IST220 Connections II (CT) (CT Designated Course)
3 hrs
Elective (Can be used toward 2nd major, minor, or certificate) 3 hrs
Recommended Hours:15 hours
Recommended Hours:14 hours
Year Three - Fall Semester
IST323 Assessment II: Aquatic Ecology
4 hrs
Year Three - Spring Semester
IST301 Public Service Experience
1 hrs
IST423 GIS and Data Systems
3 hrs
IST322 Assess I: Terrestrial Systems
4 hrs
GLY200 Physical Geology (Phys or Nat Science)
3 hrs
Multicultural or International (Social Science) 3 hrs
Elective (Can be used toward 2nd major, minor, or certificate) 3 hrs
(Writing Intensive)
3 hrs
Elective (Can be used toward 2nd major, minor, or certificate) 3 hrs
300 - 499 level Natural Science elective**
4 hrs
Recommended Hours:16 hours
Year Four - Fall Semester
IST425 Impact Assessment Documen
Recommended Hours:15 hours
3 hrs
Year Four - Spring Semester
IST435 Biomonitoring
4 hrs
21
IST490 Senior Project I (Capstone)
3 hrs
IST 491 - Senior Project II or IST 470 Internship (Capstone) 3 hrs
(Writing Intensive)
3 hrs
(Humanities)
3 hrs
300 - 499 level Natural Science elective**
4 hrs
300 - 499 level Natural Science elective** 7 hrs
Recommended Hours:16 hours
Recommended Hours:14 hours
Other Requirements:
Minimum Number of Hours to Graduate:
120 (with a minimum of 40 upper level hours)
Minimum GPA to Graduate:
2.0 overall and MU and in all IST designated coursework
Other:
*Based on an ACT Mathematics score of 24 or higher. Students must have an ACT Mathematics score 24 or higher to begin the required
mathematics courses. Students with an ACT Mathematics score less than 24 will be placed in the appropriate mathematics and chemistry
courses.
**15 to 16 hours of 300 to 499 level Natural Science Electives from BSC, CHM, GLY, or PHY.
***PHY201 and PHY202 prerequisites are MTH140, Applied Calculus and MTH122, Trig.
NOTES:
1. Students are required to know and track their degree requirements for graduation or for entrance to a professional school.
2. In addition to the Core General Education requirements, the College of Science requires 3 hours of Calculus, 8 additional hours of
Natural or Physical Science, and 40 hours of upper level credit.
3. Coursework listed as 2nd major, minor, certificate, or elective may vary for each student. Students are strongly encouraged to use
elective hours toward a 2nd major, minor or certificate program.
4. Students are strongly encouraged to select courses that meet two or more Core or College requirements. For example, a writing
intensive literature course could satisfy the College of Science literature requirement as well as the Core II writing intensive
requirement.
5. Course offerings and course attributes are subject to change each semester. Please consult each semester's schedule of courses for
availability and attributes.
22
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 15, 2010 - May 15, 2015
Name:
Ms. Mary Melinda Yeager Armstead
Start Date at Marshall as a Faculty
Member:
Status:
Associate Professor
September 1, 2011
Probationary
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
1994
Virginia Tech, Blacksburg, VA
Area of Degree Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Rank:
Biology with Emphasis in Aquatic Ecotoxicology
Liscensed Remediation Specialist
State certification for supervising clean-up of Brownfields sites in
West Virginia. The Liscensed Remediation Specialist is responsible
for overseeing multiple aspects of site assessment and remediation.
My expertise is in conducting Human Health and Ecological Risk
Assessments associated with establishing appropriate remediation
levels for sites in the program.
West Virginia Department of Environmental Protection
Date Obtained, Expiration
Date
Obtained: February 5, 2014, Expired: February 5, 2016
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Course
Spring 2015
IST 425
Title
Impact Assessment Documen
Enrolled
3 100%
%
Respon
100
23
Spring 2015
IST 490
Senior Project I
8 100%
100
Spring 2015
ES 582
SpTp: Impact Assess Documentat
2 100%
100
Spring 2015
ES 583
SpTp: Watershed Protection
13 100%
100
Fall 2014
ES 646
Dynamics of Ecosystems
22 100%
100
Fall 2014
IST 490
Senior Project I
27 100%
100
Spring 2014
IST 491
Senior Project II
1 100%
100
Spring 2014
ES 583
SpTp: Aquatic Toxicology
4 100%
100
Spring 2014
IST 480
SpTp: Aquatic Toxicology
1 100%
100
Fall 2013
ES 665
Water Resources Management
25 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Armstead, M. M. (Principal), Jones, T. G. (Co-Principal), Kim, M. K. (Co-Principal), Grant,
"Measuring the Effects of Disturbance on Benthic Macroinvertebrate Communities in
Appalachian Streams", West Virginia Water Research Institute, Federal, $76,293.00, Not
Funded. (November 29, 2012 - Present).
Armstead, M. M. (Principal), Sponsored Research, "Marshall University’s Statement of Work for
Completion of Tasks 1.5, 1.6, and 2.2.5", ARIES, Private, $150,000.00, Funded. (June 30,
2014 - June 30, 2015).
Armstead, M. M. (Supporting), Grant, "Assessing Geomorphic Reclamation in Valley Fill Design
for West Virginia", Office of Surface Mining, Federal, $19,834.00, Funded. (May 1, 2012 December 1, 2014).
Armstead, M. M. (Principal), Sponsored Research, "Marshall University’s Statement of Work for
Completion of Tasks 1.5, 1.6, and 2.2.5", ARIES, Private, $125,000.00, Funded. (June 30,
2013 - June 30, 2014).
Armstead, M. (Principal), Grant, "INCO Faculty Development Grang", INCO Alloys International,
Inc. Endowment, Marshall University, $500.00, Funded. (May 18, 2014 - May 23, 2014).
Armstead, M. (Principal), Grant, "Travel Award", Quinlan Endowment, Marshall University,
$500.00. (May 18, 2014 - May 23, 2014).
Armstead, M. (Co-Principal), Murray, E. E., Frost, L. M., Grant, "Pre-prosal: Determining the
influence of environmental factors in toxin production by Prymnesium parvum", NSF
Integrative Organismal Systems Core Programs, Federal, Not Funded. (January 28, 2014).
Armstead, M. M. (Principal), Sponsored Research, "Marshall University’s Statement of Work for
Completion of Tasks 1.5, 1.6, and 2.2.5", ARIES, Private, $49,984.00, Funded. (June 30,
2012 - June 30, 2013).
Armstead, M. M. (Principal), Sponsored Research, "Marshall University’s Statement of Work for
24
Completion of Tasks 1.5, 1.6, and 2.2.5", ARIES, Private, $102,634.00, Funded. (June 30,
2012 - June 30, 2013).
Armstead, M. M. (Co-Principal), Frost, L. M. (Co-Principal), Murray, E. E. (Co-Principal), Grant,
"Pre-proposal: Establishing variabilityi n th e toxins produced by Prymnesum parvum
exposed to variable culturing and toxicity inducing conditions.", National Science Foundation,
Federal, Not Funded. (January 2013).
Armstead, M. M. (Principal), Sponsored Research, "Marshall University’s Statement of Work for
Completion of Tasks 1.5, 1.6, and 2.2.5", ARIES, Private, $72,359.00, Funded. (January 1,
2012 - June 30, 2012).
Armstead, M. M. (Principal), Grant, "An Evaluation of the Usefulness of Stream Metabolism as a
Mechanism of Implementing Narrative", West Virginia Water Research Institute, Federal,
$59,398.00, Not Funded. (December 2011).
Intellectual Contributions
Armstead, M. Chronic Toxicity Testing using Ceriodaphnia dubia in mining influenced streams of
West Virginia. Limnologica.
Hopkins, L., Quaranta, J., Hause, J., DePriest, N. Assessing Geomorphic Reclamation in Valley
Fill Design for WV.
Armstead, M. M., Wilson, M., Keller, L., Kinney, J., McGill, K., Snyder, E. (2013). Methods for
Evaluating the Effects fo a Simulated Mine Effluent with Elevated Ionic Concentration to Field
Collected Benthic Macroinvertebrates. Society for Mining, Metallurgy, and Exploration.
Vellaisamy, S., Tomblin, J., Armstead, M. M., Murray, E. E. (2013). Selenium (sodium selenite)
causes cytotoxicity and apoptotic mediated cell death in PLHC-1 fish cell line through DNA
and mitochondrial membrane potential damage. Ecotoxicology and Environmental
Safety/Elsevier , 87, 80-88.
Vellaisamy, S., Armstead, M. M., Cohenford, M., Murray, E. E. (2013). Arsenic trioxide (As2O3)
induces apoptosis and necrosis mediated cell death through mitochondrial membrane
potential damage and elevated production of reactive oxygen species in PLHC-1 fish cell line.
Chemosphere/Elsevier Ltd. , 90, 1201-9.
Vellaisamy, S., Armstead, M. M., Murray, E. E. (2012). Protective and antioxidant role of selenium
on arsenic trioxide (As2O3) induced oxidative stress and genotoxicity in fish hepatoma cell
line PLHC-1. Environmental Chemistry and Toxicology/Wiley-Blackwell, 31, 2861-9.
Wilson, M., Armstead, M. M. (2012). A Reproductive and Trophic Transfer Study Associated With
Selenium Concentrations in the Mud River Watershed Internation Conference on Acid Rock
Drainage.
Presentations
Armstead, M. M. (Author Only), Rowsey, K., Wilson, M., Poster, SETAC North America 35th
Annual Meeting, Society of Environmental Toxicology and Chemistry, Vancouver, BC,
Canada, "Method development for rearing field collected mayflies to provide consistently
available healthy organisms for use in toxicity evaluations.", Conference, Academic,
International, published in proceedings, Accepted. (November 12, 2014).
Armstead, M. M., Wilson, M. (Presenter & Author), Keller, L. (Author Only), Poster, SETAC North
25
America 35th Annual Meeting, Society of Environmental Toxicology and Chemistry,
Vancouver, BC, Canada, "A CONSERVATIVE SEASONAL SELENIUM MONITORING
CONCEPT", Conference, Academic, International, published in proceedings, Accepted.
(November 11, 2014).
Armstead, M. A. (Presenter & Author), (Author Only), (Author Only), Poster, Joint Aquatic
Sciences Meeting, Society for Freshwater Science, Portland Oregon, "THE EFFICACY OF A
NOVEL CONTROL STRATEGY FOR GOLDEN ALGAE MANAGEMENT IN HATCHERIES",
Conference, Academic, International, published in proceedings, Accepted. (May 22, 2014).
Armstead, M. M. (Author Only), Parsons-White, A. (Presenter & Author), Wilson, M. (Author
Only), Mayfield, B. (Author Only), Oral Presentation, Joint Aquatic Sciences Meeting, Society
for Freshwater Science, Portland Oregon, "ESTABLISHING VARIABILITY IN TOXINS
PRODUCED BY PRYMNESIUM PARVUM EXPOSED TO DIFFERING CULTURE AND
TOXICITY INDUCING CONDITIONS", Conference, Academic, International, published in
proceedings, Accepted. (May 21, 2014).
Armstead, M. M. (Author Only), Mayfield, B. (Presenter & Author), Wilson, M. (Author Only),
Parsons-White, A., Poster, Joint Aquatic Sciences Meeting, Society for Freshwater Science,
Portland Oregon, "THE ANALYSIS OF IN VIVO AND IN VITRO BIOASSAY SENSITIVITIES
AND RESPONSES TO PRYMNESIUM PARVUM TOXINS", Conference, Academic,
International, published in proceedings, Accepted. (May 20, 2014).
Armstead, M. M. (Author Only), (Presenter & Author), (Author Only), Oral Presentation, Joint
Aquatic Sciences Meeting, Society for Freshwater Science, Portland Oregon, "AN
EVALUATION OF THE SEASONAL CONCENTRATIONS OF SELENIUM IN AN AQUATIC
FOOD CHAIN", Conference, Academic, International, published in proceedings, Accepted.
(May 19, 2014).
Armstead, M. M. (Presenter & Author), Oral Presentation, Aries Symposium: A progress review,
Appalachian Research Initiative for Environmental Science, Lexington, Kentucky, "ARIES
Update - Marshall University", Conference, Non-Academic, Regional. (April 29, 2014).
Armstead, M. M. (Other), Nicholson, J. (Presenter & Author), Poster, GIS Day - Marshall
University, Huntington West Virginia, "Creek Geeks GIS Utilization for Analyzing Sediment
Particle Sizen and Stream Meandering in Mayfly Habitats", Conference, Academic, Local.
(November 2013).
Armstead, M. M. (Author Only), Kinney, J. (Presenter & Author), Wilson, M. (Author Only), Poster,
Harmonizing Across Disciplines 34th Annual Meeting, North America, Society of
Environmental Toxicology and Chemistry, Nashville, Tennessee, "A comparison of the
sensitivity of mayfly taxa to a simulated", Conference, Academic, International, Accepted.
(November 21, 2013).
Armstead, M. M. (Author Only), Keller, L. (Presenter & Author), Wilson, M. (Author Only), Poster,
Harmonizing Across Disciplines 34th Annual Meeting, North America, Society of
Environmental Toxicology and Chemistry, Nashville, Tennessee, "Trophic Transfer Modeling
of Selenium – how much data do we", Conference, Academic, International, Accepted.
(November 20, 2013).
Armstead, M. M. (Author Only), Parsons White, A. (Presenter & Author), Wilson, M. (Author
Only), Poster, Harmonizing Across Disciplines 34th Annual Meeting, North America, Society
of Environmental Toxicology and Chemistry, Nashville, Tennessee, "Evaluation of a novel
control method for Prymnesium parvum", Conference, Academic, International, Accepted.
(November 18, 2013).
26
Armstead, M. M. (Author Only), Yeager, J. (Presenter & Author), Oral Presentation, Society of
Freshwater Science, Jacksonville, Florida, "BAETIDAE DOMINANCE IN THE TUG FORK
WATERSHED IN WEST VIRGINIA", Conference, Academic, National, Accepted. (May 23,
2013).
Armstead, M. M. (Author Only), Keller, L. (Presenter & Author), Wilson, M. (Author Only), Poster,
Society of Freshwater Science, Jacksonville, Florida, "A TROPHIC TRANSFER STUDY
ASSOCIATED WITH SELENIUM BIOACCUMULATION IN WEST VIRGINIA", Conference,
Academic, National, Accepted. (May 22, 2013).
Armstead, M. M. (Author Only), Kinney, J. (Presenter & Author), Wilson, M. (Author Only), Poster,
Society of Freshwater Science, Jacksonville, Florida, "EFFECTS OF ELEVATED
DISSOLVED SOLIDS ON BENTHIC MACROINVERTEBRATE COMMUNITIES",
Conference, Academic, National, Accepted. (May 22, 2013).
Armstead, M. M. (Author Only), Parsons-White, A. (Presenter & Author), Wilson, M. (Author
Only), Poster, Society of Freshwater Science, Jacksonville, Florida, "ESTABLISHING
VARIABILITY IN THE TOXINS PRODUCED BY PRYMNESIUM PARVUM EXPOSED TO
VARIABLE CULTURING AND TOXICITY INDUCING CONDITIONS", Conference, Academic,
National, Accepted. (May 22, 2013).
Armstead, M. M. (Presenter & Author), Creathers, L. (Author Only), Wilson, M. (Author Only),
Keller, L. (Author Only), Oral Presentation, Society of Freshwater Science, Jacksonville,
Florida, "A SUMMARY OF CHRONIC TOXICITY TESTING IN MINING INFLUENCED
STREAMS IN WEST VIRGINIA", Conference, Academic, National, Invited. (May 21, 2013).
Armstead, M. M. (Presenter & Author), Oral Presentation, Society of Freshwater Science,
Jacksonville Florida, "Selenium Effects on fish reproduction in mining influenced watersheds
in West Virginia.", Conference, Academic, National, Invited. (May 21, 2013).
Armstead, M. M. (Presenter Only), Oral Presentation, Environmental Considerations in Energy
Production, Appalachian Research Initiate for Environmental Studies, Charleston, WV,
"Chronic Toxicity Testing in Mining Influenced Streams", Conference, Academic, Regional,
Invited. (April 16, 2013).
Armstead, M. M. (Presenter & Author), Wilson, M. (Author Only), Keller, L. (Author Only), Kinney,
J. (Author Only), McGill, K. (Author Only), Snyder, E. (Author Only), Oral Presentation,
Environmental Considerations in Energy Production, Appalachian Research Initiative for
Environmental Studies, Charleston WV, "Effects of a Simulated Mine Effluent with Elevated
Ionic concentration on Field Collected Benthic Macroinvertebrates", Conference, Academic,
Regional, Accepted. (April 16, 2013).
Armstead, M. M. (Presenter & Author), Oral Presentation, 34th West Virginia Mine Drainage Task
Force Symposium, WV Mine Drainage Task Force, Morgantown, West Virginia, "Selenium
Toxicity to Aquatic Organisms", Conference, Non-Academic, Regional, Invited. (March 27,
2013).
Armstead, M. M. (Author Only), Kinney, J. (Presenter & Author), Wilson, A. (Author Only), Poster,
Joint meeting of the West Virginia and Ohio Chapters of the American Fisheries Society,
American Fisheries Society, Huntington, WV, "Evaluating the Effects fo Total Dissolved
Solids on Benthic Macroinvertebrate Communities and Individual Taxa", Conference, NonAcademic, Regional, Accepted. (February 20, 2013).
Armstead, M. M. (Author Only), Keller, L. (Presenter & Author), Wilson, A. (Author Only), Poster,
Joint meeting of the West Virginia and Ohio Chapters of the American Fisheries Society,
American Fisheries Society, Huntington, WV, "Trophic Transfer of Selenium Throughout the
27
Food Chain of Aquatic Ecosystems", Conference, Non-Academic, Regional, Accepted.
(February 20, 2013).
Armstead, M. M. (Presenter & Author), Bitzer Creathers, L. (Author Only), Oral Presentation,
West Virginia Water Research Conference, West Virginia Water Research Institute,
Morgantown, West Virginia, "An Evaluation of Chronic Toxicity in Mining Influenced Streams
of West Virginia", Conference, Academic, Regional, published elsewhere, Accepted. (October
31, 2012).
Armstead, M. M. (Presenter & Author), Wilson, M. (Author Only), Keller, L. (Author Only), Kinney,
J. (Author Only), McGill, K. (Author Only), Parsons White, A. (Author Only), Oral
Presentation, West Virginia Water Research Conference, West Virginia Water Research
Institute, Morgantown, West Virginia, "Methods for Evaluating the Effects of Total Dissoled
Solids on Benthic Macroinvertebrate Communities and Individual Taxa", Conference,
Academic, Regional, published elsewhere, Accepted. (October 31, 2012).
Armstead, M. M., Oral Presentation, Appalachian Researc Initiative for Environmental Science
Annual Meeting, Appalachian Research Initiative for Environmental Science, Morgantown,
West Virginia, "Area 1 - Research Update", Workshop, Non-Academic, Regional, Invited.
(September 11, 2012).
Research Currently in Progress
Armstead, Mary M, Mandee, "Control of golden algal blooms using filter media for fecal coliform
control", Writing Results.
Murray, Elizabeth E, Armstead, Mary M, Brianna, Amy, "Development of toxicological assays for
golden algae.", On-Going, Scholarly.
Armstead, Mary M, Jeremy, Mandee, "Evaluating Effects of Total Dissolved Solids on Benthic
Macroinvertebrate Communities and Individual Taxa", On-Going.
Armstead, Mary M, Lorin, Mandee, "Seasonal selenium bioaccumulation in Appalachian
streams.", Writing Results.
Directed Student Learning and Research
Acharya, S., Research, Supervised Research, Environmental Science Department, "An
investigation of a microbial treatment system to reduce stormwater toxicity.", In-Process.
(April 1, 2014 - Present).
Rowsey, K., Research, Master's Thesis Committee Member, Environmental Science Department,
ES, 680, "The culturing of Ephemeroptera for use in laboratory toxicity testing.", Proposal.
(November 2013 - Present).
White, A., Research, Master's Thesis Committee Member, Biological Sciences Department,
"Study of the induction of toxin production in the golden algae", In-Process. (September 1,
2012 - Present).
Mayfield, B., Research, Supervised Research, Integrated Sciences Department, "Toxicity of
Prymnseium parvum", Completed. (January 15, 2013 - December 15, 2014).
Chuchiak, K., Research, Supervised Research, Environmental Science Department, IST, 491, 3
credit hours, "Selenium modeling in mining influenced streams", Proposal. (January 15, 2013
- May 15, 2014).
28
Keller, L., Research, Master's Thesis Committee Member, Environmental Science Department,
"Developing trophic transfer models for selenium bioaccumulation in a mining influenced
watershed", In-Process. (September 1, 2012 - May 15, 2014).
Kinney, J., Research, Master's Thesis Committee Member, Environmental Science Department,
"Evaluation of the effects of total dissolved solids on benthic macroinvertebrate communities",
In-Process. (January 1, 2012 - May 15, 2014).
Foltz, D., Research, Master's Thesis Committee Member, Biological Sciences Department. (May
2013).
Creathers, L., Research, Master's Thesis Committee Member, Biological Sciences Department,
"Chronic Toxicity Testing in Mining Influenced Streams of West Virginia", Completed. (May
2012).
2)
Service
Department
Marshall Environmental Science Association, Faculty Mentor, (September 2012 - Present).
Worked with John Sammons to revise IST490 curriculum, (January 2013 - December 2013).
College
Grants and Scholarship Comittee, Committee Member (October 28, 2013 - Present).
University
Academic Planning Comittee, Committee Member (May 2014 - Present).
Faculty Senate, Committee Member (January 1, 2014 - Present).
Environmental Issues at Marshall, Committee Member (December 2012 - Present).
Appalachina Studies Conference Abstract Review, Reviewer (May 2013 - October 2013).
Professional
Dinsmore & Shohl LLP, Reviewer, Journal Article, Charleston, WV, United States (January 20,
2014 - Present).
National Institute for Water Resources - USGS, Reviewer, Grant Proposal, Madison, WI, USA
(April 2014 - May 7, 2014).
South Carolina Water Resource Center, Reviewer, Grant Proposal, Clemson, South Carolina,
USA (November 2013 - December 2013).
Society of Environmental Toxicology and Chemistry, Student presentation judge, Nashville,
Tennessee, US (November 2013).
US Army Corps of Engineers Workgroup, Workgroup contributor, Charleston, WV, USA (June
29
2013 - August 2013).
Society of Freshwater Science, Student presentation judge, Jacksonville, Florida, US (May 2013).
Hydrobiologia, Reviewer, Journal Article (March 1, 2013 - May 21, 2013).
Association of South Eastern Biologists, Student presentation judge, Charleston, WV, US (April
2013).
Considerations in Energy Production Symposium, Session Chair, Charleston, WV, USA (April 18,
2013).
Environmental Considerations in Energy Production, Reviewer, Conference Paper, Charleston,
WV, USA (December 12, 2012 - February 1, 2013).
Appalachian Research Initiative for Environmental Science, Reviewer, Conference Paper,
Blacksburg, Virginia, USA (December 15, 2012 - December 28, 2012).
Community
Water Festival Participant, Workshop Organizer, Huntington, WV (September 26, 2013 Present).
Water Festival Organizer/Presenter, Workshop Organizer, Huntington, WV20, United States
(September 26, 2014).
Elementary school workshop, Workshop Organizer, Huntington, WV, USA (April 9, 2014).
Teays Valley Christian School, Science Fair judge, Scott Depot, WV, United States (February
2014).
Teays Valley Christian School, Science Fair Judge, Scott Depot, WV, US (February 26, 2013).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Association of South Eastern Biologists, ASB, Scientific organization promoting sharing of
research between disciplines and fostering collaboration in the community.
Air and Waste Management Association - West Virginia Chapter, AWMA, AWMA is an
organization which brings together those interested in industrial waste issues. The
organization fosters discussion and distribution of pertinent information by supporting a
research journal and sponsoring workshops, meetings and conferences. (January 1, 2013 Present).
Society of Freshwater Science (formerly North American Benthological Society), SFS, The
Society of Freshwater Science is an organization dedicated to researching the organisms
inhabiting stream, lakes and rivers and to educating people on the same. (January 1, 2011 Present).
Society of Environmental Toxicology and Chemistry, SETAC, SETAC is an international society
30
interested in the study of contaminants and environmental stressors in our natural
environment. The organization's members include academia, state and federal government
representatives, as well as business and industry. The organization brings the disciplines
together to facilitate environmental solutions and the use of sound science in decision making
for development and policy. (1992 - Present).
Faculty Development Activities Attended
Tutorial, "Blackboard Grade Book Utilization Training", IST Departmental Training Session,
Huntington, WV, United States. (January 9, 2014 - Present).
Continuing Education Program, "Annual Conference and LRS training workshop", WV DEP and
Air and Waste Management Association, Huntington, WV, United States, 2 credit hours.
(September 11, 2014 - September 12, 2014).
Conference Attendance, "Joint Aquatic Science Meeting", Society for Freshwater Science,
Phycological Society of America, Association for the Sciences of Limnology and
Oceanography, Society of Wetland Scientists, Portland, Oregon, USA. (May 18, 2014 - May
23, 2014).
Conference Attendance, "34th Annual Meeting - Harmonizing Science Across Disciplines",
Society of Toxicology and Chemistry, Nashville, Tennessee, US. (November 17, 2013 November 21, 2013).
Continuing Education Program, "Licensed Remediation Specialists Training Workshop", Air and
Waste Management Association, Morgantown, WV, USA. (September 13, 2013).
Training, "Blackboard training for E-course implementation", Marshall Center for Teaching and
Learning, Huntington, WV. (September 9, 2013).
Conference Attendance, "Society of Freshwater Science Annual Meeting", Society of Freshwater
Science (formerly NABS), Jackson, Florida, USA. (May 19, 2013 - May 23, 2013).
Conference Attendance, "Environmental Considerations in Energy Production", Appalachian
Research Initiative for Environmental Sciences, Charleston, WV, US. (April 14, 2013 - April
18, 2013).
Conference Attendance, "Joint Meeting of WV and Ohio Chapters of the American Fisheries
Society", American Fisheries Society, Huntington, WV, USA. (February 19, 2013 - February
21, 2013).
Training, "Biosafety and Chemical Safety Training", Marshall University, Huntington, WV, US.
(January 18, 2013).
Conference Attendance, "Water Research Symposium", Water Research Insitute of Virginia,
West Virginia and Kentucky, Morgantown, WV. (October 30, 2012 - October 31, 2012).
Meeting between ARIES and EPRI to discuss research agenda, "Conductivity - Research and
Regulatory Issues", ARIES/EPRI, Pittsburg, Pennsylvania. (August 15, 2012).
Conference Attendance, "Society of Freshwater Science Annual Meeting", Society of Freshwater
Science (formerly NABS), Loiusville, Knetucky, USA. (May 20, 2012 - May 24, 2012).
Forum, "MU/WVSU Collaborative Forum", Marshall University, Huntington, West Virginia, USA.
(May 15, 2012).
31
Tutorial, "Digital Measures Training", Marshall University, Huntington, WV. (December 13, 2011).
Tutorial, "PCard Training", Marshall University Research Corporation, Huntington, WV.
(November 17, 2011).
Conference Attendance, "Water Research Symposium", Water Research Insitute of Virginia,
West Virginia and Kentucky, Blacksburg, VA. (November 15, 2011 - November 17, 2011).
Tutorial, "Banner Navigation", Marshall University, Huntington, WV. (October 19, 2011).
Conference Attendance, "Ohio River Basin Consortium for Research and Education", Huntington,
West Virginia. (September 26, 2011 - September 28, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
32
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 15, 2010 - May 15, 2015
Name:
Mr. Samuel Tracy Colvin
Rank:
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2003
Term Faculty
Highest Degree Earned:
Conferring Institution:
MA
Date Degree Received:
1972
WVU
Area of Degree Specialization:
Public Administration
Professional
Registration/Licensure:
Compost Facility Operator, Real estate agent, Sustainability
Awareness, Pollution Prevention and Environmental
Management System
Field of Registration
/Licensure:
Agency:
Instructor
certified to operate yard waste compost facility in WV, licensed real
estate agent in WV; license is currently on inactive status,
WV DEP, WV Real Estate Commission, WV DEP
Date Obtained, Expiration
Date
Obtained: December 1, 2010
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Course
Spring 2015
IST 120
Connections I (CT)
24 100%
%
Respon
100
Spring 2015
IST 220
Connections II (CT)
24 100%
100
Spring 2015
IST 212
Energy
27 100%
100
Spring 2015
IST 320
Nature Enviro Prob
29 100%
100
Title
Enrolled
33
Spring 2015
IST 321
Resol Environ Problems
19 100%
100
Fall 2014
IST 220
Connections II (CT)
26 100%
100
Fall 2014
IST 220
Connections II (CT)
26 100%
100
Fall 2014
IST 220
Connections II (CT)
28 100%
100
Fall 2014
IST 220
Connections II (CT)
28 100%
100
Fall 2014
IST 212
Energy
19 100%
100
Fall 2014
IST 212
Energy
19 100%
100
Fall 2014
IST 111
Living Systems
26 100%
100
Fall 2014
IST 111
Living Systems
26 100%
100
Fall 2014
IST 320
Nature Enviro Prob
16 100%
100
Fall 2014
IST 320
Nature Enviro Prob
16 100%
100
Summer
2014
Spring 2014
IST 120
Connections I (CT)
11 100%
100
IST 120
Connections I (CT)
28 100%
100
Spring 2014
IST 111
Living Systems
28 100%
100
Spring 2014
IST 320
Nature Enviro Prob
23 100%
100
Spring 2014
IST 321
Resol Environ Problems
14 100%
100
Fall 2013
IST 120
Connections I (CT)
27 100%
100
Fall 2013
IST 111
Living Systems
28 100%
100
Fall 2013
IST 111
Living Systems
27 100%
100
Fall 2013
IST 320
Nature Enviro Prob
44 100%
100
Spring 2013
IST 220
Connections II (CT)
19 100%
100
Spring 2013
First Yr Sem Critical Thinking
23 100%
100
Spring 2013
FYS
100
ISC 211
Living on Earth
28 100%
100
Spring 2013
IST 111
Living Systems
20 100%
100
Spring 2013
IST 321
Resol Environ Problems
19 100%
100
Fall 2012
ISC 211
Living on Earth
17 100%
100
Fall 2012
ISC 211
Living on Earth
22 100%
100
Fall 2012
ISC 211
Living on Earth
18 100%
100
Fall 2012
IST 111
Living Systems
15 100%
100
Fall 2012
IST 320
Nature Enviro Prob
42 100%
100
Summer
2012
Spring 2012
ISC 211
Living on Earth
12 100%
100
First Year Seminar
22 100%
100
Spring 2012
FYS
100
ISC 211
Living on Earth
19 100%
100
Spring 2012
ISC 211
Living on Earth
26 100%
100
Spring 2012
ISC 211
Living on Earth
24 100%
100
Spring 2012
IST 320
Nature Enviro Prob
27 100%
100
Spring 2012
IST 321
Resol Environ Problems
21 100%
100
34
Fall 2011
ISC 211
Living on Earth
Fall 2011
ISC 211
Living on Earth
Fall 2011
ISC 211
Living on Earth
Fall 2011
IST 111
Living Systems
Fall 2011
IST 320
The Nature of Environmental Problems
Summer
2011
Spring 2011
ISC 211
Living on Earth
First Year Seminar
Spring 2011
FYS
100
FYS
100
ISC 211
Spring 2011
ISC 211
Living on Earth
Spring 2011
ISC 211
Living on Earth
Spring 2011
IST 321
The Resolution of Environmental Problems
Spring 2011
First Year Seminar
Living on Earth
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Colvin, S. T. IST 320 online course [Course Material].
2)
Service
Department
IST Environmental Science Committee.
Judging GIS class poster presentations, judge, (November 2014).
College
Judging Senior Math Majors' Presentations, judge (December 2014).
University
Winter Commencement 2014, usher (December 14, 2014).
Community
Fourpole Creek Watershed Association, Officer, Treasurer, Huntington, WV (October 2013 Present).
35
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Faculty Development Activities Attended
Workshop, "Service Learning Training", Marshall University, Huntington, WV. (October 25, 2013).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
36
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 15, 2010 - May 15, 2015
Name:
Dr. Thomas George Jones
Start Date at Marshall as a Faculty
Member:
Status:
Associate Professor
August 17, 2006
Tenured
Highest Degree Earned:
Conferring Institution:
Ph D
Date Degree Received:
1997
University of Louisville, Lousiville, Kentucky
Area of Degree Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Rank:
Environmental Science
DAN instructor, First Aid/AED/CPR/O2 for divers Instructor,
Taxonomic Certification, Open Water Scuba Instructor
Instructor ratings in O2, Advanced O2, Hazardous Marine Life, O2
provider aquatics, REMO2, Neuro, BLSPRO, and AEDS., Instructor
of first responder First Aid/AED/CPR/O2 for divers , Eastern
Emphemeroptera, Plecoptera, and Trichoptera, Also certified as
First Aid First Responder Instructor
First Responder Oxygen Instructor
First Responder Defibulator Instructor
Divers Alert Network, PADI - First Respondor, North American Benthological Society, PADI
Date Obtained, Expiration
Date
Obtained: June 20, 2004
Obtained: June 20, 2004
Obtained: June 1, 2011, Expired: June 30, 2016
Obtained: June 20, 2004, Expired: December 30, 2012
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Course
Title
Enrolled
%
Respon
37
Spring 2015
IST 120
Connections I (CT)
22 100%
100
Spring 2015
IST 212
Energy
28 100%
100
Spring 2015
IST 423
GIS and Data Systems
22 100%
100
Spring 2015
IST 491
Senior Project II
2 100%
100
Spring 2015
IST 482
SpTp: Tropical Ecology
6 100%
100
Spring 2015
IST 582
SpTp: Tropical Ecology
1 100%
100
Fall 2014
IST 323
Assessment II: Aquatic Ecology
9 100%
100
Fall 2014
IST 323
Assessment II: Aquatic Ecology
9 100%
100
Fall 2014
IST 212
Energy
24 100%
100
Fall 2014
IST 212
Energy
24 100%
100
Fall 2014
IST 482
SpTp: Aquatic Inve
15 100%
100
Fall 2014
IST 482
SpTp: Aquatic Inve
15 100%
100
Fall 2014
IST 582
SpTp: Aquatic Inve
1 100%
100
Fall 2014
IST 582
SpTp: Aquatic Inve
1 100%
100
Spring 2014
IST 323
Assessment II: Aquatic Ecology
19 100%
100
Spring 2014
IST 212
Energy
28 100%
100
Spring 2014
IST 423
GIS and Data Systems
23 100%
100
Spring 2014
IST 491
Senior Project II
2 100%
100
Spring 2014
IST 481
SpTp: Tropical Ecology
11 100%
100
Spring 2014
IST 581
SpTp: Tropical Ecology
3 100%
100
Fall 2013
IST 322
Assess I: Terrestrial Systems
16 100%
100
Fall 2013
IST 435
Biomonitoring
13 100%
100
Fall 2013
IST 212
Energy
29 100%
100
Fall 2013
IST 423
GIS and Data Systems
10 100%
100
Fall 2013
IST 491
Senior Project II
3 100%
100
Spring 2013
IST 323
Assessment II: Aquatic Ecology
18 100%
100
Spring 2013
IST 212
Energy
27 100%
100
Spring 2013
First Yr Sem Critical Thinking
22 100%
100
Spring 2013
FYS
100
IST 491
Senior Project II
1 100%
100
Spring 2013
ES 582
SpTp: Tropical Ecology
2 100%
100
Spring 2013
IST 480
SpTp: Tropical Ecology
6 100%
100
Fall 2012
IST 130
Analy Meth I-1st Statistics
24 100%
100
Fall 2012
IST 322
Assess I: Terrestrial Systems
12 100%
100
Fall 2012
IST 212
Energy
28 100%
100
Fall 2012
ES 582
SpTp: Aquatic Invertebrates
4 100%
100
Fall 2012
IST 481
SpTp: Aquatic Invertebrates
3 100%
100
Spring 2012
IST 130
Analy Meth I-1st Statistics
27 100%
100
Spring 2012
IST 212
Energy
31 100%
100
38
Spring 2012
IST 111
Living Systems
24 100%
100
Spring 2012
Problem Report
3 100%
100
Spring 2012
BSC
679
IST 480
SpTp: Tropical Ecology:Bonaire
9 100%
100
Fall 2011
IST 435
Biomonitoring
5 100%
100
Fall 2011
IST 212
Energy
26 50%
50
Fall 2011
IST 111
Living Systems
24 100%
100
Fall 2011
PLS
231
IST 491
Natural History
15 100%
100
Senior Project II
1 100%
100
SpTp: Biomonitoring
5 100%
100
SpTp:Biomonitoring
4 100%
100
Spring 2011
BSC
580
BSC
481
ISC 202
Freshwaters
27 100%
100
Spring 2011
ISC 202
Freshwaters
26 100%
100
Spring 2011
ES 583
SpTp: Environ Data Analysis
7 50%
50
Spring 2011
IST 482
SpTp: Environ Data Analysis
6 50%
50
Fall 2010
IST 435
Biomonitoring
4 100%
100
Fall 2010
FYS
100
IST 111
First Year Seminar
18 100%
100
Living Systems
20 100%
100
BSC
481
BSC
580
SpTp:Biomonitoring
5 100%
100
SpTp:Biomonitoring
4 100%
100
Fall 2011
Fall 2011
Fall 2011
Fall 2010
Fall 2010
Fall 2010
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Murray, E. E. (Supporting), Jones, T. G. (Supporting), Grant, "‘Appalachian Two-STEP: Meeting
a Need for a Geographically Underserved Student Population’", Ohio University Southern
with Marshall University Faculty serving as Key Personnel, Federal, $5,000.00, Currently
Under Review.
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Ohio Department of Transportation,
State, Funded. (August 2013 - Present).
Jones, T. G. (Supporting), Contract, "Mussel survey", ESI - Crosstex Energy, Private, Funded.
(July 2013 - Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Williams and Boardwalk Bluegrass
Pipeline, Private, Funded. (July 2013 - Present).
39
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Williams Companies, Private,
Funded. (July 2013 - Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Confidential client, Private, Funded.
(June 2013 - Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - EQT, Private, Funded. (June 2013 Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Williams and Boardwalk Bluegrass
Pipeline, Private, Funded. (June 2013 - Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Williams and Boardwalk Bluegrass
Pipeline, Private, Funded. (June 2013 - Present).
Armstead, M. M. (Principal), Jones, T. G. (Co-Principal), Kim, M. K. (Co-Principal), Grant,
"Measuring the Effects of Disturbance on Benthic Macroinvertebrate Communities in
Appalachian Streams", West Virginia Water Research Institute, Federal, $76,293.00, Not
Funded. (November 29, 2012 - Present).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - City of Columbus, Local, Funded.
(August 2013 - September 2013).
Jones, T. G. (Co-Principal), Grant, "Mussel survey", ESI - EQT, Private, Funded. (August 2013).
Jones, T. G. (Supporting), Contract, "Mussel survey", ESI - EQT, Private, Funded. (July 2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Ohio Department of Transportation,
State, Funded. (June 2013 - July 2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Antero Resources, Private, Funded.
(June 2013).
Jones, T. G. (Supporting), Contract, "Mussel survey", ESI - Columbia Pipeline, Private, Funded.
(June 2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - DuPont, Private, Funded. (May
2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Ohio Dept of Transportation, State,
Funded. (May 2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey and relocation", Environmental Solutions &
Innovations - EQT, Private, Funded. (May 2013).
Jones, T. G. (Co-Principal), Contract, "Mussel survey", ESI - Tennessee Gas Pipeline, Private.
(June 2010 - July 2011).
Intellectual Contributions
Kovatch, J. J., Somerville, C., Evans, D. K., Jones, T. G. Assessment of the efficacy of stone
habitat improvement structures on the recruitment of larval and juvenile fishes and benthic
macroinvertebrates in the Marmet and Winfield pools of the Great Kanawha River..
Huntington, WV: US Army Corps of Engineers.
40
Presentations
Jones, T. G. (Author Only), Paper, National Meeting, Freshwater Mollusck Consevation Soicety,
Alabama, "Thirty years later, How are the mussels doing in 12-Pole creek, WV", Conference,
Academic, International. (March 2013).
Research Currently in Progress
Murray, Elizabeth E, Jones, Thomas G, Samatha, "Mitochondrial DNA of Blacknose Dace", OnGoing, Scholarly.
Jones, Thomas G, "The distribution of Cambarus veteranus along a proposed highway", OnGoing, Scholarly.
Directed Student Learning and Research
Thompson, C., Research, Supervised Research, Environmental Science Department. (May 2013
- Present).
Arneson, E., Research, Supervised Research, Biological Sciences Department. (September 2012
- Present).
Foltz, D., Research, Supervised Research, Biological Sciences Department. (August 2011 Present).
McGill, K., Research, Supervised Research, Biological Sciences Department. (August 2011 Present).
Bloom, J., Research, Supervised Research, Biological Sciences Department, "A comparison
between Buffalo and cattle grazing impacts in West Virginia". (August 2010 - Present).
Bridgewater, B., Research, Master's Thesis Committee Member, Biological Sciences
Department. (2010 - Present).
Faninn, A., Research, Supervised Research, Biological Sciences Department. (August 2009 Present).
Hughes, P., Research, Supervised Research, Biological Sciences Department, "Natural History
of Cambarus smilax". (August 2009 - Present).
Hart, J., Research, Master's Thesis Committee Member, Environmental Science Department.
(August 2009 - May 2012).
Hern, T., Research, Biological Sciences Department, "Rediscovery of the Maryland darter
(Etheostoma sellare)", Completed. (August 2009 - August 2011).
Vargo, E., Research, Supervised Research, Physics & Physical Science Department, "Bacterial
mapping of the Coal River watershed", Completed. (August 2009 - May 2011).
2)
Service
41
Department
Hiring Committee, Committee Chair, (October 2013 - December 2013).
College
peofessional consulting (May 2012 - Present).
general lecture (January 2012 - Present).
SCORES, Faculty Mentor (2012 - Present).
University
Student Recruiter (February 2012 - Present).
MU SCUBA club, Faculty Advisor (January 2012 - Present).
MU subchapter of the American Fisheries Society, Faculty Advisor (January 2012 - Present).
Faculty Advisor (August 2009 - Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Freshwater Mollusck Consevation Soicety, FMCS, co-chair of outreach commitee, premier
musssel/snail scientific organization. (January 1, 2012 - Present).
Soicety of Freshwater Science, SFS, sciencetific organization concerning freshwater
systems/biota. (January 2012 - Present).
Trout Unlimited, TU, stream/trout conservation society. (2012 - Present).
American Fisheries Society, AFS, advisor of MU subchapter, fisheries science organization.
(2004 - Present).
member of the American Underwater Science Society, AUSS, SCUBA for scienctific inquiry
organization. (2004 - Present).
National Speleological Society, NSS, Sustaining member biology section. (1995 - Present).
Faculty Development Activities Attended
DAN instructor rating, DAN. (January 1, 2012 - Present).
PADI dive instructor, PADI. (January 1, 2012 - Present).
Conference Attendance, "annual meeting of mid-Atlantic aquatic biologist meeting", Berkley
Springs, WV. (April 7, 2012 - April 9, 2012).
42
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
43
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 15, 2010 - May 15, 2015
Name:
Mr. Terry Ronald Shank
Start Date at Marshall as a Faculty
Member:
Status:
Rank:
Instructor
August 17, 2003
Term Faculty
Highest Degree Earned:
Conferring Institution:
MS
Date Degree Received:
1976
The Ohio State University, Columbus, Ohio
Area of Degree Specialization:
Botany
Professional
Registration/Licensure:
Field of Registration /Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a team-taught
course, indicate each of them and what percentage of the course you taught. For each course include
the year and semester taught (summer through spring), course number, course title and enrollment.
(Expand the table as necessary)
Term/Year
Course
Spring 2015
IST 322
Assess I: Terrestrial Systems
14 100%
%
Respon
100
Spring 2015
First Yr Sem Critical Thinking
21 100%
100
Spring 2015
FYS
100
IST 224
Intro to Forensic Science
24 68%
68
Spring 2015
IST 224
Intro to Forensic Science
20 68%
68
Spring 2015
IST 111
Living Systems
28 100%
100
Title
Enrolled
44
Fall 2014
IST 224
Intro to Forensic Science
24 100%
100
Fall 2014
IST 224
Intro to Forensic Science
24 100%
100
Fall 2014
IST 111
Living Systems
30 100%
100
Fall 2014
IST 111
Living Systems
30 100%
100
Fall 2014
IST 111
Living Systems
27 100%
100
Fall 2014
IST 111
Living Systems
27 100%
100
Summer
2014
Spring 2014
IST 111
Living Systems
21 100%
100
First Yr Sem Critical Thinking
23 100%
100
Spring 2014
FYS
100
IST 285
Independent Study
1 100%
100
Spring 2014
IST 285
Independent Study
1 100%
100
Spring 2014
ISC 211
Living on Earth
16 100%
100
Spring 2014
ISC 211
Living on Earth
16 100%
100
Spring 2014
ISC 211
Living on Earth
25 100%
100
Spring 2014
ISC 211
Living on Earth
25 100%
100
Spring 2014
ISC 211
Living on Earth
22 100%
100
Fall 2013
First Yr Sem Critical Thinking
23 100%
100
First Yr Sem Critical Thinking
23 100%
100
Fall 2013
FYS
100
FYS
100
ISC 211
Living on Earth
33 100%
100
Fall 2013
ISC 211
Living on Earth
30 100%
100
Fall 2013
IST 480
SpTp: Dendrology
7 100%
100
Summer
2013
Summer
2013
Spring 2013
ISC 211
Living on Earth
9 100%
100
ISC 211
Living on Earth
13 100%
100
First Yr Sem Critical Thinking
21 100%
100
Spring 2013
FYS
100
ISC 211
Living on Earth
30 100%
100
Spring 2013
ISC 211
Living on Earth
34 100%
100
Spring 2013
IST 111
Living Systems
32 100%
100
Fall 2012
First Yr Sem Critical Thinking
22 100%
100
Fall 2012
FYS
100
ISC 211
Living on Earth
26 100%
100
Fall 2012
ISC 211
Living on Earth
25 100%
100
Fall 2012
IST 111
Living Systems
15 100%
100
Summer
2012
Summer
2012
Spring 2012
ISC 211
Living on Earth
19 100%
100
ISC 211
Living on Earth
18 100%
100
BSC
104
Introduction to Biology
26 100%
100
Fall 2013
45
Spring 2012
Introduction to Biology
28 100%
100
Introduction to Biology
26 100%
100
Spring 2012
BSC
104
BSC
104
ISC 211
Living on Earth
30 100%
100
Spring 2012
ISC 211
Living on Earth
29 100%
100
Spring 2012
ISC 211
Living on Earth
9 100%
100
Spring 2012
ISC 211
Living on Earth
28 100%
100
Fall 2011
ISC 211
Living on Earth
23 100%
100
Fall 2011
ISC 211
Living on Earth
25 100%
100
Fall 2011
ISC 211
Living on Earth
22 100%
100
Fall 2011
ISC 211
Living on Earth
21 100%
100
Fall 2011
ISC 211
Living on Earth
23 100%
100
Summer
2011
Summer
2011
Summer
2011
Spring 2011
ISC 211
Living on Earth
23 100%
100
ISC 211
Living on Earth
24 100%
100
ISC 211
Living on Earth
24 100%
100
Introduction to Biology
27 100%
100
Introduction to Biology
27 100%
100
Introduction to Biology
26 100%
100
Spring 2011
BSC
104
BSC
104
BSC
104
ISC 211
Living on Earth
30 100%
100
Spring 2011
ISC 211
Living on Earth
28 100%
100
Spring 2011
ISC 211
Living on Earth
29 100%
100
Spring 2011
ISC 211
Living on Earth
28 100%
100
Fall 2010
Introduction to Biology
27 100%
100
Introduction to Biology
23 100%
100
Introduction to Biology
25 100%
100
Fall 2010
BSC
104
BSC
104
BSC
104
ISC 211
Living on Earth
29 100%
100
Fall 2010
ISC 211
Living on Earth
31 100%
100
Fall 2010
ISC 211
Living on Earth
23 100%
100
Fall 2010
ISC 211
Living on Earth
28 100%
100
Summer
2010
Summer
2010
Summer
2010
BSC
104
ISC 211
Introduction to Biology
19 100%
100
Living on Earth
31 100%
100
ISC 211
Living on Earth
29 100%
100
Spring 2012
Spring 2011
Spring 2011
Fall 2010
Fall 2010
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
46
1)
Scholarship/Research
Directed Student Learning and Research
Hamrick, J., Learning, Directed Individual/Independent Study, Biological Sciences Department.
mathews, G., Research, fulfillment of departmental requirements, Criminal Justice Department,
IST, In-Process.
Amor, A., Research, Directed Individual/Independent Study, Journalism & Mass Communication
Department, IST, 285, 1 credit hours, "cultivation of edible mushrooms", Completed. (January
13, 2014 - May 9, 2014).
Hamrick, J., White, L., Hall, A., Mayfield, B., Mann, C., Rowe, S., Tasker, K., Learning, Directed
Individual/Independent Study, Integrated Sci & Technology Department, IST, 480, 4 credit
hours, In-Process. (September 13, 2013 - December 6, 2013).
2)
Service
Department
not a committee, videotape of presentations and other activities, (January 14, 2014 - December
15, 2014).
College
not a committee, videotaped COS presentations (May 2, 2014).
University
not a committee, served with various support services (January 2014 - December 2014).
involvement with various student support services (January 2013 - December 2013).
Student Placement (January 2013 - December 2013).
involvement with various student support services (January 2012 - December 2012).
Student Placement (January 2012 - December 2012).
Community
political organization, Attendee, Meeting (May 2014 - November 2014).
political organization, Attendee, Meeting, WV, USA (May 1, 2012 - November 14, 2012).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
47
Faculty Development Activities Attended
Workshop, "first year seminar training and associated activities", faculty development, huntington,
wv, usa. (January 2013 - December 2013).
Workshop, "first year seminar training and associated activities", faculty development, huntington,
wv, usa. (January 2012 - December 2012).
Continuing Education Program, "campus conversations". (September 2012 - November 2012).
Seminar, "DaVince Lecture", Honors College, Huntington, WV, USA. (October 2012).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
48
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Course
No.
(e.g. 101)
Course Name
Year 1
2010- 2011
Year 2
2011- 2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
Su
Su
Su
Su
Su
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Complete graduate teaching assistant’s name; course number and course name taught; indicate enrollment in the semesters taught.
Expand table as needed.
49
Appendix III
Students’ Entrance Abilities for Past Five Years of Graduates: BS in Environmental
Science
25.2 (n = 10)
Mean SAT
Verbal
430.0 (n = 3)
Mean SAT
Quantitative
423.3 (n = 3)
Mean SAT
Writing
----
3.46
22.3 (n = 4)
510.0 (n = 1)
460.0 (n = 1)
----
5
3.73
23.7 (n = 4)
525.0 (n = 1)
550.0 (n = 1)
470.0 (n = 1)
2013-2014
6
3.36
22.4 (n = 5)
520.0 (n = 2)
490.0 (n = 2)
400.0 (n = 2)
2014-2015
9
3.76
24.6 (n = 8)
485.0 (n = 2)
585.0 (n = 2)
510.0 (n = 2)
Year
N
Mean High School GPA
Mean ACT
2010-2011
10
3.66
2011-2012
6
2012-2013
.
50
Appendix IV
Exit Abilities for Past Five Years of Graduates: BS in Environmental Science
3.08
Licensure Exam
Results
----
Certification Test
Results
----
Other Standardized
Exam Results
----
6
3.04
----
----
----
2012-2013
5
3.38
----
----
----
2013-2014
6
3.06
----
----
----
2014-2015
9
3.08
----
----
----
Year
N
Mean GPA
2010-2011
10
2011-2012
51
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BS in Environmental Science_______________________________________
Program Level
Program’s Student Learning
Outcomes
Students will choose the most
appropriate combination of
technologies, tools, and/or
methods to solve real-world
problems.
Students will analyze the
potential consequences of the
choices they make to solve
problems in their discipline.
Students will plan and execute
a project (individualized toward
their career goals) at a
professional level using
discipline-specific knowledge.
Students will demonstrate
critical thinking and creativity
where appropriate when
identifying issues and applying
the most pragmatic scientific
and/or technical methods when
Assessment Measures
(Tools)
Assessment Point 1:
IST 320, 260 (Exams)
Assessment Point 2:
IST 490 (Internship,
Capstone Project, or
Research Paper)
Assessment Point 1:
IST 130, 260 (Projects)
Assessment Point 2:
490 (Internship,
Capstone Project, or
Research Paper)
Assessment Point 1:
IST 111, 130 (Exams
and Lab Assignments)
Assessment Point 2:
IST 490 (Internship,
Capstone Project, or
Research Paper)
Assessment Point 1:
IST 130, 120, 111, 260
(Lab experiments,
research paper with
presentation, exams,
integrated labs)
Standards/Benchmark
Milestone
Capstone
Milestone
Capstone
Milestone
Capstone
Milestone
Results/Analysis
Action Taken to
improve the
program
52
designing and developing
discipline-related projects.
Students will scientifically
analyze data, derive solutions,
and appropriately evaluate
results.
Students will communicate
effectively in relating findings
and recommendations resulting
from discipline0related projects.
Assessment Point 2:
IST 490 (Internship,
Capstone Project, or
Research Paper)
Assessment Point 1:
IST 111, 130, 260 (Final
exams)
Assessment Point 2:
IST 490 (Internship,
Capstone Project, or
Research Paper)
Assessment Point 1:
IST 111, 120
(Presentations and
research; lab
presentation)
Assessment Point 2:
IST 490 (Internship,
Capstone Project, or
Research Paper)
Capstone
Milestone
Capstone
Milestone
Capstone
53
Program Learning Outcome 1: Students will choose the most appropriate combination of technologies, tools, and/or methods to
solve real-world problems.
Traits
Introductory
Performance Levels
Milestone
Capstone
Defines and explains the
boundaries, divisions,
styles and practices of
the field.
Identifies the appropriate
tool or technology to use
to solve a problem
Applies an existing tool or
technology to the solution
of a problem within their
field
Demonstrates fluency in
the use of tools,
technologies and
methods in the field
Navigates menus and
functions with spreadsheet
and database applications
Constructs a summative
project, paper or
practice-based
performance that draws
on current research,
scholarship and/or
techniques in the field
Translates verbal
problems into
mathematical
algorithms, constructs
valid arguments using
the accepted symbolic
system of mathematical
reasoning, and
constructs accurate
calculations, estimates,
risk analyses or
quantitative evaluations
of public information
Identifies appropriate
research areas and
techniques applied to
problems in their major of
study.
Uses spreadsheet and
database applications to
create solutions to
problems related to their
major field of study
Creates an original project
or paper and appropriately
links current research and
scholarship to a problem
formulated in class
Identifies the appropriate
mathematical algorithm
that needs to be applied to
a problem
Applies the appropriate
mathematical algorithm to
a problem and achieves
accurate results after
working through the
problem.
Combines existing
technologies and or tools
with their own original
discoveries to apply
toward the solution to a
problem, whether in their
field or not
Creates a spreadsheet
and/or database solution
which can be used to
synthesize data from any
discipline
Applies current research
to a real-world problem
that has no solution and
proposes a method on
how to apply current
techniques to arrive at a
solution
Extends a problem to
introduce factors of risk,
and analyzes the impact
that applying particular
algorithms can have on
the outcomes to problems
in their field.
Advanced
54
Program Learning Outcome 2: Students will analyze the potential consequences of the choices they make to solve problems in
their discipline.
Traits
Introductory
Constructs a cultural,
political or technological
alternate vision of either
the natural or human
world through a written
project, laboratory
report, exhibit,
performance or
community service
design; defines the
distinct patterns in this
alternate vision;
Differentiates and
evaluates theories and
approaches to complex
standard and nonstandard problems
within his or her major
field. (Analytic inquiry)
Performance Levels
Milestone
Capstone
Identifies existing works
that provide varying
perspectives on cultural,
political, or technological
vision of the natural or
human world
Creates an original work
bringing together
references from diverse
resources on cultural,
political, or technological
vision of the natural or
human world
Relates diverging
perspectives and
incorporates their own
view (either dissenting or
assenting), but backed up
with scientific evidence
Identifies existing theories
or algorithms that exist to
approach scientific
problems
Identifies the appropriate
theory or algorithm to
approach a particular
problem within their field
Applies the appropriate
theoretical approach or
algorithm to either a
complex standard or nonstandard problem to
generate a solution
Advanced
55
Program Learning Outcome 3: Students will plan and execute a project (individualized toward their career goals) at a
professional level using discipline-specific knowledge.
Traits
Introductory
Produces, independently
or collaboratively, an
investigative, creative or
practical work that
draws on specific
theories, tools and
methods from at least
two academic fields
Evaluates, clarifies and
frames a complex
question or challenge
using perspectives and
scholarship from the
student’s major field and
at least one other.
Defines and properly
uses the principal terms
in the field, both
historical and
contemporaneous.
Performance Levels
Milestone
Capstone
Creates a work using two
fields based on exact
steps found in existing
examples
Creates an original work
through group
collaboration based on
theories and tools that
exist, but integrates more
than one discipline
Develops independently a
new work based on
existing theories but
without practical
examples.
States an original
question, but without basis
of the underlying
background information
Relates an original
question with integration
of two or more fields, after
performing research of the
underlying principles
Evaluates, correlates, and
frames questions from
more than one academic
field on potential new
integration of knowledge.
Recall terms and their
definition.
Demonstrate use of terms
from major in appropriate
context.
Integrates terms from
multiple disciplines into a
document with the
appropriate context
Advanced
56
Program Learning Outcome 4: Students will demonstrate critical thinking and creativity where appropriate when identifying
issues and applying the most pragmatic scientific and/or technical methods when designing and developing discipline-related
projects.
Traits
Introductory
Formulates a question
on a topic that
addresses more than
one academic discipline
or practical setting,
locates appropriate
evidence that addresses
the question, evaluates
the evidence in relation
to the problem’s
contexts, and articulates
conclusions
Presents a project,
paper, performance or
other appropriate task
linking knowledge and
skills from work,
community or research
activities with
knowledge acquired in
academic disciplines;
explains how elements
were combined to shape
meaning or findings; an
Performance Levels
Milestone
Capstone
Identifies a question
relevant to the integration
of multiple disciplines
relating to science and
technology
Formulates a question and
proposes a solution for an
issue that relates to the
integration of multiple
disciplines.
Performs research and
solves an issue that
integrates multiple
disciplines while
articulating their
conclusions that follow
logically from problem
analysis.
Presents a project or
paper related to
something covered in
class.
Presents a project or
paper linking - knowledge
gained from a course to a
real world science or
technology issue.
Presents a paper or
project linking knowledge
gained from a course to a
real world science or
technology issue, and
provides a proposed
solution to the issue.
Advanced
57
Completes a field-based
assignment in the
course of study that
employs insights from
others; evaluates a
significant question in
relation to concepts,
methods or
assumptions in at least
one academic field; and
explains the
implications of learning
outside
Collaborates in
developing and
implementing an
approach to a civic
issue, evaluates the
process and, where
applicable, weighs the
result.
Develops and justifies a
position on a public
issue and relates this
position to alternative
views within the
community or policy
environment.
Explains a real-world
problem using terminology
gained from specialized
knowledge covered in
class
Creates an algorithm
applying prior solutions to
related problems to a new
problem introduced to a
class from an outside
resource
Creates a new body of
work while demonstrating
critical thinking and
creativity that employs an
algorithm that the student
developed to solve a
problem that was earlier
introduced to a class from
an outside resource
Identifies a problem in
collaboration with others
that exists in the world that
could possibly be solved
with the skills learned in
their major field of study
Proposes a solution to a
real world problem in
consultation with a small
team
Creates and evaluates the
solution to a real-world
problem through a teambased approach.
Identifies a community or
policy issue that relates to
science or technology
Defines a community or
policy issue that can be
solved by applying the
knowledge obtained in a
course
Develops a solution to a
community or policy issue
by applying knowledge
obtained through
coursework
58
Frames a complex
scientific, social,
technological, economic
or aesthetic challenge or
problem from the
perspectives and
literature of at least two
academic fields and
proposes a “best
approach” to the
question or challenge
using evidence from
those field
Explains a problem in
science, the arts,
society, human services,
economic life or
technology from the
perspective of at least
two academic fields,
explains how the
methods of inquiry and
research in those
disciplines can be
brought to bear, judges
the li
Defines and explains the
boundaries, divisions,
styles and practices of
the field.
Identifies a scientific,
social, technological,
economic or aesthetic
challenge or problem from
literature that spans
multiple disciplines
Create an original paper
or work that illustrates a
scientific, social,
technological, economic or
aesthetic challenge or
problem that spans
multiple disciplines.
Propose a solution to a
scientific, social,
technological, economic or
aesthetic challenge or
problem that spans
multiple disciplines.
Identifies a problem in
science or technology that
can be viewed from
multiple disciplines
Create an original paper
or work that illustrates a
problem in science or
technology spanning
multiple disciplines.
Propose a change to a
problem in science or
technology that spans
multiple disciplines, and
provide justification and
risk analysis for the
proposed change.
Identifies key terminology
related to their major field
of study.
Define the differences
between their major field
of study and related fields
in science and/or
technology.
Constructs a summative
project, paper or
practice-based
performance that draws
on current research,
scholarship and/or
techniques in the field
Identifies an area for
research to expand the
body of knowledge in their
major field of study
Creates an original work
that summarizes current
research in their major
field of study
Present the differences
between their major field
of study and related fields
while proposing a new
focus area for their major
field of study.
Creates an original work
that suggests changes
and new directions for
current research in their
major field of study
59
Constructs a cultural,
political or technological
alternate vision of either
the natural or human
world through a written
project, laboratory
report, exhibit,
performance or
community service
design; defines the
distinct patterns in this
alternate vision;
Incorporates multiple
information resources in
different media or
languages in projects,
papers or performances,
with appropriate
citations; and evaluates
the relative merits of
competing resources
with respect to clearly
articulated standards.
(Use of in
Identifies a problem from
the natural or human
world, which could be
modeled using science or
technology.
Develops a full project
plan for the
implementation of a
scientific or technological
model or simulation for
something that exists
within the natural or
human world
Implements a scientific or
technological model or
simulation for something
that exists within the
natural or human world
while describing their
vision for the development
Identifies different
technologies that can be
used to develop a
particularly assigned
project
Develops a new, original
project using multiple
information resources
appropriately
Produces a large-scale
project which incorporates
multiple technologies
appropriately to create a
new, original work
60
Program Learning Outcome 5: Students will scientifically analyze data, derive solutions, and appropriately evaluate results.
Traits
Introductory
Formulates a question
on a topic that
addresses more than
one academic discipline
or practical setting,
locates appropriate
evidence that addresses
the question, evaluates
the evidence in relation
to the problem’s
contexts, and articulates
conclusions
Demonstrates fluency in
the use of tools,
technologies and
methods in the field
Analyze a topic in more
than one academic
discipline or practical
setting.
Produces, independently
or collaboratively, an
investigative, creative or
practical work that
draws on specific
theories, tools and
methods from at least
two academic fields
Defines and properly
uses the principal terms
in the field, both
historical and
contemporaneous.
Performance Levels
Milestone
Capstone
Identify and evaluate
appropriate evidence
related to a topic.
Articulate conclusions,
which logically follow from
the analysis and evidence
gathered related to a
problem across
disciplines.
Recognizes available
tools, technologies and
methods that are available
to them
Applies some of the
available tools,
technologies and methods
to a given project in their
field of study
Creates a work using two
fields based on precise
steps found in existing
examples
Creates an original work
independently or through
group collaboration based
on theories and tools that
exist, but integrates more
than one discipline.
Synthesizes information
from multiple tools,
technologies, and
methods while achieving a
solution to a problem in
field
Develops independently a
new work based on
existing theories, but
without practical
examples.
Elicits principle terms and
their definitions
Demonstrates the use of
terms from major of study
in appropriate context.
Integrates terms from
multiple disciplines into a
work with the appropriate
context related to their
field of study
Advanced
61
Incorporates multiple
information resources in
different media or
languages in projects,
papers or performances,
with appropriate
citations; and evaluates
the relative merits of
competing resources
with respect to clearly
articulated standards.
(Use of in
Applies multiple
information resources
appropriate for use in
projects, papers and
performances
Applies and cites multiple
information resources
appropriately in projects,
papers and performances.
Evaluates relative merits
of competing resources
and applies clearly
articulated standards.
62
Program Learning Outcome 6: Students will communicate effectively in relating findings and recommendations resulting from
discipline0related projects.
Traits
Introductory
Constructs sustained,
coherent argument or
presentation on
technical issues or
processes in more than
one medium for general
and specific audiences;
and works through
collaboration to address
a social, personal or
ethical dilemma
Presents a project,
paper, performance or
other appropriate task
linking knowledge and
skills from work,
community or research
activities with
knowledge acquired in
academic disciplines;
explains how elements
were combined to shape
meaning or findings; an
Explains diverse
perspectives on a
contested issue and
evaluates insights
gained from different
kinds of evidence
reflecting scholarly and
community
perspectives.
Illustrates coherent
information with multiple
media
Performance Levels
Milestone
Capstone
Relates information with
multiple media, as well as
through collaboration to
address specific issues
Assemble theories and
hypotheses through
presentation of coherent
information, asking
scientific questions,
expanding current
research through
collaboration
Illustrates a project or
paper and explain basics
of why project or paper
was created
Implement the
presentation of a project
or paper and explain not
only the basics of why the
paper was created, but
also what the creation of
such deliverable means
and how it was created
Synthesizes existing data
to create and present a
theoretical project or
paper showing integrated
relationships of knowledge
Identifies and expresses
the fact that the issues at
hand is a contested issue
Identifies a contested
issue and able to
synthesize the arguments
of those involved in all
sides
Identifies potential
conflicts that may result
from studying the
integration of existing
knowledge
Advanced
63
Appendix VI
Program Course Enrollment: BS in Environmental Science (These are also courses for IST)
64
65
66
Appendix VII
Program Enrollment: BS in Environmental Science
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
34
25
30
33
30
1
----
----
----
----
----
1
----
----
----
Second Majors Enrolled*
2
1
1
Grand Total of Students Enrolled in the
Program
37
27
31
33
31
Graduates of the program
10
6
5
6
9
Pre-Environmental Science
----
----
----
----
6
Students
Principal Majors Enrolled
No Area of Emphasis
Principal Majors Enrolled
Area of Emphasis 1: Environmental
Geoscience
Principal Majors Enrolled
Area of Emphasis 2: Pre-Med
1
67
Figure 1. Trend Line for Total Enrollment and Program Graduates:
BS in Environmental Science
40
35
30
25
Graduates
20
Total Enrollment
15
10
5
0
2010-11
2011-12
2012-13
2013-14
2014-15
68
Appendix VIII
Job and Graduate School Placement Rates: BS in Environmental Science
Year
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
Five –Year Total
# of graduates
employed in major
field
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted to
Graduate
Programs
# of
graduates
not
accounted
for
69
Appendix IX: Letters from the Assessment Office
70
71