Annual
Assessment Report
Environmental
Studies Major
Spring 2009
I.
Executive
Summary
In the past year the ENVR concentrated its work on
two major areas: the major as a whole, and individual classes. As suggested in
the Ten-Year Academic Plan, we analyzed the interests of our students and found
that the need is there for an additional full-time faculty position
concentrating on the Policy portion of the major. We submitted a position
request to Dean Miller-Bernal (see below) in Fall 2008,
which was approved by both the Division of Mathematical and Natural Sciences
and the Division of Social Sciences. Additionally, Faculty have
been working within their own courses: for those without them, faculty have
been creating course objectives for each of our courses; and for those with
them, faculty have been evaluating student performance in their courses based
on their current objectives.
II.
Summary of
Assessment meetings
2/11/08 -
members present: Ann Herzig, Kent Klitgaard, Tukumbi Lumumba-Kasongo, Milene Morfei, Ernie
Olson, Jackie Schnurr, Tom Vawter; Meeting lasted 1 hour
At
this meeting we discussed what we needed to do in terms of assessment for the
current semester. Jackie made some changes to her ENVR 131 – Physical Geology –
course based on student feedback from her previous time teaching the course.
The other instructors were asked to provide course objectives based on student
learning assessment in courses that serve the major,
and to collect data.
9/24/08 -
members present: Ann Herzig, Kent Klitgaard, Tukumbi Lumumba-Kasongo, Milene Morfei, Ernie
Olson, Jackie Schnurr, Tom Vawter; Meeting lasted 1 hour
At this meeting we discussed the comments that the
Assessment Committee had made on our assessment report. We also discussed the
recommendation of the Ten-Year Academic Plan that we add an additional
full-time faculty member to the department based on the Policy side of the
discipline. Recent student interest has shown that our up-coming majors have
much interest in pursuing the Policy concentration, but that the lack of a full
time faculty member in that concentration is scaring some students away.
Additionally, we discussed the announcement that the President was signing the
Presidents Climate Commitment, and that ENVR should be taking a leading role in
the sustainability issues on campus. Professor Morfei came prepared to the
meeting with a proposal to add an additional faculty member that would be
submitted to the Dean.
III. Plan for the 2009-2010 school year
ENVR will work on the following for the
next school year:
·
Continually
collecting data in each of our courses so that we can best evaluate the student
learning in our major.
IV. Updated Assessment Plan
Instead of resubmitting our current
plan, we will outline the major changes we made to our plan and only submit the
updated version.
·
We
clarified the language in our student learning outcomes.
·
We
clarified our “criteria for success.”
·
We
created one word descriptors for each of our goals, objectives and outcomes for
use in table 2. (Table 1 was too short to add the descriptors.)
Student
Learning Assessment
Environmental Studies Major
Spring 2009
A
Wells education enables students to:
The
mission of the Environmental Studies major is to develop in the student the
intellectual skills necessary to understand the environment as a complex system
and the challenges faced in living sustainably. This major is by nature multidisciplinary,
preparing students both in the scientific techniques and understanding
necessary to implement change and in the knowledge of the political processes
through which these changes are accomplished. The basic principles of
biological, chemical, and physical systems must be understood if policies are
to reflect the underlying complexities of nature. Understanding these
interactions requires a sense of place, an appreciation of nature's awesome
beauty, and of its impact upon the human experience.
Environmental
Studies Program Goals, Objectives and Outcomes
Goal 1: Skills - Allow
students to develop the intellectual skills necessary to understand the environment
as a complex system;
Objective
1: Techniques - Students will
learn the scientific techniques necessary to study the environment and to
determine how environmental issues can best be addressed;
Outcome
1: quantitative skills - Students will use the quantitative
skills necessary to examine environmental issues and solve
environmental
problems;
Outcome
2: research skills - Students will critically evaluate
literature and research on the environment;
Objective
2: Knowledge - Students will
learn about the necessity of environmental policies being grounded in the reality
of nature as expressed in the basic principles of biological, chemical, and
physical systems;
Outcome
3: applications in theory - Students will know the basic laws of nature and be able to describe their
application to environmental issues and environmental problem-solving;
Outcome
4: applications in practice - Students will use the basic field, laboratory and computer skills needed for
environmental research and analysis;
Goal 2: Multidisciplinary learning - Students
will develop an understanding of the multidisciplinary nature of environmental
issues;
Objective
3: Policy - Students will learn about the political processes through which
the environment can be changed for the better;
Outcome
5: critical thinking - Students will be able to think rationally and analytically about environmental
issues and environmental problem-solving;
Objective
4: Environmental Science -
Students will develop an appreciation for the natural world and the ways in
which it can be valued;
Outcome
6: economics - Students will
understand the mathematics of the connection between economic systems and
environmental
problems;
Goal 3: Local issues - Students
will become familiarized with
ecological and environmental issues in the Cayuga Lake Watershed;
Objective
5: Cayuga Lake Watershed -
Students will learn about the natural features and resources of the Cayuga Lake
Watershed, and the relationship between humans and the watershed;
Outcome
7: tradeoffs
- Students will conduct class projects and activities on issues important to
the Cayuga Lake Watershed, focusing on the interplay between the economy of the
region and the preservation of natural resources.
Goal 4: Global issues - Students
will be cultivated as informed citizens of the global environment, citizens who
can independently study environmental topics and who can effectively share with
others the results and perspectives garnered from such study.
Objective
6: current issues - Students will learn to analyze a
complex global environmental issue in a multi-faceted way that incorporates the
science, policy and value-related components of the issue;
Outcome
8: independent research - Students will demonstrate the ability
to work independently on a project that focuses on a particular environmental
topic, problem or question;
Outcome
9: oral presentation - Students will be capable of preparing and delivering an oral presentation that
is clear and well-reasoned.
Assessment
of Outcomes:
Assessment
of outcomes will take place via four methods: course activities, including
labs, projects and exams; a senior thesis project; and the two components of
the major’s comprehensive evaluation, an oral presentation and a comprehensive
exam.
A1 Course activities, including labs, projects and exams. The
multidisciplinary nature of the major is reflected in the courses of the
curriculum, some of which are ENVR listings and some of which come from
supporting disciplines. Students take these courses over their four years at
Wells.
All students in the major take a common core of required foundation courses (ECON 102, ENVR 101L, ENVR 102L, ENVR 203, ENVR 340L, MATH 151/MATH 251, ECON 320/ECON 325, and ANTH 280/ANTH 282/PHIL 240/RELG 330). In their sophomore or junior years students choose one of two concentrations in the major: Environmental Science or Environmental Policy & Values. Within each concentration the curriculum is composed of both required courses and electives.
Each course in the curriculum has
its own objectives that are aligned with the major. Course descriptions and
objectives for ENVR listings are included later in Appendix 1. Appropriate
assessment measures for each course are still in development.
A2 Senior thesis project. All students in the major conduct a 4-5
semester hour independent project as a senior thesis. The format differs for
the two concentrations but original research and analysis, conducted under the
guidance of an Environmental Studies faculty member is required in both cases.
See Appendices 2 and 3 for associated grading rubrics.
A3 Oral presentation. All students present their senior thesis
work to the Wells community. A grading rubric for this oral presentation is in
Appendix 4.
A4 Comprehensive exam. A three hour written examination taken in
the spring of the senior year. Questions on the exam test material from the
required foundation courses that all majors take, and also evaluate the basic
skills necessary for college level study of the field.
Alignment
of Objectives, Outcomes, and Assessment
Table
1 summarizes how course objectives align with ENVR objectives.
Table
1. Alignment of ENVR learning outcomes and course objectives.
|
ENVR
Outcomes |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
|
Course |
Course
Objectives Meeting ENVR Outcome |
||||||||
|
ENVR
101 |
1,3,4 |
1,3,4 |
1,3,4 |
1,3,4 |
1 |
2 |
|
|
|
|
ENVR
102 |
1-3 |
1-3 |
1-3 |
1-3 |
1-5 |
|
|
|
|
|
ENVR
131 |
1-8 |
1-8 |
1-8 |
1-8 |
|
|
9 |
|
|
|
ENVR
203 |
1,2 |
1,2 |
2,3 |
2 |
2,3 |
|
2 |
|
|
|
ENVR
301 |
1 |
1 |
|
|
|
|
|
1-5 |
|
|
ENVR
340 |
1,5,7 |
1,5,7 |
1-4,7 |
1-4,7 |
3,4,6 |
6 |
|
6 |
|
|
ENVR
350 |
1-5 |
1-5 |
1-4 |
1-4 |
|
|
|
|
|
|
ENVR
401 |
2-5 |
2-5 |
|
|
|
|
|
1-5 |
|
|
ENVR
402 |
2,3 |
2,3 |
2 |
2 |
|
|
|
1-5 |
|
|
Comps |
|
|
|
|
|
|
|
|
X |
Table
2 summarizes how ENVR goals, objectives, outcomes and assessment methods are
aligned for the major.
Table
2. Alignment of Goals, Objectives, Outcomes and Assessment.
|
ENVR
Goal |
ENVR
Objective |
Outcome |
Assessment
Methods Most Obviously Appropriate |
|
1:
Skills |
1:
Techniques |
1:
Quantitative Skills |
A1
Course dependent, A2
Project dependent, A4 |
|
1:
Skills |
1:
Techniques |
2:
Research Skills |
A1,
A2 |
|
1:
Skills |
2:
Knowledge |
3:
Applications In
theory |
A1
Course dependent, A4 |
|
1:
Skills |
2:
Knowledge |
4:
Applications In
practice |
A1
Course dependent, A2
Project dependent |
|
2:
Multidisciplinary learning |
3:
Policy |
5:
Critical Thinking |
A1
Course dependent, A4 |
|
2:
Multidisciplinary learning |
4:
Environmental Science |
6:
Economics |
A1
Course dependent, A2 Project dependent, A4 |
|
3:
Local Issues |
5:
Cayuga Lake
Watershed |
7:
Tradeoffs |
A1
Course dependent, A2 Project dependent, A4 |
|
4:
Global Issues |
6:
Current Issues |
8:
Independent Research |
A2 |
|
4:
Global Issues |
6:
Current Issues |
9:
Oral Presentation |
A3 |
Criteria
for Success
The
following will be used to determine success in the four assessment outcomes:
A1 Completion of course activities, including labs, projects and
exams. Student
artifacts will be continually collected throughout the academic year by the
faculty member teaching the targeted courses. Each faculty member will evaluate
if the students learned what was expected, based on each assignment.
Percentages of how well the student answered/completed the activity will be
calculated, and students will be considered proficient if 70% of the students
demonstrated a passing grade on the assessed activity. This proficiency simply
allows the faculty to assess student learning based on the completed activity,
and is not tied to the final grade in the course, which may contain other
determinates such as attendance and participation in class.
A2 Senior thesis project. Students who are majoring in
Environmental Studies should be capable of designing and executing an original
research project. The quality of the work is assessed quantitatively in the
course grades received for the senior thesis courses.
A3 Oral presentation. Students should be able to deliver a senior
thesis presentation that is deemed satisfactory in the judgment of the ENVR
faculty.
A4 Comprehensive exam. Students who are majoring in Environmental
Studies should be capable of earning a “C” or better on the individual sections
of the exam as well as in the exam overall.
Evaluation
of Assessment
Each
fall the Environmental Studies faculty will meet to evaluate assessment
outcomes.
The faculty will discuss the assessment outcomes from the previous
academic
year. The goal will be to overview student performance in each of the
four
assessment areas. This will be achieved using tools such as records of
student
performance in targeted course elements, samples of theses and
comprehensive
exams, and discussion of senior thesis oral presentations. This
annual
meeting will provide us with an opportunity to reflect on and discuss all
aspects
of student performance as manifested in our assessment outcomes.
Examined
individually and together the assessment tools should provide a
reasonable
way for us to assess whether our graduating students can think, act
and
communicate as intelligent people well-informed on environmental issues
and
principles.
We
will record our conclusions and the appropriateness of any actions we feel are
warranted for the future.
APPENDIX 1. Course Descriptions
and Course Goals of ENVR Listings in the Environmental Studies Curriculum
The
numbers in parentheses following each course objective indicate the alignment
with the overall learning outcomes of the Environmental Studies major.
ENVR 101L. Environmental
Science I
(Required
for all students in the major)
An introduction to the scientific principles
and concepts that underlie the study of the earth and its ecosystems. Emphasis
will be on analyzing the environment as a dynamic system. The characteristics
of natural systems and the relationship between the human population and the
environment will be discussed. A weekend field trip to the Adirondacks is a
required component of this course.
Students who successfully
complete ENVR 101L will
1)
understand the environment as a complex and dynamic system governed by the laws
of nature; (1,2,3,4,5)
2) be
aware of the ways in which humans damage ecosystems and species; (6)
3)
appreciate the need for conservation and restoration of habitats and their
species; (1,2,3,4)
4) be
equipped with the basic quantitative and technical skills needed to study
ecosystems. (1,2,3,4)
ENVR 102 L. Environmental
Science II
(Required
for all students in the major)
An
analysis of natural resources and the environmental impact of their extraction
and use by humans. Environmental quality, pollution, and biodiversity
preservation will be among the topics covered.
Students who successfully
complete ENVR 102L will appreciate and understand
1) The
nature of the world’s natural resources;
(1,2,3,4,5)
2) The
impact on humans and on the environment of resource extraction and use;
(1,2,3,4,5)
3) The
role of humans as effectors of environmental change; (1,2,3,4,5)
4) How
complex environmental problems can be addressed and solved; (5)
5)
Each individual’s impact on the natural world. (5)
ENVR 131L. Physical Geology
(Required
for all students in the Environmental Science Concentration)
The
origin, composition, structure, and geological history of the earth. This will include the study of geological
processes affecting the earth’s crust and interior, and examination of theories
concerning geological phenomena such as origin of mountains and plate
tectonics.
Students who successfully
complete ENVR 131L will be able to
6)
Understand the interplay of tectonic and surficial
processes on Earth that create landforms; (1,2,3,4)
7)
Appreciate the geologic time scale and the formation of Earth, the hydrosphere
and the atmosphere; (1,2,3,4)
8)
Read and interpret maps; (1,2,3,4)
9)
Understand the geologic history of New York State.(7)
ENVR 203. Environmental Studies
in the Cayuga Basin
(Required
for all students in the major)
Students
will participate in a directed-inquiry study of the Cayuga Basin. This will
include independent research into the many facets of an environmental issue
that affects the local area, such as its social, political, economic, physical
and biological aspects. Past themes have included planning local development,
invasive species, and deciphering truth from fiction in media presentations of
environmental issues.
Students who successfully complete ENVR 203 will be 1) critical readers of environmental literature, who are able to discern reliable and suspect information and sources as well as detect biases;(1,2)2) knowledgeable about environmental issues, particularly about local environmental issues; (1, 2, 3, 4, 5, 7)3) able to reckon with uncertainty and judge when we have enough information on an environmental issue to merit taking action. (3,5)
ENVR 301. Independent Project
in Environmental Science I
(Required
for all students in the Environmental Science Concentration)
Identification
of an original research or alternative project that will lead to the senior
thesis in environmental science. Work to be conducted in conjunction with a
member of the ENVR faculty.
Students who successfully
complete ENVR 301 will be able to
1)
Review primary literature in the field of Environmental Studies; (1,2,8)
2)
Develop an original project suitable for a senior thesis in Environmental
Studies; (8)
3)
Collect preliminary data on the chosen project; (8)
4)
Demonstrate the ability to work independently; (8)
5)
Demonstrate proficiency in scientific writing (8) (see Assessment rubric in
Appendix 5)
ENVR 340L. Sustainable
Agriculture
(Required
for all students in the major)
This
course will examine the environmental consequences of agriculture as it is
practiced today in tropical and temperate regions, and discuss the agroecological basis for tools and techniques designed to
address these problems.
Students who successfully complete
ENVR 340L will be able to
1)
Apply ecological principles to agricultural systems; (1,2,3,4)
2)
Describe agroecosystems as dynamic systems with
inputs, outputs and intrasystem flows; (3,4)
3)
Understand the environmental impact of temperate agriculture; (3,4,5)
4)
Understand the environmental impact of tropical agriculture; (3,4,5)
5)
Demonstrate proficiency in research skills appropriate to agroecosystem
study and analysis; (1,2,8)
6)
Discuss how agricultural policies and markets affect the decisions made by
farmers in the United States; (5,6)
7)
Describe how application of ecological principles can be used to reduce the
environmental impact of agriculture (1,2,3,4)
ENVR 350L. Microbes and the
Environment
(Required
for all students in the Environmental Science Concentration)
An
examination of the role of microorganisms in ecosystems, their use in
bioremediation strategies, and methods for control of pathogenic microorganisms
in water supplies. Lab includes a water
quality assessment of the local watershed with respect to microbial flora.
Students who successfully
complete ENVR 350L will be able to
1)
Demonstrate familiarity with the basic principles of microbial ecology;
(1,2,3,4)
2)
Understand the role of microorganisms in certain environmental problems;
(1,2,3,4)
3)
Describe how microorganisms can contribute to the solution of certain
environmental problems; (1,2,3,4)
4)
Demonstrate proficiency with basic laboratory and field skills that are used to
study microbial populations; (1,2,3,4)
5)
Work cooperatively on a group project (1,2)
ENVR 401. Independent Project
in Environmental Science II
(Required
for all students in the Environmental Science Concentration)
Continuing
independent work on an original research or alternative project under the
guidance of an ENVR faculty member.
Students who successfully
complete ENVR 401 will be able to
1)
Demonstrate the ability to work independently; (8)
2)
Conduct lab, field and statistical research and analysis appropriate to their
individual project; (1,2,8)
3)
Apply the scientific method to their independent project; (1,2,8)
4)
Demonstrate skill and confidence in finding and understanding appropriate
primary literature in the field of Environmental Studies; (1,2,8)
5)
Demonstrate proficiency in scientific writing (1,2,8)
ENVR 402. Senior Thesis in
Environmental Science
(Required
for all students in the Environmental Science Concentration)
Senior
research paper or alternative project in environmental science. Preparation and
presentation of a paper or project based on independent research and analysis.
Evaluation to be based on preliminary proposals, outlines, progress reports and
an oral report as well as the final paper or project.
Students who successfully
complete ENVR 402 will be able to
1)
Demonstrate the ability to work independently; (8)
2)
Incorporate research findings from an independent project into a senior thesis
paper; (1,2,3,4,8)
3)
Incorporate primary literature into their senior thesis paper; (1,2,8)
4)
Adequately review written work based on revisions suggest by faculty members;
(8)
5)
Demonstrate overall proficiency in scientific writing (8)
ENVR 403. Senior Thesis in
Environmental Policies and Values
(Required
for all students in the Environmental Policy and Values Concentration)
Identification
of an original topic and development of a senior research paper or alternative
project in environmental policies and values. Preparation and presentation of a
paper or project based on independent research and analysis. Work to be
conducted in conjunction with a member of the ENVR faculty. Evaluation to be
based on preliminary proposals, outlines, progress reports and an oral report
as well as the final written paper or project.
Goals TBA
APPENDIX 2. Assessment of
Senior Thesis in Environmental Science
1)
Specific title that accurately reflects nature and scope of study
A B C D F
2)
Appropriate background and rationale provided for project, with reference to
scientific literature
A B C D F
3)
Research hypothesis and/or objectives clearly stated
A B C D F
4)
Concise and clear methods section A B C D F
5)
Sample size sufficient to support conclusions A B C D F
6)
Appropriate data analysis A B C D F
7)
Correct and appropriate usage of tables and figures as needed
A B C D F
8) Well-founded
and clear conclusions based on evidence presented in results section, with
reference to supporting literature where warranted
A B C D F
9)
Appropriate sources cited A B C D F
10)
Citation style consistent and appropriate A B C D F
11)
Overall structure, flow and logic A B C D F
12)
Quality of writing style A B C D F
13)
Originality A B C D F
14)
Sophistication A B C D F
15)
Overall impression A B C D F
APPENDIX 3. Assessment of
Senior Thesis in Environmental
Policy and Values
1)
Specific title that accurately reflects thesis and scope of paper
A B C D F
2)
Hypothesis or thesis clearly stated A B C D F
3)
Arguments well-constructed A B C D F
4)
Points supported by evidence A B C D F
5)
Consideration of counter arguments A B C D F
6)
Appropriate sources cited A B C D F
7)
Citation style consistent and appropriate A B C D F
8)
Conclusions solid and well-stated, consistent with what has preceded them A B C D F
9)
Overall structure, flow and logic A B C D F
10)
Quality of writing style A B C D F
11)
Originality A B C D F
12)
Sophistication A B C D F
13)
Overall impression A B C D F
APPENDIX 4. Oral Presentation Evaluation Form
poor
good
1.
Ready to begin promptly, materials in order 1 2
3 4 5
2.
Well-prepared and practiced 1 2
3 4 5
3.
Speaking distinctly and towards the audience 1 2
3 4 5
4.
Coherent in speech 1 2
3 4 5
5.
Good use of notes (speaking rather than reading) 1
2 3 4
5
6.
Good use of visual aids 1 2
3 4 5
7.
Thesis of talk clear 1 2
3 4 5
8.
Talk clear and well-organized 1 2
3 4 5
9.
Complexity of talk
(not
a superficial treatment of the topic) 1 2
3 4 5
10.
Able to answer questions 1 2
3 4 5
11.
Good management of time limit
(not
too short, not too long) 1 2
3 4 5
12.
Good contribution to talks by others (questions) 1
2 3 4
5
13.
Talk flows freely, without unnecessary pauses 1 2
3 4 5
14.
Choice of vocabulary is varied, and not colloquial 1 2 3
4 5
15.
Tone is serious, and appropriate for presentation 1
2 3 4
5
16.
Eye contact with audience 1 2
3 4 5
17.
Overall impression 1 2
3 4 5
V.
Data
Data used in ENVR 131:
·
Student
evaluations (located in Stratton 315) that indicated students were unhappy with
the required lab manual when the course was taught in Spring 2006. For Spring
2008 the Professor used lab exercises that were more inquiry-based and focused
on the Cayuga Lake Watershed. Student satisfaction with their lab experience
increased.
New position request:
RETURN THIS FORM
TO THE OFFICE OF THE DEAN OF THE COLLEGE
1. Discipline for which request is made:___Environmental Studies
2. Discipline(s) or Division(s) making request:__NMS__________________________
3. Date of request:______October 27, 2008___________________________
4. Year or semester for which request is made:______Fall 2009________________
5. Rank at which appointment is requested:___Assistant Professor__
6. This appointment is requested as full time__XX______ or part-time________
7. (If part-time) Number of courses requested:_______________________
8. If full time) This appointment is requested as tenure track: yes__XX___ no_______
9. This appointment would replace a currently existing appointment, wholly or in part: yes________ no _XX_______
10. Of this appointment partially replaces a current appointment, how does it differ from that appointment?
11. What programmatic needs would be served by this appointment?
Wells is in need of a full-time Environmental Studies faculty member with a focus on the policy side of the discipline; Professor O’Leary fulfills that role for the sciences. We would request a person who had experience not only in teaching about national and international environmental regulatory, legislative and policy issues, but who could also teach our Geographic Information Systems courses, which are usually taught by an adjunct. This position would also allow full-time staffing of ENVR 403 (Senior thesis in Environmental Policies and Values), which has historically been filled by a policy faculty member as an overload. Similarly, adding another faculty member will help distribute the advising load, which has been fully performed by Professor O’Leary.Another area in which this new hire could significantly contribute to the strength and stability of the ENVR program is in the teaching of ENVR 203 (Environmental Studies in the Cayuga Basin), which is offered every fall. This core course in the curriculum is taken by all ENVR majors and minors. For the past 5 years this course has been taught by an adjunct. We have been very fortunate that the same wonderful visiting professor has been available for all of these 5 years, but clearly the future of the course and this important component of the curriculum would be better secured if it were taught by a permanent member of the faculty. We also envision that this position would be slightly different than other faculty positions in that the person would be responsible for teaching a course each semester that helps coordinate the Wells College Sustainability initiatives. This would help the college to fulfill the promises stated in the Presidents’ Climate Commitment without hiring a full-time Sustainability Coordinator, and it would get the students involved directly.
12. What effect would this appointment have on enrollment patterns in the discipline? How is it justified by current enrollment needs?
Given the College’s commitment to environmental sustainability, we can anticipate growing enrollments in ENVR. Although issues of sustainability will, hopefully, be addressed across the curriculum, environmental studies will be – and should be – the primary source of environmental education. We anticipate a growing number of students who will major in ENVR, and it is also likely that students who major in other areas will choose electives in the environmental studies major.
It is also the case that there has been a significant increase in the number of ‘green jobs.’ Students majoring in environmental studies and students choosing electives in the major will be better prepared for such careers.
13. What other factors justify this appointment? Please describe if and how the appointment ties to the Strategic Plan, the mission statement, and/or the Ten Year Academic Plan.
Environmental Studies is one of the majors identified in the Ten-Year Plan as needing a second full-time faculty member. This position also addresses the College’s focus on and commitment to issues of sustainability, as noted above.
14. What are the alternatives to this appointment, and what are their effects?
Continued hiring of adjuncts to teach both ENVR 203 and ENVR 106, as well as volunteer staffing of ENVR 403, is undesirable for the growth of the Environmental Sciences major program. Similarly, the only alternative that the major has identified to coordinate the sustainability initiatives on campus is allowing one of our current part-time instructors to get course release from his or her major. However, this will take away the faculty member’s time and expertise from another major. This would also not speak to the need for another full-time anchor in the ENVR major (see above).
15. Signatures:
Faculty member preparing request:________________________________
Major Chair:__________________________________________
Division Chair(s):_________________________________________________
NOTE: Requests must
be endorsed by faculty in the major, and preferably by the division as well.