SELF STUDY M.S. ENVIRONMENTAL SCIENCE PROGRAM ACADEMIC YEARS

Transcription

1 M.S. ENVIRONMENTAL SCIENCE PROGRAM SELF STUDY ACADEMIC YEARS DEPARTMENT OF BIOLOGICAL & ENVIRONMENTAL SCIENCES THE UNIVERSITY OF TENNESSEE AT CHATTANOOGA

2 TABLE OF CONTENTS SECTION PAGE I. Preface/History...1 A. History of the M.S. Environmental Science Program...1 B. Overview of the M.S. Environmental Science Program...1 C. Previous Graduate Program Review...7 II. Student Experience...12 A. Admission and Retention Standards...12 B. Student Recruitment...13 C. Trends in Enrollment...14 D. Curriculum Requirements and Career Guidance...17 E. Student Enrichment and Professional Development...17 III. Faculty...19 A. Faculty Profile...19 B. Faculty Assessment and Expectations...19 C. Faculty Active in Graduate Program...22 D. Teaching Quality...29 E. Faculty Development...30 F. Faculty Research...31 G. University and Community Service...98 H. Faculty Workloads I. Retirement Outlook J. Overall Faculty Quality IV. Teaching and Learning Environment A. Library Support B. Departmental Computer Resources C. Instructional Equipment, Laboratory and Classroom Facilities D. Safety, Animal Research, and Research Involving Human Subjects V. Program Evaluation A. Collection of Follow-up Student Data B. Curriculum Evaluation Curriculum Overview Evaluation Mechanisms Recent Curriculum Revisions C. Evaluation of Student Placement D. Evaluation of Degree Completion Rates ii

3 APPENDICES Appendix A. M.S. Environmental Science Graduate Student Handbook Appendix B. Graduate Student Publications, Platform and Poster Presentations Appendix C. Departmental Committees Appendix D. Holt and Grote Hall Floor Plans Appendix E. Student Theses, Internship Reports, and Learned discourses Appendix F. M.S. Environmental Science Graduate Student Survey Appendix G. EDO Criteria Appendix H. Tenure Criteria in the UTC Faculty Handbook and Department of Biological and Environmental Sciences Tenure Policy Appendix I. Chemical Hygiene Plan Appendix J. IACUC Bylaws and Sample Protocol Appendix K. Peer Evaluation of Instruction Form Appendix L. Syllabi of Courses iii

4 LIST OF TABLES III-1 Teaching Evaluations (mean median scores for effectiveness)...30 III-2 Student Credit Hours/Full-time Faculty/Semester III-3 Student Credit Hours/Full-time Faculty/Semester (adjuncts included) IV-1 Journals List (Direct Subscriptions August 2011) IV-2 Journals List (Available Through Full-Text Sources August 2011) IV-3 Departmental Computer Resources IV-4 Department Major Equipment IV-5 Holt Hall Space Used by the Department IV-6 Holt Hall Rooms Used by the Department IV-7 Grote Hall Rooms Used by the Department IV-8 Faculty Office and Research Lab Locations in Holt and Grote Hall V-1 Teaching Evaluations (mean median scores for effectiveness) V-2 Assessment Outcomes (well prepared question) V-3 Assessment Outcomes (success at entering degree programs question) V-4 Job Supervisor Assessment of program graduates iv

5 LIST OF FIGURES II-1 Trends in overall enrollment number, II-2 Enrollment distribution with regard to gender, II-3 Enrollment distribution with regard to student status, II-4 Enrollment distribution with regard ethnicity, II-5 Environmental Science Masters Degrees Conferred V-1 Degrees awarded V-2 Enrollment Trends v

6 PART I. PREFACE/ HISTORY A. History of the Master of Science in Environmental Science Program The Department of Biological and Environmental Sciences is the largest department in terms of majors (800+) in the University of Tennessee at Chattanooga (UTC) College of Arts and Sciences, and offers the B.S. in Biology, the B.S. in Environmental Science, and the M.S. in Environmental Science degrees. The Department began planning for an M.S. program in the 1970s, when the department proposed an M.S. in Biology program. However, UTC and The University of Tennessee System rejected this proposal, as the Tennessee Higher Education Commission was concerned with program proliferation at the state level. Comparable Regents Systems universities, such as Middle Tennessee State University and East Tennessee State University, which earlier had obtained master s level biology programs, were left with an advantage in the area of biological graduate education. In the 1990s, the Department renewed its efforts to create a M.S. program, this time focusing on the broad area of Environmental Science. This focal area made sense for several reasons. First, the environmental science focus built upon solid B.S. programs and faculty expertise in biology and environmental science. In the 1990s, undergraduate major head count was about 160 in environmental science and about 400 in biology. The multidisciplinary nature of environmental science allowed environmental science and many biology faculty and students to participate in the program. Second, the new program further solidified the Department s reputation as a leader in environmental science education in Tennessee and the Southeast. The Department s undergraduate environmental program, created in 1974, was one of the first in the country, and the M.S. environmental science program was the first in Tennessee. Third, there was compelling regional need and support for an M.S. in Environmental Science program at UTC. There was widespread support for the program from business, industry, non-profit organizations, and government institutions. The diverse natural ecosystems, the history of intense industrial activities, and the emerging interest in becoming an environmental or sustainable city provided many opportunities for graduate study and research. Fourth, there were no other M.S. in environmental science programs in Tennessee, thus avoiding state concern about program duplication. In January 1996, the department, with university and The University of Tennessee system approval, submitted a proposal for a Master of Science program with a major in Environmental Sciences to the Tennessee Higher Education Commission. The commission at its July 1996 meeting formally approved that proposal. The M.S. program began at UTC in August 1997, and remains the sole program offered by a state institution in Tennessee. B. Overview of the Master of Science in Environmental Science Program The program strives to meet the national need for improving the scientific basis for making decisions on environmental issues. While the program is national in scope, many research projects and internships address local and regional concerns. The program strives to produce graduates that are prepared to fill management and research positions in public agencies and private entities, or to continue their graduate education. 1

7 Application & Admission Procedures Applicants must satisfy both Graduate School and M.S. Environmental Science program requirements for admission. For Degree Regular Admission, the Graduate School requires that an applicant must have a baccalaureate degree from a regionally accredited college or university or foreign equivalent and be in good academic standing at the last institution attended. In addition to the previous two requirements, an applicant for regular admission must meet one of the following GPA requirements from a regionally accredited institution or foreign equivalent. All GPAs are based on a 4.0-point scale; the last two years of undergraduate coursework are equivalent to approximately semester hours or quarter hours. (Approved by Graduate Council April 2011): 2.70 minimum GPA for all undergraduate work taken for the baccalaureate degree or 3.00 GPA for the last two years of undergraduate academic coursework or 3.00 GPA for 30 or more semester hours undergraduate credit after earning the first bachelor s degree or 2.70 GPA for the last two years of undergraduate academic coursework and a 3.00 GPA on fewer than 24 hours graduate coursework or 3.00 GPA for 24 or more graduate hours or an earned master s degree or higher!level degree with at least a 3.00 GPA. In addition to the Graduate School requirements, admission to the M.S. Environmental Science program requires a 2.75 GPA overall or a 3.0 in the last 60 hours, satisfactory scores (preferably >75 percentile) on the Graduate Record Examination (GRE, general test); a background knowledge of environmental science concepts equivalent to UTC s undergraduate Introduction to Environmental Science courses (ESC 1500 & 1510) or an undergraduate or graduate level course in ecology; three letters of reference from individuals familiar with the applicant s scientific and scholastic ability and professional background; and documents highlighting the applicants written and oral communication skills. This dossier must include the following: a resume; prior publications or a sample research paper; and, a written account of prior educational and professional experiences in environmental science, including laboratory competencies, career goals, and reasons for pursuing graduate study. It is recommended that applicants have the following coursework: four semester-long courses in laboratory sciences at the junior or senior level; a course in environmental ethics; math courses equivalent to UTC s Math 1830 or 1910 (first semester calculus); one course each in introductory statistics and computer science; and, an introductory environmental law course equivalent to UTC s ESC Once an applicant s dossier is complete, the Graduate School sends the dossier to the M.S. Environmental Science Graduate Coordinator electronically. The Graduate Coordinator then sends the application to members of the departmental Graduate Committee and members vote on whether to accept or reject the applicant. If there is a split vote, then an discussion may result and if no progress is made then a decision will be made during a face-to-face meeting of the committee during the semester. Applicants may also apply for a Teaching Assistantship with their application dossier. Decisions regarding assistantships are made by the Graduate Committee in the Department, in consultation with the two introductory lab coordinators (environmental science and biology) and the Department Head. 2

8 Requirements The program requires that all students complete 38 hours of coursework with a cumulative grade point average of 3.0 or above. The coursework must include satisfactory completion of 4 specific core courses and a two hour Seminar sequence that is required of all first year students, for a total of 14 required hours. Students must also complete 18 to 21 hours of electives, and a three to six hour major project. Student major projects may take one of three forms: Thesis option The thesis option is designed primarily for students considering the pursuit of a doctoral degree. The student completes 32 hours of graduate coursework and prepares a thesis (6 credit hours) based on original research in environmental science. The student may enroll, with approval of the advisor, in Thesis (ESC 599r) credit hours for one to five semesters for up to six credit hours per semester, but no more than six credit hours can be applied to the degree. Internship option The internship option is designed for students seeking employment or promotion opportunities in an environmental science or related field. The student completes 32 hours of graduate coursework and an internship (6 credit hours) with an external agency. Internships provide work experience and professional contacts outside the university and allow the student additional opportunities to become acquainted with current environmental problems. An internship typically involves a minimum full-time (40 hours/week) one-semester (15 weeks) commitment to an appropriate external agency (e.g., government entity, institution, or corporation). Learned discourse option - The learned discourse option is designed for students seeking employment or promotion opportunities in an environmental science or related field, but whose career interests and needs do not require intensive research or applied work experience. The student completes 35 hours of graduate coursework and prepares a research paper (3 credit hours) based on a thorough review of current literature in one area of environmental science. The student may enroll in Individual Research (ESC 597r) credit hours, with approval of the advisor, for one to five semesters for up to three credit hours per semester, but no more than three credit hours can be applied to the degree. Each student must produce a major written document (thesis, internship report, or learned discourse paper) and pass an oral defense of the major project. The major written document must include a research component. The oral defense includes assessment of the student s general knowledge and critical thinking skills in the environmental science discipline. Students are encouraged to disseminate their research findings through presentations at scientific meetings and publications in scientific journals. Appendix B contains a list of graduate student presentations and publications during the review period. Enrollment 3

9 Program enrollment during the last five years has averaged 35 students per year, and ranged from 27 to 41 students per year. From , the program produced 42 graduates, averaging about 8 graduates per year and ranging from five to 14 graduates per year during the period. Of the 42 graduates, about 49% (n=20) completed theses, 46% (n=19) completed internships, and 5% (n=2) completed learned discourses. This distribution mirrors the trend since the program s inception. Graduates Graduates of the program often obtain jobs in fields related to environmental science or continue their education in Ph.D. or J.D. programs. Graduates of the program are employed at local, state and federal government agencies (e.g. Chattanooga Stormwater, Chattanooga-Hamilton County Regional Planning Agency, Tennessee Department of Environment and Conservation, Tennessee Valley Authority, National Park Service, US Fish and Wildlife Service, US Geologic Survey), private companies (e.g., Marion Environmental, Inc., S&ME, Inc., Tandus Carpet Company), non-profit organizations (e.g., Nature Conservancy of Alabama, Conasauga River Alliance, Shasta County Land Trust), or area high schools (e.g., Cleveland High School, Ringgold High School). Graduates of the program have enrolled in reputable Ph.D. programs (e.g., Purdue University, North Carolina State University, Mississippi State University, University of Virginia) and J.D. programs (e.g., Vermont Law School, Mercer University, University of Kentucky). A comprehensive listing of employers that have hired our graduates and institutions where our graduate students have pursued additional graduate study is contained on pages of this document. Staff & Graduate Assistantships The Department of Biological and Environmental Sciences has undergone modest staffing changes since the M.S. in Environmental Science program inception in New tenure track lines in Toxicology and Environmental Law and Policy, a non-tenure track environmental science lecturer/lab coordinator, and an administrative assistant position were initiated when the M.S. program began, resulting in 17 full time faculty in the Department (15 tenure-track faculty, a non-tenure track lecturer, and a non-tenure track faculty associate), and two administrative support positions. In addition, the department was awarded two graduate assistantships in Since that time, several faculty have retired and been replaced, several faculty lines (tenure and non-tenure track) have been added, and one tenure track position was lost during the 2008 recession. At the time of our 2006 program review, the department had 18 faculty lines, including sixteen tenure track lines, two non-tenure track lines, and six graduate assistantships. However, one of those tenure track lines was serving as the Acting Dean of the College of Arts and Sciences. Presently, the Department includes 22 full-time faculty (17 tenure track, 4 nontenure track lecturers, one non-tenure track faculty associate). Two of the non-tenure track lecturer positions are devoted entirely to teaching Human Anatomy and Human Physiology for students in allied health programs. The number of graduate assistantships was increased from six to eight in This Fall 2011 semester another tenure track faculty line was approved by the administration, with an expected start date of August,

10 Functionally, eight tenure track faculty regularly serve as graduate student committee chairs (Aborn, Boyd, Craddock, Richards, Schorr, Shaw, Spratt, Wilson), an additional eight other tenure track faculty serve on graduate student committees, and about eight tenure track faculty regularly teach graduate courses. Faculty involvement in the graduate program is expected to rise with the recent hire of two new tenure track faculty (Hayes and Klug) in AY 2011/2012, whose teaching and research interests will complement the program. Four faculty (Aborn, Richards, Schorr, Tucker) teach the core graduate courses. One lecturer (Reynolds) serves as coordinator of the undergraduate environmental science labs and oversees training and coordination of graduate teaching assistants. The department has used all of its state funded graduate assistantships as teaching assistants and has also hired adjunct instructors to teach introductory biology and environmental science laboratories, thus relieving tenure track faculty from those teaching duties. The faculty associate also contributes to the graduate program in many ways because she teaches some 200-level Biology courses, manages the operations of the departmental teaching laboratories, requests and restocks supplies for all teaching and research laboratories, monitors instructional and research equipment for proper functioning, supervises graduate teaching assistants who set up and disassemble introductory biology laboratories, and is responsible for documenting and enforcing university and departmental safety policies. Tenure track faculty that are not directly active in the graduate program, and the other three non-tenure track lecturers, benefit the program indirectly by relieving graduate faculty from some undergraduate responsibilities. There are no support staff dedicated solely to the program. The department s Administrative Specialist (payroll, hiring, bookkeeping) and Administrative Assistant (communications, travel, secretarial) contribute to the graduate program indirectly in many ways. While there has been a small increase in the numbers of faculty and graduate assistantships in the department during the last five years, the dramatic increase in undergraduate enrollment (from about 500 to over 800 majors) and the associated additional demands placed on faculty have negated the overall benefits of these staff increases. Facilities and Space The department is housed primarily in Holt Hall, constructed in 1976, a building shared with the English Department, the Philosophy and Religion Department, and the Psychology Department. In 2010, the department received additional space in nearby Grote Hall, consisting of 3 teaching laboratories, one research laboratory, two storage rooms, and two instructor offices. One teaching lab and the research laboratory are dedicated to toxicology, bioremediation, and microbial ecology, thus directly benefitting the graduate program. Also, one storage room has been converted into graduate student offices for one of our graduate faculty (Boyd). Dr. Hayes, a new tenure-track faculty member who joined the department in January 2012 will use temporary office and research laboratory space in a separate modular building across the street. In November 2011, the department initiated a search for another tenure-track faculty member (microbiology) scheduled to begin August 2012, despite not having identified office or research laboratory space for this new line. Space limitations have significantly affected the department s teaching and research mission during the review period. The department needs additional space for teaching (mid- to large-size 5

11 classrooms and laboratories), research laboratories, full-time and adjunct faculty offices, students (undergraduate and graduate), and equipment storage. The Department has very little research and study space for graduate students. At one time we had a shared office space for graduate teaching assistants, a shared study area for all graduate students, and some small makeshift offices in faculty research labs. The shared space for all graduate students was converted to an office and lab for a new faculty member. Thus, there is presently no dedicated space for graduate students, except those who have a teaching assistantship or are working under a faculty member who has created space. The university has identified two potential solutions to address the department s overall space limitations. The first solution is to move other departments from Holt Hall, assign the vacated space to the department, and conduct limited renovation of Holt Hall. This would be initiated after the new UTC library is completed, in 2013 or The second solution is to build a new life sciences building, perhaps beginning construction sometime between 2016 and Under either scenario, the department will continue to face severe space shortages in the short term. Long term, a new life sciences building would be the best option to create high quality space to meet our departmental teaching and research needs. Recent Initiatives The graduate faculty are continuously evaluating and seeking to improve the graduate program. Several recent initiatives are summarized here, as well as in the Program Evaluation section of this self-study. 1. The faculty clarified and streamlined paperwork and procedures, eliminating duplication and tightening criteria for scheduling student defenses. Other improvements include eliminating a duplicative graduate assistantship application form, implementing a process for electronic distribution and review of program applicant files, and requiring that internship reports include a comprehensive literature review section. 2. The faculty took action to increase the number of graduate students receiving full or partial financial assistance for teaching. In 2011, the department submitted a proposal to the Graduate School requesting six new teaching assistantships. The program was awarded two new assistantships, bringing the total number of full graduate teaching assistantships (stipend and tuition waiver) to eight. The program also instituted a new program to hire qualified graduate students as Adjunct Teaching Assistants, who are paid the adjunct rate of about $800/lab/semester, but do not receive a tuition waiver. 3. The faculty improved procedures for graduate teaching assistant training and evaluation by strengthening written training materials and formalizing the training and evaluation processes. Teaching assistants are observed and evaluated by faculty twice each semester (at midterm and near the end) and by student evaluations near the end of the semester. 4. The faculty adopted a program to provide better advising and guidance to new students by assigning each incoming student a pro tempore faculty committee of two members to advise the student until the student selects a permanent committee. 6

12 5. The faculty standardized the format of thesis, internship, and learned discourse documents. All documents are now required to follow the same general format required for a thesis by the graduate school. 6. The faculty clarified expectations for internship reports and learned discourse manuscripts by requiring that these documents must, at a minimum, include a comprehensive literature review, an evaluation of some kind of data, and must contribute something new to science. 7. The faculty completed a major update of the M.S. in Environmental Science graduate student handbook in 2008 and are presently working on another update. C. Previous Graduate Program Review The external reviewer who conducted the 2006 Graduate Program Review, Dr. Andrew Methven of Eastern Illinois University, left with a positive view of the department. In his report he made 12 recommendations for the graduate program. Dr. Methven s recommendations are listed, and each is addressed, below. 1. Recommendation: Recruit and enroll ethnic minorities in the graduate program. The department has made very modest progress enrolling ethnic minorities. During the review period two minority students enrolled in and graduated from the program. Both of these students were supported by UTC Graduate School Black Assistantships available to minority (African-American) Tennessee residents with financial need. This assistantship program was renamed the Opportunity Assistantship in 2007 and is available to graduate students who are first generation students who will promote the educational and related benefits of a diverse graduate student body. This program provided assistantships in our program for several female non-minority first generation students. We also had two international students enter the program and receive limited support from the Graduate School. One of these students dropped out within the first year and the other completed all of her coursework but has not yet completed her major project. The program has not initiated a recruiting program targeting ethnic minorities but plans to do this in the future. 2. Recommendation: The department needs to develop a plan to offer all graduate courses during a two-year rotation through the permanent hiring of two additional tenure-track faculty, a laboratory preparator, and two additional graduate assistantships. The department offers the six required core courses every year and rotates electives as frequently as possible given the limited number of faculty and other faculty duties. The department is presently engaged in a comprehensive analysis of its undergraduate curriculum and pedagogy that will likely result in a streamlined undergraduate curriculum and formal requests in 2012 for tenure-track faculty, instructors, lab preparators, and graduate assistantships. These changes should enable faculty to offer graduate elective courses on a more regular schedule. 7

13 3. Recommendation: The department should consider deleting the areas of study from the M.S. in Environmental Sciences while maintaining the flexibility of allowing students to design their own program of study after completing the common core of courses based on consultations with their advisor and graduate committee. The program has retained the areas of study in the graduate student handbook. The areas of study are useful because they suggest focal areas for students to consider as they conceptualize their individual programs of study. In addition, the areas of study involve focal areas the faculty believe the program is well suited to support. 4. Recommendation: The department needs to increase the number of full-time faculty to at least 19 and reduce the number of adjuncts to four through the permanent hiring of two additional tenure-track faculty, a laboratory preparator, and two additional graduate assistantships. While we have increased the number of full-time faculty to 22, only 17 are tenure track faculty who are required to do research. We have not received authorization to hire a lab preparator. We did receive two additional graduate assistantships in 2011/2012. These modest increases do not meet the intent of the Dr. Methven s recommendations. The dramatic increase in undergraduate enrollment (from about 500 to over 800 majors) has negated these modest increases and today the department need for additional staff is more acute than in Recommendation: The department needs to redouble its effort to recruit additional women and minority faculty in the department who will serve as role models for the women and minority student population. Since the last departmental review we have added, either through new lines or replacing retiring faculty, two women into tenure track lines and two women into non-tenure track faculty lines. We have also added one minority faculty (male) in a tenure track line. 6. Recommendation: The University of Tennessee at Chattanooga needs to form a committee and begin making plans for a new Science building. There has been progress toward a new science building, with the building being listed number one on UTC s new building list and number four on the state building list. Two members of the department, the dean of the College of Arts and Sciences, and several other Arts and Sciences department heads attended a Project Kaleidoscope Facilities Workshop at the University of Chicago (September 10-12, 2004) dealing with enhancement of environments for undergraduate learning in STEM fields. During the workshop UTC representatives discussed various options from renovation of older buildings to the construction of a new Science building. Based on these discussions, the UTC delegation came away from the workshop convinced that the most cost-beneficial option would be to design and build a new Science building, rather than renovating our old science and engineering buildings (Grote and Holt Halls). This decision was based 8

14 on the critical need to update any renovated building to current building code for science buildings, which is very difficult when dealing with fume hoods and other HAVC needs. The argument presented to the UTC delegation by architects and construction engineers was that the design and implementation of a new building would be much less costly than that for the renovated buildings. We would also have the added benefit of designing building spaces that would enhance our teaching and research activities, thus encouraging interdepartmental collaborations. Unfortunately, the information the UTC delegation brought back to the campus regarding problems associated with renovation of old science buildings did not arrive in time to stop the renovation of Grote Hall. That renovation was finally completed during 2011, and proved to be much more costly that originally envisioned, mainly due to HAVC problems associated with new fume hoods added to the building. Hopefully, this mistake will not be repeated when it s time to renovate Holt Hall. The department has not been asked to participate in a university planning committee, other than general participation in development of a new campus master plan. The department agrees that that building planning is essential and intends to take a meaningful role in planning the new life sciences building. 7. Recommendation: The department needs to hire a laboratory preparator to set up equipment, chemicals and other materials for the laboratories, order laboratory supplies, and maintain and coordinate the departmental equipment inventory. Laboratory coordinators and preparators benefit the graduate program by relieving graduate faculty from these duties. The department has not received approval for a new laboratory preparatory position, although the need is critical. In fact, the department now needs two new laboratory preparators/lecturers, one for the microbiology prep lab and the other to coordinate labs for our introductory biology courses (BIOL 1110L and BIOL 1120L). Recent enrollment increases and subsequent increases in microbiology sections (BIOL 3110 for biology majors, BIOL 2100 for allied health science majors), as well as other lab courses that include a microbiology component, have exceeded our ability to maintain bacterial colonies and prepare and inoculate media. Presently, the microbiology laboratory preparation duties are coordinated by our tenured microbiologist (Spratt), our Faculty Associate (Bell), and hourly undergraduate student workers. The BIOL 2100 teaching duties (lecture and lab) have been performed by the Faculty Associate, but other duties of that position have expanded to the point that the microbiology teaching duties must be severed from that position. Toward that end, the department has requested approval to hire a microbiology lecturer/lab coordinator to coordinate the microbiology prep lab and teach the BIOL 2100 course. The Faculty Associate also coordinates the introductory biology labs (over 30 sections per semester). This responsibility also needs to be severed from the Faculty Associate position, and the department has proposed that an existing introductory biology lecturer position (Montgomery) be enhanced to include the intro laboratory coordinator function. These changes are critical to the ongoing operation of the department. 8. Recommendation: The department needs to acquire two additional graduate assistantships to teach additional lower-level laboratories and free tenure-track faculty to staff upper-division courses, mentor students, and conduct research. 9

15 While we acquired two additional TAs in Fall 2011, the number of laboratory sections offered by the Department has nearly doubled since Therefore, the need for more graduate teaching assistantships is even greater today than in In Fall 2011, the Department offered freshman-level laboratory to 1056 students of ESC 1500, 1510, BIOL 1110, and With 24 students per section there were 44 laboratory sections that needed to be taught. During summer 2011, we submitted a request to the graduate school for six additional graduate assistants. We were awarded two. In the Fall 2011, the total number of TAs given to our department was eight and this allowed TA s to cover 24 of the 44 laboratory sections. This has allowed us to shift more of the onus of staffing laboratories for our introductory courses onto the graduate assistants; however, we are still using the time of three faculty and eight adjuncts to cover freshman-level laboratories. In fall 2011 the department instituted a new approach to increase the number of graduate students teaching introductory labs. Several qualified graduate students were hired as Adjunct Teaching Assistants and were paid at the same rate as regular adjunct faculty ($800 per lab section per semester). This provides these graduate students with some income and teaching experience, and may increase their chances of obtaining a regular graduate assistantship if one becomes available. Adjunct Teaching Assistants receive the same training and oversight by faculty as regular graduate teaching assistants. We want to note that the number of TAs that we have in our department, eight, is far below our peer institutions with similar numbers of graduate and undergraduate students. Appalachian State University has 55 M.S. students and 36 are on TAs. There are also 4-5 graduate research assistant mentorships that faculty can apply for, so 73% of their graduate students are funded by the university (nearly all of the remaining then are on grant money). Western Kentucky University has 58 M.S. students and 20 are on teaching assistantships and the students who are not supported are largely non-thesis students who are uninterested in a teaching assistantship. Even the fledgling M.S. program at Kennesaw State University, which will begin in Fall 2012, is starting with six teaching assistantships (the same number that we had prior to the Fall 2011 semester) and their initial proposal calls for them to have 12 by Recommendation: Continue to work with the University of Tennessee system to provide improved access to databases across the entire University of Tennessee system. There has been some progress to provide improved access to databases across the entire University of Tennessee system, but UTC faculty and students still lack electronic access to many key journals. The library has helped improve the situation somewhat by instituting a fairly effective interlibrary loan system where pdf file versions of articles are obtained within a few days of the request; however, waiting a few days certainly stalls research momentum. The library has recently instituted a review process related to their book collection, seeking to purge older, seldom used books from the shelves. Our faculty have warned that such a move may have unfortunate consequences, as some books that we use may have their home department listed as Geology or Anthropology, factoring us out of the consideration of how necessary the books are to our program. With a new 10

16 library building currently being constructed (to be completed by early 2013), it seems unusual that the library would have to reduce the books they house. We hope that any additional emphasis placed on electronic library resources will not translate into largescale losses of paper (book and journal) resources. 10. Recommendation: The data from student evaluations should be split according to degree program rather than being split into Biology and Environmental Sciences courses with graduate and undergraduate courses combined into the same summary statistics. This has been largely outside the control of the department because of the way the university administers surveys. Surveys are administered to the students attending a class, and do not distinguish between the major of students enrolled in the class. UTC has moved to an online survey, and perhaps this concern can be addressed in the new online system. 11. Recommendation: Do a better job of tracking students in the M.S. in Environmental Sciences program after they graduate. The Department has posted a form on our website asking graduates to submit information (see page 164 of this document). The department does not have an ongoing program to track students after they graduate. 12. Recommendation: Do a better job monitoring retention and degree completion in the graduate program. The graduate program coordinator is in the process of developing means of tracking student progress in our program. He also is very interactive with the graduate student body to notify them of important dates and stimulate students who are nearing attrition. 11

17 PART II. STUDENT EXPERIENCE A. Admission and Retention Standards Admission standards for the M.S. in Environmental Science program are detailed in the preceding segment of this document (Part 1, Section B). The University of Tennessee at Chattanooga goes to great lengths to insure that incoming students are well-versed on all standards of the Masters Degree program in Environmental Science. Admission requirements and retention standards for the graduate school are listed in the UTC Graduate School Catalog (page 9), on the UTC website ( and in the Departmental M.S. Environmental Science Graduate Student Handbook (page 13). Prospective students can request a copy of the Graduate School catalog via phone ( ), via (linda-orth@utc.edu), or can download a copy from the website shown above. M.S. Environmental Science Graduate Student Handbooks are available via phone request ( ), and are available in the Biological and Environmental Science Departmental Office (212 Holt Hall). A copy of the handbook is provided with this document in Appendix A. Prior to the first semester of graduate school each student is assigned a pro tempore committee of two faculty members with whom they are to seek advising for their first semester. Before the end of the first semester of enrollment, each graduate student is expected (page 16, M.S. Environmental Science Graduate Student Handbook) to select a permanent advisor and to establish a Graduate Advisory Committee. The permanent advisor will serve as Chairperson of the Graduate Advisory Committee. Under item 3 Responsibilities of the Graduate Advisory Committee (page 31, M. S. Environmental Science Graduate Student Handbook), the Graduate Advisory Committee is tasked to monitor the student s progress towards the degree and to meet with the student on a regular basis (suggested time frame is once a semester) to assess his/her progress, provide continued guidance on coursework and evaluate performance to date. This information is also available on the departmental web page ( EnvironmentalScienceGraduateProgram/1-roles.php). Every fall the Graduate School conducts two orientation sessions for new students covering policies, procedures, and the nature and expectations of graduate education. This includes an introduction to the library and its computerized databases and an opportunity to obtain UTC ID cards. In addition, there is an optional campus tour. All new students receive an invitation to the orientation. Furthermore, graduate students are provided a Graduate Program Check Sheet (page 29, M. S. Environmental Science Graduate Student Handbook) with a suggested time line for completion of required steps towards their full matriculation. Instructions for graduate students on the style and format of theses and internship reports are provided in the Masters of Science in Environmental Science Thesis and Internship Report Guide (page 21, M. S. Environmental Science Graduate Student Handbook), and are also found on the departmental web page ( Program/1-thesis.php). The UTC Graduate School also provides thesis guidelines on its web page ( In addition to the 12

18 departmental check sheet, the Graduate School requires an approved candidacy form that details the student's master's program of study. This form is used for the degree audit prior to commencement. The Graduate School monitors the grades of each student every semester. Students whose grades cause them to be placed on probation receive a notice on their semester grade report. At the end of each semester, the Graduate School provides the Environmental Science Graduate Coordinator with a list of all students earning a C or lower in any class. The graduate dean sends letters of dismissal to students whose grade point average does not meet continuation standards. Students may petition to Graduate Council for readmission. B. Student Recruitment Individual faculty members make many trips for recruiting graduate students. Joey Shaw gave presentations about the Environmental Science Graduate Program at Western Carolina University, Western Kentucky University, and the University of South Alabama. David Aborn gave similar presentations at Lipscomb University and Berry College, as well as Graduate School Fairs held on campus by the University. All faculty members inform graduating seniors of the opportunity to continue their education during the advising process. The UTC Graduate School attends graduate school fairs throughout the state, representing all 20 graduate programs. UTC also uses Peterson's and GradSchools.com for international and national market representation, and receives many inquiries from these print/ publications. A list of prospective students (contacts via, , telephone calls, letters, etc.) is sent to the departments and deans every month. Another tool that has been useful in recruiting new graduate students is the departmental web page ( With popularity of the internet, many prospective students use it to find out information about particular schools, programs, and advisors. Our web page includes a section that describes our faculty members research interests, current projects, and representative publications and grants ( Program/1-research.php). Many of our current and prospective students have entered or investigated our program through use of the web page. As another measure of the success of our recruitment efforts, we have seen an increase in the number of students who did not receive their undergraduate degrees from UTC. Over the past five years, 73% of our students received their undergraduate degrees from institutions other than UTC, a trend with which we are very pleased. Outside enrollment reflects increased student and faculty awareness of our program on a regional and national scale, and reflects well on the quality of our program, while at the same time making us more competitive in attracting high quality student recruits. 13

19 C. Trends in Enrollment Figure II - 1. Trends in overall enrollment number, Overall Enrollment Since the inception of the Graduate Program in Environmental Sciences in 1997, average yearly enrollment in the program has been 35 students. From 2006 to 2008, enrollment in the Graduate Program in Environmental Science rose 17%, declined 34% in 2009, and increased 30% in 2010 (Figure II-1). The reason for decline in enrollment in 2009 was due to the graduation of 14 students in the fall of 2008 and spring of Gender Enrollment in the Graduate Program in Environmental Sciences over the past five years has consisted of 54% female students and 46% male students (Figure II-2). These figures reflect a slightly smaller female bias when compared with 2005 (38% male; 62% female). Our enrollment contrasts with national figures (National Science Foundation, Survey of Graduate Students and Postdoctorates in Science and Engineering, 2008) that show that 54% of Environmental Science (Earth Science) graduate students are male whereas 46% of graduate students are female. 14

20 Figure II-2. Enrollment distribution with regard to gender, Traditional vs. Non-Traditional Students Figure II-3. Enrollment distribution with regard to student status, Among the students currently enrolled in the Environmental Sciences Graduate program, 69% are of the traditional category (22-25 years of age), whereas 31% (> 25 years of age) are of the non-traditional variety (Figure II-3). National figures (The Chronicle of Higher Education, August 31, 2001; the most recent data available) show that only 33% of full-time and 10% of part-time graduate students are between the ages of while 59% of full-time and 89% of part-time students are >25 years of age. 15

21 Ethnicity Figure II-4. Enrollment distribution with regard to ethnicity, With regard to ethnicity, the current graduate student enrollment in the Environmental Sciences Graduate program is composed of 90% Caucasian descent; 4% of African-American descent, 1% of Hispanic decent, and 4% are classified as Other (specifically, India and Iran (Figure. II-4). In 2005, none of our students were non-caucaisan. National figures (National Science Foundation, Survey of Graduate Students and Postdoctorates in Science and Engineering, 2008) show that 65% of graduate students in Environmental Science are of Caucasian descent, 4% are of Hispanic descent, 3% are of Asian descent, 1% are American Indian, 2% are of African- American descent, and 7% are classified as Other. Our recruitment efforts (see Part II, Section D below) are broad enough that we feel we are reaching students of all ethnicities. Degrees Conferred A total of 101 Master of Science degrees have been awarded since the program s inception (Figure II-5). Of this number, 55 students (54%) have chosen the thesis option, 43 students (43%) have chosen the internship option, and 3 (3%) have chosen the learned discourse option. There has been a slight increase over the past three years in the number of graduates, with an average of 8 per year since 2004, as opposed to an average of 6 per year in the first 6 graduating classes. 16

22 Figure II-5. Number of Environmental Sciences Master s Degrees Conferred FY FY FY FY FY MS Env Science D. Curriculum Requirements and Career Guidance Initially, graduate students are advised by the Graduate Coordinator and a pro tempore committee of two faculty members until such time as they select a Graduate Committee Chairperson. Once selected, all Graduate Committee Chairpersons meet on a regular basis with their charges in regard to pending deadlines and continuing curriculum requirements. At the beginning of each semester, Graduate Advisors meet with their graduate students to determine their course of study for the upcoming term. Under item 1 of the Responsibilities of the Graduate Advisory Committee (page 31, M. S. Environmental Science Graduate Student Handbook), the students Graduate Advisory Committee is tasked to monitor the student s progress towards the degree and to meet with the student on a regular basis (suggested time frame is once a semester) to assess his/her progress, to provide continued guidance on coursework and to evaluate performance to date. In reality, most Graduate Committee Chairpersons meet with their graduate students much more frequently. As for post-degree career opportunities, Professors Becky Bell and Brad Reynolds use BlackBoard to keep all students enrolled in the graduate program aware of upcoming job seminars, current job opportunities, and graduate school opportunities for those interested in pursuing a Ph.D. or other higher degree in the field of environmental science. Graduate students successfully matriculated from our program have gone on to post-graduate careers in variety of arenas, including private sector businesses, government work, and academia. A partial list is provided on pages of this document. E. Student Enrichment and Professional Development Each year, the graduate program goes to great lengths to insure that a critical mass of students is present to facilitate peer exchange of information and expertise. Graduate classes average 8 17

23 students per class, ensuring ample opportunity to interact with faculty instructors in the program. All first-year students are enrolled in a semester-long seminar class where each student must give a presentation on an assigned topic or a topic in his/her particular area of interest. In addition to class interaction, graduate students have the opportunity to receive influences from other institutions of higher education. Invited speakers are also been brought to campus through the UTC chapter of Sigma Xi and through the efforts of individual faculty in connection with the courses they teach, in particular the Biology Seminar (BIOL 4940) or Seminar courses in the Graduate program (ESC 5700/5710). Graduate students often attend scientific meetings with their respective graduate advisors, where they are exposed to members of the research community in their specialty from around the region and across the nation. In 2006, Ryan Miller attended the 13th Annual Geospatial Information and Technology Association Conference in Marietta, Georgia, and presented information about his thesis research entitled "Development and Applications of Georeferenced Herbarium Data. Ryan received the award for Outstanding Oral Presentation. There have been nearly 50 student oral or poster presentations at conferences and symposia over the past 5 years. Environmental Science graduate student representation has been particularly notable at the Association of Southeastern Biologists Meetings and the Tennessee Academy of Sciences Meetings. A list of seminars and poster presentations given by graduate students in the Environmental Sciences program at recent regional or national scientific meetings is given in Appendix B. In 2010, Joseph Simpson was selected to represent the entire UTC graduate program as part of the annual Posters at the Capital event in Nashville. He displayed a poster of his research, An Assessment of the Dynamics of a Small Vertebrate Community in an Isolated Wetland in Chattanooga, Tennessee to Tennessee State Legislators. In 2009, Callie Montgomery was selected as the recipient of the Sigma Xi Graduate Research Award, and was the only graduate student at the University to receive that honor that year. Over the past five years, there have been 11 papers published in peer-reviewed journals where our graduate students were either lead or co-authors. Students have also been co-authors on two technical publications and one book chapter (Appendix B). 18