UPDATED JANUARY 29, 2008 The mission of the Department of Geological Sciences is to prepare students at all levels as technologically and scientifically literate citizens and to contribute to the body of knowledge that explains the structure, function, and interaction of earth systems. Geological Science courses in the General Education program emphasize skills and content that enhance students’ abilities to appreciate the complex natural world. Integration of physical, chemical, and biological perspectives is critical to promoting effective stewardship of the Earth and to prepare students to be capable, engaged citizens. In preparing future geoscientists and teachers, emphasis is placed on developing critical thinking, analytical, quantitative, and communication skills in a disciplinary context. The department views student participation in classroom, field, and laboratory research, using state-of-the-art techniques, as a fundamental part of the education of future scientists. The Master’s program challenges students to address problems of local and regional significance, while also preparing them to contribute as intellectual leaders of the 21st century.
UPDATED JANUARY 29, 2008 The Department of Geological Sciences emphasizes acquisition and dissemination of fundamental knowledge in the earth sciences. The department culture reflects an emphasis on skill development in order to promote life long learning. More specifically, in order to be both responsible citizens and responsible stewards of the Earth, students must have a basic understanding of the physical, chemical, and biological systems that make up the Earth. Thus, the Geological Sciences department offers courses to all Central Washington University students on the structure, function, and interactions of the Earth’s systems. In addition, the department faculty, staff, students, and alumni serve the region and state in dealing with a variety of problems related to environmental geosciences (e.g., water quality and supply), and natural hazards (earthquakes, floods, and volcanic eruptions).
UPDATED JANUARY 29, 2008 The goals of the Department of Geological Sciences reflect a long-range plan that has as its foundation integration of high-quality instruction with thought-provoking research. Because all of these goals are closely interrelated, they are mutually dependent and are not listed here in a strict priority order. 1: Students will demonstrate the knowledge, skills, and disposition to be successful in their chosen field of geological sciences, including understanding of a variety of Earth processes and their relevance to humans. 2. Faculty, staff and students will maintain an intellectually stimulating learning environment where diverse perspectives are valued. 3. Faculty, relevant staff and students will contribute to training of K-12 teachers and educational outreach. 4. Faculty, relevant staff and students will make scientific contributions to the geological sciences through scientific inquiry, acquisition of external funding, local, regional and national presentations, and through a variety of types of publications and reports. 5. The department will maintain a focused, high quality Master's Degree program in Geology. 6. Departmental programs and activities will involve key community, regional, national and/or international organizations. 7. Faculty, staff and students will demonstrate ethical professional behavior.
UPDATED JANUARY 29, 2008 Faculty and staff assess the data, which to date has been mostly qualitative, to identify areas for improvement or that address regional or national needs. For example, emphasis over the last decade on the environment and environmental problems led the department to develop an environmental geological sciences major. This major prepares students to be interdisciplinary contributors to the major scientific and technological challenges that will face humans in the coming decades. As a way to further strengthen the department’s contribution to environmental research and education, we are in the process of hiring an environmental tenure track faculty member (winter, 2008). A second example includes the appointment of a 50% Science (Geology) Education 50% Geological Sciences tenure track faculty member. Through this hire, the department is addressing the growing need for well-educated earth science teachers in Washington State and nationally and the increasing importance of delivering pedagogically informed university level classes. Department activities, such as classes, are changed in response to several kinds of assessment data. As an example, a common theme in some of our student evaluations is the desire to be involved in more field work. The impact field studies have on many of our students is also evident in alumni surveys, which indicate our six week field class as one of the most important experiences students have. In response, we have worked to try to increase field opportunities both in the our courses and as a part of research projects. Faculty have also attempted to integrate instrumentation into more of our courses. This change is primarily in response to observations of national trends that there is and will continue to be a shortage of individuals trained in science and technology fields. Students who gain direct experience with instrumentation will potentially be more competitive for jobs.
UPDATED JANUARY 29, 2008 Department goals reflect emphasis on the teacher-scholar model and a desire to prepare students for productive professional and personal lives in which life long learning is a central theme. The department also strives to address regional and national needs in environmental sciences, hazards and other disciplines of the geological sciences. Examples of actions that effectively address our mission and goals: a. Recent tenure track faculty hires that address growing areas of need (e.g., Science Education, Environmental Geology/Climate Change). b. Development of Environmental Geological Sciences major (began in Fall, 2003) c. Integration of Geochemistry laboratories and analytical equipment, funded through faculty proposals to Murdock Charitable Trust and NSF, into faculty-student research and curriculum. d. Continued funding of Science Talent Enhancement Program (STEP) to recruit and retain students in the sciences (several Geological Sciences faculty involved as co-PI’s) e. Geodesy Laboratory has grown in scope, staffing and national recognition, largely through external funding. f. Expansion of university support for graduate teaching assistantships coupled with continued strong external support for research, which also funds MS students. g. Continued strong research publication record and acquisition of external grants in support of research and teaching.
UPDATED January 30, 2008 Recommendations made by the department external evaluator and responses from the dean are included below, as are reflection statements about how the department has addressed these recommendations. External evaluator: With the inclusion of research activities in the mission statement of the university, incorporation of adequate time to conduct research should be included in the standard workload. Discussion with the faculty points to the need for a reduction in instructional activities to 2/3 of the current load with the remaining 1/3 attributed to verifiable research activities. Dean response: Faculty work. This department knows well the challenges and compromises made by those who sustain high-level research programs given the current mix. Progress at the college or university level in rewarding research and student research productivity is needed to sustain this model. The 2/3, 1/3 suggestion made by the external evaluator implies that teaching loads would be approximately 24 workload units per year (i.e., 2/3 of 36, which is the nominal teaching requirement for tenure track faculty. Thirty-six workload units devoted to teaching leaves 9 workload units/contact hours for scholarship and service). Through a combination of credit given to those who successfully garner external funds, some reduction in the department teaching loads has been achieved. However, there is at present no consistent reduction in support of verifiable research activities. Although department members have done a remarkable job over the years of sustaining funding, the increasingly competitive nature of the funding environment will impact the sustainability of our externally funded programs. It should be recognized that because of the cost of field and laboratory work, external funding is essential for faculty and students to conduct research in many branches of the geological sciences. External evaluator: A major ingredient in the maintenance of a vibrant instructional and research environment is the close proximity of faculty, staff, and students and ready access to facility resources. The current state of separation of the Geological Sciences Department in two buildings located across campus from one another is problematic. Where as the space limitations of Lind Hall are clear and unassailable, the division of the department has resulted in a breakdown of ready communication amongst several members of the faculty and removes the potential for serendipitous discovery. Reinstatement to a common facility is critical for the continued well-being and growth of the department. Dean response: Facilities. The fragmentation of this program into several buildings is eroding department culture and undermining its success. Near term reunification should continue to be a high priority for facilities planning at the college and university level. Planning for Science Phase II (the proposed long-term home for the Department of Geological Sciences) has been a priority for the last two years. Several department members, together with representatives from Physics and other departments, produced an academic prospectus that detailed how the proposed building would meet current and emerging academic needs. At present, Science Phase II is apparently the highest capital funding priority for academic affairs. The priority the building has in the overall university capital budget is currently unclear. Science Phase Ii remains a priority for the department. If this building is not funded, it is essential that the university provide an alternate long-term home to the department in order to solve the fragmentation issue. External Evaluator: In its current state, the support staffing for the department is inadequate to carry out daily operational duties. The during discussions, the faculty developed a prioritized list of staff positions needed to carry out the departmental instructional and research activities. Highest priority is given to filling the anticipated opening, due to retirement, in the administrative assistant position. The next highest priority lies in technical support for the instrumentation laboratories in the department followed by a departmental curator responsible for the maintenance of instructional resources. The faculty recognized the growth in earth science cyber infrastructure and anticipate greater use of computer resources in education and research. Expansion of the existing half-time position in computer technology is viewed as the fourth tier necessity. Dean response: Support staff: The only analytical laboratories within the college that lack technical staff are those in Geology. In order to capitalize on the Murdock and NSF investments in this curriculum, technical support is badly needed. The department has made progress on this issue. The department has a 10-month, full time secretary. This position will convert to a 12-month full time position starting in May 2008. Fiscal support is provided by a 0.5 FTE position in the Dean’s office that oversees internal budgets. A 0.75 FTE fiscal specialist provides support for external grants, primarily in the departments of geological sciences, biology and chemistry. These three departments also share 1.0 FTE and 0.75 FTE instrument technicians. Geological Sciences is pleased with the progress on this issue, but some challenges remain. Support for instrumentation is still inadequate. The instrumentation we have is complex and requires more attention that can be provided by 1.75 FTE shared among three instrument and laboratory intensive departments. We will continue to pursue additional technical support.
UPDATED JANUARY 29, 2008 1. We hired a new tenure track science education/geomorphology professor (started 2055), a new tenure track mineralogist/earth materials professor (will start fall 2008), and are currently searching for a new tenure track environmental geologist/climate change professor (will start fall 2008). 2. We successfully hired two instrument technicians, who are shared among the geology, biology and chemistry departments. 3. Faculty have successfully procured external funding from federal and other agencies for research and supporting students on research grants. 4. Faculty have also been successful in garnering funding for education and outreach. Specifically, Geology professors are the principal investigators of the CWU GK-12 National Science Foundation Program (NSF), and the CWU Science Talent Expansion Program, also funded by the NSF. These two grants are large, interdisciplinary grant that serve diverse populations of students. 5. Students continue to receive recognition for outstanding research. For example, Walter Szeliga, who completed his Master of Science in Geological Sciences in June 2006, received the 2007 WAGS/UMI Distinguished Master's Thesis Award from the Western Association of Graduate Schools (WAGS) and University Microfilms International (UMI). 6. Faculty are all actively engaged in internationally recognized research programs and continue to publish in international peer-reviewed journals. 7. Faculty play a leadership role in university, professional and community service. Examples of professional service include appointments to National Science Foundation panels, as officers of professional societies, as reviewers for funding organizations, and as reviewers for peer-reviewed journals, Examples of university service include chair of the President search committee, member of the College of the Sciences Associate Dean search committee, and director of the Environmental Studies program. 8. The PANGA Geodesy Laboratory has grown considerably in staff and international recognition. 9. Fund raising from alumni and other department friends has increased. IN particular, through a generous donation, a merit-based scholarship has been established in honor of Emeritus Professor Robert Bentley. The department also continues a fruitful relationship with Puget Sound Energy, which funds a graduate scholarship. 10. A concrete plan for Science Phase II has been developed, including estimation of square footage required to support programmatic needs. Science Phase II is the proposed building that will house Physics and Geological Sciences.
UPDATED JANUARY 29, 2008 1. Facilities: Department personnel are housed in at least three buildings, and equipment is divided among an additional two. Thus, because of inadequate facilities, program fragmentation is of the most critical challenges we face. Aging facilities also present challenges in accommodating state of the art analytical and computer laboratories. Lack of space is also an acute problem; we currently lack adequate office space for all department personnel. 2. Budget: Inadequate funding for goods and services, and particularly instrument and laboratory maintenance presents a continuing challenge that moderates how we can deliver the curriculum. 3. Time demands on faculty and staff: Increased oversight and tracking, which has translated into relatively large increases in paperwork without concomitant increases in staff, impacts the department’s ability to address student needs. Relatively large service and teaching loads impact faculty abilities to pursue scholarship, including research with students. 4. Graduate student pool: One of our longer-term goals is to increase the number of graduate students applying for admission. A challenge we face is the relatively low stipend paid to graduate assistants; the stipend is not competitive with other universities, and hence application and acceptance rates are lower than we would prefer. 5. Technical support: Despite the hiring of two instrument technicians, both of whom are excellent, we continue to have inadequate support for the complex analytical instrumentation in our department. Additional support is a priority for the department.
STANDARD 2 UPDATE FEBRUARY, 2008 The Department of Geological Sciences Department offers courses at all levels, from 100-level general education classes to 500-level graduate classes. The academic program is designed to train students in content knowledge as well as develop communication, quantitative, and problem solving skills. In addition, faculty and students engage in collaborative research on a broad range of geological problems. By addressing problems related to planet Earth, such as water quality, volcanic, earthquake and flood hazards, and fundamental structure, department faculty, staff, students, and alumni serve the region and state. Department activities, including lectures, laboratories, field classes, and department seminars, focus on helping students, faculty and staff gain an understanding of the complex interactions that occur in and on planet Earth and thus encourage personnel to become scientifically informed stewards of the Earth. Small classes and close professional interaction between and among students and faculty foster a supportive intellectual community.
UPDATED JULY 2008 The Geological Sciences department offers four undergraduate majors (B.S. in Geology, B.A. in Geology, B.S. in Environmental Geological Sciences, and B.A. in Earth Science) as well as one undergraduate minor (Earth Science). In general, the Geological Sciences majors each consist of: 1) core geoscience courses; 2) upper-level elective courses; and 3) allied science (Physics, Chemistry, Biology, Mathematics) requirements. In the case of the Earth Science major, which is intended for future secondary school teachers, the allied science requirements are minimal and students are expected to complete the Education requirements for a teaching certification. Coherence of each program is achieved through careful attention to sequencing of classes that build content knowledge as well as skill level. From 100-level to 400-level classes, undergraduates are expected to develop broader and more in-depth content understanding as well as more refined communication, quantitative and analytical skills. Synthesis of student learning is addressed in all classes, but is most effective in 400-level undergraduate classes in which students are required to produce research projects and/or papers. An excellent example of a synthesis class is GEOL 489, which is the department field methods class. Students spend 6 weeks on-site in different geologic field areas. Exercises and projects require them to integrate knowledge and skills from a number of different classes including Rocks and Minerals, Stratigraphy, and Structural Geology. At the M.S. level (M.S. Geology), coherence is provided by a series of 500-level classes that help students develop skills to engage in independent research. Reading and oral and written communication skills are emphasized, as are techniques for developing and executing an M.S. level research project. Depth and breadth are addressed through elective classes that the students are required to complete. Thesis research, which is a major component of the degree, also strengthens content knowledge. Synthesis of student learning is directly addressed through the production of the thesis. Students are required to place their research in context with broader geologic issues, address methods and uncertainties of data collection, and collection and interpretation of data.
UPDATED JULY 2008 An accomplished and credentialed faculty who are active teacher-scholars assures currency of geology programs. Faculty attend national workshops in geoscience curriculum development and reform as well as professional research conferences and workshops. Faculty members remain current in their specific areas of expertise through peer-reviewed scientific research and publication and through participation in funding panels and advisory groups. The department has established a strong program of externally funded research in an era when training scientists as practitioners of science is a core national value. The department has a reputation as a feeder school to a national array of graduate programs. An emphasis on mentoring undergraduates in research also requires that faculty keep abreast of current research in their subdiscipline of geoscience. Faculty members are encouraged to incorporate their own research as well as other recent scientific findings into their lectures and lab exercises. Many courses include seminar-style discussions where students present and discuss recent journal articles. The department also hosts a Geological Sciences seminar series (approximately 3 seminars each quarter) at which guest speakers from around the state and country present recent research results. The department maintains close ties with a number of employers and graduate school mentors. Feedback, mostly informal, provides faculty members with indications of how well prepared students are for employment and graduate school. Several firms have been hiring our graduates for years, which suggests that the level of preparation for employment is excellent. The department has anecdotal data from students regarding their level of preparation. We recently launched an alumni website that has personal profiles and includes comments about alumni reactions to the program. The department is currently engaged in developing a more comprehensive program of feedback that will include formal surveys of employers and graduate school mentors. In response to program review requirements, an alumni survey was issued in June 2008. We await responses. We anticipate that these formal mechanisms will echo informal information, but are committed over the next several years to developing formal feedback tools that will help inform academic decisions made by the department.
UPDATED JULY 2008 Quality of instruction is critical to the department, and in response to the emphasis placed on excellent delivery of classes, all faculty carefully evaluate their own classes. They respond to informal and formal feedback provided by colleagues and students. Formal instructional effectiveness is addressed through careful review of SEOIs by each faculty member, the personnel committee (during relevant personnel reviews) and the department chair. Although the department recognizes that some aspects of the SEOIs are problematic, to improve content and/or delivery, faculty use patterns or themes common to multiple classes through several years. For pre-tenure faculty and non-tenure track faculty, peer evaluation is conducted each year by the chair and in some cases, by other faculty, to provide constructive feedback that informs changes faculty make. For pre-tenure and non-tenure track faculty, discussion of teaching strengths and challenges occurs in an annual meeting with the chair. The department also has as a goal to provide annual feedback to each tenured member, and post-tenure review (currently every three years) provides a mechanism for more detailed discussion of teaching effectiveness between the chair and faculty member.
ON FILE WITH AVP.
SUBMITTED to DAN AND AVP, AUGUST 2008
UPDATED JULY 2008 The department now has an assessment plan for each degree program. Initial implementation of these assessment plans occurred in 2007-2008, and continued improvement in implementation over the next several years is a goal. Results of assessment will be reviewed by the chair and shared with faculty at weekly department meetings (when relevant) and at the major department retreats. Results will also be shared with the Dean and AVP for Undergraduate Studies.
UPDATED JULY 2008 The department chair is currently responsible for compiling assessment results and providing faculty with updates. All faculty then engage in analysis of this information, and through iterative discussions, relevant changes are implemented. In some cases, the department seeks the advice and input of the college dean. In cases where changes require reallocation of resources (e.g., teaching reassignment to support service or scholarship activities), the department chair and dean engage in critical discussions.
UPDATED JULY 2008 The Geological Sciences department offers four introductory courses within the Natural Sciences breadth area of the General Education program: Introduction to Physical Geology (GEOL 101); Geology of National Parks (GEOL 102); Volcanoes, Earthquakes, and Civilization (GEOL 107); and Introduction to Environmental Geology (GEOL 108). These courses fall within all three subdivisions of the Natural Sciences breadth area. In addition, faculty from Geological Sciences contribute to two team-taught Environmental Studies courses, which are also in the Natural Sciences breadth area: Earth as an Ecosystem (ENST 301); and Ecosystems, Resources, Population, and Culture (ENST 302). Faculty teaching general education classes are asked to align their learning outcomes with those of the general education curriculum. In addition, faculty are encouraged to design their general education classes in ways that address general education goals. Because the general education mission articulates goals and outcomes that are similar to those of the department, assessment mechanisms the same as for all other classes in the department.
Many of the goals of the general education program (e.g., effective reasoning, inclination to inquire) are embedded in program and course outcomes in the Geological Sciences. Thus, to the extent that our departmental goals overlap with general education goals, assessment is conducted through the channels already summarized. As an example, many classes and all undergraduate research projects emphasize the “inclination to inquire.” Thus, assessment of these goals, as embedded in the department curricula, informs progress toward general education goals.
UPDATED JULY 2008 The Department of Geological Sciences offers a M.S. degree program that emphasizes the study of environmental geology, surface processes, natural hazards and the interior of the Earth. Acquisition and dissemination of knowledge about Earth processes are critical resources provided to the region and nation in support of stewardship of the planet. Graduate students and faculty engage in collaborative research, thereby strengthening the intellectual environment of the department, college, university, and associated communities. M.S. students typically are teaching assistants in the department and thus also contribute to enhancing the undergraduate educational experience. Because the department also has a vigorous program of undergraduate research, graduate students act as role models and mentors to undergraduate researchers, thus establishing a synergistic learning environment. The overarching vision of the Department of Geological Sciences is to create a vigorous, challenging academic environment in which students, faculty, and staff collaboratively pursue scholarly work and intellectual growth that are enriching on both personal and professional levels. The goal of the program is to prepare M.S. students for professional employment in geoscience careers in regional industries; in consulting firms; in local, state, or federal government resource-based or planning agencies; in teaching at community colleges or at a secondary level; and to serve as a foundation for graduate studies beyond the M.S. level. M.S. training also provides suitable high-level technical background for those interested in related careers, such as environmental law or natural resource management.
UPDATED JULY 2008 The program is relatively small and focused, affording M.S. students close faculty mentoring. The two-year program consists of one academic year of course work and thesis topic formulation, and a second year devoted to completing accompanying laboratory and/or field studies and writing up the thesis and, when appropriate, articles for submission to peer-reviewed journals. The summer between years 1 and 2 is typically a time for intensive laboratory and/or fieldwork. M.S. students are expected to demonstrate higher-level cognitive skills in classes and through their research activities. A higher level of content knowledge is demonstrated through additional requirements in classes (500-level) and because graduate students act as teaching assistants. M.S. students are more proficient at written and oral communication as manifested both in classes and through production of the thesis. M.S. students must complete a written thesis and defend their project orally. Such requirements that are not part of our undergraduate majors.
UPDATED JULY 2008 Ana Cadena (2008) Paleoseismic Investigations along the Pinto Mountain Fault, southern California. Faculty Advisor: Charlie Rubin Jim Chapman (2008), Energy budget analysis of slow-slip aseismic events along the Cascadia convergent margin using GPS array data. Faculty Advisor: Tim Melbourne Sara Johnson (2008), Petrogenetic Processes Characterizing the Mount Bachelor, Oregon Magmatic System: Open vs. Closed System Processes. Faculty Advisor: Wendy Bohrson Jackie Langille (2008), Middle Crustal Ductile Deformation Patterns in southern Tibet: Insights from Vorticity Studies in Mabja Dome . Faculty Advisor: Jeff Lee Shannon Othus (2008), Comparison of Two Landslides and Related Outburst Flood Deposits and Their Effects on River Evolution, Owyhee River, Oregon. Faculty Advisor: Lisa Ely Kate Whitlow (2008), The 2004 and 1861 Tsunami Deposits on Simeulue Island, Western Sumatra . Faculty Advisor: Charlie Rubin Cooper Brossy (2007) Fluvial Response to Intra-Canyon Lava Flows, Owyhee River, Oregon. Faculty Advisor: Lisa Ely Ray Chuang (2007), Interseismic Crustal Deformation and Seismic Potential in the Luyeh Area, Eastern Taiwan . Faculty Advisor: Charlie Rubin Keegan Fengler (2007) Paleoseismic Investigation of the Longitudinal Valley Fault, eastern Taiwan. Faculty Advisor: Charlie Rubin Keegan Fengler (2007), Paleoseismic Investigation of the Longitudinal Valley Fault, eastern Taiwan. Faculty Advisor: Charlie Rubin Brian Gray (2007), Late Holocene Uplift of the Chihshang Segment of the Longitudinal Valley Fault at Fuli, Eastern Taiwan. Faculty Advisor: Charlie Rubin Grant Logsdon (2007) In Search of Past Tsunami Deposits along the Sumatran coastline, Padang, western Sumatra . Faculty Advisor: Charlie Rubin Susan Mickiewicz (2007) Magma Chamber Processes: Textural and In Situ Geochemical Investigation of Plagioclase from Pisgah Crater, California . Faculty Advisor: Wendy Bohrson Sarah Taylor (2007) Seasonal Change in Groundwater Chemistry due to Irrigation in Upper Yakima Basin, Washington . Faculty Advisor: Carey Gazis Stephanie Vandal (2007) Paleoflood record reconstruction at an archaeological site on the Owyhee River, southeastern Oregon . Faculty Advisor: Lisa Ely Ahnna Westrich (2007) Understanding Magma Chamber Processes: Application of the Energy-Constrained Eruption, Recharge, Assimilation, Fractional Crystallization (EC-ERAFC) Model and MELTS Algorithm . Faculty Advisor: Wendy Bohrson
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UPDATED JULY 2008 INTERNET: GEOL 101. Physical Geology GEOL 107. Volcanoes, Earthquakes, and Civilization GEOL 108. Introduction to Environmental Geology GEOL 200. Earth Evolution and Global Change GEOL 210. Introduction to Geologic Field Methods GEOL 320. Rocks and Minerals GEOL 360. Structural Geology GEOL 370. Stratigraphy GEOL 415. Earthquake Geology and Neotectonics GEOL 478. Volcanology GEOL 487. End of Major Review GEOL 489. Geologic Field Methods (1 section, average enrollment 15 per section) BLACKBOARD GEOL 101. Physical Geology GEOL 107. Volcanoes, Earthquakes, and Civilization GEOL 108. Introduction to Environmental Geology
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UPDATED FEBRUARY, 2008 All of the tenure-track faculty and some of the full-time non-tenure track faculty participate in advising undergraduate majors. There is a plan in place to distribute new majors among the faculty advisors after students have taken GEOL 210 and GEOL 320, gateway classes that are required for all undergraduate majors. Dr. Carey Gazis and Dr. Lisa Ely principally advise Environmental Geological Sciences majors. Dr. Beth Pratt-Sitaula advises the Earth Science majors, with assistance from Nick Zentner. The remaining faculty advises BA and BS geology majors. Because a number of geology classes are sequenced, advisers typically help students develop a three or four-year plan so that students understand the order and the specific quarter in which they will take particular classes. All of the tenure-track faculty are members of the Graduate Faculty and actively serve as major advisors for graduate students. In most cases, a graduate student’s committee chair acts as his/her principal adviser for course work and all other academic issues. All department personnel are kept abreast of undergraduate and graduate curricular changes (including those in the allied sciences in the undergraduate programs). This information is reviewed and updated as needed at department meetings. The chair reviews the curriculum and advising responsibilities with new faculty.
UPDATED FEBRUARY, 2008 The department chair evaluates information provided by the registrar’s office or by a student. For the transfer class, the scope, the number of hours of instruction, the type of instruction (lecture, laboratory, field), and if available, the nature of assignments (e.g., project, paper, oral presentation, field project) are evaluated. All of this information is placed in context with existing classes, and a decision is made by the chair about the appropriate substitution. In the case of the registrar’s office, the chair works with available information, and in the case where a student directly requests a substitution, s/he is required to bring the transfer-class syllabus to the chair.
UPDATED FEBRUARY, 2008 Members of the department have been working with the Office of Admissions to recruit students for our programs. As part of this recruitment effort, several members of the department have received funds from the National Science Foundation Science, Technology, Engineering and Mathematics Expansion Program (NSF STEP) for a series of activities aimed at increasing enrollment/retention in the Sciences, including the geological sciences. UPDATED FEBRUARY, 2008 The department also engages in outreach at events such as the majors fair, career day, and CAT TRACKS. The department maintains a website that provides curricular and other relevant information. However, the website is not intended to be a direct recruiting tool. Some instructors in introductory classes (100-level classes) provide career and major information to students. Currently, most of our students are recruited through our introductory classes.
UPDATED FEBRUARY, 2008 Faculty provide this information on an individual basis. Students who encounter academic difficulties may be advised to take advantage of the writing and/or math center. In some cases, students are encouraged to seek tutoring. In addition, in some of the introductory classes, supplemental instructors are made available to assist students.
UPDATED FEBRUARY, 2008 Active student organizations in the Department of Geological Sciences include the undergraduate Geology Club and a chapter of Sigma Gamma Epsilon, the national geology honor society. Both of these student organizations are run by the students, but have faculty advisors. Many of the graduate students are members of national professional organizations such as the Geological Society of America and the American Geophysical Union. Other forms of student services are informal. When the need arises, faculty will provide seminars on (for example) writing a cover letter, interviewing for a job, or applying to graduate school. The department also offers a class called End of Major Review. In addition to collecting assessment data, students meet potential employers, and are required to produce a cover letter (applying for a job), a CV, a graduate school statement of purpose, and take a practice GRE.
UPDATED AUGUST, 2008 CWU Undergraduates who have gone on to graduate school since 2004 ∑ Missti Brown at SUNY-Buffalo ∑ Bridgette Valdez at U of Wisconsin-Madison ∑ Melinda Menke at Arizona State University ∑ Kate Gilliam at Notre Dame ∑ Jean Holiday at Oregon State ∑ Angie Diefenbach at Western Washington ∑ Sarah Finne at CWU ∑ Michelle Tebbe at CWU ∑ Milana Michalek at Idaho State ∑ Seth Mattos at CWU CWU graduate students who have gone on to PhD programs since 2004 ∑ Ana Aguiar, Stanford University ∑ Morgan Salisbury, Oregon State University Department Distinguished Thesis Award 2008 Ana Aguiar, Brian Gray 2006 Walter Szeliga 2004 Morgan Salisbury University Distinguished Thesis Award, Regional Distinguished Thesis Award 2006 Walter Szeliga 2004 Morgan Salisbury Departmental Awards since 2004 L. Don Ringe Award: The Ringe Award recognizes Outstanding Undergraduate Research. Past recipients have demonstrated excellence with their senior thesis. Field work is usually involved in the research. Grade point average is a consideration. 2008 Stacie Cearley 2007 Michelle Tebbe 2006 Kurt Walker 2005 Jean Holiday 2004 Sarah Venator Robert D. Bentley Award: The Bentley Award recognizes Superior Academic Performance. Past recipients have demonstrated overall classroom excellence. Grade point average is a consideration. 2008 Emily Sandbo 2007 Tessa Buswell, Kate Gilliam 2006 Tyler Scalise 2005 Melinda Menke, Jessica Smith 2004 Sarah Finne James R. Hinthorne Award: The Hinthorne Award recognizes Service to the Department. Past recipients have been active in the Geology Club and have volunteered many hours of their time to various events. Grade point average is a consideration. 2008 Mikala Mason-Schaefer 2007 Jennifer Pearsall 2006 Korin Carpenter, Callie Hayes 2005 Matt Kogle 2004 Mike Bjorklund Puget Sound Energy Graduate Fellowship 2008 Michelle Tebbe 2007 Jim Chapman 2006 Sarah Taylor 2005 Pam Stewart 2004 Ross Hendrick Bentley Scholarship 2008 Carol Webber 2007 Tessa Buswell SOURCE Presentations 2008 ∑ Lisa Ely – Stacie Cearley – The Life and Times of Hairy Elefante: Geography, Geochemistry, and Paleontology of the partum site, Western Oregon ∑ Tim Melbourne – Jim Chapman – GPS Estimates of Cascadia Slip Deficit Beneath the Olympic Peninsula ∑ Carey Gazis – Travis Hammond – A Stable Isotope Study of the Soil Water Budget on a Climate in Snowmelt Domination System ∑ Carey Gazis – Kathren Howarth – A Study of Soil Moisture Variations at Two Locations in Ellensburg, WA ∑ Wendy Bohrson – Sara Johnson – Petrogenetic Processes Characterizing the Mount Bachelor, Oregon Magmatic System: Open Versus Closed System Processes ∑ Frank Ramos – Adam Kinch, Brett Shurtleff – Characterizing the ~ 1000 AD Eruption of Baitoushan Volcano Using Isotopes and Trace Elements ∑ Jeffrey Lee – Jackie Langille – Middle Crustal Ductile Deformation Patterns: Insights from Vorticity Studies in Mabja Done, Southern Tibet ∑ Carey Gazis – Clayton Larkins – Measuring the Oxygen Isotope Ratio of Soil CO2 Emissions Across a Climate Gradient in the Eastern Cascades, WA ∑ Lisa Ely – Shannon Othus, Tyler Rice – To Convert or Not to Convert: Biodiesel and Buses in White Swan, Washington ∑ Lisa Ely – Shannon Othus – Comparison of Two Landslides and Their Related Outburst Flood Deposits, Owyhee River, Southeastern Oregon ∑ Beth Pratt-Sitaula – Emily Parker – Observations of Snow Near Ellensburg and at Snoqualmie Pass, Washington: A Yakima WATERS Research Project with Ellensburg High School ∑ Frank Ramos – James Patterson – Isotopic and Trace Element Signature of the Yellowstone Mantle Plume: Evidence from Imnaha Basalts ∑ Frank Ramos – Sarah Rodgers – Evaluating the Timing of Magmatism at Baitoushan Volcano; Insights from Single Mineral Isotope Analyses ∑ Morris Uebelacker – William Schroeder – More than meets the eye: Environmental Archaeological Applications of an IR+VISIBLE+UV Spectra Sensitive Digital Camera ∑ Frank Ramos – Rodger Wilson – Using SR and PB Isotopes to Identify Magmatic Processes at Baitoushan Volcano, China ∑ Frank Ramos – Rodger Wilson, James Gill – Monitoring Movement of the Naches Landslide 2007 ∑ Wendy Bohrson – Aaron Lantau – “Outstanding Poster Presentation” – Using Plagioclase Feldspar Composition and Textures to Distinguish Magmatic Processes of Castle Creek Eruption Period Basalts, Mount St. Helens, Washington ∑ Lisa Ely - Cearley, Stacie - Morphometric and age analysis of mammoth molars from the Pratum-Rutschman/Qualey Site, Marion County, Oregon ∑ Lisa Ely – Emma Byman – Relative Age and Characteristics of Landslides on Mt.Solo: Longview, WA ∑ Lisa Ely – Stacie Cearley– Morphometric and Age Analysis of Mammoth Molars from the Pratum-Rutschman/Qualey Site, Marion County, Oregon ∑ Lisa Ely – Tabitha Trosper, S. Hackenberger, A. Newton, T. Gabany-Guerrero - Implications of climate change and tephra accumulation on the lacustrine environment in a volcanic caldera, Michoacan, Mexico ∑ Tim Melbourne – Ana Aguiar - Analysis of Cascadia Slow-Slip Events on Plate Boundary Observatory GPS and Borehole Seismometers ∑ Carey Gazis – Travis Hammond, Katherine Howarth – Using Stable Isotopes to Characterize the Soil Water Budget Across a Climate Gradient ∑ Carey Gazis – Sarah Taylor – Seasonal Changes in Groundwater Chemistry due to Irrigation in the Kittitas Valley, Washington ∑ Paul Hoskins – Michelle Tebbe – Trace Element Distribution in Agate: Open Versus Closed System Formation 2006 ∑ Wendy Bohrson – Charlie Hayes – “Outstanding Undergraduate Poster Presentation” – Teaching Geology Students about Water Quality: Integrating Chemical Data Analysis and Interpretation into General Education Geology Classes ∑ Lisa Ely – Tessa Buswell, T. Trosper, T. Gabany-Guerrero, P. Cid-Aguero -Tephrochronology and geomorphology at an archeological site in the Mexican volcanic belt ∑ Lisa Ely – Korin Carpenter, Zach Jones, Callie Hayes - The influence of sediment size and lithology on plant density and diversity, Sonoran Desert, Baja California, Mexico ∑ Lisa Ely – Kathleen Cartmell, Tabitha Trosper, Paul Duke - Lichen habitat preference and diversity on boulders in the Sonoran Desert of Baja California, Mexico ∑ Lisa Ely – Katharine Gilliam, Sara Ebinger, Kanani Coward - Comparison of reptile species diversity between the Catavina boulder field and Bahia De Los Angenles habitats ∑ Lisa Ely – Brossy Cooper – “Outstanding Graduate Student Oral Presentation” - Fluvial Response to Intra-Canyon Lava Flows, Southeast Oregon ∑ Carey Gazes – Callie Hayes- “Outstanding Undergraduate Student Poster Presentation Award” – Teaching Geology Students About Water Quality: Integrating Chemical Data Analysis and Interpretation into General Education Geology Classes 2005 ∑ Wendy Bohrson – Korin Carpenter – Honorable Mention: “Best Undergraduate Presentation” – Evolution of Crystal Growth and Arenal Volcano, Costa Rica ∑ Wendy Bohrson – Callie Hayes – Water Quality of Washington State ∑ Lisa Ely - Marcell, Janielle, Kyle Athanasios Storm, Hendrick, Ross - Evolution of sediment cluster morphologies on the American River, Cascade Mountains, Washington ∑ Lisa Ely – Joseph Kephart, Signe Wurstner – Stratigraphic Template Enhancement of Hanford Site Tank Farms ∑ Lisa Ely – Janielle Marcell, Ross Hendrick – Evolution of Sediment Cluster Morphologies on the American River Cascade Mountains, Washington ∑ Charlie Rubin – Keegan Fengler – Paleoseismic and Historical Evidence of Large Earthquakes and the Rueisuei segment of the Longitudial Valley Fault, Eastern Taiwan ∑ Tim Melbourne – Melinda Menke – Simulating Fault Interaction on the Cascadia Subduction Zone ∑ Carey Gazis – Lacey Ledbeter – Using Factor Analysis to Assess the Natural and Anthropogenic Controls on the Water Chemistry of the Upper Yakima River Valley ∑ Paul Hoskins – Katharine Gilliam, Jonathan Killingbech, Jacob Throolin, Rodney Grapes – What and Where did the Swakane Gneiss (North Cascades) use to be? ∑ Jeffrey Lee – John Casteel – Active Faulting Along the Southwestern Inyo Mountains (SWIM) Fault Zone, California ∑ Tim Melbourne – Walter Szeliga – Cascadia Slow Earthquakes: Strategies for Time Independent Inversion of Displacement Fields ∑ Wendy Bohrson – Tessa Buswell, Jennifer Pearsall – Geochemistry of Coffee Beans ∑ Carey Gazis – Matthew Davis – Flowpath and Isotope Analysis to Determine Groundwater Sources 2004 ∑ Lisa Ely – Catharine Collar, Tabitha Trosper, Shiran and Brenner - Soil relationships in desert and tropical deciduous forest: Temperature, moisture, and pH in relation to depth and distance from arroyos ∑ Charlie Rubin – Jean Holiday, Sarah Venator – Earthquake Hazards and Quaternary Geology of the Longitudinal Valley Fault, Southeastern Taiwan ∑ Wendy Bohrson – Seth Mattos, Morgan Salisbury – Crystal Size Distribution Evidence for Magma Recharge at Stromboli Volcano, Italy 2003 ∑ Lisa Ely – B. Wilcox - Five gringos go to Mexico: Grain size analysis of sediments in the Sonoran desert ∑ Lisa Ely – A.K. Diefenbach, S. Venator - Geoarchaeological study in a volcanic caldera: Central highlands, Mexico ∑ Lisa Ely – M. Oenning - Fragments of the sky brought to Earth: The Ellensburg blue agate ∑ Lisa Ely – M. Oenning, B. Wilcox, B. Engstrom - Landslide hazards relating to the Pottery Point development, Puget Gulch, Tacoma WA ∑ Lisa Ely – B. Wilcox - Water quality in schools: What effect does a water fountain have on water quality? An examination of Kittitas Valley, WA public schools ∑ Lisa Ely – R. Rooney, D. Caputo, N. Moxley- Microclimates of the Sonoran desert, tropical dry forest and coastal thornscrub ∑ Jeffrey Lee – J. Garwood, A. Wood - “ Best Poster Presentation” - _________________ ________________________________________________________________________________________________________________________________________________ Other presentations, awards or research funding 2008 ∑ Tim Melbourne – W. Szeliga – GPS Constraints on 34 Cascadia slow slip events - Journal of Geophysical Research, in press, 2008 2007 ∑ Tim Melbourne – A. Aguiar - Tremor constraints on moment release during the 2007 ETS from surface and borehole seismometer - Geological Society of America annual meeting, Bellingham, WA. ∑ Wendy Bohrson - Aaron Lantau - Using Plagioclase Feldspar Composition and Textures to Distinguish Magmatic Processes of Castle Creek Eruption Period Basalts, Mount St. Helens, Washington, Office of Undergraduate Research, $500. ∑ Lisa Ely – Stacie Cearley - Analysis and geologic setting of the Pratum Mammoth, Marion County, Oregon - CWU Science Honors Research Program. ∑ Carey Gazis - Kathren Howarth – Science Honors program summer stipend and research - $4500.00 ∑ Jeffrey Lee – Jackie Langille – A Geologic Test of a Middle Crustal Channel Flow Modem, Mabja Dome, Southern Tibet. Geological Society of America Graduate Student Research Grants $1500, CWU Graduate Summer Research Proposal $2800, CWU Master’s Research Proposal $700, Sigma Xi $450 2006 ∑ Wendy Bohrson – Sarah Fowler – “Outstanding Student Paper Award” - Phase Equilibria Impetus for Large – Volume Explosive Volcanic Eruptions, Volcanology, Geochemistry and Petrology Section, American Geophysical Union ∑ Tim Melbourne – A. Aguiar - Analysis of Cascadia slow-slip events on Plate Boundary Observatory GPS and borehole seismometers - Seismological Society of America annual meeting, Hawaii. ∑ Tim Melbourne – A. Aguiar - High-resolution tremor estimates from the Cascadia Subduction Zone - American Geophysical Union Fall Meeting ∑ Wendy Bohrson - Susan Mickiewicz - Constraining Continental Basaltic Magma Chamber Processes: Textural and In Situ Geochemical Investigation of Plagioclase from Pisgah Crater - California, Geological Society of America, $3000 ∑ Wendy Bohrson - Seth Mattos - Deciphering the Signature of Magma Mixing: Examples from the Castle Creek Eruptive Period, Mount St. Helens, Washington - Office of Graduate Studies and Research, CWU, $700 ∑ Wendy Bohrson - Susan Mickiewicz - Magma Chamber Processes: Textural and In Situ Geochemical Investigation of Plagioclase from Pisgah Crater, California - Office of Graduate Studies and Research, CWU, $700 ∑ Wendy Bohrson - Ahnna Westrich - Understanding Magma Chamber Processes: Application of the Energy-Constrained Eruption, Recharge, Assimilation, Fractional Crystallization (EC-ERAFC) Model and MELTS Algorithm - Office of Graduate Studies and research, CWU, $700 ∑ Lisa Ely – Emma Byman - Relation of Mt. Solo landslide features to Missoula Floods, Longview, WA - CWU Undergraduate Research Grant ∑ Lisa Ely – Jennifer Perry - Taxonomic classification of fossil echinoderms, New Mexico ∑ Lisa Ely – Tabitha Trosper - Implications of regional climate change and volcanism on the geomorphic environment of La Alberca, Michoacan, Mexico - CWU Science Honors Research Program. ∑ Jeffrey Lee – Kurt Walter – L. Don Ringe Award, “Outstanding Undergraduate Research, Department of Geological Sciences” 2005 ∑ Tim Melbourne – R. Flake - Long Baseline Tiltmeters for Cascadia ∑ Tim Melbourne - Bradford Pitcher - PANGA time series analysis ∑ Lisa Ely – Tessa Buswell - Tephrochronology and geomorphology at an archeological site in the Mexican volcanic belt - Funded by CWU Undergraduate Research Grant and COTS Undergraduate Research Grant. ∑ Lisa Ely – Tabitha Trosper - Geomorphic Characterization of Archaeological Sites in Michoacan, Mexico - Funded by CWU Undergraduate Research Grant and COTS Undergraduate Research Grant. ∑ Jeffrey Lee – E. Scott – Identifying and Dating the Penultimate Earthquake along the Owens Valley Fault, California. UOC White Mountain Graduate Student Mini-Grant program $2000, Sigma Xi $220 ∑ Jeffrey Lee – J.C. Casteel – Timing and Slip Rate Constrains on the Southwestern Inyo Mountains (SWIM) Fault Zone: Implications for the Spatial and Temporal Evolution of Continental Deformation in Eastern California. Geological Society of America Graduate Student Research Grants $1500, CWU Graduate Summer Research Proposal $2500 2004 ∑ Tim Melbourne – W. Szeliga - Southern Cascadia episodic slow earthquakes ∑ Tim Melbourne – W. Szeliga - Strategies for time-dependent inversion of Cascadia slow earthquake displacement fields - Meeting of the American Geophysical Union ∑ Tim Melbourne –R. Flake - Long Baseline Tilt Meter Array to Monitor Cascadia's Slow Earthquakes - Meeting of the American Geophysical Union ∑ Lisa Ely – Janielle Marcell - Analysis of repeat photography of sediment clusters before and after peak stream flows, American River, Washington - USGS funded ∑ Jeffrey Lee – J.C. Casteel – Tectonic Geomorphology and Geochronological investigations of an Unnamed Fault along the Eastern Margin of Owens Valley, California. UOC White Mountain Research Station Graduate Student Fellowship $1500, Thesis Research Grant $400 ∑ Jeffrey Lee – K. Le – Geologic Evidence for Distributed Dextral Slip across Owens Valley, California. CWU Travel Grant $400, UOC White Mountain Research Station Graduate Student Fellowship $140, UOC White Mountain Research Station Graduate Fellowship $2000, Sigma Xi $500 2003 ∑ Wendy Bohrson – Morgan Salisbury – “Outstanding Presentation” Magma Mixing Histories Recorded in Plagioclase Crystals from the 1915 Eruption of Lassen Peak, California - Faculty and Graduate Research Symposium, CWU ∑ Tim Melbourne - Melinda Menke - Simulating slow earthquakes on the Cascadia subduction zone ∑ Jeffrey Lee – Jason Garwood – L. Don Ringe Award - “Outstanding Undergraduate Research” (Departmental) ∑ Jeffrey Lee – J. Schroeder – Quaternary Fault Slip History of the White Mountains Fault Zone, California. CWU Travel Grant $400, Geological Society of America Graduate Student Research Grants $1800 ∑ Tim Melbourne – W. Szeliga – Cascadia -wide rupture of episodic slow earthquakes - Meeting of the American Geophysical Union ∑ Lisa Ely – B. Wilcox - Water, Water Everywhere and Not a Drop to Drink: The Potential for Seawater Intrusion in Island County, Washington - Submitted for presentation at National Conference on Undergraduate Research Cabot Oil Internship 2008 Tom Wagner 2007 Nick Hehemann 2006 Kate Whitlow, Brian Gray Science Honors Students: 2009 Sean Scott 2008 Stacie Cearley, Kathren Howarth 2007 Michelle Tebbe, Tabatha Trosper 2006 Katharine Gilliam
UPDATED JULY 2008 Department faculty and staff maintain close contacts with many employers, some of whom we invite to campus to personally recruit students. Because many of our former students are now in managerial positions, department faculty often receive calls or emails asking us to recommend a student/alumnus for a particular job or advertise a job through our email network. (All current students and alumni who wish to be on our “jobs” email list receive these announcements). Department faculty also have close connections with potential graduate advisers at a number of universities nationwide. This network also works to the advantage of students wishing to pursue graduate degrees. In cases where students request specific help, faculty review letters of application, cover letters, and CVs. The End-Of-Major Review class (GEOL 487) requires students to prepare a CV and cover letter, which the instructor critiques. In some cases, we direct students to the career center for specific help or information.
UPDATED JULY 2008 Department advising is generally excellent. Students receive individualized advising for their "4-year" plan. In addition, any student who wishes advice about graduate school or job placement will always find a faculty member willing to help. Other services also appear to be effective. The department has a positive record of retention, and our recruitment into the major is also effective. This is based on the observation that during the last 10 years, many geology departments have gotten smaller or stayed the same size, whereas we have grown substantially. Students also have success in the job and graduate school market. Most of our students who seek geology employment or admission to graduate school are successful.
UPDATED JULY 2008 The Department of Geological Sciences consists of tenure-track faculty (TT), full-time non-tenure track (FT-NTT) and part time non-tenure track (PT-NTT) faculty, classified staff and administrative exempt staff. All of the faculty and most of the staff members report to the Department Chair. One administrative exempt staff member, a Systems Administrator, works half-time in the Geological Sciences Department and half-time in the Geography and Land Studies Department and reports to the Dean of the College of the Sciences. The remainder of the administrative exempt staff work in the Pacific Northwest Geodetic Array (PANGA) Data Processing Center under the directorship of Dr. Timothy Melbourne, who is a tenured faculty member in the department. The department shares two laboratory/instrument technicians with Chemistry and Biology. These employees interact with all relevant geology faculty and staff in the department but are formally supervised by the chair of Chemistry. UPDATED JULY 2008 Each year, the staffing plan involves assessing potential sabbatical and other leaves, administrative reassignments, and externally-funded release time. The teaching loads are then allocated to take advantage of subdisciplinary expertise and to maintain a mix of classes for each faculty member (where possible). For example, it is a department goal to try to have faculty teach at all levels (100 through 500) over the course of several years. Once the TT faculty allocations are complete, the department strives to package most of the NTT loads into full-time positions. In some cases, NTT faculty who are very successful instructors, return year after year. For any unfilled NTT positions, we advertise nationally. In some cases, talented part-time NTT faculty are also hired, and some return year after year. Thus, each year, the ratio of NTT to TT changes, depending on leaves, administrative reassignment and grants funded. Over the last several years, on average, the department has had 2-3 FT-NTT and several part time NTT faculty. The total number of TT faculty in geology is currently 7.5 (1 FTE shared with Science Education), although for the last several years, one of these has been in an administrative position and is now on leave from the university. The primary challenges facing the department in the next 5 years include: (1) maintaining and better utilizing the instrumentation and laboratory infrastructure within the department. Currently, demands on faculty time are such that the instruments and geochemical and mineral separation laboratories are underutilized because there is not enough staff support to maintain and improve usage. While the two technicians are excellent, their contributions are by necessity (because of time) to routine maintenance and repair. The labs and instruments in geology tend to be complicated and labor intensive to maintain. A full-time administrative exempt position, which would be charged with oversight of the laboratories is essential for geology to fully utilize the lab potential in classes and for research. (2) Maintaining high quality, state-of-the-art introductory level classes. The department recruits most of its majors from the introductory classes because many high school students are not exposed to the geological sciences. While our classes and laboratories are very popular and we have a vigorous undergraduate major population, improvements in content and delivery in these offerings can only improve the student experience. Thus, the department has considered the importance of hiring a 100-level specialist who could contribute to the introductory classes, maintain the teaching collections (maps, rocks, etc.) and assist with updating the laboratory curricula. (3) All faculty in the Department of Geological Sciences maintain high quality, externally funded research programs. To remain competitive, the department and university need to continue to work on the balance of scholarship, teaching and service. In order for faculty members to continue to be competitive and thereby provide the needed funding to continue offering inquiry-based research experiences to graduate and undergraduate students, additional faculty members are needed.
UPDATED JULY 2008 Competence and vitality of faculty are encouraged in the following ways: (1) The department provides funding and encouragement to faculty who attend disciplinary and curriculum development meetings at the local, regional, national and international level. (2) The department also supports faculty who are invited to participate in externally funded panel meetings and as members of regional, national or international committees. (3) We have a speaker series each year. Typically, 3-4 speakers are invited per quarter to give disciplinary talks in area of interest to faculty, scientific staff and students. This series forges links with other members of the geological community. (4) The chair provides notification of development opportunities within the profession and within the university. (5) During personnel review, the chair provides feedback to each faculty member and discusses with him or her opportunities for continued development. In cases where funding is an issue, the chair seeks to find funding to pay for or assist with associated costs.
UPDATED JULY 2008 The department has a clear set of guidelines for reappointment, promotion, and tenure (RPT) that are consistent with college and university standards. These are on file with the college and department. Informal review occurs throughout the year. Formal review is in accordance with university policy and includes (1) candidate submits relevant paperwork for particular review period. (2) Personnel committee is convened and reviews materials; provides a written evaluation for the candidate. (3) Chair also reviews materials. The chair provides a written evaluation and meets individually with the faculty member. Concerns, as well as accolades, are discussed. Plans for addressing any issues of concern are discussed. If desired by the chair or requested by the faculty member, additional faulty may be present for discussion.
UPDATED JULY 2008 The department supports a teacher-scholar model in which individual faculty determine the general balance among the three areas. Teaching loads are assigned based on department needs, reassignments (such as administrative or grant-funded), and amount of faculty-mentored student scholarship (including graduate student mentoring). In general, the loads range from 50 to 80% of the full time load. All geology faculty have active research programs that involve undergraduate and graduate students. All are involved in some combination of: external funding for their research, publications in internationally recognized peer reviewed journals, and presentations at national and international meetings. Thus, the commitment to scholarly activities, including those that involve students, is very high. Service expectations first include service to the department. As a department, we try to evenly divide the departmental load so that we are a functional and collegial department. Department members also tend to be heavily involved in university service. Because of the relatively research high profile most of us maintain, we also serve on lots of professional committees. Thus, the service load in the department is quite large. In terms of balance, much of the work of faculty members is completed outside of the “normal” 45 workload unit allocation. In general, the department has effectively maintained its programs through the dedication and hard work of its faculty. However, the long term outlook may present challenges. The output rate of department faculty in terms of service and research is high. If the department is to maintain its funding streams, and thus be able to continue to provide high quality research and other educational experiences for students, the balance will have to be re-examined. The teaching loads tend to be very high at CWU, and the university service loads are also quite high. These create challenges for faculty who need to maintain national and international reputations in order to bring in sufficient funding to run student-centered laboratory and field based programs.
UPDATED JULY 2008 SEOIs are evaluated by the chair each quarter and by the personnel committee during each review. In general, SEOI numerical values and comments are scrutinized for patterns that are manifested over several quarters. If a pattern does emerge that suggests an aspect of instruction requires attention, the chair and/or chair of the personnel committee discusses this issue with the instructor. During each review cycle, tenure-track faculty provide a reflection statement regarding their teaching, including comments about specific aspects of their SEOIs. Any issues that are flagged by the instructor are also discussed. In cases where development opportunities may help, the chair discusses those with the instructor. In many cases, instructors seek help from accomplished colleagues. This type of informal interaction happens frequently. Other forms of evaluation include peer review. For each probationary TT faculty, the chair reviews teaching at least once during the year. In many cases, other instructors also provide peer review. For each NTT faculty member, the chair reviews instruction at least once per year. In the case of new instructors, several peer reviews are provided early in the first quarter so that the instructor gets comments early in his/her teaching experience. For post-tenure review, the chair or other instructor provides a peer review. All forms of review are used to address aspects of teaching that require attention. For example, if a pattern emerges that suggests an instructor is not well-organized in class, then this issue is discussed with the instructor. The chair might suggest the instructor talk with a more experienced colleague who is known to have well-organized, well-executed classes. The issue is reviewed again after one of two quarters to ensure that the instructor received helpful mentoring, and the chair examines the SEOIs and peer reviews to assess what type of progress has been made in addressing the issue. Development opportunities inside and outside the university are also noted. For example, if it appears that an instructor might benefit from attending a workshop, then that workshop is brought to the attention of the instructor, and where possible, the department provides the resources required for attendance.
UPDATED JULY 2008 Faculty preparation to engage in scholarship is excellent. Geology faculty typically come from highly regarded, competitive PhD or post-doctoral programs that promote development of research skills, including designing and executing a research project, writing successful grants in support of research, and publishing in internationally published, peer reviewed journals. Although most faculty do not necessarily have direct training in undergraduate and graduate research mentoring prior to arrival, most faculty rapidly learn effective methods of mentoring. More experienced faculty often provide assistance and advice. Scholarship contributions are therefore more than adequate; geology faculty are accomplished in the areas of research and research mentoring and collectively have produced a distinguished record. Teaching preparation typically consists of teaching assistance ship (TA) experiences in graduate school. In some cases, faculty arrive with substantial teaching experience acquired in NTT or previous TT jobs. Once a faculty member joins the department, experience is gained rapidly because of the teaching-intensive nature of faculty assignments at CWU. Particularly during the first few years of teaching, the department attempts to provide extensive feedback and mentoring. As noted above, the chair tries to apprise faculty members of development opportunities that enhance teaching. In general, faculty members are either well prepared to teach at CWU when they arrive, or they adapt during the first year or two of teaching. Standards are high in our department, and thus in general, faculty provide high quality experiences for all students. As noted above, the ratio of TT to NTT changes each year. Because several of our NTT have been teaching in our department for more than one year, the quality of teaching is, in general, high. Seasoned NTT also allow us to maintain continuity in our undergraduate and graduate teaching programs. Multi-year contracts for NTT would further enhance the stability of our teaching programs by allowing us to have more concrete long-range teaching plans.
Data provided by Instructional Research and other appropriate offices.
STANDARD 5 UPDATED FEBRUARY, 2008 The library does an excellent job with the resources it is given. Department faculty, staff and students routinely use Georef, GEOBASE and the many engines that access on-line journals (e.g., Science Direct Journals, SpringerLink). Routine use is made of all of the avenues through which on-line journals are acquired. The Interlibrary loan office does an impressive job of filling requests in a timely way. Cattrax and Summit are also excellent resources. The current library repository of US Geological Survey and other documents is satisfactory. The main challenge is the library’s inability to maintain a number of on-line and/or print journal subscriptions that are necessary to our teaching and research programs. While interlibrary loan is a substitute for having direct access to journals and other resources, the time lag, in some cases, presents difficulties. This is particularly true because the time available to do research at CWU can be quite fragmented. If a particular article is not available when a faculty member has an open window of time, progress comes to a halt, and in some cases, cannot be reinitiated for several weeks. Additional journals, not currently fully available except by interlibrary loan or by waiting for a period of time (e.g., 6-months following publication), that would enhance our program: Journal of Petrology Journal of Hydrology Contributions to Mineralogy and Petrology Earth and Planetary Science Letters Geoderma Quaternary Science Reviews
The library does an excellent job with the resources it is given. Department faculty, staff and students routinely use Georef, GEOBASE and the many engines that access on-line journals (e.g., Science Direct Journals, SpringerLink). Routine use is made of all of the avenues through which on-line journals are acquired. The Interlibrary loan office does an impressive job of filling requests in a timely way. Cattrax and Summit are also excellent resources. The current library repository of US Geological Survey and other documents is satisfactory. The main challenge is the library’s inability to maintain a number of on-line and/or print journal subscriptions that are necessary to our teaching and research programs. While interlibrary loan is a substitute for having direct access to journals and other resources, the time lag, in some cases, presents difficulties. This is particularly true because the time available to do research at CWU can be quite fragmented. If a particular article is not available when a faculty member has an open window of time, progress comes to a halt, and in some cases, cannot be reinitiated for several weeks. Additional journals, not currently fully available except by interlibrary loan or by waiting for a period of time (e.g., 6-months following publication), that would enhance our program: Journal of Petrology Journal of Hydrology Contributions to Mineralogy and Petrology Earth and Planetary Science Letters Geoderma Quaternary Science Reviews
Library tours required of new graduate students. Use georef/geobase and databases Use Summit online catalog, ILIAD interlibrary loan Standard computer applications such as Word, Excel, PowerPoint, Illustrator, Endnote Library reference management system (RefWorks)
We have one faculty member who is our department liaison.
Individual faculty members maintain their own subscriptions (on-line and print) to particular journals. Some faculty also buy books, with grant, university, and/or personal funds. Some faculty make these resources available to students.
STANDARDS 6, 7, 8, AND 9 UPDATED FEBRUARY, 2008 The Department of Geological Sciences consists of tenure-track faculty, non- tenure-track full and part-time faculty, classified staff and administrative exempt staff. All of the faculty and all of the staff members, except one, report to the Department Chair. One administrative exempt staff member, a Systems Administrator, works half time in the Geological Sciences Department and half-time in the Geography and Land Studies Department and reports to the Dean of the College of the Sciences. The remainder of the administrative exempt staff works in the Pacific Northwest Geodetic Array (PANGA) Data Processing Center under the directorship of Dr. Timothy Melbourne, who is a tenure-track faculty member in the department. Many governance tasks in the department are accomplished with a committee of the whole; the department strives to govern by consensus. The committee of the whole (all department faculty, including non-tenure track) meets once per week. At these meetings, faculty discuss and plan actions in areas of curriculum, use of resources, student advising and recruiting, and department policy. Groundwork and recommendations from other committees are often presented and discussed at these meetings. In cases where it is not appropriate to make decisions in this way, committees are established. Personnel Committee—The personnel committee reviews faculty performance for reappointment, promotion, tenure, and post-tenure review. This committee typically consists of associate and full professors except the department chair; membership is in accordance with the Collective Bargaining Agreement. Therefore, at times, tenured faculty from other departments have been asked to serve on the Geological Sciences personnel committee when there were not enough tenured faculty for a tenure and/or promotion case. Search Committees — When faculty or staff are hired, a search committee is formed, consisting of three to four faculty or staff members appointed by the Department Chair or the Director of PANGA (for hiring PANGA staff). At times, students or personnel from outside the department are included on search committees to satisfy diversity requirements and provide essential feedback for a particular position. The search committee is responsible for drafting a position description, developing screening criteria, and performing applicant screening until the final candidates are selected. In most cases, the final recommendation (made to the hiring authority, typically the College of the Sciences Dean) is made by the tenure-track faculty, with input from all members of the department (as well as students). In the case of PANGA hires, the final decision is that of the PANGA Director. Graduate Committee — This committee examines the graduate program policy and procedures, curriculum, and graduate admissions. All regular graduate faculty serve on this committee.
The department has a faculty senator and alternate. Through these individuals, department members are informed about university policies on academics. Votes for various resolutions are made on the department behalf by the senator or alternate. The department also has a union steward, who informs department personnel about activities related to the collective bargaining agreement. Department members, including staff, contribute to the governance of the university by accepting positions on numerous committees (see CVs of faculty for full listing of all assignments). Recent university committee membership by Geological Sciences members include search for the COTS Dean, associate COTS Dean, interim COTS Dean, CWU President; Science Phase II Building Committee; Carbon Reduction Initiative Committee; Collective Bargaining Team. Some department members also take leadership roles as Director of a program (e.g., Environmental Studies, Undergraduate Research), thus contributing to academic policy development.
The Department of Geological Sciences is a major contributor to university governance. Faculty are routinely asked to be members of committees that have impact on university policies and functions.
In general, the department requires only modest support of service. This area does not represent our most pressing need. Teaching resources continue to be a challenge. The primary source of funding for teaching resources is class or laboratory fees charged to students. Replacement or augmentation of collections (rock thin sections, hammers, rock hand samples, maps, etc.) and equipment (e.g., microscopes) are on-going needs, and replacement/augmentation funding is inadequate. Included in teaching equipment are several expensive pieces of analytical instrumentation that are costly to run (e.g., in class and laboratories) and maintain. At present there is no systematic plan to allocate resources at the department or college level to address instrumentation needs. Costs for running field trips have increased in the past few years, primarily due to the cost of renting vehicles from the university motor pool (presumably due to the increased cost of fuel). Although the department received a small increase in its goods and services budget this year (for which we are grateful) partly in recognition of these motor pool (and other) increases, class fees are still required, and in some cases do not fully cover costs, thus requiring the department to allocate other resources to pay for field trips. On-going research resources are also problematic. All of the tenure track and some of the non-tenure track faculty garner research funding from external sources such as the National Science Foundation. The department is extremely successful in this endeavor, and it is absolutely critical because these grants are the principle source of funding for research activities (field work, analyses, etc.) as well as for graduate student stipends and tuition (for those supported) and for undergraduate stipends. However, as competition for external dollars increases, it will become more difficult for the department to maintain its high level of funding in support of research. University resources in support of research costs are completely inadequate The university has been supportive over the last decade in providing matching money (for external grants) and start up funding. Several laboratories have been outfitted or constructed using these monies. This contribution by the university has been essential to faculty members developing laboratories or starting new research programs. The COTS Dean’s Office and the Graduate Office also support several funding programs to which faculty can apply to support a quarter (or summer) release time to write a grant or pursue research. These are also excellent resources. Finally, the university has a generous sabbatical policy that pays 75% salary, and thus, faculty are supported for an entire academic year to pursue scholarly activities. The university has also been supportive by providing small amounts of faculty development money ($700 from the university for all tenure track faculty, $350 from COTS for all full time faculty), which can be allocated at the faculty member’s discretion to research, teaching, and/or service activities. Department members appreciate this gesture.
The COTS Development Office coordinates fund raising activities. The department supports her work by maintaining contacts with alumni and other friends, employers and other interested parties. Upon request, department members visit potential donors and/or give public seminars that raise awareness of the department. Many department members set an example by contributing to the CWU Foundation in support of various department or university activities.
The Department of Geological Sciences is currently housed in at least four buildings (Lind, Hebeler, Boullion, Old Heat Plant) and a storage shed (but note that we do not yet have people in the storage shed). Program fragmentation is perhaps the single most critical problem the department faces (and has faced for nearly a decade). The department has complex labs (computer or chemical) labs in both Hebeler and Lind, and installation and upkeep have been ongoing challenges because both buildings are old and do not have modern infrastructure (e.g., air conditioning to keep instruments and computers cool, adequate air handling systems, etc.). With the help of facilities and a great deal of determination, department members have overcome these obstacles, but as the department grows and the need for complex, modern laboratory facilities also grows, the physical facilities will become an increasingly serious barrier to fulfilling the mission. Furnishings are adequate, but mostly scavenged. There is no systematic plan to address the need to furnish offices for new faculty, nor replace aging or worn desks, file cabinets, etc. Our ability to deliver innovative curricula would be improved if classroom furnishings were modernized. For example, the larger classrooms in Lind Hall have chairs that are bolted to the floor. For instructors who wish to have students work in groups (e.g., move their chairs into a circle), or take part in active demonstrations in the classroom (e.g., the earthquake wave), fixed furnishings present barriers.
Through a variety of creative methods, the department has built an inventory of equipment that is adequate to serve the needs of our students. However, as mentioned above, we have some challenges maintaining and replacing some equipment such as petrographic microscopes and total stations. All of the larger pieces of instrumentation were purchased with external money. Additional larger pieces of instrumentation would be beneficial, because training on these types of instruments makes our students more competitive in the job and graduate school market.
Most of the classrooms now have a computer coupled to digital projector; the last room in Lind is being fitted and should be on-line by June 2008. We appreciate the commitment made by the groups on campus that have helped us improve our instructional technology. We need to improve or replace some of the teaching technology, such as the teaching microscope-digital camera-monitor set up we have (which is at least 10 years old). This set up is used to aid students in classes where the petrographic microscope is used. More modern technology (e.g., better projection quality) would enhance our use of particular teaching tools (e.g., computer simulations of tsunamis, earthquakes).
Inclusion of department members is essential for planning and design. When facility changes are proposed, faculty and staff engage in discussions internally (i.e., in the department) as well as with experts on (i.e., facilities) and off campus (i.e., architects, contractors) to develop a comprehensive plan that addresses curricular and research needs. For most of the proposed changes, department participation is high. We welcome the opportunity to contribute to the planning and design processes. Science Phase II is a good example. Several department members represented the department on the committee, but all faculty and staff spend many hours reviewing space allocation, and discussing how we can design space that is useful but flexible in design.
The department adheres to the ethics guidelines provided by organizations such as the National Science Foundation.
The department does not have a formal policy related to integrity, so no evaluation or revision occurs.