MissionC2

· Five new hires have been accomplished that expand breadth, areas of expertise and manage personnel changes that affect both core discipline and affiliated programs. Four of these are replacements for retiring faculty. One is a new position to meet needs in REM and Museum Studies/Museum.

· We have been engaged in a Strategic Planning Process to review and adjust department activities and annual planning cycle to meet new department configuration. Mission, vision and values have been developed.

· The department has re-affirmed its commitment to open process and transparency in decision-making. Although this is sometimes time consuming, it contributes in major ways to the atmosphere of collegiality and mutual respect that we all value.

· We contribute to the enrichment of student experience through participation and leadership in programming of scholarly and cultural events (SOURCE – annual conference, Quarterly Poster Presentations in COTS, Margaret Mead Film Festival, Lewis and Clark Bicentennial Program, Gender Symposium).

· We contribute broadly to interdisciplinary programs around the University, especially the REM Graduate program, and our faculty provide leadership in these programs, including REM (Resource Management), PBE (Primate Behavior and Ecology), AIS (American Indian Studies), HCER (Health Careers Education Resources).
· Preparation for the transition to Dean Hall has been enthusiastic and collaborative.

· We are proud of maintaining and increasing our commitment to:
-- involving students in research
-- providing opportunities for internship and employment related to
undergraduate and graduate students’ interests in anthropology
-- individualized studies
-- study abroad opportunities
-- maintaining and building our repertoire of field schools and

· We are now in compliance with the NAGPRA process and have established a five-year position to move forward and maintain University compliance with this important legislation.

· Contracts and grants have been maintained and developed at a high level.

· Offerings in forensic anthropology have been expanded.

· Service learning opportunities have been expanded.

· We have instituted courses at the beginning and end of major as part of efforts to develop an effective assessment cycle.

· Faculty scholarly accomplishments are both more and more diverse in kind.

· We have been successful in placing students in graduate programs and careers.

· New courses have been added that develop curriculum in important areas.

1. Faculty/Staff Accomplishments

· During the previous five years two faculty members received tenure, three were promoted to associate professor, and one to full professor. All three full time faculty were awarded the CWU Alumni Excellence in Teaching Award (2001, 2003, and 2006) for the College of Education and Professional Studies. One of these was also promoted to full professor. One professor was nominated for the Distinguished CWU Professor for Teaching.

· One professor, who is a recipient of the Who’s Who in America’s Teachers (2nd time recipient) and outstanding professor award in 2004 from National Residence Hall Association, completed her Ph.D. in Education June 2005. Two FTTT professors are members of the UAA and NAFI, and one has earned NAFI’s Master Certified Flight Instructor (MCFI) four times.

· The tenured and tenure track faculty have published around twenty articles and papers in peer- and editorial-reviewed professional journals and magazines. One professor’s research utilized our Frasca simulators, although research has been suspended due to facilities issues as previously described.

· Faculty have also given about 60 presentations at state, regional, national and international conferences and at regional Flight Instructor Refresher Clinics (FIRCs) and FAA-safety seminars.

· Faculty have submitted grant requests with most of them receiving funding; total external and internal grant funding is approximately $50,000 over the five-year period. Two faculty won faculty-development funds from Boeing and one receives ongoing funding for the Women’s ACES Academy (about $7,000 per year).

· Three courses have been reinstated since securing the services of a qualified airport planner and an additional two new courses have been developed by the tenure-track faculty (FLT 375 Mountain and Canyon Flying; FLT 498 Special Topic: Q200 Systems and Operations).

2. Staffing

· The job description for our FTNTT position was changed to assist with the heavy advising load related to the separate admissions process implemented for the Flight Technology Program in the fall of 2002

· The half-time Office Assistant position was upgraded to a ¾-time Secretary. The current Department Secretary has provided exemplary service to the department and faculty.

3. Student Services & Accomplishments

· Flight Technology Learning Community (LLC) established in 2002.

· Summer ACES camp for young women established summer 2004

· Many students have won scholarships

· Some students were participants in faculty-sponsored research

· Employment opportunities for graduates have significantly increased

· Several students and graduates have won scholarships from Women in Aviation international, including a recent one for a Cessna Citation type rating and job with Cessna.

4. Industry Involvement

· Support from Horizon Air has been strengthened: one faculty member attended initial ground school for the Dash 8 (Q200) and has permission to use Horizon training materials to teach a similar course at CWU.

· Horizon air hires between 3-5 graduates twice per year through an on-campus interview process.

· Industry internship opportunities for students have grown in number and diversification.

· Faculty have invited several industry/government personnel to speak to students and faculty.

· Grants from industry sponsored the Womens Aviation, Construction, Engineering, and Safety summer camps.

5. Outreach

· Faculty and staff have conducted several visits to Green River Community College (GRCC) and BBCC to strengthen articulation agreements.

· A degree program for the Aviation Management Degree was established at on campus at BBCC. The degree will allow BBCC graduates to matriculate from the two year to a four year degree on site at BBCC.

· Faculty and staff have conducted several recruitment visits to high schools and the annual Northwest Aviation Conference and Trade Show in Puyallup, WA.

· We conduct two to three Open Houses this past year.

· One faculty participates yearly in the CWU Expanding your Horizons day for young teenage girls to investigate careers in aviation.

· Annual Aviation Construction, Engineering, and Safety camp (ACES) introducing young women to opportunities in those career fields in which they are underrepresented.

6. Equipment

· Both Frasca 141 simulators and table top simulators were upgraded

· Grant money was used to upgrade student lab

· All full-time faculty now have relatively newer computers that can run Windows XP and newer versions of office software

7. The day-to-day working relationship with the contract flight training provider (Midstate Aviation) has improved, due in large measure to the skillful and effective management style of CWU’s Designated Representative Dr. Amy Hoover.

8. Student enrollments have been relatively steady during the period and the number of applications has gradually risen since 2003. Enrollments were down slightly for 2005-2006, but increased by over 35% for 2007/08.

1. We have hired 5 new tenure-track faculty since 1988. An additional faculty search is in process this academic year.

2. We argued for, and received, approval to hire two new staff members important to our departmental operations: an office assistant and engineering technologist.

3. We appointed the 1998-99 interim chair to a full 4-year term beginning fall of 1998 and expiring in 2003. This appointment was made after a failed outside search for a chair.

4. We argued for, and received, approval to convert a part-time adjunct position to a regular 9-month non-tenure-track position

5. The department moved from its old quarters into the new Science Building.

6. In June 2000, the departments programs and operations were reviewed by two members of the Council of Undergraduate Research (CUR). The final report is included in the appendix.

7. We have continued to review and revise our curriculum. One major change was to consolidate courses labeled BISC (Biological Sciences), BOT (botany) and ZOOL (zoology) into a single prefix (BIOL), reflecting our view that the department is a unified biology department rather than a collection of biological specialities. We have developed several new courses, and deleted courses that are no longer priorities.

8. We have updated all student handouts, including course requirements for degree programs, specialization within programs, and student handbooks (both undergraduate and graduate.)

9. We created a department web site and links. (www.cwu.edu/biology/)

10. We developed undergraduate and graduate posters advertising biology programs, and mailed them to high schools and colleges throughout our western United States. (See appendix.)

11. Our staff and faculty continue to host and provide scientific tours for approximately 1000 K-12 students each year. The students come from both public and private schools in Washington and neighboring states. In addition we also commonly provide tours requested by parent and business groups and legislators.

12. Our faculty has increased their efforts to obtain extra funding. Consequently, the number of awards has greatly increased in the last few years. See Section III-D, and CVs and University Partnerships in appendix.

13. We have greatly increased our efforts in mentoring students and involving them in research projects. The increasing number of SOURCE presentations reflect this effort by the faculty.

14. Specific faculty and students have received a number of honors.

15. We continue to manage and award yearly scholarships from the Dennis W. Farrell Foundation to pre-medical students.

16. The Natural Science Seminar series continues to be an important biweekly event which brings students, faculty and members of the local community together.

17. We have expanded our summer course offerings, which has been helpful to students and profitable for the department.

18. The annual Greenhouse Open House continues to be held and draws many individuals from across campus and from the Ellensburg community.

19. With financial assistance from the administration, we redesigned and installed new equipment for the large aquaria in the foyer of the science building.

20. Members of our faculty played a leading role in organizing and presenting the first “Faculty and Graduate Student Research and Scholarly Achievements Conference” in the spring of 2002.

21. The department continues to provide identification services (plants, animals, fungi and microbes) for individuals and agencies.

22. The department developed, implemented and expanded field course offerings for majors, including: Regional Natural History, Field Techniques, Biomes, Desert Ecology and Coral Reef Ecology.

23. The department developed, and implemented laboratory course offerings for majors.

24. The department developed and implemented a number of university enrichment courses.

25. We hosted the Biology Seminar Series for three years bringing in speakers from the Northwest.

26. This year we initiated the Phil Dumas Lecture series which will feature internationally recognized researchers.

27. The Department has organized and implemented at least two faculty retreats to discuss programs, curricula and other issues.

1. Over the last three years, the Chemistry Department has successfully hired quality faculty for full time tenure-track and non-tenure track positions.  We have hired one tenure track faculty member and multiple non-tenure track faculty.  We have funding for two additional faculty lines which we are in the process of filling. 

2. The chemistry faculty and staff embrace culture and gender diversity.  Recently hired faculty members offer a diversity of experience and a global perspective to the department. We have a greater the average percentage of women faculty in the department (~45%).

3. The department has re-examined the program goals for each major and the specific learning outcomes for each course in our undergraduate program. 

4. The department has gone a long way toward addressing two of the challenges outlined in our last self-study, increasing FTES and increasing enrollemtns in upper division laboratory courses.  We have been able to add 1.5 FTEF since our program review and will add 2 more FTEF in 2008.  This faculty resource has provided greater flexibility in scheduling.

5. Over the last decade the department has witnessed explosive growth of students involved in undergraduate research.

• Hiring of two new faculty members, increasing faculty size by 25 percent 

• Remodeling of Bouillon Hall TV studio and acquisition of new digital equipment 

• Successful placement of students in internships and jobs after graduation 

• Reform of department curriculum — most extensive in 30 years 

• Success of student organizations, e.g., PRSSA and BEA growing and winning awards 

• Creation of new student organizations — Film and Video Studies Association, a chapter of the National Broadcasting Society, Lambda Pi Eta, Society of Professional Journalists

• Excellent academic service learning and internship programs — department ranks among the top five on campus for placing interns and supervising them 

• Strengthened major entrance requirements and screening process for applicants — department is one of just two on campus that has formal entrance requirements 

• Improved caliber of students due to requirements above — department rejects about one-third of student who apply 

• Improved student newspaper, The Observer 

• Received several grants for programs — BRIDGES, GEAR UP, PIPSE 

• Successful special events, e,g., “First Amendment Festival”

January, 2008
This section will highlight the essence of the Computer Science Department accomplishments in three areas (1) students and curriculum, (2) faculty, and (3) facilities.

Students and Curriculum

1. Computer science students have been successfully involved in student research as measured by their participation in SOURCE, national conference and journal publications, regional and national conference presentations.

2. Two new focus areas have been initiated within the program: Web Development Technologies and Computer Networking and Security.

3. The department has responded to a growing general education need by expanding the number of CS 101 and CS 105 sections offered.

4. Major NSF grants, CSEMS and Boeing scholarships and STEP grants, support students, student recruitment and student diversity.

5. The department has instituted a proactive advising program. Pre-majors' progress is actively reviewed quarterly. Majors are matched with an advisor based on student focus area and faculty expertise. Students meet regularly with this advisor to ensure degree progress is being made.

Faculty

6. All faculty have an active, productive scholarship program resulting in peer-reviewed publication.

7. Faculty research and grant activities have seen a significant increase over the last five years and are well beyond what is expected for a teaching institution.

Facilities

8. With the cooperation of the Dean and ITS and with the judicious use of resources and grants, the department has kept instructional laboratory hardware and software state-of-the-art. Similarly, the department has expanded and added important new instructional lab space.

9. The department has built a major research lab.

10. The department hosted a major regional computer science conference in 2004.

• Dia de Las Ninos: collaboration with the public schools and impacted CWU students across programs with the DOE with opportunities to interact with elementary age students in a highly successful community event. This event was particularly aimed at elementary students coming from diverse backgrounds.

• Education Living Learning Community: The Education LLC was one of the first, most active, and remains the largest living learning community at CWU. The faculty advisor position for the Education LLC has been housed within the Department of Education.

• Merger of Departments of Teacher Education and Curriculum & Supervision: The communication and collaboration requirement of faculty in responding to a charge to merge 2 departments (formerly the Department of Teacher Education Programs and Curriculum and Instruction) also during a time of university reorganization with the approval of the Coordinated Bargaining Agreement. This has required a necessity to respond to deadlines and mandates which are continually emerging. Overall faculty have done so in as positively and collegially a manner as possible. The newly formed Department of Education (DOE) was able to revise Personnel Guidelines for promotion and tenure decisions first as a new department and later.

• Preparing All Teachers for Linguistic Diversity Grant: The Department of Education received a US Department of Education, Office of English Language Acquisition Title VII grant. This grant funded the development of a one-year program aimed at preparing “mainstream” teachers to assist English language Learners achieve academic success. It also funded 225 teachers.

• NCATE Accreditation: The Department of Education’s programs all met the requirements for NCATE accreditation.

• Continued Expansion at University Centers: The Department of Education has expanded its role in providing programs at CWU centers. The programs that have been in place: Des Moines Center (4 cohorts in place at any time in Elementary Education and Early Childhood Education, MA in Education Administration and MA in Master Teacher), Yakima Center (2 cohorts in Elementary Education and Teaching ESL/Bilingual Education, MA in Reading and MA in Master Teacher), Wenatchee (1 cohort in Elementary Education and Reading, MA in Master Teacher), Lynnwood (1 cohort in Elementary Education and Teaching ESL and MA/endorsement in Special Education), and Pierce (1 cohort in Elementary Education and Reading).

1. Continued to hire promising, accomplished and productive faculty members who understand the full definition of the professoriate inclusive of teaching, scholarship and service.

2. Increased the number and quality of our graduate students sufficient to enable us to uncouple several of our graduate offerings from co-listings with undergraduate courses. This will enable us to continue to clarify the separate missions and functions of our graduate programs, a recommendation cited in our recent NASC interim reports.

3. Increased and clarified our offerings at centers and improved communication with and assessment of CWU Center instructors.

4. Increased currency, effectiveness, and efficiency of developmental curriculum.

5. Developing a Writing Specialization with courses in creative and professional writing; new curriculum proposals were approved for 2005-2006, and we are currently working on developing the specialization into a major.

6. Created and supported extra-curricular events and activities through which students and faculty can interact as a part of their disciplinary orientation and scholarly involvement.

7. Participated positively and productively in Washington State education reform efforts.

8. Participated positively and productively in Statewide writing assessment efforts.

9. Encouraged faculty to pursue enrichment opportunities including professional leaves and exchanges, grants, and faculty development seminars, and travel to professional conferences and performances, within the departments capacity to accommodate the costs and scheduling changes such opportunities require.

10. Sponsored literary, artistic, and cultural events that featured our faculty and guest lecturers and artists, including the Lion Rock Visiting Writers Series.

1. The department has been reorganized to include Family and Consumer Sciences Education, Family Studies, Fashion Merchandising, Interiors, Recreation/Tourism, Business/Marketing Education and Leadership programs. The reorganization has improved faculty morale and aligned faculty and resources for enhanced program development and implementation. The reorganized faculty have demonstrated consensus and respect for the department standards for scholarship, teaching and service. Senior faculty are actively mentoring junior faculty and programs are working together to maximize the use of department resources.

2. Two long term faculty have retired and earned faculty emeritus status. Their new tenure track replacements joined the department in fall of 2007 and have brought new interests and new resources to the Family Studies and Recreation/Tourism programs.

3. The Fashion Merchandising (FM) tenure track position was vacant for two years. The position was filled in fall of 2007 by a faculty member with strong industry experience. The new faculty member is adding rigor and relevance to the FM program and has been succeeding in rebuilding the program.

4. Family Studies faculty have worked with student affairs staff to successfully obtain a CWU Sphere of Distinction for a shared Family Resource Center for 2007/2008.

5. The Family Studies graduate program has been restructured and recreated to include sociology faculty and students. The graduate program enhances the CWU Sphere of Distinction/Family Resource Center. The first cohort entered the program fall of 2007.

6. The FCS Education program has successfully partnered with five other institutions to develop and facilitate a shared, online graduate program through the Great Plains Interactive Distance Education Alliance (GPIDEA). The first CWU students entered the program in fall of 2007.

7. The Recreation/Tourism program has received university support for applying for national accreditation in 2007/2008 and for developing an exchange program with a Korean university for 2007/2009.

8. The department chair has provided campus leadership for developing and facilitating the American Democracy project and the Academic Service Learning Faculty Fellow program. The program is funded and recognized as a CWU Sphere of Distinction.

9. The department has received a verbal commitment of new funding support from the State Work Force Board and the OSPI for Career and Technical Education teacher preparation programs. The support has been written into the new five year Carl Perkins plan and goes into effect July 1, 2008.

10. The classrooms have had technology upgrades with the installation of “smart systems”.

15. The department and faculty offices, conference rooms, and staff lounge were re-carpeted.

16. The building was reroofed.

Geography & Land Studies has witnessed many changes over the past five years. Many of the more significant changes involve the composition of our full-time faculty roster. Such personnel alterations represent both challenges and opportunities, as discussed in greater detail below. Overall, the changes have been positive, and have resulted in a vibrant and more dynamic mixture of faculty, with increased diversity in every sense of that word.

Our annual departmental Retreat was held November 17, 2006, and during that all-day session the faculty as a whole were able to articulate some of the things that we feel as a department we have done well over the past five years. These include:

• An increase in the percentage of faculty (from 30% to 45%) who have obtained grants, contracts, and other instruments of external funding. (see Table 5 on page 51).

• An increase in the number of publications authored by faculty. Many of these journal articles, book chapters, and in one case a book, have been highly regarded national and international peer-reviewed outlets. The percentage of department faculty who have published has increased from 20% to 36%. (see Table 5 on page 51).

• Adjustments in curricula to address contemporary problems at the global, regional, and local scale. New courses have been developed and existing ones modified.

• Continuing to play a starring role in the general education program, and in maintaining supporting roles within a number of interdisciplinary programs across the university. Indeed, we have actually expanded our role in the university-wide general education program, with the addition of a new course (GEOG 273, Geography of Rivers), and the offering of additional sections of geography courses that serve to meet existing required electives in general education. Moreover, GEOG courses have been added as requirements or electives within several new program initiatives across campus.

• A continued focus on student-centered learning. From experimental use of the internet as a learning resource, to more hands-on group projects, more and more faculty have begun to leave behind their role as “sage on the stage” to become the more effective “guide on the side.”

• Increased dedication to the more applied aspects of our discipline, both in seeking out opportunities for faculty research efforts, and in our attention to helping to fulfill the educational goals and career aspirations of our students. We continue to take pride in the fact that our majors have performed well on the job, and we remain high on the calling list of employers seeking to hire.

• A continued commitment to field-based learning. This activity not only has involved conducting day-long excursions into the local landscape to learn geographic concepts and observe phenomena first-hand, but also much more complex and intensive field camps as well as study abroad sessions lasting several weeks.

• Increased pursuit and guidance of student internship opportunities. Our commitment in this aspect of our students’ educational experience extends to supporting and providing supervision for any number of students during the summer.

• Continued advancement of other summer learning opportunities, from decisively establishing new courses such as Geography of Wine, to taking advantage of serendipitous new research learning opportunities that arise such as the Wenas mammoth excavation.

• Increased commitment to the more technical aspects of our discipline. This is perhaps best exemplified by our new Certificate in GIS that has proven a popular and worthwhile educational goal not only for our own majors but for students across campus from other departments.

• Amplified presence of our department within the organizational structure of our discipline at the national and regional level. Our faculty are encouraged to attend and present research at the annual meetings of the Association of American Geographers as well as the Association of Pacific Coast Geographers, and we have increased our participation rate at these events. We have also maintained involvement in the statewide Association of Washington Geographers and the education-oriented Geographic Alliance for the state.

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.

1. Our professors have offered trips for students to India, China, Africa, and Mexico. Our students have taken advantage of these trips for summer or spring break credit.

2. Our students have participated in SOURCE and Phi Alpha Thetas regional contest, where they have frequently won distinction for their effort.

3. We have encouraged students to collaborate with faculty in research, as in the China Environmental Research Project.

4. We have nominated strong MA students for Best Thesis and seen them win the campus prize for best thesis.

5. We have held an annual celebration of student achievements every May, in conjunction with initiation into the national honor society, Phi Alpha Theta.

6. Our faculty have participated in interdisciplinary programs such as Asia Pacific Study, Latin American Studies, Women's Studies, and African American Studies.

7. Our faculty have won numerous prizes for dedication to teaching, research, and publishing.

8. The quality of faculty publications is demonstrated by the prestige of university presses and refereed scholarly journals in which we publish.

9. We hired professors with expertise in African/Near Eastern History and Irish History.

10. We started fund-raising for a student travel award to encourage international study.

1.	Accreditation, EET/ MET: TAC/ ABET, CMGT ACCE
2.	Enrollment, CMGT capped growth, MET: Stable, SHM growing 
3.	Pre-design of building completed, working on design
4.	Alumni support, established foundation for support
5.	New High Demand Programs – CMGT, SHM
6.	New Faculty (2FTNTT, High Demand)
7.	Created MSET Program
8.	I Tech Program at Centers
9.	Grants -- Fuel Cell, Industrial Support, FEF Scholarships, Construction Management Endowed Professorship, Boeing
10.	Program awareness, On and Off Campus has grown in stature and esteem
11.	Faculty Accomplishments, ASME Distinguished Service Award, CWU’s Professor of the year award for teaching (dave Carns), Publishing record, Grant applications
12.	Outreach – Womens camp - Aviation Construction Engineering and Safety, Gear-up, MESA, Community College Visitations, Articulation Agreements, Des Moines Center consolidation, Lynnwood Center
13.	New Course Development – First General Education Course, Heavy/ Civil Program
14.	New Program Development, BAS (IT and SHM), MSET Program
15.	Community Education, i.e. fuel cell, Alternative Energy Workshop, Alternative energy demonstration projects
16.	Student Accomplishments, Commencement Speaker, Scholarships, ASME student chapter award, CMGT student competition awards
17.	Increased graduation rate, high number of quality placements, increased hire rates and salaries
18.	Program support from Industry, 
19.	Increased Funding Development

Teaching
1. We drastically changed our curriculum in 2005 and are continually updating curriculum to teach our students the most relevant technology and professional skills needed in the workplace. For example, our IT 228 Introduction to Information Technology course requires students to use wireless PDAs.

2. The ITAM Department has the largest number of internships on campus. Our interns are placed in the information technology field and in retailing.

3. The majority of our courses are either web-enhanced or taught through distance education, allowing students more flexibility.

4. Professional development is available to the faculty. In the past few years we have paid for faculty to retrain in project management, web development, and enterprise database systems.

5. Using their personal time and resources, the faculty continually update their own software and hardware skills.

6. The ITAM faculty are known by students as excellent advisors. The faculty make themselves available during scheduled office hours and other times as needed by students. The faculty pride ourselves on being student-centered.

7. Some faculty incorporate field trips and service learning into their curriculum.

8. The department offers an international trip in the summers to Central Europe to students interested in studying international retailing and information technology. The international experience was sponsored by CWU in 2001, 2002, and 2003. Because the International Studies Program will no longer sponsor this trip, City University now sponsors this program. Our latest trip in 2006 included 21 CWU students.

9. We are hiring more IT focused, highly qualified, industry validated faculty

10. During Spring 2007, the department used Student Course Fees funds to revamp our Mac Lab. The funds for the revamp came entirely from students - a cost close to $32,000 dollars. The lab now supports virtual systems and multiple operating systems for our students. Without the Student Course Fees, this revamp would have been impossible.

Scholarship
1. The ITAM faculty are committed to remaining current in our industry by reading, attending and presenting at conferences, researching, writing, and publishing in our specialization areas. All this is done in spite of heavy teaching loads and our strong commitment to our students.

2. Not only have we responded to the paradigm shift at the university (the stress on more and more research), but we have likewise responded to the paradigm shift in information technology. The faculty are working on new areas of research and publication in information technology.

Service
1. The ITAM faculty have historically been heavily involved in service to our professional organizations, our university, and our community. This service focus has changed somewhat due to the new emphasis of the university on research. While we were once heavily involved in teacher education – particularly in the state and national professional organizations - and in teacher education research – some faculty have resigned from those positions in order to perform research in information technology.

1. A new part-time office assistant/pre-admission advising position has been obtained, greatly aiding students and the program.

2. Overall, our student teaching evaluations of instruction and courses are above college and university averages.

3. Our faculty and students have increased in terms of ethnic, racial and gender diversity.

4. An assessment plan has been implemented for some core classes. 
Employer evaluation of law and justice cooperative student interns is over 4 on a 5 point scale.

5. An alumni survey finds that there is high overall satisfaction with the program. According to the alumni survey, nearly two thirds of graduates get a job in the law and justice related area or do graduate work.

6. Several faculty have been promoted and one has been chosen as the Teacher of Excellence for the year in the College of Sciences.

7. The first two sabbatical leaves granted to law and justice faculty occurred during this review period.

8. One professor’s book gained national recognition. All professors are very active in service activity.

9. Our faculty has greatly increased their research, publications, presentations and service activity concerning diversity issues.

10. Our breadth of courses has increased, particularly regarding issues of diversity.

The following is a list of some of the major accomplishments of the department. The new department was formed at the end of Spring 2005/2006. Prior to that point there was one large Business Administration Department. Therefore the following consists of initiatives and accomplishments made by the former department as well as those resulting from actions of the new department.

- Increase in academically qualified (AQ) faculty. This is the result of employment decisions with only AQ faculty being employed and with several current faculty obtaining AQ status.
- Over the past five years we have taught large numbers of students without noticeable increases in resources. The department has the highest student to faculty ratio of any department in the college.
- We teach three of the critical core classes in the BSBA Degree. Particularly the principles of management and principles of marketing classes are widely used by other programs as services courses.
- We have been able to make some very good recruitment decisions. These new faculty will become the foundation of our program into the future. We have been able to recruit new faculty that have strong commitments to excellence in teaching while maintaining high quality and high volume research output.
- Internships are a very important aspect of the learning experience of business administration students. As reported elsewhere in the report, the departments have been very successful at working with students to obtain these opportunities. During the period from Fall 2003 to Winter 2008, Business Administration had 329 students undertake internships.
- The percentage of non-traditional students continues to increase with strong evidence that the department is meeting the needs of a progressively diverse student body. This is particularly the case for our westside centers.
- Several new electives have been developed that have been very popular with students e.g. Sports Marketing.
- There has been a substantial increase in the research productivity of the faculty from the department over the past five years.
- Prior to the creation of the new department there was a heavy reliance on quarterly contract adjunct faculty to teach classes. Over the past two years there has been a new tenure-track position created and several new annual contract faculty positions. This has resulted in 19 full-time faculty covering about 19.5 FTE of teaching responsibilities.
- The SHRM club began an annual alumni dinner.
- Throughout the last five years both the SHRM and the MKT clubs have received recognition by their national bodies.
- The department began a new speaker series at Ellensburg that aims in bringing in business leaders to reflect on their experience.
- Continuing growth in resources to support faculty professional development. This has allowed faculty to be able to attend multiple development opportunities each year.

The department has experienced an increase in scholarly activity. This is in part due to increased pressure from the administration, but also a reflection of recent faculty turn-over resulting in more faculty members in the early and middle stages of their career.

Enrollment has also increased. While this is creating difficulties in lower level classes (particularly the General Education classes), it has been a boon for the upper level classes within the mathematics majors.

The University Math Center now supplies drop-in and appointment based tutoring for many of the lower level classes in mathematics.

The Center for Excellence in Science and Mathematics Education was funded through a Spheres of Distinction grant and is providing broad support for improvement in the Mathematics teaching programs.

Departmental funding has been able to support faculty and student travel as well as computer hardware and software upgrades. However, this funding is primarily through revenues through Continuing Education (Cornerstone and Summer Session) which means that it may be eliminated by the administration without notification in the future.

The department has developed a policy on Retention, Tenure, Promotion, Merit, and Post Tenure Review. While this document has not yet been ratified at the college level, it does provide incoming faculty with a clearer idea of departmental expectations.

The department is moving to implement assessment plans for both its programs as well as its General Education offerings. These plans are currently in a nascent form and will likely need to be revised as they are implemented.

The mathematics department has been very successful at expanding its Cornerstone Program (offering Dual Enrollment across Washington). This increase is linked to both the activity of the Cornerstone Director as well as the strong Masters of Arts in Teaching program that certifies teachers to participate in the Cornerstone Program.

Student involvement has also increased. We have had a number of successful teams in the COMAP Mathematical Contest in Modeling, fielded a Putnam Examination team in 2007, placed a number of students in the NSF Research Experiences for Undergraduates program, and supported a number of student presentations at the Mathematical Association of America Pacific Northwest Region meeting in 2007.

The department has been involved in a number of interdisciplinary projects either through programs such as the Middle School Math Science Program or the Center for Excellence in Science and Mathematics Education, through grants such as the Interdisciplinary Lively Application Projects at CWU, or faculty research such as the work of Dr. Englund with Nutrition.

1) The department has a strong faculty of professional music educators who work together with rare collegiality, have a well-balanced blend of areas of expertise and professional experience both in and outside academe, and are committed to providing the highest quality of musical experiences and training for their students. The faculty is professionally active, with a wide range of on- and off-campus performances, conducting experiences, music education involvement and scholarly and service activities.

2) The department is well respected on campus, in the state and in the region. It continues to maintain its reputation as the premier music education program in the state, and its representative performing ensembles, already known for their excellence, are still increasing in stature. The recent addition of a music education specialist with strengths in research and the graduate program will enable the department to revive and even expand the graduate music education program.

3) The department concentrates its efforts on what curricular programs can be delivered with integrity, and does not try to spread itself too thin.

4) Music performed by students and faculty ranges from early music on period instruments to contemporary music. The repertoire for wind ensembles, symphony orchestra, chamber orchestra and choirs always includes contemporary works, and the formation of a contemporary chamber players ensemble give many students the opportunity to experience music not often heard in traditional ensemble concerts.

5) The department has proved ready to change to match changing circumstances in the discipline, changes in technology and changes in programmatic pressures. Examples of this include:
a) the deletion of degrees no longer able to be supported
b) the changes in various degree curricula to strengthen their goals, such as the change in the Music Business degree to better reflect the normal goals of the music business major, and the inclusion of World Music in the history core.
c) The addition of new courses that take advantage of new faculty’s special expertise and satisfy the stated mission of the department.
d) The institution of specializations to better compete in the market for talented students, such as the new B.A. Specialization in Jazz.

6) There is no hierarchy of importance within the program: faculty in all degree and program areas respect and support each other’s work. This sense of mutual respect carries over into the student body; no one area is considered superior to any other.

7) The administration of the department has been successful at creating an atmosphere of trust, fairness, candor, integrity and collegiality, while maintaining expectations of the highest academic and musical achievements.

8) The Kairos String Quartet, a Resident Ensemble supported by an endowed professorship, brings many benefits to the department.

9) The representative ensembles of the department in all areas, choral, orchestral, wind ensembles and vocal and instrumental jazz, groups that tend to project much of the image of the department to outside constituencies, are at an unparalleled level of excellence across the board.

10) The new building has given the department facilities that are superior.

11) Major roles are played by department faculty in many local, state and national music education venues: department faculty members include the President-Elect of WMEA, two other faculty members and the state student president are members of the WMEA executive board, the chair of the national MENC Special interest research committee on Assessment.

1. The department has made a successful and smooth transition to a new generation of faculty. Our faculty have fostered and maintained a collegial environment in the department conducive to effective teaching and productive scholarship. Department leadership has effectively created and fostered (both financially and intellectually) an unusually supportive environment for faculty to pursue professional and service oriented activities, while at the same time maintaining the integrity of our educational program.

2. We have been very successful in recruiting new faculty (both TT and NTT), who have considerably strengthened our program. Arrivals of new faculty also have brought great diversity to our faculty. Now nearly half of our faculty are female, in a traditionally male-dominated field. We have been successful in acquiring three new offices in the past five years to accommodate the needs of new faculty.

3. We have revised the program of the Religious Studies Specialization to reflect changes in the discipline and the strengths of our faculty. The program integrates religious studies with philosophy. Our students in Philosophy have opportunities to take classes in both areas of Philosophy and Religious Studies in order to build a broad knowledge base for future pursuits. We have added numerous new courses to further diversify and enrich our curriculum. These courses also contribute to programs beyond the department.

4. The department has been one of the most active departments involved in campus events, contributing a great deal to the diversity and intellectual dynamism at CWU. Our faculty are very active in campus activities, and are routinely invited to serve on various university committees and taskforces.

5. Carrying on a department tradition, our faculty have delivered excellent teaching in the classroom. In the meantime, the majority of faculty have been active in scholarly research and publishing, as well as service. We have played a large role in offering General Education courses and we offer a variety of GE courses (both lower-division and upper-division) to serve student needs. We have been able to generate a high number of student FTEs.

6. The average number of our registered majors and minors in the past five years is considerably higher than in the previous five years. We have been able to provide personal attention to our majors. Philosophy majors are required to write a senior thesis directed individually by a faculty member. Religious Studies students, who write their thesis in a Senior Seminar setting, are required to meet individually with their instructor as part of the evaluation process. Students routinely praise our close faculty-student mentoring relationship.

7. Our faculty have been involved in numerous interdisciplinary programs such as Asia/Pacific Studies, Women’s Studies, Film Studies, American Indian Studies, and the Douglas Honors College (DHC). Our courses contribute to their student needs. Our rather frequent faculty presentations and guest speakers also enrich these programs. Our faculty regularly teach and/or lecture for DHC. In recent years, we have co-directed two programs (one to Southeast Asia and the other to China) that have introduced students to the various cultures of Asia.

8. Our Philosophy and Religious Studies Club has been one of the most active student clubs on campus. The department has recently been awarded a chapter in Theta Alpha Kappa, the National Honor Society for Religious Studies/Theology. We have sponsored 13 students at the SOURCE conference.

9. We have been successful in offering a variety of summer courses and have been able to generate a relatively large amount of summer revenue to support faculty development and supplement office operation expenditures.

10. We have been successful in sending some majors to graduate programs (e.g., Oxford University, University of Washington, State University of New York-Stony Brook). We have nurtured several McNair Scholars. A good number of our majors have been students of the Douglas Honors College.

1. Bruce Palmquist was named 2005 Washington Professor of the Year, as awarded by the Carnegie Foundation and Council for Advancement and Support of Education.

2. Bruce Palmquist was named Distinguished University Professor – Public Service in 2004.

3. All majors are required to do an independent research project. Since the implementation of an undergraduate research requirement for graduation, 90% of physics students have presented their student created, faculty mentored research at SOURCE.

4. All physics majors are required to complete a portfolio for graduation and are required to take the major field test.

5. The Department’s student clubs/organizations are very active in outreach programs including giving science presentations to local school children. The CWU chapter of the Society of Physics Students has received the outstanding student chapter award for eleven of the past fourteen years. Professor Sharon Rosell has served as faculty advisor during this period.

6. Physics student Chris Parker received a CWU Alumni Association “Departmental Scholarship” (2007).

7. Dr. Michael Braunstein received the Outstanding Faculty Mentor of Student Research awards at CWU’s 2006 Symposium on University Research and Creative Expression (SOURCE).

8. Physics student, Anthony Smith (faculty advisor Dr. Andy Piacsek), received a 2006 SOURCE student award for the oral presentation entitled “Elastic and Vibrational Properties of a Regular Tensegrity Structure.”

9. The Department has continued cultivating collaborations with other programs within the University. This includes the participation of physics faculty in a number of college/university-wide interdisciplinary initiatives such as STEP, Science Honors Program and Science Education.

10. The Department hired a new tenure-track faculty (to replace a resignation) and a new Department Chair (a new position for the Department), both beginning in the 2007 fall quarter.

1. Despite turnover in faculty personnel, and increased student demand, we were able to retain two tenure-track faculty lines, one in 2002-03 and the other for 2006-07. These two replacements were in needed, vital areas (American Politics/Public Law, and Political Theory/Comparative: Middle East). The Department successfully completed competitive, national searches to fill these positions. Though obviously it is still early, appearances suggest we were able to hire highly qualified individuals to replace two excellent faculty. We were also able to procure non-tenure-track lecturers to help fill in some of the remaining gaps.

2. The Department saw a significant increase in the number of majors and student FTE. While the University did as well, we increased at a rate greater than overall enrollment growth. For example, according to data from the College of the Sciences (presumably, originally from Institutional Research), Political Science showed a 15% increase over the last three years – greater relatively speaking than the University or College of the Sciences.

3. The Department has broadened its course offerings to meet new interests, demands, and the changing environments of the contemporary political scene. As noted, we developed a number of new courses under the “contemporary issues” rubric to adapt to new issues and developments, and we also created new courses for emerging inter-disciplinary studies areas such as Native American Studies and Film and Video Studies. These added to the University’s mission and goals in the areas of civic engagement, diversity, and global understanding/international education.

4. The research and scholarly productivity/output of the faculty increased significantly during the period. More faculty were involved in scholarly activities, and in publishing or disseminating research. While noted elsewhere, it is important to put this in context. Two members coauthored undergraduate textbooks; one had their dissertation published as a scholarly book; and several had chapters in scholarly edited volumes. More articles were published, and papers given at conferences. Previously, faculty only had occasional articles published and presented at conferences.

5. Members of the Department sponsored or participated in a number of events and activities that contribute to the community, showcase our academic expertise, and increase our public visibility. These include (as mentioned), the Colloquium on the 2002 (midterm) Elections; the panel on Terror and Torture in American Life following Abu Ghraib in 2004; the Comfort Woman Testimony and Exhibition; and the punditry of various faculty in local media outlets, such as professors who write regular columns in the Ellensburg Daily Record and occasional interviews for Yakima-area television stations or Prof. Manweller’s discussion show on the KCWU cable access channel.

6. We attempted to obtain, and were moderately successful at procuring, outside funding for research activities. Prof. Launius was involved in part of a multi-faculty, inter-disciplinary effort which landed a National Science Foundation Grant for Undergraduate Research on the Environment in China. He also was awarded a Fulbright-Hays Exchange to South Africa and Namibia. Prof. Yoon received a Fulbright Fellowship (or Fulbright Scholar) to South Korea. Prof. Schaefer and Yoon were awarded sabbatical leaves during the period as well. Profs. Wirth and Schaefer both applied for outside funding for research to Spain, and Kenya, respectively, though were unsuccessful.

7. Student involvement in research and professional activities continued, and a number of them went on to secure jobs in the related areas of the field. We have clearly re-built the Department’s presence in the Washington State Legislative Intern Program in Olympia, and around ten students per year (an increase) undertook internships in Washington DC, Olympia, and other positions in the region. We went from 5 student interns with 27 credit hours in 2001-02, to 8 with 61 in 2002-03, 12 with 71 in 2003-04, 11 with 78 in 2004-05, and 10 with 60 in 2005-06. A number of them are now working as Legislative Assistants at the State or Federal levels, and we have one student in the Governor’s office. Again, this is detailed elsewhere

8. During the period, Profs. Bang-Soon Yoon and Todd Schaefer were successfully promoted to Full Professor.
Jan. 08

(January 2008)
• We requested and have hired three new school/mental health counselors (2006-2007) and a new physiological psychologist with her primary teaching assignment at the undergraduate level (2007-2008). Searches are under way for seven new tenure track appointees: three school psychologists, a mental health counselor, an experimental psychologist with expertise in our new graduate track in applied behavior analysis, and two general experimental psychologists to further strengthen the currency of the undergraduate curriculum. One of these latter appointees will be assigned to our Des Moines center.

• Establishment of a psychology major at CWU-Des Moines, one of our Puget Sound centers, co-located on the campus of Highline Community College.

• Initial accreditation of our M.S. Mental Health Counseling program by the Council for the Accreditation of Counseling and Related Programs (CACREP).

• Revising our major to add PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology (2006-2007) and PSY 489, Senior Assessment (20078-2008) to our core set of required courses.

• We revised the core and optional course selections of our M.S. in Experimental Psychology and reduced the program from 60 to 48 credits. We plan to inaugurate a new Applied Behavior Analysis track of the program.

• Approval of our school psychology and school counseling programs by the State Board of Education, NCATE and NASP (school psychology).

• A new interdisciplinary summer field research course in primate behavior at our field station in China, co-directed by Dr. Megan Matheson.

• Made our program assessment and student learning outcome procedures more explicit and routine.

• Dr. Andrew Downs won the CWU Parents Association Excellence in Teaching award.

• Expanded regional outreach and service through the CWU GEAR-UP grant, Children’s Village in Yakima, Meaningful Connections, Ellensburg Community Health Clinic, and participation in the ESD 105 school counseling training grant.

1. The sociology curriculum was substantially revised.

a. We strengthened the core requirements for the 45 and 60 hour B.A. degrees in sociology making these two programs more rigorous and competitive in the marketplace.

b. We revamped the four key content areas and reorganized them into three new subcategories to reflect the strengths of our faculty and changes in the discipline.

c. The faculty have resurrected past courses which were not being taught (Organizations, Sociology of Education, Demography, Comparative Sociology, Sociology of Conflict, Sociology of Sport, Urban Sociology) and created new courses (Sociology of the Future, Colloquy).

2. The Ethnic Studies curriculum was substantially revised and expanded under Dr. Cleary’s direction.

a. New core requirements were set, the content areas were systematized or institutionalized, and new courses were introduced. This has resulted in a program that is more comprehensive in scope.

b. The explicit requirements have also added an element of “quality control” which was lacking in prior iterations of the program. Restructuring ensures that students may pursue this major in a predictable manner.

c. The addition of four new faculty members to our department since 1999 has allowed new courses, and more sections of the introductory course to be offered. This has allowed the department to better meet student demand.

3. The department has maintained diversity among its faculty.

4. A supportive work environment at the department level took root. This synergy has provided us with the foundation for a culture of teaching and collegiality.

5. The department has reversed the downsizing trend that occurred in the early years of this decade. We have recruited three new faculty in the past three years, two tenure track positions and one full-time non-tenure track position. We are in the process of hiring another tenure track faculty this year.

6. During a period of decreased instructional resources and enrollment growth, we were actually willing and able to accommodate more students. We increased the diversity of our offerings by shifting resources and faculty agreed to accept larger class sizes to meet student demand. In both upper- and lower-division courses we adopted a strategy of using room capacity to determine enrollment ceilings; in practice this amounted to shifting from a ceiling of 30 students to 45 students in many upper-division classes (an increased workload of 33% per class).

7. Our attrition rates have gone down. Though some of the improvement is certainly unrelated to our actions, our emphasis on student advisement and curricular planning has contributed to student success and retention.

8. We have been able to utilize summer profits to help meet critical needs.

a. Summer profits generated by our department have allowed us to purchase laptop and desktop computers for department members making up some of the deficit in university-supplied computer technology. These funds have also allowed us to purchase books, computer programs, instructional videos, etc. that are not supported through other means.

b. This revenue stream has also allowed us to (minimally) support faculty in professional travel and research.

9. Two faculty have been able to go on professional (sabbatical) leaves and one on a faculty exchange.

10. Three faculty members use regularly blackboard technology in teaching their courses.

1. Teaching:
· Masters of Arts in Theatre Production foremost program of its kind in the nation and draws students internationally.
· Increased visibility and recognition as a strong regional theatre program.
· Developed degree emphasis through curriculum at graduate/undergrad level
· We have nominated strong MA students for publication [two have been published in a regional journal].
· We hold quarterly and annual celebrations of outstanding achievements for our students.
· Increased number of majors [up over 100% over the past 5 years] and course enrollments [have added additional sections of lower and upper division courses in past 3 years].
· Faculty have been involved in International Exchange Programs.
· We have offered team-taught courses both internally and with other departments.
· Increased student job opportunities through faculty development and networking.
· We have prepared our students for the world after graduation, transmitting skills of use in work life such as collecting information, thinking critically, and writing clearly. We routinely distribute information about careers available to theatre majors, ensuring that graduates have an awareness of the wide variety of jobs available to them, given their disciplinary skills.
· We have nurtured several Farrell Scholarship recipients as young playwrights and seen them build on their CWU education to go on to graduate work– both regional and national.
· We are committed to the value of theatre education, both undergraduate and graduate, and believe that the theatre teachers we produce have a strong background in content and an understanding of the relationship between pedagogy and content.
· Existing and new classes have been developed in multiculturalism, design and production.
· We are committed to using the professional model as a goal for production experiences, hiring Guest Artists who are prominent in their area of theatre for our productions as often as budget allows. These artists [directors, actors, designers, and technicians] teach classes in their subject areas and work closely with our students in production, raising the quality of student production work immeasurably.
· High quality of production mentoring, employment and learning in a lab environment.
· Our department’s teaching is consistently at or above the university and college mean in SEOI’s.
· We have strongly prepared students for professional work, graduate study and secondary school teaching.
· Several of our faculty have the ability to teach in multiple subject areas within our discipline.
· We have taken personal interest in our student going beyond meetings and advising. Coaching for competition, mentoring design and performances, student clubs, and organizations: CTC, USITT, SAC, URTA, NWDC/ACTF.
· We practice Constructivist learning in almost every facet of our programs, since our productions and classes are essentially laboratories for learning.

2. Scholarship:
· Mentoring and teaching through labs, employment, and production.
· Faculty/staff professional work.
· CTE provides scholarly/creative opportunities.
· Adding specializations through active part in professional & civic organizations.
· Publishing scholarly articles/textbooks.
· We have encouraged our students to emulate our model in producing both scholarship for themselves and their professors, collaborating on our CTE productions, outside projects, and producing their own projects on and off campus.
· Department library including books, magazines, periodicals, video and audio.
· We have committed ourselves to remain current in our specializations, by reading, attending and presenting conferences, researching, writing and publishing, despite the heavy demands of our teaching schedules. This includes professional work [some in regional repertory theatres], designing, directing, and acting in productions. A recent faculty showcase demonstrated proficiency in these areas, as well as playwriting.

3. Service:
We have made our expertise available to the general public and/or made presentations for the campus and local communities, as well as the civic and professional organizations

4. Other:
· Created and maintained a Theatre Arts Department Protocol, Policies, and Procedures Manual.
· Smoother operational understanding of budgets, both production and academic.
· Shop Heads have become more efficient in general operations, tracking expenses, and meeting deadlines.
· Consistent risk-taking in our season programming.
· Increased quality of our student playwriting, thus building towards establishment of a playwriting program or specialization.
· We have become increasingly competitive regionally as a department. One production selected to compete in the regional KCACTF festival. 25% of the Irene Ryan Acting Scholarship Finalists are CWU students.
· Improvement/ renovation of both theatre and classroom/shop facilities, better classroom and shop technology, better office equipment.
· Established and improved website and information dissemination.
· Improved and addressed major safety concerns in theatre and classroom spaces.
· Replacement hires have been very strong choices for the department.
· New hires have increased the department faculty by 2 positions and the number of classified staff by 2.
· A concerted and successful effort to resolve personnel conflicts, including hiring an outside facilitator to bring closure to personnel issues.

QUESTION: MissionC2