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6 Undergraduate Programs A Program Overview NCSU is a public land grant research I university Education and research particularly in applied elds are central to its mission Herein lies the challenge to provide a quality education to undergraduates in balance with active research programs The number of undergraduate majors and to a lesser extent course enrollment plays a role in distribution of resources to departments e g TA support and funds earmarked for teaching that are generated by student fees although the relative weight of graduate programs is increasingly considered in resource allocation NCSU and MEAS have had a reputation among peer institutions as a place that emphasizes undergraduate programs Given the constraints of resources particularly time the challenge is to continue this relative strength into the future MEAS offers degrees in meteorology geology marine sciences environmental sciences and natural resources described below A degree with honors is available to those students who successfully undertake the departmental honors program Minors are available in geology and in meteorology A large proportion of enrollment in MEAS courses is generated by students fulfilling the University s General Education Requirements GER which include three courses in natural sciences two with labs and a course in the category of Science Technology and Society STS Meteorology and geology are also two concentrations in curricula for preparing students as teachers in secondary education MEAS programs compete with others in the UNC system Undergraduate meteorology programs are available at UNCAsheville and UNCCharlotte although MEAS s is by far the largest and offers a full graduate program Several surrounding states have none including South Carolina Virginia which contributes to high numbers of outofstate students and transfer students in the MEAS meteorology program Geology programs are found at many UNC system campuses There is a large marine biology program at UNC Wilmington with growing strengths in other areas of marine science and a strong largely graduate program at UNCChapel Hill Oversight of the Undergraduate Programs All faculty who teach undergraduate courses advise students A faculty committee the Undergraduate Curriculum and Program Committee UCPC meets a few times a semester to handle the mechanics of course and curriculum changes and to review issues An MEAS faculty member serves as Director of Undergraduate Programs and Coordinator of Advising and chairs the UCPC The Director shares the services of an Information Processing Technician IPT with the Director of Graduate Programs The Department recently invested in a new staff position whose tasks include working with recruiting and serving as a freshman advisor The Director Advisor and IPT serve students and faculty and answer to the Department Head They work closely with the Director of Enrollment in the College of Physical and Mathematical Sciences on recruitment and outreach and with the Academic Dean in PAMS on policy B Degrees and Minors Bachelor of Science in Meteorology The BS curriculum in Meteorology stresses the quantitative understanding of atmospheric structure and processes and includes a strong broad background in mathematics physics chemistry and the liberal arts A suite of approved elective credits allow individual diversity at the junior and senior levels The curriculum prepares the student to enter the job market directly or to enter graduate school Bachelor of Science in Meteorology Marine Sciences Concentration The Bachelor of Science in Meteorology 7 Marine Sciences Concentration combines the core knowledge of the degree with course work in oceanography and marine meteorology to yield graduates with a deeper understanding of airsea interaction Marine meteorologists work with oceangenerated weather systems such as hurricanes and their storm surge and East Coast winter gales and also with oceanmediated climate monsoons El Nino and global climate change The curriculum prepares the student to enter the job market directly or to enter graduate school Bachelor of Science in Environmental Sciences Air Quality Concentration The BS in Environmental Science with a concentration in Air Quality has a meteorology core and background in mathematics and physics but includes additional chemistry coursework in air quality and an introduction to economics political science and policy issues The degree prepares graduates for careers in air quality and fills a unique need in today39s society for scientists who can interpret their science to public policy shapers and decision makers Graduates are trained to assess and monitor air quality and have careers with environmental and engineering rms industry regulatory agencies and in applied research The curriculum prepares the student to enter the job market directly or to pursue post graduate work in air quality law or environmental policy Bachelor of Science in Geology The BS curriculum in Geology includes a strong broad background in mathematics physics chemistry and the liberal arts The curriculum includes training in eld techniques Flexibility in elective credits allows majors to prepare for a diverse range of careers in the earth sciences including post graduate certi cation as a professional geologist Other areas supported by the program are hydrology paleontology environmental and engineering geology The curriculum prepares the student to enter the job market directly or to enter graduate school Bachelor of Arts in Geology The BA curriculum in Geology offers a exible course of studies for students who may not plan to become professional geologists but who desire an interdisciplinary program with an emphasis on geology The proper choice of electives will prepare the graduate for working with policy and regulation sales and management work with nonpro ts and museums and teaching in secondary schools Bachelor of Science in Environmental Sciences Geology Concentration The BS in Environmental Science with a concentration in Geology has its core in geology coursework and includes a strong broad background in mathematics physics and chemistry It also provides an introduction to economics political science and policy issues Graduates ll a unique need in today39s society for scientists who can interpret their science to public policy shapers and decision makers They are trained to assess and monitor geological resources like ground water and have careers with environmental and engineering rms industry regulatory agencies conservation groups and in applied research The curriculum prepares the student to enter the job market directly or to pursue post graduate work in geology law or environmental policy Bachelor of Science in Marine Sciences with the following concentrations Biological Oceanography Chemistry Geology Meteorology or Physics The eld of Marine Science is by nature interdisciplinary All of the concentrations in the Bachelor of Science in Marine Sciences introduce broad coverage of oceanography and earth systems science and include a strong broad background in mathematics physics chemistry and the liberal arts Each concentration provides additional depth in its particular focus and is designed to facilitate a double major with the cognate science e g Physics and Marine Physics The curriculum includes training on an oceanographic cruise and data acquisition and processing Graduates pursue careers in oceanography and can enter the job market directly or enter graduate school Bachelor of Science in Natural Resources Marine and Coastal Concentration The BS in Natural Resources Marine and Coastal Concentration is a multidisciplinary degree that includes biology oceanography and geology as well as background in mathematics physics and chemistry It also provides an introduction to management economics political science and policy issues Graduates are versed in the fundamental processes and interdisciplinary nature of the coastal zone As scientists managers administrators and regulators they make decisions regarding use and conservation of coastal and marine resources They may conduct pure and applied research serving as environmental consultants for industry and governmental agencies policy and management experts for governmental agencies and environmental science educators The curriculum prepares the student to enter the job market directly or to pursue post graduate work in marine science law or environmental policy Degree with Departmental Honors Each of the degrees in MEAS can be awarded to students who successfully complete the Departmental Honors Program Participants receive enhanced coverage of academic material and are involved in research Eligibility is based on scholastic achievement Minimum requirements are a GPA of 35 overall and 35 in the major including required mathematics chemistry and physics courses taken to date Students are reviewed for eligibility after the rst semester of the sophomore year and again as rst semester juniors Participation is optional To successfully complete the honors program a student will acquire a minimum of 9 credit hours of honors work including 3 to 6 hours of independent research culminating in a written scienti c report and one of the following options oral presentation in the department a poster presentation at the University Undergraduate Research Symposium or presentation at a professional meeting The remaining honors credit is earned in honors sections of undergraduate courses and in advanced graduate courses Research can be conducted on or off campus It should be noted that simply working in a research lab does not meet the requirements of the Honors Program There must be an independent intellectual contribution by the student Students must graduate with a 34 grade point average overall Undergraduate Degree Requirements 1 Environmental Sciences Core courses in the environmental science curricula across campus were designed to train scientists with both depth in their core science breadth in natural sciences strong quantitative skills and an introduction to economics and policy Even students majoring in ES Economics or ES Ecology take the same core courses as those majoring in the ES curricula in physical sciences such as MEAS s ESA and ESG The common core in ES curricula is TOTAL 73 ES 400 is intended to serve as a capstone course bringing together seniors from ES curricula across campus to address an environmental issue A course was developed to serve this purpose MEA 400 Earth Systems Simulation Modeling but it has not been adopted across the ES program largely because the administrative structure for approval has collapsed 2 Geology The core courses for the geology BS and BA are A comparison of the requirements of the two degrees in the following table highlights the differences in quantitative course work humanities and social sciences and free electives The mathematics course taken in GYA need not be the calculus for physical science and engineering required in the GYS In the GYA degree students may substitute additional math for the statistics course 3 Marine Sciences Each marine sciences concentration contains the following core courses TOTAL 60 The majors are designed to allow students to double major in the cognate science 4 Meteorology The core courses in the BS in Meteorology are Total credits 62 The marine sciences concentration MMY also requires MEA 455 Micrometeorology and MBA 467 Marine Meteorology and replaces many approved electives with courses in marine science as part of its core A comparison of the requirements of the two degrees follows 5 Natural Resources The Natural Resources program has curricula in several colleges on campus each of which shares the following core of courses TOTAL 58 This and the GYA degree share a reduced requirement in math and physics Similar to the ES degrees the major includes an introduction to economics and politics in hopes that those graduating in NR majors will be effective advocates of sciencebased planning and regulation and can communicate with the endusers of their science Eightsemester displays for the curricula in MEAS are found in the appendix Minors Minor in Geology The Department of Marine Earth and Atmospheric Sciences offers a Minor in Geology to majors in any eld except geology This program provides a means of recognition for students in any field who have a curiosity about the materials structures and processes of the solid earth Admission to the program requires a grade of C or better in MEA 101 and MEA 110 Successful completion of the program requires a C or better in at least 15 hours of geology 0r geophysical course work which must include MEA 101 MEA 110 and two additional laboratory courses Minor in Meteorology The Department of Marine Earth and Atmospheric Sciences offers a Minor in Meteorology to majors in any eld except meteorology Admission to the program requires a grade ofC or better in MA 141 241 and 242 and in FY 205 and 208 Successful completion of the program requires a grade of C or better in the following courses MEA 213 214 311 312 313 314 and 421 MEA 130 may substitute for MEA 213 C Courses and Enrollments The following table lists the undergraduate courses in Marine Earth and Atmospheric Sciences on the official University list Course descriptions can be found at httpwww2acsncsuedureg recordscrs catdir MEAhtml The right hand column designates whether a course is required in a curriculum andor is approved to fulfill the General Education Requirement GER in the categories of Natural Sciences or Science Technology and Society STS Empty cells for Prime Instructor next to required courses are cases in which faculty that had prime responsibility for the course have left the department Courses are being covered by temporary instructors until new or existing faculty are reassigned to the courses Measurements and L a component some and so have zero credits associate are to course d with them H honors section restricted to majors or to nonmajors with 330 TGPA D course available through distance learning or intemet Crosslisted courses CH Chemistry CE CiVil Engineering PY Physics Z00 Zoology Service Course Enrollment The vast majority of students taught in MEAS courses each year are nonmajors taking natural science courses to ful ll their GER requirements Enrollment in M EAS Service GER Courses 6000 5500 5000 4500 4000 Number of students 3500 3000 B B A 3 b A b 6 1 0 B N h 9 9 9 9929 as as as as 2530 X 7596 Growth in enrollment in MEAS GER courses over the period is 27 Growth cannot be attributed to growth in the general student population NCSU undergraduate enrollment over the period grew 8 The Universityadopted rationale for requiring students to take courses in the natural sciences follows The natural sciences pursue basic questions about the workings of the universe and the richness variety and interconnectedness 0f the world around us Students today are exposed to an increasing volume of information from a large variety of sources in diverse and changing formats Training in the natural sciences is essential to help students develop skills to distinguish between testable and untestable ideas recognize scientifically valid tests of theories and understand how information relates to those tests By studying the natural sciences students learn to reason both inductively and deductively develop and test scientific hypotheses and understand the value and limitations of scientific studies The 39 39 I and J J quot quot of new 39 39 require scientifically literate citizens who can understand technological issues and evaluate the role of science in society s debate of those issues Objectives Each course in the natural sciences will provide instruction and guidance that help the student to 0 use the methods and processes of science in testing hypotheses solving problems and making decisions and o articulate make inferences from and apply to problem solving scienti c concepts principles laws and theories D Matriculation Criteria Enrollment in MEAS majors includes new freshmen coming directly from high school external transfers who transfer from off campus and internal transfers who switch majors from elsewhere on campus 1 New Freshmen New Freshmen are recruited directly from high school 16 of incoming Freshmen for Fall 2006 are from out of state which is close to the current proportion of out of state students among MEAS undergraduates 175 2 External Transfers Transfers from other universities and colleges must meet NCSU transfer criteria including at least 30 semester hours of transferable credit In addition they must have a 27 or better college GPA one semester of calculus and at least one physical science with lab 3 Internal Transfers Students wishing to transfer from another NCSU degree program or to add a second major are required to have a GPA of 27 although students with lower GPAs are considered on a casebycase basis Sources ofEnrollment E Internal Transfers External Transfers I New Freshmen Num ber of Students J O The average SAT scores of entering freshmen in MEAS for the last siX years has been near 1200 average for all MEAS majors 1198 for meteorology 1199 Average SAT Scores all MEAS new freshmen 1400 1200 1000 7 El SATM I SATV 2000 2001 2002 2003 2004 2005 E Undergraduate Enrollment Retention Rate and Graduation Rate The numbers of students enrolled in MEAS majors over the last 10 years has uctuated around ZOOyear average 196 Meteorology is the largest program in the department To simplify presentation the majors have been pooled in the chart that follows ES includes the BS Environmental Sciences degrees in Air Quality and Geology GY includes the BS and BA in Geology plus the Marine Concentration discontinued in 2005 and the Natural Resources Geology concentration discontinued in 2002 Met includes the BS in Meteorology and the BS in Meteorology Marine Sciences Concentration Mar Sci includes all concentrations biological chemical geological meteorological and physical This degree was approved in 1999 250 200 E E8 I Mar SCI 15 El GY Num ber of D NRC Students 100 I Met EITotal NSYS 39 39 GI ES Program Group Most MEAS majors are white and the majority are male average 62 Table Enrollment b ender and race All lV EAS ma39ors Wmer Nat Asian I Hispanic I Internat I All FIMIAIIIFIMIAIIIFIMIAIIFIMIAIIIFIMIAIIIFIMIAIIIFlM AIII NI ININININ NININ NINININININININININININI 60 96 156 3 9 12 1 1 2 1 1 2 1 1 2 1 1 67 108 175 62 97 159 3 8 11 1 1 2 1 3 1 1 2 69 107 176 58 109 167 7 7 1 1 1 1 2 1 1 61 117 178 49 103 152 1 4 5 1 1 1 1 2 1 1 53 108 161 69 103 172 5 6 11 1 1 3 3 1 1 75 113 188 81 121 200 6 2 8 1 1 1 1 1 3 4 1 1 2 89 131 220 Proportion Proportion of Males in MEAS F39OO F39O I F3902 Fall Census Year In general the proportion of women who receive degrees in meteorology majors MY and MMY is lower than in the geology marine sciences and in ES and NR majors Proportion fem ale Proportion of Degrees Awarded to Women 199900 200405 200001 200102 200203 200304 Degrees granted by gender and race NC State MEAS Degrees F M Total F M Total M Total F M Total F M Total F Total F M Total B S in Meteorology ow through the major admission transfer graduation Student Flow Through Major Defined Units Spnng Sprmg Spnng Sprmg 1998 1999 2000 2001 EnteredNCSU Fall 1997 N 35 i 35 I 35 35 gaging this curriculum as new i N 21 21 217 21 1 Graduated eris curriculumi 0 0 333 476 1 Enrolled in this curriculum 667 667 i 238 143 1 Suspended from this curriculum i 0 0 487 48 1 Withdrawn from this curriculum 95 95 143 95 l Graduated from another curriculum 0 0 48 48 l Enrolled in another curriculum 143 143 95 48 l Suspended from another curriculum 0 i 0 0 0 l Withdrawn from another curriculum 95 95 95 143 1 Total 100 100 100 100 3 Other internal transfer N i 9 9 97 9V 3 Graduated from this curriculum 0 0 111 222 3 Enrolled in this curriculum 333 556 4447 222 3 Suspended from this curriculum 0 0 i 0 0 3 Withdrawn from this curriculum 7 111 222 222 111 3 Graduated from another curriculum 0 0 0 333 3 Enrolled in another curriculum 444 222 222 111 3 Suspended from another curriculum 0 0 I 0 0 3 Withdrawn from another curriculum lll 0 0 0 3 Total 7 100 100 V 100 100 4 External transfer into this N 5 5 5 5 currlculum 4 Graduated from this curriculum i 200 200 200 200 4 Enrolled in this curriculum 0 0 0 0 4 Suspended from this curriculum 0 0 07 0 4 Withdrawn from this curriculum 200 i 200 I 200 200 4 Graduated from another curriculum 7 200 200 0 200 200 4 Enrolled in another curriculum 0 j 0 07 0 4 Suspended from another curriculum 200 200 i 200 200 4 Withdrawn from another curriculum 200 200 200 200 4 Total 100 100 100 100 University Flaming and Analysis 28JUN20041348 16 Fall enrollment for all students in the meteorology program has averaged 117 students over the last 10 years Typically there is high attrition from the major by the end of the rst year For the Fall 1997 cohort see table above about 13 of the students who entered as new freshmen n 21 withdrew or changed majors after the rst semester Those remaining in the major continued and 714 of these graduated in 4 years Taken together the percent of all students admitted into MY as freshmen in 1997 and who graduated in four years was 524 The University average was around 275 In 1997 about 15 of the total MY majors were transfers into the program from off campus and 26 from on campus Only about a third of the transfer students remained in the program At the end of four years for all students recruited into meteorology in 1997 freshmen transfers n 35 514 had graduated 143 had withdrawn from the University and 48 had been suspended For Fall 2004 about a third of our projected freshman class Y1 is from outofstate there being no undergraduate meteorology program in several nearby states VA MD SC KY NJ Anecdotally the most common reason for transferring out of the program is that students nd that the subject is more quantitative than they anticipated BS in Geology ow through the major admission transfer graduation Student Flow Through Maj or Defined Units Slpgrgqgg Slpgrgqgg 52133 52133 Entered NCSU Fall 1997 N 7 7 7 7 l Entered this curriculum as new freshman N 2 2 2 2 1 Graduated from this curriculum 0 0 500 500 l Enrolled in this curriculum 5007 500 0 0 l Suspended from this curriculum 7 7 0rr 0 7 0 7 0 ll Withdrawn from this curriculum 0 0 0 0 l Graduated from another curriculum 07 0 0 500 1 Enrolled in another curriculum 500 500 500 0 l Suspended from another curriculum 0 i 0 0 0 l Withdrawn from another curriculum 0 0 0 0 1 Total r 100 100 100 100 2 Internal transfer from FYC N l l l l 2 Graduated from this curriculum 0 0 0 i 0 2 Enrolled in this curriculum 1007 0 0 0 2 Suspended from this curriculum 07 100 100 100 University Flaming and Analysis 16JUL2004 101908 Fall enrollment for all students in the GY program has averaged 29 students over the last 10 years The number of students entering the program as freshmen is small so data on graduation rates and retention is less robust than for the larger meteorology program However data presented here from the 1997 cohort is fairly typical in that more majors seem to be generated by students transferring into the major than by freshmen recruits While not tested statistically for this assessment the strongest students in the program tend to be those who enter the major as freshmen These students generally complete the program in a timely manner and are more apt to pursue a graduate degree than internal or external transfer students Natural Resources Marine and Coastal Concentration ow through the major admission transfer graduation Student Flow Through Major M Units 51p 81 52133 52133 EnteredNCSU Fall 1997 N l4 l4 l4 l4 Efelj tregd this curriculum as new i N 2 2 27 2 T Gradum from this curriculum 0 0 7 07 500 11 Enrolled in this curriculum 500 500 500 0 l Suspended from this curriculum 0 0 07 0 1 Withdrawn from this curriculum 500 500 500 500 1 Graduated from another curriculum 0 0 0 0 l Enrolled in another curriculum 0 i 0 I 0 0 l Suspended from another curriculumii 0 0 0 0 2 Withdrawn from this curriculum 0 i 0 0 T 0 2 Graduated from another curriculum 0 0 0 0 2 Enrolled in another curriculum 0 0 0 i 0 2 Suspended from another curriculum 0 07 0 0 2 Withdrawn from another curriculum 0 0 0 0 2 Total 100 100 100 100 3 Other internal transfer N 3 3H 3 3 i 3 Graduated from this curriculum r 0 0 0 0 3 Enrolled in this curriculum 333 333 333 333 3 Suspended from this curriculum 0 0 0 0 3 Withdrawn from this curriculum 3337 333 333 667 3 Graduated from another curriculum 07 0 0 0 3 Enrolled in another curriculum 333 333 333 0 3 Suspended from another curriculum 0 0 0 0 i 3 Withdrawn from another curriculum V 0 0 0 0 3 Total 100 100 100 100 1 Withdrawn from another curriculum 0 0 T 0 0 1 Total 100 100 1007 100 3 Other internal transfer N y 9 9 i 9 9 3 Graduated from this curriculum 0 111 111 333 3 Enrolled in this curriculum 444 222 333 333 3 Suspended from this curriculum 0 0 0 0 3 Withdrawn from this curriculum 0 111 i 111 0 3 Graduated from another curriculum 7 i 0 i 0 111 222 3 Enrolled in another curriculum 556 556 333 0 3 Suspended from another curriculum 1 0 0 0 0 3 Withdrawn from another curriculum i 0 0 07 111 3 Total 100 100 100 100 4 External transfer into this 3 3 3i 3 curr1culum 4 Graduated from this curriculum 39 0 333 667 667 4 Enrolled in this curriculum 7 667 333 0 0 4 Suspended from this curriculum 0 0 0 0 4 Withdrawn from this curriculum 333 333 333 333 4 Graduated from another curriculum 0 0 l 0 0 4 Enrolled in another curriculum i 0 0 0 0 4Suspe1ed froTn another curricl 0 0 7 07 0 4 Withdrawn from another curriculum 1 0 0 0 0 4 Total i 100 100 100 100 University Flaming and Analysis 07JUL2004 122026 Fall enrollment for students in the NRC program has averaged 27 students over the last 10 years Soon after the program was initiated in 1993 fall enrollment rose to a high of 47 in 1996 and then declined over the next several years to stabilize in the low twenties Initially the new program was extensively advertised through mailings to schools and outreach to counselors This effort was discontinued Typically few freshmen apply to the program which has poor visibility in the admissions material for a few years it was missing altogether More students transfer into the program from other programs on campus and often say they were not aware of the major at the time of application To find the major students need to select the college of Physical and Mathematical Sciences However students with the broad interest in the coastal zone including the biological component would not think to look in PAMS for a major Perhaps students may select Natural Resources not realizing that it is a college not an area of study While some Natural Resource concentrations are offered in the College of Natural Resources and listed under the CNR the Marine and Coastal Resources concentration is not and the major remains invisible to students with an interest in marine sciences and the coast Only one cohort 1997 is represented in University Flaming and Analysis data see above so should be analyzed with caution There seems to be a lot of movement of students into and out of the major Of fourteen students who entered NCSUNRC in Fall of 1997 five 36 changed to a different major Eight of the 14 graduated within 4 years 57 six of these in NRC Four students withdrew and 2 remained in the major The marine sciences program is too new to have generated data on retention and graduation rates F Assessment MEAS practices outcomesbased assessment of student learning on a continuous basis Assessment initiatives occur at both the departmental level and at the university level Setting objectives The initial phase of assessment involved a determination by the teaching faculty of the objectives of their courses and majors ie what should our graduates know be able to do and value Objectives for each of the MEAS majors were developed by the faculty in 1993 during creation of an Institutional Effectiveness Plan for the department objectives continue to evolve as assessment proceeds Coursebased assessment also occurs Setting desired objectives and outcomes for student learning is required for course approval and outcomes are to be listed in all course syllabi Here is an example of a syllabus listing of expected learning outcomes from MEA 121 The Dinosaurian World Lab Student Learning Outcomes Students successfully completing MEA 121 will be able to 0 demonstrate the basics of dinosaur physiology identify common fossilforming geologic settings sketch and explain structures of bones osteology map changes through time that in uence the distribution of dinosaurs outline common mineral associations with fossils explain historical political and economic in uences on modern paleontology identify the textures and describe the modes of origin of various sedimentary and pyroclastic rocks classify fossils according to phylogeny link structures with function physiology behavior Measuring Outcomes The second phase of assessment is a determination of whether the objectives for programs and courses are being met For each program objective learning outcomes were determined with input from the faculty To assess whether the learning outcomes are being achieved the department participates in a regular cycle of Undergraduate Academic Program Review UAPR Some mechanisms for assessment occur regularly such as interviews with graduating seniors and course evaluations This allows monitoring of certain learning outcomes Other outcomes require additional assessment such as review of student writing samples results of examinations or contact with alumni and employers A timeline was established such that every learning outcome would be assessed in each 7year assessment cycle The UAPR for the meteorology program is found in an appendix The results of assessment provide guidance in curriculum revision advising departmental planning and instrumentfacilities improvement needs At the University level information is collected that is useful for assessment University Flaming and Analysis prepares distributes and collects annual surveys of students and triennial surveys of alumni some of which is speci c to our department Illustrative examples of these surveys are attached G Changes proposed 01 executed Student exit interviews with graduates of the meteorology program revealed dissatisfaction because of redundancy in course material in the sophomore and junior year courses and a lack of conceptual integration in these courses A revision of the curriculum has eliminated the vast majority of student complaints Students graduate more confident in their readiness for jobs or graduate programs Morale is much improved Dissatisfaction with advising was also expressed Advisor training was provided for all advisers and better 39 quot of r J and r was instituted Complaints about advising diminished However because of growth in the meteorology program the number of undergraduate advisees for each faculty member is increasing This combined with the numbers of graduate advisees and active research programs has led to an increase in complaints both by students during exit interviews and by faculty The creation of the Freshman Advisor role is in response New freshmen and transfer students who have more challenging and technical advising needs will be advised by the Freshman advisor At the end of the freshmen year those still intending to pursue meteorology will begin meeting with their regular faculty advisor It is hoped that more mentoring will occur for advanced undergraduates with this model u Several changes to courses and curricula such as the decision to drop or to reactivate courses are on hold until the current new hires are available for planning and implementation At one point there were 14 curricula in MEAS Several had low enrollment The geology faculty undertook a revision of the curriculum At this point rather than 6 curricula in earth sciences there are just three the BS the BA and the BS in Environmental Sciences This was facilitated by reducing the credits in the core required for all majors and increasing the numbers of advised electives An example of the courses from which students should select electives in order to achieve a particular career goal are in Appendix It is too early to tell how well the current model is working but it should increase the number of electives that will be available in a two year cycle of course offerings The Environmental Sciences ES and Natural Resources NR degrees are offered in three different colleges There is a common core for each and a common introductory course and a capstone course that brings together students from all ES or NR curricula A lack of administrative oversight has hampered the ability to advertise the programs and address needed revisions The Provost s office authorized a review of the programs in Spring 2006 Recommendations include a halftime administrator with office support and revisions to the degrees themselves If the recommendations are implemented and are acceptable to the faculty in MEAS the ES Geology and the ES Air Quality will be preserved However it may be that each would become a theme with the BS in Geology and BS in Meteorology respectively The NR Marine and Coastal Concentration might become a BA in Marine Science MEA 493 Special Topics in Marine Earth and Atmospheric Sciences with credit variable from 16 hours serves many purposes Courses under development and taught for the first time use this number eg MEA 493C SP TP Macroevolutionary Systems being taught by Julia Clarke Fall 2006 MEA 493 is also used to award credit for independent study for undergraduate research or for internships with a strong academic component It is possible for students to graduate with MEA 493 appearing several times in their transcript and with no way to distinguish the content of the course Two new courses are under development MEA 497 Undergraduate Research and MEA 497 Undergraduate Internship H Support of Instruction There are several factors that contribute to assessing and improving the quality of instruction in MEAS Peer Review Each faculty member s teaching is reviewed by hisher peers on a regular schedule which is more frequent for new and untenured faculty The report of the review team two members of the MEAS faculty is shared with the person being reviewed and also forms part of hisher annual review with the Head and is a permanent part of the faculty member s portfolio Course evaluation Each course is evaluated by the students each time it is offered The scores and written comments are used by the instructor to make changes and an average of questions shown to correlate with student learning are part of the instructor s performance review Training The College has traditionally offered a Teaching Effectiveness Workshop each year with facilitators of national repute for teaching The University also has a Faculty Center for Teaching and Learning that provides review training and coordinates grants for teaching innovations Funds In addition to grants for innovation faculty can request funds from the Educational Technology Fees that all student pay each semester The funds can be used to purchase equipment and supplies for handsonleaming computers and software field trips etc The ability to innovate and keep courses current depends on access to funding The College uses ETF funds to regular replace computers in the computer clusters to which students have access and to keep them in good working order The Instructional Technology group on campus helps faculty integrate technology into the classroom and also provides support for teaching technology I Facilities and Enrichment Opportunities High participation in internships clubs research and service contributes to the competitiveness of MEAS graduates in the job market A diverse and strong portfolio also contributes to their general sense of being well prepared for the next step whether a job or graduate school Students in the meteorology program bene t from the colocation on campus of the National Weather Service NWS and the State Climate Of ce SCO Students can participate in a structured internship at the NWS Students are employed at the SCO or volunteer and participate in deployment and monitoring of a large array of met stations across NC They also conduct research using climate data from NC The meteorology computer cluster on the 63911 floor of Jordan I is an important resource for student learning and research LCD projectors allow students to practice their forecasting presentation skills Students in all majors but particularly in geology bene t from support for eld trips including departmental vans for travel Students in the marine sciences have access to ship time on the WV Cape Hatteras annual training cruises Both meteorological and standard oceanographic techniques are taught NCSU also has a marine lab the Center for Marine Sciences and Technology CMAST in Morehead City NC about 3 hours from campus CMAST has a teaching lab that is used during eld trips including the 5week summer eld camp required in the NRC curriculum Dorms should become available within the next few years Students interested in paleontology bene t from the close working relationship with the NC Museum of Natural History with its growing collection of fossils and its fossil preparation facility One of the MEAS paleontology faculty Mary Schweitzer has a joint appointment with the museum 44 of MEAS undergraduate students participated in research in 20052006 The active research programs and state of the art equipment in the department contribute to the high rates of participation although students participate in research at offcampus sites as well NSF s Research Experiences for Undergraduates REU Hollings internships etc 76 of the meteorology students participate in internships facilitated by close access to the NWS SCO the EPA and several TV stations Overall 67 of MEAS undergrads participate in internships with private companies and government agencies Club participation clearly contributes to the strength of programs by fostering friendships educating members about careers and providing opportunities for service The department hosts a student chapter of the American Meteorological Society AMS in which 7075 of students participate each year Lackmann is faculty advisor Those not participating have con icts with work schedules Faculty and graduate students also participate The local professional chapter of AMS also welcomes student members The SMESEG Student Geology Club is a chapter of two national professional organizations the Society of Mining Engineers and the Society of Exploration Geophysicists Participation is 75 Kimberley is faculty advisor There is no national organization in marine science that has instituted student chapters but there is interest among the students in developing something on campus High participation in internships clubs research and service contributes to the competitiveness of MEAS graduates in the job market Instructional space available to MEAS re ects the relative level of support for undergraduate programs across campus It is minimal because the choice for space and funds must compete with research Although lecture sections for many of the GER courses in MEAS greatly exceeds 100 students the largest classroom over which MEAS has scheduling authority holds 68 students We had hoped to acquire a large state of the art classroom auditorium in the new Jordan 11 but after nearly being lost from the plans altogether a lOOperson classroom is being built We will also acquire a vastly better teaching laboratory for wet chemistry
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