B.A. in Environmental Science

z-2017-2018 New Academic Program

completed

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General Catalog Information
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  • Select Program below.

    Shared Cores are available in Acalog for shared information in program curriculum.

  • Type of Program *

  • **Read before you begin**

    1. Please turn on the help text before starting this proposal by clicking on the icon in the top right corner of the heading. Items with help text indicating format should be typed in the exact format as the help text (excluding the quote marks).
    2. Once all required fields have been filled in, click in the upper left corner, to launch proposal.
    3. Once you have launched the proposal form you can then begin editing imported fields, adding justifications, etc. All changes from that point will be tracked. Optionally, you may also attach syllabi or any additional supporting documents by clicking on the Proposal Toolbox icon.  . Please be aware that forms submitted without appropriate justifications will be returned to the proposer without consideration.
  • Identify Purpose of Proposal*
  • Academic Unit*
    (e.g. Department, Division, School)
  • Program Level*
  • Does this proposal require TEC approval?*
  • Degree Level*
  • If Certificate, select appropriate option
  • Program Type*
  • Degree Type*
  • Status*
  • Title of Proposed Degree Program*
    B.A. in Environmental Science
    B.A. in Environmental Science
  • EEO Status*
    N/A
    N/A
  • Name of Program Director*
    Kristy Hopfensperger
    Kristy Hopfensperger
  • Intended Date of Implementation*
    Fall 2017
    Fall 2017
  • Anticipated Date for Granting First Degrees*
    May 2021
    May 2021
  • Date of Governing Board Approval*
    09-01-2016
    09-01-2016
  • Date of CPE Approval*
    N/A
    N/A
  • Evaluation Criteria

  • All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.

  • Centrality to the Institution’s Mission and Consistency with State’s Goals

  • A program will adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution’s strategic plan.

  • List the objectives of the proposed program*

    1. Provide students with a broad understanding of the environment using a transdisciplinary approach that emphasizes disclipines outside of STEM.

    2. Prepare students for an increasingly transdisciplinary workforce.

    3. Foster a transdisciplinary understanding of environment to communicate in multiple ways to multiple audiences.

    These objectives should deal with the specific institutional and societal needs that this program will address.
  • Explain how the proposed program relates to the institutional mission and academic plan*

    The transdisciplinary nature and student-centered curriculum of the B.A. in environmental science will empower our graduates to pursue careers that include civic engagement and sustainability in our region. The tracks within the B.A. in environmental science were developed using research completed with students that focused on career placement. In addition, the student learning outcomes were aligned with important career skills identified by both students and regional employers.

    NKU Strategic Plan Alignment
    Talent Development

    • Skilled Graduates (Produce skilled graduates prepared for the workforce, advanced careers, and graduate education)
    • Through a diverse curriculum of coursework from the arts, humanities, social sciences, and management, students will gain insight into environmental science from multiple perspectives. This broad skillset, together with a foundation in the STEM disciplines, will prepare students for an array of careers including advocacy, administration, public relations, social and behavioral science research, community healthcare, and sustainability planning. The coursework also enables the pursuit of advanced degrees in sustainability and environmental studies for graduates.
    • This new degree track will be the only B.A. environmental science program in the region, aiding in recruitment and retention and building upon NKU’s reputation as an innovative leader.

    Academic Innovation

    Transdisciplinary Learning (Develop and expand transdisciplinary programs, courses, and research)

    • The Environmental Science Bachelor of Arts Major enhances the NKU Strategic Plan Goal of Academic Innovation-Transdisciplinary Learning in that it is a transdisciplinary program blending STEM disciplines (biology, environmental science, chemistry, and statistics) with the arts, humanities, social and behavioral sciences, and leadership. The core of the program includes coursework in anthropology, biology, chemistry, environmental science, geography, leadership, philosophy, sociology, and statistics, as well as the skills electives and four tracks that include courses in art, communication studies, economics, education, english, health informatics, health sciences, history, journalism, management, philosophy, public administration, public relations and social work. In addition to transdisciplinary coursework, students will apply transdisciplinary perspectives in their required internship or research, which will prepare them for an increasingly transdisciplinary work-force.

    Community Engagement

    Public Engagement (Provide leadership, coordination, and support for public engagement activities)

    • The Environmental Science Bachelor of Arts Major enhances the NKU Strategic Plan Goal of Community Engagement-Public Engagement through the inclusion of research or internship experience, which enables students to gain expertise and experience to analyze and contribute to solutions of current environmental problems. These opportunities are provided by anthropology, communication, environmental science, geography, sociology programs, as well as the Center for Integrative Natural Science and Mathematics (CINSAM), the Center for Environmental Restoration (CER), industry and government agencies. In addition, several of the existing environmental science courses (ENV 220, ENV 308, ENV 494) are taught using service learning methods – instructors connect students to community organizations throughout the semester
  • Explain how the proposed program addresses the state’s postsecondary education strategic agenda*

    Not required per Idna Corbett

  • Explain how the proposed program furthers the statewide implementation plan*

    Not required per Idna Corbett

  • Program Quality and Student Success

  • The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

  • Student learning outcomes of the program
    <p>1. Analyze complex environmental problems from transdisciplinary perspectives.</p> <p>2. Critically evaluate information from a variety of sources</p> <p>3. Use a transdisciplinary understanding of environment to communicate in multiple ways to multiple audiences</p> <p>4. Collaborate effectively using a transdisciplinary perspective in environmental problem solving.</p>
    List all student learning outcomes for the program.
  • Explain how the curriculum achieves the program-level student learning outcomes*

    Our program objectives will be met as students progress through the student learning objectives to earn a B.A. in Environmental Science. The core curriculum and track options pull from 23 unique disciplines to provide students a broad understanding of the environment. Required courses in methods and skills, from 9 different disciplines, will allow students to analyze and critically evaluate information. The core curriculum requires two communication courses, which include skills in written, audio, and visual communication. Lastly, all students will take a service learning seminar (ENV 494) where they will use their transdisciplinary understanding towards solving environmental problems.

    Describe the relationship between the overall curriculum or the major curricular components and the program objectives.
  • Highlight any distinctive qualities of this proposed program*
    • The B.A. in Environmental Science at NKU will be the first in the Commonwealth and in the region.
    • The B.A. in Environmental Science at NKU was designed by faculty and practitioners from across the university and prepares students for an increasingly transdisciplinary workforce.
  • Will this program replace or enhance any existing program(s) or track(s) within an existing program?*
  • If yes, please specify. Include the projected faculty/ student in major ratio

    The B.A. in Environmental Science will enhance the existing B.S. in Environmental Science program by allowing students to choose between a STEM-focused or transdisciplinary-focused approach to solving environmental problems. The new B.A. program will also provide a new major option to students in our existing minor in environmental studies. Because the B.A. in Environmental Science is a transdisciplinary major with courses from over 20 disciplines, it is difficult to estimate the faculty/student ratio in the major; however, for the core seminar course (ENV 494), we estimate 25:1. As this major grows, we are prepared to increase the offerings of the seminar course with existing resources.

    Northern Kentucky University is committed to being a leader in transdisciplinary education. With this strategic effort in mind, a group of interdisciplinary NKU students and faculty conducted a study in 2015 aimed at evaluating the feasibility of transitioning the current environmental science program from an interdisciplinary to a transdisciplinary learning model. Students, local employers, and faculty were surveyed in an effort to identify support and concerns for such a transition. In total, 175 survey responses were received revealing overwhelming support for a transdisciplinary learning model in Environmental Science.

    The field of environmental science is inherently interdisciplinary, which is reflected in the existing Bachelor of Science program. Much like the existing program, students in the new Bachelor of Arts program would graduate with the ability to analyze complex environmental problems and critically evaluate information from a variety of sources. Unlike the B.S. program, students in the B.A. would have an increased focus on transdisciplinary perspectives and specialize in the skills necessary to thrive in a transdisciplinary workforce.

    The B.S. is focused on understanding environmental science from an integrated STEM perspective, while the B.A. is focused on understanding environmental science from an integrated social-ecological perspective with greater emphasis on social and behavioral sciences, humanities, art, health, communication disciplines, and leadership skills.

    Table 1. Comparison of core courses (and pre-requisites) and minor/track alternatives for the B.S. and B.A. in environmental science at NKU. Courses with an asterisk are required in both programs.

    Core Courses

    Bachelor of Science in Environmental Science

    Bachelor of Arts in Environmental Science

    BIO 150/L, Introduction to Biology I*

    BIO 150/L, Introduction to Biology I*

    BIO 151/L, Introduction to Biology II*

    BIO 151/L, Introduction to Biology II*

    BIO 304/L, General Ecology*

    BIO 304/L, General Ecology*

    CHE 120/L, General Chemistry I*

    CHE 120/L, General Chemistry I*

    CHE 121/L, General Chemistry II

    ENV 110, Environmental Science and Issues*

    CHE 310/L, Organic Chemistry I

    ENV 115, Orientation to Environmental Science Careers*

    ENV 110, Environmental Science and Issues*

    ENV 291W, Advanced Writing in Environmental Science*

    ENV 115, Orientation to Environmental Science Careers*

    ENV 308, Science Communication

    ENV 291W, Advanced Writing in Environmental Science*

    ENV 494, Environmental Science Seminar*

    ENV 494, Environmental Science Seminar*

    GEO 306, Environmental Resource Management* OR

    GEO 306, Environmental Resource Management*

    GEO 418, Geographical Information Systems*

    GEO 418, Geographical Information Systems*

    LDR 460, Leading in Diverse and Global Contexts

    GLY 120, This Dangerous Earth

    PHI 360, Environmental Philosophy

    GLY 340, Introduction to Environmental Geoscience

    SOC 355, Sociology of the Environment OR

    GLY 450, Hydrogeology

    ANT 345, Environmental Anthropology

    MAT 119, Pre-calculus

    STA 205, Introduction to Statistics*

    STA 205, Introduction to Statistics*

    Internship (ENV 396) or directed research (ENV 492)*

    PHY 211, General Physics I

    Plus two courses from the Methods & Skills course list

    PHY 213, General Physics II

     

    Internship (ENV 396) or directed research (ENV 492)*

     

    Plus one elective from list

     

    Minors to choose from:

    Tracks to choose from (focus area earned):

    Biology

    Nature, Culture, Justice (Anthropology)

    Chemistry

    Urban Sustainability (Geography)

    Geography

    Environmental Communication (Communication Studies)

    Geology

    Health, Community, Environment (Sociology)

    Mathematics

     

    Statistics

     

    Students that earn a B.S. in environmental science typically pursue technical and research oriented careers in environmental science with some pursuing an advanced degree in a STEM discipline. The B.A. in environmental science is designed to prepare students for future careers that require a broad understanding of environment using a transdisciplinary skillset. Potential careers (B.A.) include: advocacy, administration, public relations, social and behavioral science research, community healthcare, and sustainability planning.

  • Is there a specialized accrediting agency related to this program?*
  • If yes, identify the agency
  • Do you plan to seek accreditation?*
  • If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation*

    N/A

  • Attach the SACS Faculty Roster Form in the Proposal Toolbox . Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of faculty should meet external standards where appropriate. The qualifications of faculty will support the objectives and curriculum of the proposed program.

  • Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Adequacy of electronic access, library facilities, and human resources to service the proposed program in terms of students and faculty will be considered. Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must address the availability of classroom, laboratory, and office space as well as any equipment needs.

  • Describe the library resources available to support this program. You may attach any documentation provided to SACS*

    Not required per Idna Corbett

  • Describe the physical facilities and instructional equipment available to support this program*

    Not required per Idna Corbett

  • Clearly state the admission, retention, and completion standards designed to encourage high quality*

    Admission requirements for the B.A. in environmental science are the same as NKU; however, some of the pre-requisite core classes (BIO 150/L, CHE 120/L) require a minimum ACT score of 22 in math or completion of MAHD 099 with a C- or higher, or placement into MAT 109 or higher, and a minimum ACT score of 18 in English and 20 in Reading, and 19 in each remaining division (or SAT equivalent), or completion of all precollege curriculum courses. To retain high quality students, the Environmental Science Program fosters a sense of community through semester film events and an annual social. In addition, the STEM programs on campus offer weekly peer-learning opportunities for all introductory level courses. Completion standards include a service learning seminar and internship/research requirement, along with a requirement of C- or higher in all courses that count towards the major.

  • Clearly state the degree completion requirements for the program*

    Students earning a B.A. in environmental science must complete program pre-requisites (17 credit hours), the core curriculum (28-29 credit hours), two methods/skills courses (6-7 credit hours), and one of the four track options (21-23 credit hours; B.A. total of 72-76 credit hours), while earning a C- or higher in all courses. Students will fulfill five general education courses through the pre-requisites and core curriculum (13 credit hours). While completing a track option, students will also earn an area of focus, a graduation requirement of NKU.

  • Provide the following information for the program and for each concentration (some categories may not apply to all programs):

  • Total number of hours required for degree*
    72-76
    72-76
  • Number of hours in degree program core*
    28-29
    28-29
  • Number of hours in concentration*
    (tracks) 21-23
    (tracks) 21-23
  • Number of hours in guided electives*
    6-7
    6-7
  • Number of hours in free electives*
    N/A
    N/A
  • Describe how the proposed program will articulate with related programs in the state*

    Not required per Idna Corbett

    It should describe the extent to which student transfer has been explored and coordinated with other institutions.

  • Attach all draft articulation agreements related to this proposed program in the Proposal Toolbox .

  • Provide Catalog Program Description:*

    The B.A. in environmental science is a transdisciplinary program focused on understanding environmental science from an integrated socio-ecological perspective and is designed to prepare students for future careers that require a broad understanding of environment using a transdisciplinary skillset. The B.A. degree places a greater emphasis on social and behavioral science, humanities, art, health, communication, and leadership skills than the B.S. degree option, while including a set of core courses in science and math. The inclusion of research or internship experience enables students to gain expertise and experience working towards solutions of current environmental problems. Students graduating with a B.A. in environmental science are well equipped for careers in advocacy, administration, community healthcare, public relations, social and behavioral science research, and sustainability planning.

  • List courses under the appropriate curricular headings, fill in the table provided here [link to resource document to be provided] and attach in Proposal Toolbox . Then follow the directions below to create proposed curriculum in Proposal.

    Prospective Curriculum Field

    Step 1

    There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are in the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.

    Step 2

    Click on  "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the .

    Commonly used headers: Degree Requirements, Core Courses, Electives.

  • Prospective Curriculum*
  • Describe planned alternative methods of program delivery*
    Some of the core required courses are offered both online and in person (e.g., STA 205, LDR 460) and additional track elective courses also have online options. In addition, the core required course, ENV 308, Science Communication, includes a suite of new equipment the Environmental Science Program recently acquired through an NSF EPSCoR grant – this equipment includes four Canon digital cameras with memory cards and tripods, four Rode lightweight video cameras, and 4 Apple iMac desktops for photo and video processing – all for hands-on student learning. Students in the B.A. program will also receive hands-on training through the methods and skills elective courses they select from. Lastly, core course, ENV 494, Environmental Science Seminar is a service learning course that pairs students up to work on projects with local community partners, providing students direct work experience they can add to their resumes.
    Some of the core required courses are offered both online and in person (e.g., STA 205, LDR 460) and additional track elective courses also have online options. In addition, the core required course, ENV 308, Science Communication, includes a suite of new equipment the Environmental Science Program recently acquired through an NSF EPSCoR grant – this equipment includes four Canon digital cameras with memory cards and tripods, four Rode lightweight video cameras, and 4 Apple iMac desktops for photo and video processing – all for hands-on student learning. Students in the B.A. program will also receive hands-on training through the methods and skills elective courses they select from. Lastly, core course, ENV 494, Environmental Science Seminar is a service learning course that pairs students up to work on projects with local community partners, providing students direct work experience they can add to their resumes.

  • Complete the following only if the proposed program is an advanced practice doctorate:

  • Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field

    N/A

  • Explain the impact of the proposed program on undergraduate education at the institution
    Within the explanation, note specifically if new undergraduate courses in the field will be needed.
  • List and discuss the nature and appropriateness of available clinical sites
    Supply letters of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

  • Supply letters of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

  • Program Demand/Unnecessary Duplication

  • Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.

    Student Demand:

  • Clearly describe all evidence of student demand*

    Not required per Idna Corbett

    Typically in the form of surveys of potential students and/or enrollments in related programs at the institution.
  • Provide evidence of student demand at the regional, state, and national levels*

    Not required per Idna Corbett

  • Identify the applicant pool and how they will be reached*

    Not required per Idna Corbett

  • Describe the student recruitment and selection process*

    Students will largely self-select into this degree, but are guided through advising students in all three ENV options: B.A., B.S., and minor. Recruitment at NKU will come from a combination of incoming freshmen interested in this unique approach to environmental science, undeclared majors who become interested through the ENV 110 or ENV 220 Foundation of Knowledge courses, students minoring in environmental studies who discover a deeper interest and want to convert to a full major, and students who begin in the B.S. environmental science major, but find they are not strictly interested in the STEM disciplines. Incoming students will be reached through advising and departmental outreach to AP environmental science high school classes, Welcome Wednesday events, and through involvement in community outreach including Skyward and Sanitation District 1, and inviting students to ENV events at NKU.

  • Identify the primary feeders for the program*

    In addition to incoming freshmen interested in this degree, primary feeders for the program include undeclared majors who become interested in environmental science through ENV Foundation of Knowledge courses, and students pursuing the B.S. Environmental Science degree, as well as the ENV minor.

  • Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program*

    With no other KY state institution offering a B.A. in environmental science, there is potential to recruit from beyond NKU’s regional core. In addition, EKU recently (spring 2016) eliminated their B.S. in Environmental Studies program. During AY 2014-15, an NKU workgroup consisting of students and faculty from ENV, SOC, and ART produced a number of surveys to gauge the interest and need for transdisciplinary curriculum in the environmental science program. Individual surveys were created for students, employers and faculty. Results revealed that 90% of all student respondents said they would like to see a greater focus on transdisciplinary learning in their classes and 95% of students believe that transitioning to a transdisciplinary approach that includes multiple disciplines and perspectives would help them reach their career goals. The B.A. in environmental science fulfills this demand for transdisciplinary learning. Lastly, from 2009 to 2016, students graduating from NKU with a B.S. environmental science degree have increased yearly from 2 to 11 with declared majors increasing from 35 to 58. Environmental studies minors have also increased from 10 to 22 over the same time period. While the B.A. in environmental science will impact these numbers, with the unique nature of this new degree, we expect the overall numbers of environmental science majors and minors to continue an upward trajectory.

  • Complete the Projected Student Demand Estimate for the first five years of the program [link to resource document to be provided] and attach in Proposal Toolbox .

    Employer Demand:

  • Clearly describe evidence of employer demand*

    The NKU workgroup mentioned above found from the employer survey results a demand for graduates with a transdisciplinary skillset including critical thinking, team work, and collaboration with diverse backgrounds (Fig. 1). This employer demand will be fulfilled by the transdisciplinary approach of the B.A. in environmental science.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Figure 1. Survey results from employers and students ranking the top 5 necessary workplace skills.

    Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
  • Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs at the regional, state, and national levels*
    Potential careers for a graduate with a B.A. in environmental science Average Salary*
    Environmental advocate $35,000-$63,000
    Community health technician $36,000-$54,000
    Public relations specialist $38,000-$61,000
    Social/behavioral research assistant $33,000-$46,000
    Sustainability planner $36,000-$62,000

    *Data acquired and consolidated from: environmentalscience.org/careers/sustainability-and-green-jobs, and indeed.com/salary

    Not required per Idna Corbett: number of anticipated openings for each type of job at the regional, state, and national levels.

  • Academic Disciplinary Needs:

  • Clearly describe all evidence justifying a new program based on changes in the academic discipline or other academic reasons*

    From a national perspective, studies have shown that future graduates will be faced with complex social-ecological challenges, and will need both critical thinking skills and a transdisciplinary perspective from which they can process such challenges. Through our degree tracks, students will participate in evidence-based education practices including inquiry-based learning and authentic experiences, which have both been shown to improve student learning and engagement (Brudiers and Wiek 2010). A transdisciplinary-minded student will integrate the knowledge and methods of multiple disciplines and recognize the importance of such collaborations when working towards solutions of complex-problems (Griffiths 2004, Record et al. 2010). Lastly, the green job market is booming around the world, including environmental twists on old professions like journalism, and the creation of many new careers like sustainability manager (Wingfield 2007). For example, the total number of Chief Sustainability Officers in the U.S. grew 24% from 2014 to 2015 (Weinreb 2015).

  • If the proposed program is an advanced practice doctorate explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program

  • Similar programs:

  • A new program may serve the same potential student population, the proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.

    Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.

    If similar programs exist in Kentucky,

  • Does the proposed program differ from existing programs?*
  • If yes, please explain

    No other BA in Environmental Science exist at Kentucky Universities

  • Does the proposed program serve a different student population from existing programs?*
    (i.e., students in a different geographic area)
  • If yes, please explain

    Not required per Idna Corbett

  • Is access to existing programs limited?*
  • If yes, please explain

    Not required per Idna Corbett

  • Is there excess demand for existing similar programs?*
  • If yes, please explain

    Not required per Idna Corbett

  • Will there be collaboration between the proposed program and existing programs?*
  • If yes, please explain the collaborative arrangements with existing programs

    Not required.

  • If no, please explain why there is no proposed collaboration with existing programs
  • Cost and Funding of the Proposed Program

  • The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.

  • Will this program require additional resources?*
  • If yes, provide a brief summary of additional resources that will be needed to implement this program over the next five years

    No. We have designed the program to utilize existing courses, faculty, and staff at NKU. We will not need additional space, equipment, or personnel to run this program.

  • Will this program impact existing programs and/or organizational units within your institution?*
  • If yes, please describe the impact

    No. There will not be negative impact to existing programs. All department chairs and instructors of courses in the required core curriculum have been notified and are enthusiastic about their role in the new program. As enrollment numbers increase, course adjustments will be made with the existing resources at NKU.

  • Provide adequate documentation to demonstrate sufficient return on investment to the state to offset new costs and justify approval for the proposed program.

    If this is an advanced practice doctorate, provide assurance that funding for the program will not impair funding of any existing program at any other public university.

  • Cost/Funding Explanation

  • Complete the Funding Sources, by year of program and Breakdown of Budget Expenses/Requirements tables for the first five years of the proposed program [link to resource document to be provided] and provide an explanation of how the institution will sustain funding needs, attach document in Proposal Toolbox. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.

  • Program Review and Assessment
  • Describe program evaluation procedures for the proposed program*

    The program will be evaluated via three different avenues: (1) program SLOs, (2) student exit surveys, and (3) teaching effectiveness. The four program SLOs will be evaluated in all core curriculum ENV courses. Data will be collected every time a course is offered, and data for each SLO will be analyzed once every four years on a rotating basis. We will use our exit survey requested from each graduating major to acquire direct student feedback on our program. The exit survey includes questions about the student’s perception of program strengths and weaknesses, knowledge/ability gained in a variety of transdisciplinary competencies, and questions regarding satisfaction with the program. Lastly, teaching effectiveness will be evaluated using student and peer evaluations along with self-reflections and annual performance reviews.

    These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

  • For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:

  • Which components will be evaluated?*

    Core ENV courses will be evaluated – As the instructors of these courses, we have control over the assessment efforts.

  • When will the components be evaluated?*

    Once rubrics are developed for each SLO, one SLO will be evaluated per academic year on a rotation.

  • When will the data be collected?*

    Once rubrics are developed for each SLO, data will be collected each time a core course is taught. But the data will be analyzed and re-evaluated on a rotating schedule (each SLO will be analyzed and re-evaluated every 4 years)

  • How will the data be collected?*

    Data will be collected by the instructor using artifacts from the students during each core course offering.

  • What will be the benchmarks and/or targets to be achieved?*

    Mastery of transdisciplinary skills will be evidenced by employing the synthesis category of our SLOs (i.e., K, A, S = knowledge/comprehension, application/analysis, synthesis/evaluation).

  • What individuals or groups will be responsible for data collection?*
    ENV core course faculty
    ENV core course faculty
  • How will the data and findings be shared with faculty?*
    Reports will be shared and discussed with all ENV faculty
    Reports will be shared and discussed with all ENV faculty
  • How will the data be used for making programmatic improvements?*

    Data will be evaluated and assessment results will be used to adapt the program and SLOs to the needs of the students.

     

    Faculty have determined the current status (K, A, S) for the courses they teach. Our current curriculum map:

     

    Core ENV Content

    Student Learning Outcomes for the B.A. in Environmental Science

    ENV 110

    ENV 115

    ENV 291W

    ENV 308

    ENV 396

    ENV 494
    1. Analyze complex environmental problems from a transdisciplinary perspective

    K

    A

    A

    S

    S

    S
    1. Critically evaluate information from a variety of sources

    K

    A

    S

    A

    K

    S
    1. Use a transdisciplinary understanding of environment to communicate in multiple ways to multiple sources

    K

    K

    A

    S

    A

    S
    1. Collaborate effectively using transdisciplinary perspectives in environmental problem solving

    K

    K

    K

    A

    A

    S

    K = knowledge/comprehension; A = application/analysis; S = synthesis/evaluation

     

    We will begin with assessment of SLO 4 in fall 2017 by developing rubrics and collecting data. We will then move on to our next SLO to evaluate in fall 2018.

     

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  • What are the measures of teaching effectiveness?*

    The B.A. in environmental science will measure teaching effectiveness using the following techniques: semesterly student course evaluations, peer teaching evaluations, self-teaching reflections, and the annual performance review with the department chair.

  • What efforts to improve teaching effectiveness will be pursued based on these measures?*

    Instructors teaching courses in the B.A. in Environmental Science have the following opportunities for professional teaching development at NKU: Teaching Effectiveness and Enhancement (TEEC) workshops, the annual Meet, Greet, Grab an Idea workshop, and the CINSAM STEM-learning community. Within the environmental science program we will include peer-mentoring/shadowing.

  • What are the plans to evaluate students’ post-graduate success?*

    We will collect information on graduate program attendance and employment in related fields from graduating students and alumni with a B.A. in Environmental Science through our program’s graduation exit survey, using our existing Program’s Blackboard page, which serves as an email listserve, and we have created a program Facebook page for the entire Environmental Science Program to better keep in touch with alumni.

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