Proposal for New BS Earth Sciences Degree
Oregon State University
Department of Geosciences and College of Oceanic and Atmospheric Sciences
Executive Summary.
Undergraduate Major:
Options:
CIP code:
Effective Term:
Earth Sciences (B.S.)
Geology, Geography, Earth Systems
400699
Beginning September, 2011
The proposal involves changes to the undergraduate curricula in the Department of Geosciences, along with
the addition of undergraduate curricula in the College of Oceanic and Atmospheric Sciences. It anticipates
the merger of these two academic units, planned to take place July 1, 2011. The intent is to eliminate the
B.S. and B.A. degrees in both Geology and Geography, as well as the current B.S. degree in Earth Science,
and to have only a B.S. degree in Earth Sciences (with options in Geology, Geography, and Earth Systems).
The Department of Geosciences (GEO) and College of Oceanic and Atmospheric Sciences (COAS)
propose the creation of a new Bachelor of Science (B.S.) degree in Earth Sciences. The new degree will
replace the existing B.S. degrees in Geography, Geology, and Earth Science currently administered by
GEO, as well as the B.A. Geography and Geology degrees. The new degree will have three options:
Geography, Geology, and Earth Systems. The Geography and Earth Systems options will in turn have
tracks designed to train students for specialized career paths in research, education, and human-Earth
interactions. The curriculum includes opportunities for students to learn about connections between Earth
Sciences and society, economics, and technology.
The proposed program will be among the nation’s premier undergraduate Earth Sciences curricula, building
on existing strengths at Oregon State University in the sciences of the solid Earth, ocean, and atmosphere;
in marine and terrestrial ecology and hydrology; and in natural resource management, environmental policy
and sustainability. This preeminent educational program will be compelling and accessible to students with
a broad range of interests and career aspirations, and it will engage both science and society in critical
issues facing the region, the nation, and the international community. As one of only two “land, sea, space,
and sun grant” institutions in the nation, OSU has the responsibility to provide educational leadership in the
strategic area of Earth Sciences and to provide the focused training that will prepare an informed citizenry.
The proposed degree merges current independent, high-quality, research-driven educational programs into
a unified, multi-disciplinary Earth Sciences curriculum. It takes new advantage of OSU’s world-class
faculty for undergraduate teaching and advising and provides an opportunity to attract strong, motivated
students to a signature program. An added benefit will be new research collaborations that are likely to
grow out of the cross-disciplinary teaching partnerships on which the educational program is founded.
Draft: February 21, 2011
Proposal for New BS Earth Sciences Degree
Oregon State University
Department of Geosciences and College of Oceanic and Atmospheric Sciences
Institution: Oregon State University
College/School: College of Science; College of Oceanic and Atmospheric Sciences
Department/Program: Geosciences
1. Program Description
a. Proposed Classification of Instructional Programs (CIP) number (contact your Registrar or campus Institutional
Research office for this number).
CIP #: 400699
Geological and Earth Sciences/Geosciences, Other. Any instructional program in geological and related
sciences not listed above.
(Source: US Department of Education, National Center for Educational Statistics, CIP 2010 ed.)
b. Brief overview (1-2 paragraphs) of the proposed program, including its disciplinary foundations and connections;
program objectives; programmatic focus; degree, certificate, minor, and concentrations offered.
The proposal involves changes to the undergraduate curricula in the Department of Geosciences, along with the addition
of undergraduate curricula in the College of Oceanic and Atmospheric Sciences. It anticipates the merger of these two
academic units, planned to take place July 1, 2011. The intent is to eliminate the B.S. and B.A. degrees in both Geology
and Geography, as well as the current B.S. degree in Earth Science, and to have only a B.S. degree in Earth Sciences
(with options in Geology, Geography, and Earth Systems).
Proposal Summary: B.S. in Earth Sciences
NEW
B.S. in Earth Sciences (CIP #: 400699)
• Academic Unit(s): Department of Geosciences, College of Science, and College of Oceanic and
Atmospheric Sciences
• Options:
Earth Systems (CIP #: 400699) (76 SCH)
Tracks:
ES 1: Climate Science (21 SCH)
ES 2: Marine Science (21 SCH)
ES 3: Land and Water Systems (21 SCH)
ES 4: Earth Science Education (21 SCH)
Geography (CIP #: 450701) (76 SCH)
Tracks:
GEOG 1: Human Dimensions of Earth Sciences (21 SCH)
GEOG 2: International Development, Peace, and Security (21 SCH)
GEOG 3: Geography of Climate and Water (21 SCH)
GEOG 4: GIScience Certificate (27 SCH)
Geology (CIP #: 400601) (81 SCH)
• Course Designator:
EAR (New)
GEO (Existing)
OC (Existing)
2
•
•
ATS (existing)
MRM (existing)
New Courses associated with the new degree program (to be submitted separately as Category II
proposals):
GEO 296 Introductory Field Methods for Geographers
GEO 4XX Biogeochemical Cycles
OC 4XX Climate Modeling
MRM 430 Principles and Practice of Marine Resource Management
Proposed Start Date: Fall Term 2011
TERMINATE
B.S. in Earth Science (CIP #: 400699)
• Applied Earth Science Option
• Earth System Science Option
• Earth Science Education Option
• Public Interpretation Option
B.A., B.S. in Geography (CIP #: 450701)
• Climate and Water Science Option
• Geographic Hazards and Sustainable Communities Option
• International Development, Peace, and Safety Option
B.A., B.S. in Geology (CIP #: 400601)
The Department of Geosciences (GEO) and College of Oceanic and Atmospheric Sciences (COAS) propose the
creation of a new Bachelor of Science (B.S.) degree in Earth Sciences. The new degree will replace the existing B.S.
degrees in Geography, Geology, and Earth Science currently administered by GEO, as well as the B.A. Geography and
Geology degrees. The new degree will have three options: Geography, Geology, and Earth Systems. The Geography
and Earth Systems options will in turn have tracks designed to train students for specialized career paths in research,
education, and human-Earth interactions. The curriculum includes opportunities for students to learn about connections
between Earth Sciences and society, economics, and technology.
The proposed program will be among the nation’s premier undergraduate Earth Sciences curricula, building on existing
strengths at Oregon State University in the sciences of the solid Earth, ocean, and atmosphere; in marine and terrestrial
ecology and hydrology; and in natural resource management, environmental policy and sustainability. This preeminent
educational program will be compelling and accessible to students with a broad range of interests and career aspirations,
and it will engage both science and society in critical issues facing the region, the nation, and the international
community. As one of only two “land, sea, space, and sun grant” institutions in the nation, OSU has the responsibility to
provide educational leadership in the strategic area of Earth Sciences and to provide the focused training that will
prepare an informed citizenry. The proposed degree merges current independent, high-quality, research-driven
educational programs into a unified, multi-disciplinary Earth Sciences curriculum. It takes new advantage of OSU’s
world-class faculty for undergraduate teaching and advising and provides an opportunity to attract strong, motivated
students to a signature program. An added benefit will be new research collaborations that are likely to grow out of the
cross-disciplinary teaching partnerships on which the educational program is founded.
c. Course of study – proposed curriculum, including course numbers, titles, and credit hours.
Three Geography options will be terminated. Each of the three options will undergo a title transformation as they are
moved from options (transcript visible) in the current B.S. in Geography degree to tracks (not transcript visible) in the
proposed B.S. in Earth Sciences degree.
• Option: Climate and Water Science (to be terminated)
to
Track: Geography of Climate and Water (to be added)
• Option: Geographic Hazards and Sustainable Communities (to be terminated)
to
Track: Human Dimensions of Earth Sciences (to be added)
3
• Option: International Development, Peace, and Safety (to be terminated)
to
Track: International Development, Peace and Security (to be added).
Proposed Curriculum
Appendix A outlines the proposed Earth Sciences undergraduate curriculum. The key elements are:
1) foundational, laboratory- and field-enhanced courses for Earth Sciences majors that provide context and
intellectual identity;
2) Baccalaureate Core courses in every category designed to integrate the fundamentals of all Earth Sciences into
the educational experience of OSU undergraduate students;
3) degree options in Geography and Geology that replace the current B.S. and B.A. degrees in Geography and
Geology, in a context that takes advantage of the wealth of existing OSU faculty expertise in GEO and COAS.
4) a new Earth Systems option that allies existing GEO and COAS faculty expertise, resources, and collaborations
into one of the best such programs in the country;
5) selected tracks that allow students in the Geography and Earth Systems options to explore individual interests,
prepare for specific career tracks and develop specific skills (for example: Climate Science; Marine Science;
Land and Water Systems; Earth Science Education);
6) courses that apply natural- and social-science knowledge and skills into issues of human relevance;
7) opportunity for mentored independent research projects (thesis, internship); and
8) partnerships with off-campus organizations (and potential employers) to define needed skill sets, provide
internships and employ work-ready graduates (Appendix B).
We have designed the new major around the wide range of courses already offered by GEO, COAS, and other
departments in developing the initial curricular requirements. The only new required courses to be developed initially as
part of the proposed Earth Sciences degree are:
• GEO 296 (Intro Field Methods for Geographers);
• GEO 4xx (Biogeochemical Cycles);
• OC 4xx (Climate Modeling); and
• MRM 430 (Principles and Practice of Marine Resource Management).
As resources allow, we recommend the development of additional upper-division Earth Science courses that focus on
the interdisciplinary approach characteristic of the Earth Sciences. Examples may include:
• Terrestrial and Marine Ecosystems;
• Atmospheric and Oceanic Dynamics;
• Global Hydrology;
• Earth System Change;
• Environmental Consequences of Development;
• Earth System Governance;
• Land Change Science;
• Climate and Society;
• Hazards and Vulnerability;
• Energy and the Environment;
The Earth Systems option represents a major departure from the current OSU B.S. degrees offered by the Department of
Geosciences (B.S. Geography; B.S. Geology; B.S. Earth Science). The Geology and Geography curricula have also
been revised to incorporate a more fundamental, interdisciplinary Earth Systems background. All of the options offer
opportunities for experiential learning via research projects, theses, internships, field courses, and lab sessions.
Geography Option
The Geography option is largely derived from the current B.S. in Geography curriculum. Skills required by geographers
include computer-based map design and creation; geospatial technologies (geographic information systems [GIS],
global positioning systems [GPS] and satellite image analysis); environmental impact assessment; and quantitative
methods. Topical areas include climate, water and water use, vegetation distribution and change, land use, Earth surface
processes, natural resource management, hazards, sustainable development, globalization, and environmental
governance. The current B.S. in Geography degree enhances preparation and opportunities for employment in diverse
4
careers and continued graduate study, including: environmental protection and restoration; natural resource
management; national/state park administration; natural hazards mitigation; tourism and recreation; environmental
consulting; international trade, transportation and marketing; cultural preservation and interpretation; international aid,
relief, development and diplomacy; military service; teaching on all levels; and research. The proposed changes to the
current B.S. in Geography degree will better prepare students for a job market that requires a comprehensive
understanding of the Earth Sciences and quantitative methods. Changes include the requirement of: introductory
Differential Calculus (Math 251); introductory Chemistry or Physics; introductory Climate Science (ATS 320);
introductory Oceanography (OC 331); and Field Methods for Geographers (GEO 296). Tracks for this option will
include: 1) Human Dimensions in Earth Sciences; 2) International Development, Peace, and Security; and 3) Geography
of Climate and Water. The current Geographic Information Science (GIScience) Certificate (with its unique emphasis
on cartography, remote sensing, and quantitative spatial analysis, in addition to GIS), will also serve as one of the
Geography tracks.
Geology Option
The Geology option is largely derived from the existing B.S. in Geology curriculum. Critical continuing components of
the Geology option include: an emphasis on field experiences; hands-on learning in integrated laboratories in over half
the required major courses; and a broad background in math, chemistry and physics. The new program also broadens
the Geology curriculum by requiring: introductory Statistics; introductory Geographic Information Systems (GEO 365);
introductory Oceanography (OC 331); and introductory climate science (ATS 320). These changes will broaden and
update techniques used in the analysis of geoscience data, and will ensure that geology students understand the
interactions between geology and the other Earth Sciences.
Earth Systems Option
The proposed B.S. Earth Sciences degree will include an Earth Systems option that will rival any in the nation. It will
draw on one of the major principles of the recent, NSF-led Earth Science Literacy Initiative: “Earth is a complex system
of interacting rock, water, air, and life.” (www.earthscienceliteracy.org). The Earth Systems approach requires a strong,
interdisciplinary science background. Students undertaking this option will learn about and independently investigate
complex processes that often include a significant element of human interaction with natural changes in Earth systems.
They will become skilled in those areas of science and policy needed to tackle the planet’s most pressing environmental
problems, becoming part of a generation of scientists, professionals, and citizens who approach and solve problems in a
systematic, interdisciplinary way. For students to be effective contributors to solutions to such problems, their training
and understanding must be both broad and deep. To this end, Earth Systems students take courses in the fundamentals
of biology, calculus, statistics, chemistry, geology, and physics, as well as social sciences. After completing breadth
training, they will concentrate on advanced work in one of four tracks: Climate Science; Marine Science; Land and
Water Systems; or Earth Science Education. These tracks are designed to support focus and rigor but include flexibility
for specialization and exploration. Along with formal course requirements, Earth Systems students will complete a 12unit (360-hour) internship or senior thesis. The internship will provide a hands-on academic experience working on a
supervised field, laboratory, government, or private sector project. The thesis will provide a mentored, independent
research experience, designed for students planning to go on to graduate training.
A separate Category 2 proposal will be submitted to establish the new EAR course designator and create the necessary
blanket-numbered courses—EAR 401 (Research), EAR 403 (Thesis), EAR 405 (Reading and Conference), EAR 407
(Seminar), EAR 408 (Workshop), EAR 409 (Practicum) and EAR 410 (Internship). Another Category 2 proposal will
request that the current GEO 409 (Contemporary Earth Science Issues) course be renumbered EAR 498 (Contemporary
Earth Science Issues). EAR 498 will serve as the “capstone” experience for all advanced Earth Sciences majors, similar
to the role of the current GEO 409 course.
d. Manner in which the program will be delivered, including program location (if offered outside of the main campus),
course scheduling, and the use of technology (for both on-campus and off-campus delivery).
The proposed program will largely follow existing modes of delivery.
1) Traditional classroom lectures, often enhanced through the use of digital audiovisual facilities including digital
projection and audiovisual devices. Existing specialized teaching facilities include the Terra Cognita lab in the
Department of Geosciences, which utilizes computer, GIS laboratory, and Omniscope 3D global visualization
tools.
2) Laboratories and recitations, where students examine Earth materials and their properties in detail using
specialized equipment such as microscopes, GIS software, and remote sensing modules.
3) Use of advanced chemical, analytical and computational facilities such as the W.M Keck Collaboratory in
5
COAS.
4) Seminar- and team-based classes.
The proposed curriculum will also continue and enhance the long-standing focus in Earth Science-related curricula for
field-based, experiential learning where students are exposed to Earth materials and Earth Science problems in a realworld context. This approach promotes active learning and provides a key context for material learned from other
sources. It includes field trips as integral components of courses of all levels, as well as designated field experience and
field courses. With the participation of COAS faculty we will expand the field offerings to include coastal visits and
shipboard excursions as well as our existing strengths in geologic field mapping, field geography and field study
courses. Facilities for field studies include the OSU Geology Field Camp in Mitchell, the Hatfield Marine Science
Center in Newport, and the H. J. Andrews Experimental Forest in the western Cascades.
e. Ways in which the program will seek to assure quality, access, and diversity.
COAS and GEO faculty have instituted or partnered in several educational opportunity programs to insure student
quality, access, and diversity. From 1990-2007, COAS administered the “Native Americans in Marine Science”
(NAMS) program (NSF-supported), which helped to graduate 120 Native American students from Oregon State
University (95% retention rate). Starting in 2010, COAS and GEO faculty have co-administered “Increasing Diversity
in Earth Science” (IDES), a 4-year (NSF-supported) program aimed at recruiting, retaining and graduating
underrepresented minority students toward careers in Earth Science. COAS also led OSU participation in proposing and
being awarded a 5-year Louis Stokes Alliance for Minority Participation award from NSF, beginning Fall 2009.
Beginning in 2009, COAS and GEO have partnered with the University Honors College in offering a “4+1” opportunity
called EarthSystem5, in which exceptionally qualified and motivated students receive mentoring for a B.S. Honors
degree (requiring a senior thesis), followed by an M.S. degree in one of the graduate programs offered by COAS or
GEO. For the past four years, COAS has also delivered a summer site Research Experience for Undergraduates (REU)
program in partnership with the Hatfield Marine Science Center. In this competitive, NSF-funded program,
undergraduates from all across the nation come to OSU for 10 weeks of mentored research. On the basis of this
experience, several students have subsequently transferred to OSU to complete their undergraduate degrees, while
others have applied to OSU graduate programs.
f. Anticipated fall term headcount and FTE enrollment over each of the next five years.
This proposal integrates the curricula of three current B.S. degrees; our estimate of future enrollment is based on recent
history (Table 1). The total annual numbers for majors and graduates have been about 100 and 20, respectively, over the
past 10 years. The number of Geology B.S. majors has fluctuated between 30 and 60, with an equivalent fluctuation in
the number of graduates. The number of Geography B.S. majors has risen slowly, while the number of Earth Science
majors grew slowly after the creation of the degree in 2003-04.
Table 1. Enrollment trends for Geology, Geography and Earth Science B.S. degrees over past 10 years
Majors Headcount (Fall Quarter)
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
Geol
63
59
53
45
43
30
44
52
66
61
Geog
47
46
46
43
48
39
39
43
34
36
Graduates (Academic Year)
Earth
Sci*
29
18
16
18
17
11
8
----
Total
139
123
115
106
108
80
91
95
100
97
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
* The existing Earth Science B.S. degree was initiated in AY2003-04.
Geol
9
13
3
10
10
14
18
12
8
4
Geog
16
14
11
13
10
7
16
13
10
15
Earth
Sci*
3
6
4
2
3
0
0
----
Total
28
33
18
25
23
21
34
25
18
19
6
g. Expected degrees/certificates produced over the next five years.
Table 2. Expected fall-term headcount enrollment and number of graduates/year in the proposed Earth Sciences B.S.
degree program for each of the next five years. Estimates include students who chose to continue in the current degree
configurations.
HEADCOUNT
2006-10 average
existing degrees
Geography
44
Geology
46
Earth Systems*
13
Total BS EarthScience 103
2011-12
2012-13
2013-14
2014-15
45
55
25
125
45
60
30
135
50
60
30
140
50
60
35
145
2015-16
.
55
65
40
160
GRADUATES
2006-10 average
2011-12
2012-13
2013-14
2014-15
2015-16
existing degrees
.
Geography
11
12
13
13
14
15
Geology
10
12
13
14
14
15
Earth Systems*
4
8
10
12
14
15
Total BS EarthScience 25
32
36
39
42
45
* Includes current B.S. in Earth Science degree for 2006-2010; new Earth Systems option thereafter.
h. Characteristics of students to be served (resident/nonresident/international; traditional/nontraditional; fulltime/part-time; etc.)
The B.S. in Earth Sciences degree will serve students wishing to become science practitioners as well as educators,
policy makers, and entrepreneurs. It will primarily serve resident students, but it is anticipated that there will be
significant numbers of nonresident students who may access their coursework online. Many of the latter will be
nontraditional students, including single parents and students returning to school after an extended absence. Due to the
mix of course types and the number of courses available online, this degree has great potential for development as a
hybrid curriculum. In such a program, students could access the introductory coursework through a dual enrollment
program, or through E-Campus. They would then access the upper division courses and internship/research
opportunities while in residence.
Table 3. Spring term, 2010 enrollment.
Resident
Non-Resident
International
Minority
Over 25
Total
102
19
1
9
33
122
i. Adequacy and quality of faculty delivering the program.
Department of Geosciences (GEO) faculty already deliver B.S. degrees in Geography, Geology and Earth Science, so
no new faculty are required for the Geography and Geology options. College of Oceanic and Atmospheric Sciences
(COAS) faculty will be added to the instructor pool for the Earth Systems option, and enhance the breadth of instructors
available to deliver courses in the Geography and Geology options. GEO and COAS faculty will all contribute to the
teaching of Earth Sciences core courses (Appendix A). The expanded faculty teaching pool will allow for more depth
and more breadth in the courses, particularly to be delivered as part of the Earth Systems option, and will much expand
research opportunities for undergraduates.
GEO faculty represent an established undergraduate teaching unit and have been highly successful in delivering
Geology and Geography courses for many years, with consistently high teaching evaluations. GEO faculty represent the
academic unit with the highest proportion of teaching awards on campus. For example, in the past ten years GEO
faculty have won the OSU College of Science Lloyd L Carter Award (for excellence in undergraduate or graduate
teaching) four times. GEO faculty have also been regularly awarded the College of Science Olaf Boedtker Award for
Excellence in Undergraduate Advising and the Fred Horne Award for Excellence in Teaching Science. There has also
been national recognition (for example, in 2009 Anita Grunder received the prestigious Educator of the Year Award
7
from the Association of Women Geoscientists).
Key additional inputs for teaching the Earth Systems portion of the curriculum (Earth Systems option as well as Earth
Sciences core courses, Appendix I) will come from faculty in COAS. Although many faculty in COAS have not taught
at the undergraduate level as consistently as the GEO faculty have, those in COAS with regular undergraduate teaching
duties (for example, Bob Duncan, Jim McManus, Rick Vong and others) will provide a valuable mentoring core for
faculty with less experience. The breadth of expertise present within the COAS faculty represents a substantial resource
to tap for teaching and undergraduate research experiences within the proposed degree, and many COAS faculty have
expressed interest in more interaction with undergraduates. In addition, strategic hires already approved by the Provost
in the fields of Geovisualization and Climate Change Modeling, as well as proposed hires in Climate Change
Economics and Policy, Marine Economics and Policy, and Coastal Climate Adaptation, will provide additional
expertise for undergraduate teaching and mentoring.
The proposed merger of GEO and COAS (separate Abbreviated Category I proposal) is scheduled to be complete July
1, 2011, subject to final approval. The merged unit would naturally administer the new Earth Sciences degree program.
However, it is important to note that the basic planning for the joint degree program preceded the discussion of the
GEO-COAS merger, and that the ability to deliver this degree program is significantly improved by this merger going
forward.
j. Faculty resources – full-time, part-time, adjunct.
OSU is well positioned to provide an attractive, highly reputable Earth Sciences undergraduate major course of study.
Essential faculty members are in place in the College of Science and College of Oceanic and Atmospheric Sciences.
Other faculty from the College of Forestry, College of Agricultural Sciences, College of Engineering and College of
Liberal Arts teach courses that are part of the Baccalaureate Core courses and electives within tracks for the Geography
and Earth Systems options. There is a long history of successful delivery of programs in Geology, Geography, Earth
Science, Environmental Sciences, Natural Resources, Environmental Economics, Policy and Management,
Environmental Engineering, Soil Science, and Fisheries and Wildlife. Existing courses in these areas will support the
new curriculum.
Department of Geosciences (Vitae available on request).
Faculty Member, Rank
Expertise
Potential Course(s) in Curriculum*
Becker, Laurence, Assoc Prof
Becker, Laurie, Instructor
Bloomer, Sherman, Prof, Dean of Science
Brook, Ed, Professor
Campana, Michael, Professor
Clark, Peter, Professor
Cook, Steve, Senior Instructor
Daly, Christopher, Prof, Sen Research
de Silva, Shanaka (Shan), Professor
Dilles, John, Professor
Gosnell, Hannah, Assistant Professor
Grunder, Anita, Professor
Haggerty, Roy, Professor
Jarvis, Todd, Asst Prof, Sen Research
Jones, Julia, Professor
Kahn, Cub, Instructor
Keller, Randy, Assoc Prof, Sen Research
Kent, Adam J.R., Associate Professor
Kimerling, A. Jon, Professor
Lancaster, Stephen T., Assoc Prof
Lewis, Sarah, Senior Fac Res Assistant
Lillie, Robert J., Professor
Meigs, Andrew J., Associate Professor
Meyers, S. Mark, Senior Fac Res Asst
Cultural Geography
GIS, Sustainability
Marine Geology, Geochem
Paleoclimatology, Geochem
Hydrogeol, Water Res Pol/Mgmt
Paleoclim, Paleo-Sea Level
Conservation
Climatology
Volcanology
Geochem of Mineral Deposits
Natural Resource Management
Igneous Petrology, Volcanology
Hydrogeology
Engineering Geol, Groundwater
Forest Hydrol, Landscape Ecol
World Regional Geography
Marine Geol, Igneous Geochem
Geochem, Igneous Petrology
Cartog, Remote Sensing, GIS
Fluvial Geomorph, Hydrology
Watershed Morphology
Geophys, Public Interpretation
Active Tectonics, Struct Geol
GIS, Wildlife Management
GEO 105, 106
GEO 300, 365
GEO 315, 412
GEO 203, 308, 407, 486
GEO 335, 424, 487
GEO 308, 370, 481, 488
GEO 300
GEO 323
GEO 305, 427, 495
GEO 310, 412, 440, 495
GEO 420, 423
GEO 201, 203, 315, 427, 495
GEO 202, 487
GEO 424
GEO 202, 324
GEO 105, 106, 326, 327, 329, 350
GEO 305, 310, 315
GEO 203, 412
GEO 360, 365
GEO 296, 309, 322, 432, 444
GEO 324
GEO 201, 307, 380, 463, 464
GEO 295, 340, 380, 461, 495
GEO 301, 360
8
Nielsen, Roger L., Professor
Nolin, Anne W., Associate Professor
Ruggiero, Peter, Asst Prof, Sen Research
Santelmann, Mary V., Asst Prof, Sen Res
Tepley, Frank, Asst Prof, Sen Research
Wolf, Aaron, Prof, Geoscience Dept Chair
Wright, Dawn J., Professor
Yalcin, Kaplan, Instr, Online Course Dir
Igneous Petr, Analyt Geochem
Hydroclimatol, Remote Sensing
Coastal Geomorph, Coastal Haz
Wetlands Ecol, Biogeography
Igneous Petrol, Isotope Geochem
Water Res Policy & Conflict Res
GIS, Marine Sci, Oc Informatics
Paleoclimatology
GEO 352, 415
GEO 202, 444, 483
GEO 433
GEO 324
GEO 310, 315, 412, 430
GEO 424
GEO 365, 465
GEO 210, 306, 307, 308
*Every faculty member is a potential instructor for EAR 401 (Research), EAR 403 (Thesis), EAR 405 (Reading and
Conference), EAR 407 (Seminar), EAR 408 (Workshop), EAR 409 (Practicum), or EAR 410 (Internship).
College of Oceanic and Atmospheric Sciences (Vitae available on request).
Faculty Member, Rank
Expertise
Abbott, Mark, Professor and Dean
Barnes, Jeff, Professor
Barth, Jack, Professor
Batchelder, Hal, Professor
Benoit-Bird, Kelly, Associate Professor
Chelton, Dudley, Distinguished Professor
Ciannelli, Lorenzo, Assistant Professor
Collier, Bob, Professor
Colwell, Rick, Professor
Cowles, Tim, Professor
De Szoeke, Simon, Assistant Professor
Dever, Ed, Associate Professor
Duncan, Bob, Professor and Assoc. Dean
Egbert, Gary, Professor
Falkner, Kelly, Professor
Fisk, Marty, Professor
Freilich, Mike, Professor
Goldfinger, Chris, Professor
Goni, Miguel, Professor
Graham, Dave, Professor
Hales, Burke, Associate Professor
Harris, Rob, Associate Professor
Harte, Michael, Professor
Holman, Rob, Professor
Klinkhammer, Gary, Professor
Koppers, Anthony, Associate Professor
Kosro, Mike, Professor
Kurapov, Alexander, Assistant Professor
Lerczak, Jim, Associate Professor
Letelier, Ricardo, Professor
Levine, Murray, Professor
Matano, Ricardo, Professor
McManus, Jim, Professor
Miller, Bob, Professor
Mix, Alan, Professor
Mote, Philip, Professor and Director OCCRI
Moum, Jim, Professor
Nabelek, John, Associate Professor
Nash, Jonathan, Associate Professor
Ozkan-Haller, Tuba, Associate Professor
Biological Oceanography
Atmospheric Sciences
Physical Oceanography
Biological Oceanography
Biological Oceanography
Physical Oceanography
Biological Oceanography
Chemical Oceanography
Microbiology
Biological Oceanography
Atmospheric Sciences
Physical Oceanography
Geological Oceanography
Geophysics
Chemical Oceanography
Geological Oceanography
Physical Oceanography
Geological Oceanography
Chemical Oceanography
Geological Oceanography
Chemical Oceanography
Geophysics
Marine Resources
Geological Oceanography
Geological Oceanography
Geological Oceanography
Physical Oceanography
Physical Oceanography
Physical Oceanography
Biological Oceanography
Physical Oceanography
Physical Oceanography
Geological Oceanography
Physical Oceanography
Geological Oceanography
Atmospheric Sciences
Physical Oceanography
Geophysics
Physical Oceanography
Geological Oceanography
Potential Course(s) in Curriculum*
ATS 411, 412
OC 331, 332, 433
OC 440
Satellite Oceanography
Marine Pollution
ATS 411, 412
OC 332
OC 331, GEO 202, GEO 409
Polar Oceans
OC 332, 433
GEO 463
MRM 430, OC 333
OC 332, 433
OC 433
OC 440
GEO 203, OC 331, GEO 409
Paleoclimate
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Prahl, Fred, Professor
Reimers, Clare, Professor
Samelson, Roger, Professor
Schmittner, Andreas, Assistant Professor
Schultz, Adam, Professor
Shaman, Jeff, Assistant Professor
Shearman, Kipp, Associate Professor
Shell, Karen, Assistant Professor
Sherr, Barry, Professor
Sherr, Evelyn, Professor
Skyllingstad, Eric, Professor
Smyth, Bill, Professor
Spitz, Yvette, Associate Professor
Stoner, Joe, Associate Professor
Strub, Ted, Professor
Thomas, Christoph, Assistant Professor
Torres, Marta, Professor
Trehu, Anne, Professor
Vincent, Paul, Associate Professor
Vong, Rick, Associate Professor
Waldbusser, George, Assistant Professor
Wheatcroft, Rob, Professor
Chemical Oceanography
Chemical Oceanography
Physical Oceanography
Geological Oceanography
Geophysics
Atmospheric Sciences
Physical Oceanography
Atmospheric Sciences
Microbiology
Microbiology
Atmospheric Sciences
Physical Oceanography
Biological Oceanography
Geophysics
Physical Oceanography
Atmospheric Sciences
Chemical Oceanography
Geophysics
Geophysics
Atmospheric Sciences
Biological Oceanography
Biological Oceanography
Marine Pollution
OC 430
Climate Modeling, GEO 409
ATS 420, Climate & Health
OC 430
ATS 210, 320, 420, Climate Modeling
ATS 210, Weather
Satellite Oceanography
ATS 320, 464
ATS 210, 413
OC 433
GEO 202, OC 440
*Every faculty member is a potential instructor for EAR 401 (Research), EAR 403 (Thesis), EAR 405 (Reading and
Conference), EAR 407 (Seminar), EAR 408 (Workshop), EAR 409 (Practicum), or EAR 410 (Internship).
k. Other staff.
Support Staff
The proposed B.S. in Earth Sciences degree requires a Head Undergraduate Advisor (0.5 FTE for 12 months) to
coordinate the advising in each of the options; track and update advising materials and student files; complete
graduation audits; interact with off-campus partners in the internship program (Geography and Earth Systems) options;
communicate with community college advisors about completion and transfer of lower division courses, coordinate
advising and orientation activities in the summer; and coordinate undergraduate activities (general advising meetings,
awards ceremonies, coordination of awards nominations, etc). The head advisor requires 1.0 FTE assistance of office
support personnel to handle the filing, communications, meeting coordination, and web site maintenance. Within each
option faculty advisors/coordinators will be designated as part of their service load. Faculty undergraduate advisors help
students chart their curricular course and keep in touch with the head advisor to keep advising coordinated and up-todate. The faculty advisors will be especially important during the 3rd and 4th years of students programs when they need
specialized information about upper division courses and employment and graduate school opportunities.
l. Facilities, library, and other resources.
Existing classrooms and laboratories in the Department of Geosciences (GEO) and other parts of the College of Science
are currently adequate to meet the needs of course delivery. The GEO and COAS collectively host excellent classroom
facilities, together with advanced seminar and other functional rooms (with remote viewing capabilities), and several
other important facilities, including: the Terra Cognita computer teaching laboratory; numerous rock and other Earth
material sample collections; rock sample preparation areas; ice core storage and handling facilities; and other critical
resources for teaching and experiential learning. The Earth Sciences section of the OSU Valley Library provides access
to considerable collections of books, maps, databases, and scientific literature—much of it online.
Mitchell Field Station
The Department of Geosciences also maintains a geological field station at Mitchell, Oregon, for teaching, mapping and
other field techniques. The OSU Geology field program has been conducted in Mitchell for over 60 years, the longest
continuously-running geology field program in the nation. The station lies on two acres of land two miles east of
Mitchell on Highway 26. It includes a concrete block building about 20 by 60 feet that is one-half toilets and showers
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and one-half kitchen and dining area. The facility has well water and electricity. Students camp using either their own or
facility tents. There is also a pole barn about 20 by 15 feet suitable for office use and for storage.
In addition COAS has faculty and research programs based at the Hatfield Marine Science Center, through which
students have access to dormitory housing and shipboard research and education experiences.
Collections
Teaching and display collections of rocks, minerals and fossils are maintained in Wilkinson Hall. Research collections
of rocks, including rocks dredged from the ocean floor, will soon be consolidated at the new expedition support center
in south Corvallis. The collection of deep-sea sediment cores (now several thousand sites, totaling over 12 km and
growing), a national facility supported by NSF, is maintained under refrigeration at the Oceanography Annex at 30th and
Western. This is a convenient destination for laboratory activities in many undergraduate courses.
Library:
OSU Libraries collections are adequate to support the Earth Sciences degree program (see separate Library Review).
The review has recommended the purchase of electronic versions of Encyclopedia of Atmospheric Sciences and
Encyclopedia of Ocean Sciences in the first year, and subscription to a new journal, Nature Climate Change, in each of
the four budget years. These costs are explicit in the Budget pages.
Departmental Resources:
With the creation of the Earth Systems option, enrollment at all levels, especially in lower division courses, will
increase. Consequently GTA support for laboratory sections will increase (estimated 2.0FTE) and will be provided by
reallocation of resources in the new College of merged COAS and Geosciences faculties.
Additional Financial Resources:
Based on anticipated enrollments of 160 majors (or more) and a desired advisor/student ratio of 1:300, a Head
Undergraduate Advisor position is required (duties outlined in section 1k). This position would require 0.5 FTE for the
academic year plus one month summer salary. 1.0 FTE assistance from a Student Coordinator is also required (section
1k). A total of 1.5 FTE advising/coordinating is thus needed to support the new degree major. These two new positions
will be funded as part of the start-up funding for implementation of Academic Programs merger in the new College.
m. Anticipated start date.
Fall term, 2011.
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2. Relationship to Mission and Goals
a. Manner in which the proposed program supports the institution’s mission and goals for access; student learning;
research, and/or scholarly work; and service.
Integration of the existing Earth-focused majors into a single degree, along with the addition of a new option in Earth
Systems, provides the opportunity for better coordination of curriculum learning outcomes and enhanced student
experience.
The incorporation of two traditional degree programs (Geology and Geography) and the addition of a new degree option
(Earth Systems) under the broad, integrated Earth Sciences major, reflects OSU’s increased emphasis on
interdisciplinary approaches to research and education. And, in fact, both the Geology and Geography components of
the new Earth Sciences degree will be strengthened by an increased emphasis on the Earth systems approach to
understanding our planet and how its landforms, oceans, atmosphere, and processes affect all aspects of human
development, viability and culture. It will highlight OSU’s renowned Earth Sciences community to students inside and
outside OSU (including high schools and community colleges). And it will attract students interested in interdisciplinary
approaches to important and complex Earth Science issues (for example, the climate system, coastal upwelling system,
core-mantle-crust-ocean cycles, Earth-human interactions).
While the content covered in the new Earth Sciences curriculum will have substantial overlap with OSU’s
Environmental Sciences and Natural Resources undergraduate majors, the new degree will provide an Earth Science
focus on the planet and its interconnected systems and will thus complement those programs. It will be primarily
physical-chemical science-based, but with life science connections in several tracks, and exposure to social sciences
interspersed throughout the curriculum. The Earth Sciences major will also be highly structured, with its emphasis on
progression from introductory, systems-oriented courses, through concentration and cross-disciplinary courses, to
synthesis experiences. The senior-year independent work requirement (through theses and internships in the Earth
Systems option) is also a distinguishing element.
b. Connection of the proposed program to the institution’s strategic priorities and signature areas of focus.
The proposed B.S. in Earth Sciences degree is well aligned with OSU’s Strategic Plan – Phase II, in promoting an
interdisciplinary approach to one of the signature areas of distinction (Sustainable Earth Ecosystems).
President Ray, in his University Day address to the Faculty Senate (October 11, 2007), proposed that every
undergraduate student at Oregon State University should have an understanding of the science of the Earth System. We
further believe that this education should extend to understanding the human dimensions of global change, and
strategies for reducing social and ecological vulnerability through adaptation and mitigation. Hence several broadly
accessible, introductory courses will be offered.
Views of the Earth from space resulted in a new perspective of—and appreciation for—our home planet. Those images
clearly show the Earth as a system of interconnected parts—the atmosphere, hydrosphere, lithosphere, cryosphere, and
biosphere. Our understanding of the connections and interactions have only recently begun to blossom as we try to
grapple with the changes being brought on the Earth system by human activities (anthroposphere). For example, the
desire to understand the Earth as a system is central to NSF’s Science, Engineering and Education for Sustainability
(SEES) program to understand, predict, and react to change in the linked natural, social and built environment; to
concerns about climate change raised by organizations like the Intergovernmental Panel on Climate Change (IPCC) and
the United States Climate Change Science Program, the Earth System Governance Project (launched in 2008 by the
Scientific Committee of the International Human Dimensions Programme on Global Environmental Change), and to a
number of other large-scale, international research programs monitoring the ocean, atmosphere, ice caps, and land
surface. These international efforts attempt to identify the links between human actions and the Earth system, as well as
links between the oceans and atmosphere, the ozone layer and the troposphere, vegetation and climate, greenhouse
gases and global warming. They seek to use the understanding developed to predict future change and its impacts on
society, to improve decision-making under uncertainty, and to develop institutional strategies for reducing social and
ecological vulnerability to rapid change. Key to making sense of the current state of the Earth system is understanding
its variability through time, quantifying complex responses to physical and chemical changes, and distinguishing
between Earth system variability caused by humans and natural forces. It has become clear that what is needed to
understand the Earth system is a scientific perspective that transcends the traditional fields of physics, chemistry,
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geology, biology, atmospheric science, oceanography, and geography while at the same time retaining the strength of
traditional disciplines for understanding fundamentals and complex interactions.
Many societal issues, climate change as an example, are politically contentious because the scientific questions
surrounding them are not entirely answered, and the actions needed to address them are potentially costly and
disruptive. It is important that policymakers, industry leaders and citizens understand the issues and consequences of
action/inaction at a reasonably detailed level, and the most effective strategies for catalyzing change. Hence, knowledge
of and experience with communication, policy, management, economics, law, social systems and science education are
built into the proposed Earth Sciences curricula throughout a student’s program of study. The degree will inculcate lifelong learning by laying the foundations for sustainability and informed stewardship in striving for a society that
understands the environmental systems on which its prosperity and survival depend.
c. Manner in which the proposed program contributes to Oregon University System goals for access; quality learning;
knowledge creation and innovation; and economic and cultural support of Oregon and its communities.
Climate change, limited natural resources, alternative energy, spread of diseases, threats to biodiversity—are all part of
current public awareness, curiosity and concern among Oregonians. Consensus actions, based on the best scientific
knowledge informing policy and changing societal behavior, require a public educated in the Earth sciences. Students
need training in how to reach stakeholder consensus, what policies/institutions catalyze collaborative decision-making
and collective action, and what explains human and societal behavior.
An Earth Sciences undergraduate program of study, skill development, and field-research-workplace experience is
required to educate a knowledgeable citizenry; to meet local, regional and national workforce needs in research,
environmental design, law and engineering, science education, policy and management; and to prepare students for
further graduate training. Science teaching in the grades K-12 school system, as well as informal educational settings
such as parks and museums, are heavily weighted toward life sciences. This is in part due to an imbalance—far more
degrees are earned in biological sciences compared to Earth Sciences. The three options of the new BS Earth Sciences
degree will prepare students for career paths not only as practitioners and researchers in geology, geography, and the
integrated Earth system, but also as formal and informal educators and policy makers.
d. Manner in which the program meets broad statewide needs and enhances the state’s capacity to respond effectively
to social, economic, and environmental challenges and opportunities.
Strategic training of undergraduate students of Earth Sciences was a major recommendation of the (OSU) President’s
Commission on Ocean, Coastal, and Earth System Futures (May, 2007). Their reports states:
“In the next several decades the environmental problems facing our changing society will intensify to a significant
degree. Three of the major drivers of change will be: (a) population growth in Oregon, projected at around 4
million additional residents by 2050; (b) a focus of the population increase on the west side of the Cascade
Mountains, which will cause major land use changes, resulting in a considerable urbanization of the coastal zone
with attendant pressures on the marine environment; and (c) increases in the magnitude and rate of climate change
which will present a variety of severe challenges to those living in snowmelt-driven river basins. We expect these
three drivers of change will increase the demands of the public for the University to be more engaged with society
to solve its problems.”
This Commission noted that OSU will be a leader in Earth sciences research and education by (1) integrating science
and policy to inform decision-making, (2) being engaged with a wide range of stake-holders in Earth science issues, (3)
maximizing opportunities for students to be involved in research and real-world experience, and (4) increasing
international collaborations. We agree, and have designed the new B.S. in Earth Sciences curriculum to address these
focus areas.
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3. Accreditation
a. Accrediting body or professional society that has established standards in the area in which the program lies, if
applicable.
In order to work as a consulting/professional geologist in the state of Oregon, one must be licensed as a Registered
Geologist: http://licenseinfo.oregon.gov/index.cfm?fuseaction=license_seng&link_item_id=1519. This requires that one
pass the tests and apprenticeship requirements as set by Oregon State Board of Geologist Examiners. A prerequisite for
taking the examination is a degree in Geology or Earth Science from an accredited university, and at least 45-quarter
course credits of Geology (from an approved list of topics), 36 of which are upper division.
b. Ability of the program to meet professional accreditation standards. If the program does not or cannot meet those
standards, the proposal should identify the area(s) in which it is deficient and indicate steps needed to qualify the
program for accreditation and date by which it would be expected to be fully accredited.
The proposed Geology option of the Earth Science degree includes a minimum of over 65 credits, with over 50 credits
of upper division Geology coursework, thereby meeting all the prerequisites for taking the Registered Geologist
licensure exam for the state of Oregon.
c. If the proposed program is a graduate program in which the institution offers an undergraduate program, proposal
should identify whether or not the undergraduate program is accredited and, if not, what would be required to qualify it
for accreditation.
N/A
d. If accreditation is a goal, the proposal should identify the steps being taken to achieve accreditation. If the program
is not seeking accreditation, the proposal should indicate why it is not.
The process of certification as a Registered Geologist does not accredit programs, but rather relies on general standards
and a set of examinations. The existing and proposed degree programs support the examination prerequisites.
The other two options, Geography and Earth Systems, have no accreditation organizations.
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4. Need
a. Evidence of market demand.
As acknowledged in the Oregon State Strategic Plan for a Healthy Planet, for society to address challenging problems of
climate change and resource use, it will have an increasing need to call on expertise in the functioning of the Earth as a
system. National organizations are recognizing this need as well:
“The science and technology research community and the industries that rely on that research are critical to the
quality of life in the United States. Only by continuing investment in advancing technology—through the education
of our children, the development of the science and engineering workforce, and the provision of an environment
conducive to the transformation of research results into practical applications—can the full innovative capacity of
the United States be harnessed and the full promise of a high quality of life realized.” (2007 National Academies
report, Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future).
The American Geological Institute’s Status of the Geoscience Workforce 2009 report describes the current status of the
Geoscience profession and projects the future workforce demand in 2016: (Here, “Geosciences” includes:
Environmental science, Hydrology, Oceanography, Atmospheric science, Geology, Geophysics, Climate science,
Geochemistry, and Paleontology – all components of the proposed OSU Earth Sciences undergraduate program).
“According to the U.S. Bureau of Labor Statistics there were a total of 266,100 U.S. geoscientist jobs in 2006, and
in 2016, the projected number of U.S. geoscientist jobs will be 317,446. Overall, there is a projected 19 percent
increase in the number of geoscientist jobs between 2006 and 2016. The increase in job growth will vary among
industry with the professional, scientific, and technical services industry having the highest job growth (47%) of
all industries that employ geoscientists.”
Furthermore, current salaries are increasing. “Despite the U.S. economy’s downturn, Geoscience salaries increased by
3.1 percent between 2008 and 2009, which is slightly more than the salary growth for other science occupations (2.1%)
and for all U.S. occupations (2.8%).” [American Geological Institute, Geoscience Currents, No. 37, 06 July 2010.]
OSU has one of the most prominent groups of research and educational faculty that address elements of Earth Sciences
in the nation, and thus is well positioned to take advantage of this future national need for more Earth Science
graduates. The proposed new undergraduate degree brings these individuals together to provide the educational
foundation for a wider variety of career paths than those typically pursued by our classical Geology and Geography
majors. We expect that our students will ultimately find employment in diverse sectors ranging from government
administration; alternative energy; geo-engineering; geo-computing; geology; geographical information science (GIS);
non-profit organizations; oil, gas and mining; academic and industry research; formal and informal education;
surveying; atmospheric science; environment; geography; geophysics; management; oceanography; remote sensing;
sales and marketing; law; politics; lobbying; and journalism. Such opportunities are broadly distributed throughout the
U.S., including in both rural and metropolitan areas. Demand for Earth Sciences training is expected to grow in many
sectors [Status of the Geoscience Workforce 2009]. Students will have the option to prepare for certification as
Registered Geologists by Oregon and other states. They will also have the option of electing pathways in the curriculum
that will prepare them for pursuing advanced degrees in a wide range of Earth Science and other domains.
The OSU Department of Geosciences currently graduates about 25 Geology, Geography, and Earth Science majors per
year (Table 1). We expect that his number will grow as current students are folded in and others are attracted to the
broader options, field and laboratory research opportunities, and internships offered by the proposed new Earth Sciences
degree.
b. If the program’s location is shared with another similar OUS program, proposal should provide externally validated
evidence of need (e.g., surveys, focus groups, documented requests, occupational/employment statistics and forecasts).
N/A
c. Manner in which the program would serve the need for improved educational attainment in the region and state.
The Status of the Geoscience Workforce 2009 report highlights community college education as a potential source of
additional Earth Science majors:
“Students at the community college level represent an untapped source of diverse talent for the geosciences. Nine
percent of Geoscience Master’s degree recipients and 4 percent of Geoscience Ph.D. recipients have Associate
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degrees. However, only 14 percent of all U.S. community colleges have degree programs in the geosciences or
related physical sciences. Since 1986, the number of Associate degrees conferred by Geoscience and related
physical science programs has not exceeded 2,000 per year.”
Furthermore, “only 5 percent of U.S. community colleges offer programs in dedicated Geoscience programs (that is,
Earth Science, geology, paleontology, oceanography, atmospheric science, hydrology).”
The proposed OSU Earth Sciences degree has been designed to remove barriers for students transferring from Oregon
community colleges to OSU. Most of the lower division courses (such as GEO 201, 202, and 203) are available at
community colleges, and some required math and science courses have options that community college transfer students
will be more likely to have taken (for example, CHEM 121 and 122 in place of CHEM 221 and 222). Thus, transfer
students will mainly need to take upper division courses to fulfill degree requirements. The OSU Department of
Geosciences has a long history of coordinating and articulating course content and offerings with community colleges
locally and statewide. For example, every fall advisors from Linn-Benton Community College and Lane Community
College update their advising sheets based on consultation with OSU Geosciences program heads or advisors.
The new degree will also be attractive to non-traditional students. Many courses in the curriculum are web accessible.
The Geosciences curriculum delivered through E-campus is already one of the most extensive at OSU (second among
units at OSU in terms of number of courses in E-campus student credit hours). In addition, COAS, Fisheries and
Wildlife, Forestry and Agricultural Sciences offer extensive course offerings in this broad field (e.g., ATS 210, ATS
320, and OC 331) that form the basis of a potential on-line program of Earth Science study.
d. Manner in which the program would address the civic and cultural demands of citizenship.
In addition to offering diverse career options, the proposed new B.S. Earth Sciences degree will produce citizens who
are Earth Science literate. As spelled out in the 2009 National Science Foundation report Earth Science Literacy
Principles: The Big Ideas and Supporting Concepts of Earth Science, even modest changes to Earth's systems have
profound influences on human societies and the course of civilization (www.earthscienceliteracy.org). The report calls
for the development of an Earth science-literate public, informed by a current and accurate understanding of the Earth.
The report concludes that, “such literacy is critical to the promotion of good stewardship, sound policy and international
cooperation. Understanding Earth systems and how they interact is vital for our survival.” Content for the new degree
will also draw on guiding principles outlined in similar initiatives aimed at Ocean Literacy
(http://oceanliteracy.wp.coexploration.org) and Climate Literacy (http://www.climatescience.gov/Library/Literacy).
The proposed degree will also help train undergraduates in governance issues recently spelled out by the International
Human Dimensions Programme on Global Environmental Change. "The Earth System Governance Project is a core
project of the International Human Dimensions Programme on Global Environmental Change (IHDP). The Project
defines ‘Earth System Governance’ as the interrelated system of formal and informal rules, rule-making systems and
actor-networks at all levels of human society (from local to global) that are set up to steer societies towards preventing,
mitigating, and adapting to environmental change and earth system transformation, within the normative context of
sustainable development." (www.earthsystemgovernance.org).
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5. Outcomes and Quality Assessment
a. Expected learning outcomes of the program.
Shared Outcomes
All students who complete the new B.S. in Earth Sciences degree will:
• Understand and apply the process of scientific inquiry, scientific method and hypothesis formulation and testing.
• Develop verbal and written communication skills.
• Exhibit an ability to obtain data and interpret spatial relations in a terrestrial field and/or marine setting.
• Communicate scientific concepts, experimental results and analytical arguments clearly and concisely both orally
and in writing.
• Access information through traditional and new technologies and use such information in problem-solving
activities.
• Acquire and demonstrate understanding of Earth processes and human interactions at the site, local, regional, and
global scale.
• Critically and quantitatively analyze and evaluate information from multiple sources, scales and perspectives.
• Exhibit knowledge of contemporary issues and problems related to human interactions with Earth’s processes
and environments.
• Understand the relationship of the Earth Sciences to other areas of science and to society in general and how
human actions influence the Earth System.
Option-Specific Outcomes
Geography Option:
Geography students will be spatially-literate citizens able to combine knowledge about the world at a range of spatial
scales and with a range of analytical skills that bring concepts of relative location, pattern and spatial process to bear on
key societal questions. Specifically, geography graduates will:
• Acquire and demonstrate competency in the application of spatial analysis and geographic information science
techniques to human and natural resource problems.
• Demonstrate ability to collect and analyze field measurements and digital data sets, and accurately report the
observations and analyses.
• Be able to address, solve, and communicate spatial problems using geographic information systems (GIS), digital
cartography, remote sensing, and geographic field techniques.
• Understand linkages between social and ecological systems, and sources of social and ecological vulnerability
and resilience.
• Understand the processes and patterns of the physical world, including identifying and understanding the origins
of both natural and human-origin processes that shape the Earth’s surface.
• Be able to interpret maps and use them to solve geographic problems.
• Understand the relationship of Geography to other areas of science and to society in general.
Geology Option:
Geology graduates will be able to:
• Acquire, articulate, and retain specialized language and knowledge relevant to Geology, including its main
subfields, such as Earth materials (for example, mineralogy) and processes at the atomic and microscopic scale;
outcrop and field scale; and regional, continental, and global scale.
• Acquire and demonstrate competency in routine and specialized geologic analytical, laboratory, and field skills.
• Collect geologic data in the field, involving identification of rock type (including textures and constituent
minerals), structural data (faults, attitude of beds), stratigraphic relationships, relative age, and geomorphic
features.
• Synthesize geological data and present the data and interpretations via geologic maps, cross-sections, columnar
sections, and written field reports.
Earth Systems Option:
Students completing the Earth Systems option have mastered skills to:
• Acquire, articulate, and retain specialized language and knowledge relevant to Earth system science, including its
main subfields, its ties to other sciences, and its contemporary issues and problems.
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• Acquire and demonstrate basic understanding of Earth processes (geosphere, hydrosphere, and atmosphere) at all
scales.
• Acquire and demonstrate competency in one area of application of Earth Sciences.
• Acquire and demonstrate basic competency in Earth Sciences field techniques.
• Demonstrate ability to synthesize knowledge of Earth Sciences for understanding and solving contemporary
Earth Science issues or for communication with non-specialists.
• Develop an understanding of the way that Earth systems interact and are impacted by human systems.
b. Methods by which the learning outcomes will be assessed and used to improve curriculum and instruction.
Learning outcomes for the new B.S. in Earth Sciences degree will be assessed and used to improve curriculum and
instruction in the following ways:
• Student evaluations of teaching performance and course effectiveness.
• Students’ demonstration of their mastery of the subject (for example: senior thesis, geology field camp, REU’s,
internships, project papers, oral presentations).
• Annual reviews of assessment data by faculty/student committees (i.e., currently Instructional Programs
Committee in COAS and Curriculum Committee in GEO), followed by implementation of syllabus/curriculum
revision; annual reviews of faculty teaching performance by academic head; Peer Review of Teaching (every 5
years for tenured faculty).
c. Program performance indicators, including prospects for success of program graduates (employment or graduate
school) and consideration of licensure, if appropriate.
The following are indicators of programmatic success we will strive to achieve during the first five years of the
proposed new B.S. Earth Sciences degree.
1. The numbers of majors in the Geology and Geography options will be similar to the current levels for the
respective B.S. degrees (Table 1).
2. There will be a gradual increase in enrollment in the Earth Systems option (Table 2).
2. Total graduation rates for the degree will increase.
3. Community College transfer rates and graduation success will increase.
4. Entrance to graduate programs and participation of the EarthSystem5 BS-MS opportunity will increase (see
section 1e).
5. Graduate employment rates and range of employers will increase.
6. Participation in undergraduate research and outreach will increase.
7. Student awards and GPA’s will increase.
d. Nature and level of research and/or scholarly work expected of program faculty; indicators of success in those areas.
The faculty of the OSU Department of Geosciences have a strong reputation for research, scholarly achievement,
leadership in the scientific community, and teaching at both undergraduate and graduate levels (see Section 1i above).
GEO faculty have core research strengths in petrology and volcanic studies; climate studies; surface processes
(primarily geomorphology and water); geographic information science; and active tectonics and earthquake geology.
Their programs and collaborations also incorporate Earth science to inform public policy, planning, and resource
management. Oregon State University was recently ranked 6th in the nation in terms of Geoscience Research, which
includes research performed in both Geosciences and COAS.
Members of the Geosciences Faculty routinely publish in high profile journals such as Nature, Science, Nature
Geoscience, and Proceedings of the National Academy of Sciences, as well as in discipline journals. Faculty serve in
numerous leadership positions on panels and in scientific organization, including taking lead roles in the
Intergovernmental Panel on Climate Change (IPCC) assessment exercises, and in panels for the National Academy of
Sciences and National Research Council. Faculty also have lead roles in various national and international organizations
such as the National Science Foundation, NOAA, IAVCEI (International Association of Volcanism and Chemistry of
the Earth’s Interior), Geological Society of America, Mineralogical Society of America, Association of American
Geographers and the American Geophysical Union. Despite substantial teaching loads Geoscience faculty routinely
obtain significant extramural funding to support research activities, including recent initiatives to support student
diversity, undergraduate education and development of instrumentation and laboratories.
In the last National Research Council review of doctoral programs, COAS ranked 5th (out of 26 programs) nationally
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among oceanographic institutes for research and graduate education. Another perspective on our national ranking comes
from the success at research awards from the National Science Foundation, which support graduate students and
Research Experiences for Undergraduates (REU) students—in the period 2002-2005, COAS ranked 6th in terms of total
research awards. On a per-capita basis, however, COAS ranks 2nd nationally (behind Woods Hole Oceanographic
Institution). COAS faculty have been recognized in awards such as: seven Fellows of the American Geophysical Union,
two OSU Distinguished Professors, one National Medal of Science, and one MacArthur Fellowship. COAS faculty
serve in numerous leadership positions, such as: member of the National Science Board, National Research Council
panels, interim program managers at NASA and the National Science Foundation, and Director of the Ocean Drilling
Program. Several COAS faculty are listed in the ISI Highly Cited scientists, restricted to the top 250 researchers in
broad topical areas, worldwide. Up until now, COAS has not had a large involvement in undergraduate education, being
primarily a research college with graduate education programs. The proposed new B.S. Earth Sciences degree will tap
into this enormous and underutilized capacity. Evidence of the potential and desire among individual faculty is revealed
by the previous endeavors aimed at undergraduate engagement and instruction. At the undergraduate level, COAS
faculty have been awarded grants (by NSF) to deliver research experiences for undergraduates (REU), and to enhance
opportunities for student from under-represented groups to pursue careers in the Earth Sciences.
19
6. Program Integration and Collaboration
a. Closely related programs in other OUS universities and Oregon private institutions.
Three other Oregon University System (OUS) universities offer BS degrees in Geology, Geography, or Earth Science:
University of Oregon; Portland State University; and Western Oregon University. Two other universities offer minors,
options, or concentrations in these disciplines: Eastern Oregon University and Southern Oregon University.
BS Geology/Geological Science
University of Oregon (B.S. in Geological Sciences; www.uoregon.edu/~dogsci/undergraduate:degree_tracks)
Portland State University (B.A. and B.S. in Geology; http://geology.pdx.edu/node/14)
BS Geography:
University of Oregon (B.A. and B.S. in Geography;
http://geography.uoregon.edu/department/undergrad/index.old.html)
Portland State University (B.A. and B.S. in Geography; http://geog.pdx.edu/degrees/undergrad.php#ugrad)
Western Oregon University (B.A. and B.S. in Geography;
www.wou.edu/las/socsci/geography/degrees.php#GeographyMajor)
BS Earth Science:
Western Oregon University (B.A. and B.S. in Earth Science; www.wou.edu/las/physci/taylor/geology/earthsci.html)
Options and Concentrations:
Southern Oregon University (B.S. in Environmental Studies–Geography Option;
www.sou.edu/geography/geoenv.shtml)
Southern Oregon University (B.S. in Environmental Studies–Earth Science Concentration;
www.sou.edu/envirostudies/EarthScience.html)
b. Ways in which the program complements other similar programs in other Oregon institutions and other related
programs at this institution. Proposal should identify the potential for collaboration.
OSU Geosciences has a long tradition of interaction and collaboration with other OUS institutions which will continue
with the proposed new degree. That interaction includes students from OSU, UO, and WOU taking undergraduate
geology and geography courses at the others’ institutions. Undergraduate courses in the proposed B.S. in Earth Sciences
degree, particularly in the new Earth Systems option, will provide unique new opportunities for students from other
institutions to take undergraduate courses at OSU. In addition, the degree will continue the long-established partnerships
with community colleges across the state by coordinating the content and delivery of the introductory courses (GEO
201, 202, and 203) that transfer and count toward the B.S. degree at OSU.
As the only “Land Grant, Sea Grant, Space Grant, and Sun Grant” institution in Oregon (and one of only two such
institutions in the nation), OSU is in a unique position to provide the state’s most comprehensive undergraduate degree
in Earth Sciences. Resources and faculty expertise in the Department of Geosciences (GEO) have long been used to
support undergraduate degree programs in Geology and Geography. The proposed new Earth Sciences degree will
incorporate faculty from the College of Oceanic and Atmospheric Sciences (COAS) to strengthen those programs and
provide the broader expertise necessary to deliver the new Earth Systems option.
The new Earth Sciences degree will also mesh well with the merger between GEO and COAS (separate proposal). The
degree reflects the close collaboration between GEO and COAS faculties. For the past few decades, a strong selling
point for GEO to attract high-caliber graduate students is that, not only does OSU offer high-quality and respected
scholarship in the Department of Geosciences, but that it also has a broad spectrum of Earth Sciences scholarship
represented in other units around campus, including COAS. COAS has also used the Earth Sciences expertise in GEO to
help attract high-caliber graduate students. There are numerous examples of how the promise to those students has been
fulfilled by the outstanding collaboration between COAS and GEO via graduate course delivery, faculty service on
graduate student committees, and cooperative advising of thesis projects. The proposed new B.S. in Earth Sciences
degree will enlist the same high level of expertise in GEO and COAS to deliver the same high standards on the
undergraduate level. The undergraduate major in Environmental Sciences will also be administered through the new
College, under the proposed merger. This will allow a high level of collaboration between Head Advisors for the two
programs and an efficient sharing of administrative support (advising, internship coordination) for the Earth Sciences
20
and Environmental Sciences majors. Although introductory course work and tracks/options/minors are distinct between
The Earth Sciences and Environmental Sciences degrees, we anticipate a partnership in providing experiential learning
(senior thesis, internship and synthesis courses , e.g., EAR498) to majors in both programs, who should all view
themselves as students of the Earth system. Re-locating the Environmental Sciences major to the new College will
enhance access of those students to a wide range of faculty research advisors and internship opportunities that will grow
with the Earth Sciences program.
Currently 16% of the students enrolled in the Geosciences B.S. degrees (Geography, Geology, and Earth Science) are
non-residents, compared to a University average of 28%. We anticipate that the unique Earth Systems option to the new
B.S. in Earth Sciences degree will result in a net gain of students in the OUS system and will help to attract out-of-state
students.
c. If applicable, proposal should state why this program may not be collaborating with existing similar programs.
N/A
d. Potential impacts on other programs in the areas of budget, enrollment, faculty workload, and facilities use.
Integration of COAS faculty into the undergraduate teaching mission will represent a redistribution of faculty effort,
with a net increase in teaching load of four new courses spread over a total faculty of about 60. We anticipate larger
sections and/or multiple offerings of existing courses as enrollment grows.
As a result of this new degree program, undergraduates will have increased access to COAS research facilities as part of
research and internships, and significant faculty time and effort will support this important experiential learning
component of the degree.
There may be some impact on existing majors, particularly those students who might contemplate the Earth Systems
option as an alternative to the Environmental Sciences or Natural Resources degrees. (There should be no change due to
the inclusion of the Geology and Geography options under the Earth Sciences “umbrella”. The proposed integrated
Earth Sciences degree differs from existing degrees in terms of its greater focus on basic science and mathematics
(different from NR) and tracks/options that are not represented in depth elsewhere (Climate Science, Oceanography,
Atmospheric Sciences, Geology, and Geography). Each of these disciplines is represented as a minor or track in Natural
Resources and Environmental Sciences, but without the level of upper division coursework or research opportunities
provided by the proposed major. We believe that shared administration of the Earth Sciences and Environmental
Sciences majors within the new College will provide a single “store front” and allow effective marketing of these
majors and options/tracks to a wide range of student interests within the Earth system.
We anticipate that the proposed new B.S. in Earth Sciences degree will result in increased enrollment in lower-division
GEO courses in community colleges (particularly GEO 201 and 202). This will be facilitated by a greater degree of
coordination between OSU and our community college dual enrollment/degree partners. Ongoing efforts at coordination
are demonstrated by the fact that approximately half of our current undergraduate Geology, Geography, and Earth
Science majors are transfers from community colleges or from other OUS institutions (not internal OSU transfers).
In addition, we predict that integrating the current COAS faculty into the delivery of undergraduate curriculum and the
development of a rigorous Earth Systems option will have a positive, long-term effect on the recruitment of first-year
students who otherwise might not consider OSU.
21
7. Financial Sustainability (attach the completed Budget Outline)
Adequate resources (including additional GTAs beyond what supports current majors, and program advising and staff
support) will be provided by reallocation of resources in the new college.
a. Business plan for the program that anticipates and provides for its long-term financial viability, addressing
anticipated sources of funds, the ability to recruit and retain faculty, and plans for assuring adequate library support
over the long term.
Professional advising and internship coordination for the new B.S. in Earth Sciences degree will require 1.5 FTE of
additional support (see sections 1k and 1l). This new FTE is part of the plan to merge the GEO and COAS faculties.
This proposal for a new B.S. in Earth Sciences degree is not driven by finances, but rather by the opportunity to increase
undergraduate offerings as the Department of Geosciences and College of Oceanic and Atmospheric Sciences merge
(separate proposal). We anticipate that expanding enrollment due to the new Earth Systems options will likely increase
student credit hours and generate any additional FTE needed to support GTAs due to expanded lab offerings (see
Section 1l).
The primary motivation/objectives for this proposal are 1) better coordination of curriculum and planning among three
existing majors that are marginally under enrolled (Geology, Geography and Earth Science), 2) to enable greater
participation by the faculty of COAS in the delivery of undergraduate courses focused at Earth Science majors 3)
Expand the curriculum to include more opportunities for student research and internships (Appendix B).
Considering only the level of state funded teaching FTE for the faculty of Geosciences (~8.5 FTE for 23 faculty) and
COAS (~6-7 FTE from 60-65 faculty). This level of support is sufficient to deliver over 140 class sections per year. At
present, the units are delivering a total of approximately 120-130. The focus of the curriculum is balanced between the
needs of the graduate and undergraduates, with Geosciences more heavily weighted towards the undergraduate majors
and baccalaureate core (but with a significant % of graduate courses ~35%) and COAS heavily weighted towards
graduate courses (but with a significant number of baccalaureate core, and specialty courses at 400/500 level - ~1020%). Reorganization under this new degree will enable some opportunity for both groups to grow in new directions –
but the re-organization does not require new positions above those needed to deliver courses as enrollment expands or
to maintain our expertise in a specific area.
The number of majors has shown significant growth over the past 4 years, including a doubling of the number of majors
in our current Earth Science BS degree (Table 1). Those numbers are expected to continue to increase over the next 5
years, projecting to levels 70% above the average of 2006-10 and 25% above current levels. New resources will be
required 1) to support the development of a more formal internship program.
b. Plans for development and maintenance of unique resources (buildings, laboratories, technology) necessary to offer
a quality program in this field.
Existing classrooms and laboratories in the Department of Geosciences and other parts of the College of Science are
currently adequate to meet the needs of course delivery in the first five years of the proposed new degree. The ideal
program, however, would co-locate GEO, COAS, the Environmental Sciences undergraduate program and other
participating faculty and students in a new building devoted to Earth Sciences. Such a building would include spaces
designed to foster interdisciplinary research and learning.
c. Targeted student/faculty ratio (student FTE divided by faculty FTE).
For the whole University the student/faculty ratio is about 22:1. For the proposed new B.S. Earth Sciences degree, we
desire a low student/faculty ratio appropriate to achieve excellence. We anticipate that the ratio will be less than the
University average by a significant amount.
d. Resources to be devoted to student recruitment.
Student recruitment activities will be led by the professional faculty advisor/coordinator for the new Earth Sciences
major, through materials developed for a new website, communication with community college advisors, new student
orientation on campus, and coordination with counterparts in the Division of Earth Systems. Costs for recruitment,
22
marketing and advertisement will be included in salary support for the professional advisor and student programs office
staff. In anticipation of participating in this new undergraduate major, COAS teamed with Colleges of Forestry and
Agricultural Sciences to develop a web-based “decision tree” software that guides undergraduates in selecting
appropriate majors from among the many opportunities in Earth systems at OSU. This tool, supported by a $10K grant
from the Office of Academic Success and Engagement, will be available in the 2011-12 academic year.
23
8. External Review (if the proposed program is a graduate level program, follow the guidelines provided in External
Review of new Graduate Level Academic Programs in addition to completing all of the above information)
N/A
24
******************************************************************************************
Appendix A – Proposed Curriculum for New B.S. Earth Sciences Degree
(See attached Spreadsheet)
******************************************************************************************
25
******************************************************************************************
Appendix B – Potential Off-Campus Partners in the Earth Sciences Internship Program
Internships will be coordinated with off-campus partners from government agencies, biological and environmental
quality laboratories, private consulting and engineering firms, environmental advocacy organizations, informal
education centers, law firms and research institutes. Characterize the existing regional workforce, identify key skill sets
currently in high demand, and compile a list of entry-level employment opportunities. Students participate during
summer between the Junior and Senior years, or a term off-campus. (Models: MECOP; Horticulture Internship;
University of Victoria Co-op program). (Students would enroll in GEO or EAR 410).
Government Agencies:
Federal
• National Oceanic and Atmospheric Administration
• Environmental Protection Agency
• USGS (Cascade Volcano Observatory)
• Army Corps of Engineers
• Department of Energy
• U. S. Forest Service
• National Park Service
• U. S. Fish and Wildlife Service
State
• Oregon Department of Geology and Mineral Industries
• Oregon Watershed Enhancement Board
• Department of Environmental Quality
• Metro (Portland Area)
• Oregon State Parks
• Oregon Department of Fish and Wildlife
• Oregon Department of Land Conservation and
Development
Industry:
CH2M-Hill
Environmental Systems Research Institute (ESRI)
Hewlett Packard
Wetlabs
David Evans and Associates
Stoel-Rives LLP
Watershed Sciences Inc.
GeoMobile Innovations
Science Education:
Oregon Coast Aquarium
Hatfield Marine Science Center
Oregon Museum of Science and Industry
Corvallis, Albany, and Philomath School Districts
Non-Governmental Organizations:
EcoNorthwest
Sustainable Northwest
Wallowa Resources
Ecotrust
******************************************************************************************
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
Appendix A: Proposed Curriculum for New B.S. Earth Sciences Degree
University Baccalaureate Core Requirements
Cr
Required Bac Core Courses
Skills
Perspectives
Synthesis
WIC
Comments
Writing I
3
Writing II
3
Writing III
3
HHS 231 Lifetime Fitness for Health
3
MTH 105 or Higher
3 Met by Earth Science major requirement (MTH 112)
Physical Science w/Lab
4 Met by Earth Science major requirement (GEO 201)
Biological Sciences with lab
4 Met by Earth Science major requirement (BI 211)
Additional Biol or Phys Sciences w/Lab
4 Met by Earth Science major requirement (GEO 202)
Western Culture
3
Literature and the Arts
3
Cultural Diversity
3
Social Processes and Institutions
3
Difference Power Discrimination Course
3
Contemporary Global Issues
3
Science, Technology, and Society
3
Met by Earth Science requirement (GEO 323, 330, 427, or 463)
Writing Intensive Course
Total Bac Core Requirements
48 15 Credits + WIC met by Earth Science major requirements
Bac Core Requirements minus 15 credits met by ES major requirements
33
Page 1
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Appendix A: Proposed Curriculum for New B.S. Earth Sciences Degree
Earth Sciences Major Requirements
Cr
Basic Math and Sciences Core Courses
Math
MTH 112* Elementary Functions
4
ST 351 Intro to Stat Methods (4 cr) or ST 201 Prin of Stat (3 cr)
4
MTH 251 Differential Calculus
4
(+ MTH or ST requirements for your option)
Sciences
BI 211* Principles of Biol (or BI 101)
4
(+ PH and/or CH requirements for your option)
16
Total Math and Science Requirements
*Meets Bac Core Requirement
Cr
Earth Sciences Core Courses
Earth Systems GEO 201* Physical Geology
4
GEO 202* Earth System Science
4
GEO 203 Co-evolution of Life and Planet Earth
4 Current course name is "Evolution of Planet Earth"
ATS 320* Man's Impact on Climate
3
OCE 331 Introduction to Oceanography
3
Surface Proc
GEO 322 Surface Processes
4
Geovisualiz
GEO 365 Introduction to GIS
4
Capstone
EAR 498 Contemporary Earth Science Issues
3 Currently GEO 409 Contemporary Earth Science Issues
Total Earth Science Core Requirements
29
*Meets Bac Core Requirement
45
Total Earth Science Major Requirements
Page 2
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Appendix A: Proposed Curriculum for New B.S. Earth Sciences Degree
Options (All students must complete one of the three options)
Option 1: Geography
Math
ST 202 or 352
Science
Either: CH 221 & 222 (or CH 121 & 122)
or PH 211 & 212 (or PH 201 & 202)
Cr
Option 2: Geology
Cr
4 MTH 252 Integral Calculus
Option 3: Earth Systems
4 MTH 252 Integral Calculus
Cr
4
10 CH 221 & 222 (or CH 121 & 122)
10 CH 221 & 222 (or CH 121 & 122)
10
(or 8) PH 211 & 212 (or PH 201 & 202)
8 PH 211 & 212 (or PH 201 & 202)
8
Complete 200-level CH Intro Series
or Complete 200-level PH Intro Series
5
(or 4)
Required
GEO 296 Intro to Field Geography
3 GEO 295 Intro to Field Geology
3 GEO 295 (or 296) Intro Field Geology (or Geography)
3
Major
GEO 105 Reg Geog West World
3 Complete CHEM or PHYS Intro Series
5 GEO 308 Global Change and Earth Science
3
Courses
GEO 106 Reg Geog Non-West World
3 GEO 310 Earth Materials I: Mineralogy
4 ATS 210 Introduction to Atmospheric Science
3
GEO 323 Climatology
4 GEO 370 Strat sedimentology
4 GEO 4xx Biogeochemical Cycles (New)
3
GEO 324 Geography of life/biogeog
4 GEO 315 Earth Materials II: Petrology
4
GEO 330 Int'l devel globaliz'n
3 GEO 415 Igneous Petrography
4 Experiential Learning (12 Credits of one of the following):
GEO 360 Cartography
4 GEO 340 Structural Geology
4 EAR 401 Research
GEO 3xx Regional Geography1
3 GEO 463 Geophysics/Tectonics
4 or EAR 403 Thesis
GEO 420 Human Dimen of Global Change
3 GEO 430 Geochemistry
3 or EAR 410 Internship
GEO 423 Land Use in the American West
3 GEO 487 Hydrogeology
4
GEO 444 Remote Sensing
4 GEO 495 Advanced Field Geology
6
GEO 465 GIS
4
Tracks
Select one Geography Track:
21
Select one Earth Systems Track:
GEOG-1. Human Dimen of Earth Sciences
ES-1. Climate Science
GEOG-2. Internat Devel, Peace, Security
ES-2. Marine Science
GEOG-3. Geog of Climate and Water
ES-3. Land and Water Systems
GEOG-4. GIScience Certificate (27 credits)
ES-4. Earth Science Education
Three 400-Level GEO Courses (9-12 cr)2
Electives
Total Geography Option
Bac Core(-15)+ES Major+Option
76 Total Geology Option
9 Three courses listed on any Earth Systems Track
81 Total Earth Systems Option
154 Bac Core(-15)+ES Major+Option
159 Bac Core(-15)+ES Major+Option
1
Choose from: GEO 325, 326, 327, 328, or 329
2
Geology Elective Specializations: Solid Earth; Earth Surface; Natural Hazards and Outreach; and Geovisualization (3 credits of GEO 403-Thesis-may count toward the 9 credits)
Page 3
12
21
9
76
154
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
Tracks for Geography Option (The Geographic Information Science [GIScience] Certificate can also be chosen as a track)
GEOG-1. Human Dimensions of Earth Sciences
This track is appropriate for students who are interested in the geography
of sustainable human settlements, including planning and resource
evaluation; use of natural resources; land-use and water resources
management; and extreme events.
At least 21 credits from the electives below
Electives
AREC 351 *Nat Resource Econ and Policy
3
AREC 352 *Envir Economics and Policy
3
AREC 353 Public Land Statutes and Policy
4
FW 340 *Multicultural Perspect in Nat Res
3
FOR 251 Recreation Res Management
4
GEO 305 *Living w/ Active Cascade Volcan
3
GEO 308 Global Change and Earth Sciences
3
GEO 380 *Earthquakes in the Pac NW
3
GEO 424 Intl Water Resources Management
3
GEO 425 Water Res Management in US
3
GEO 426 Development & Global Resources
3
GEO 432 Applied Geomorphology
3
PS 474 Nat Res Pol and Bureaucratic Politics
4
PS 475 Environmental Politics and Policy
4
Page 4
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
GEOG-2. International Development, Peace, and Security Track
This track is appropriate for students who are interested in the geography
of conflict, including regional and international factors. Students in this
option select a set of courses focusing on a specific region of the world.
Two courses on geography of population and development (6 credits)
One regional geography course (3 credits)
GEO 330 Geog Interna Dev & Globalization
3
GEO 325 *Geography of Africa
3
GEO 350 Population Geography
3
GEO 326 *Geography of Europe
3
GEO 426 Development & Global Resources
3
GEO 327 *Geography of Asia
3
GEO 328 *Geography of Latin America
3
GEO 329 *Geog U.S. and Canada
3
GEO 339 Area Studies
3
Four courses from the same region from the following lists (at least 12 credits)
One Peoples of the World course
ANTH 311 through ANTH 319
One culture course
3
One regional history course
CHN 331, 332 or 333 *Chinese Culture
3
FR 270 *France: Cult Within/Beyond Borders
3
HST 336 Twentieth-Century Europe
4
FR 331, 332 or 333. *Fr Cul/Soc Since Rev
3
HST 340 or 341 History of Russia
4
GER 331 or 332 *German Culture
3
HST 350 or 351 *Modern Latin America
4
JPN 331, 332 or 333 *Japanese Culture
3
HST 381 or 382 *History of Africa
4
RUS 231, 232 or 233 *Russian Culture
3
HST 387 or 388 *Islamic Civilization
4
SPAN 331 or 332 *Cultures of Sp and Port
3
HST 391 or 392 *East Asia
4
SPAN 337 or 338 *Latin American Culture
3
One political science course
One global conflict and cooperation course
PS 340 Eastern and Cen European Politics
4
COMM 440 Theor Conflict & Conflict Mgt
3
PS 341 Pol of W Eur and European Union
4
HST 317 *Why War: A Historical Perspective
4
PS 343 Russian Politics
4
HST 464 American Diplomatic History
4
PS 344 Latin American Politics
4
FW 325 *Global Crises in Resource Ecology
3
PS 345 *The Politics of Developing Nations
4
PAX 201 Stu of Peace & Causes of Conflict
3
PS 348 Chinese Politics
4
PS 204 *Intro to Comparative Politics
4
PS 350 Govt and Politics of Modern Japan
4
PS 205 *Intro to International Relations
4
PS 345 *The Politics of Developing Nations
4
PS 451 ^American Foreign Policy
4
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GEOG-3. Climate and Water Science
This track is appropriate for students who are
interested in the geography of weather, climate,
and water, including climate change, climate
history, effects of climate change on water,
snow and ice; vegetation; and other natural
resources. Students intending to pursue
graduate studies in climate science should also
take physics and chemistry.
At least 21 credits from the electives below
Electives
ATS 210 Intro Atmos Sci
3
GEO 308 *Global Change and Ear Sci
3
GEO 323 ^Climatology
3
GEO 335 *Intro Water Sci and Policy
3
GEO 424 Internat Water Res Manag
3
GEO 425 Water Reso Manag in the US
3
GEO 431 Applied Climatology
3
GEO 481 Glacial Geology
3
GEO 483 Snow Hydrology
3
GEO 486 Quaternary Paleoclimatology
3
GEO 487 Hydrogeology
3
GEO 488 Quaternary Strat of N Amer
4
Page 6
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
Elective Specializations for Geology Option
The 3 courses (9-12 credits) of 400-level electives may include ANY of the courses below. The courses are listed in specialization groups if a students wishes to specialize.
3
Natural Hazards and Outreach
Solid Earth
GEO 412 Igneous Petrology
4
GEO 461 Geology of Earthquakes
3
GEO 427 Volcanology
4
GEO 427 Volcanology
4
GEO 440 Economic Geology
4
GEO 433 Coastal Geomorphology
3
GEO 497 Field Mapping of Ore Deposits
3
GEO 464 Geoscience Interpretation
4
GEO 461 Geology of Earthquakes
3
3
Geovisualization
Earth Surface
GEO 432 Applied Geomorphology
3
GEO 444 Remote Sensing
4
GEO 433 Coastal Geomorphology
3
GEO 445 Computer -assisted cartography (Prereq GEO 360)
4
GEO 481 Glacial Geology
4
GEO 460 Multimedia Cartography (Prereq GEO 360)
4
GEO 483 Snow Hydrology
3
GEO 465 Geographic Information Systems
4
GEO 486 Quaternary Paleoclimatology
3
GEO 466 Digital Image Processing
3
GEO 488 Quaternary Stratig of N Amer
3
GEO 489 Fluids in Geologic Processes
3
3
Currently GEO 445, 460, and 466 are not allowed as Geology electives, and
a maximum of only one course from GEO 444, 464, and 465 can be counted
Undergraduate Research
toward the elective credits.
Three credits of GEO 403 (Thesis) may count toward filling the 400-level requirement.
Page 7
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Tracks for Earth Systems Option
ES-1. Climate Science Track
This track is appropriate for students who are planning careers in climate
science, energy and/or water resources, mitigation of and adaptation to
climate change, and related fields. Students planning to attend graduate
school in atmopsheric science should take the math and physics electives.
Required
ATS 420 Physics of Climate
4
GEO 335 Intro to Water Sci & Policy
3
GEO 486 Quaternary Paleoclimate
3
1
OC xxx Climate Modeling
Subtotal
4
14
Plus at least 7 credits from the electives below
Electives
1
ATS 411 Thermodynamics and Clouds
4
ATS 412 Atmospheric Radiation
3
ATS 413 Atmospheric Chemistry
3
ATS 464 Vegetation and the Atmos
3
GEO 323* Climatology
4
GEO 424 Intl Water Resources, Manag
3
GEO 431 Applied Climatology
3
GEO 481 Glacial Geology
4
GEO 483 Snow Hydrology
3
GEO 487 Hydrogeology
4
GEO 488 Quat Strat North America
3
1
3
ATS 4xx Weather Forecasting
MTH 253 Infinite Sequence
4
MTH 254 Vector Calculus
4
MTH 255 Vector Calculus 2
4
PHS 213 Gen Phys s/ Calc
5
MTH 256 Applied Diff Eq
4
Courses to be developed by current faculty or new hires already approved
ES-2. Marine Science Track
Page 8
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This track is appropriate for students who are planning careers in marine
science and resources, oceanography, and related fields. Students planning
to attend graduate school in marine science should take the math and
physics electives.
Required
OC 332 Coastal Oceanography
3
OC 333 Oceans, Coasts and People
3
MRM 430 Princ Prac Marine Res Man
3
OC 433 Coastal & Estuarine Ocean
3
Subtotal
12
Plus at least 9 credits from the electives below
Electives
OC 430 Principles of Phys Oc
4
OC 440 Intro to Biological Ocean
3
OC 450 Chemical Oceanography
3
OC 460 Geological Oceanography
3
ATS 420 Physics of Climate
4
Z 352 Marine Ecology Lab
OC 499 Special Topics in Oceanogr
1
2
3to6
FW 465 Marine Fisheries
4
OC 441 Marine Zooplankton
4
MRM 415 Coastal Resources Man
3
FW 426 Coastal Ecology and Res Man
5
FW 431 Dynamics of Mar Bio Res
4
FW 454 Fishery Biology
5
BI 450 Marine Biology
8
BI 451 Marine Biology Lab
8
Z 351 Marine Ecology
3
1
OC 2xx Quarter at Sea or at HMSC
3
1
OC 4xx Marine Pollution
3
MTH 253 Infinite Sequence
4
MTH 254 Vector Calculus
4
MTH 255 Vector Calculus 2
4
PH 213 General Phys s/ Calc
5
MTH 256 Applied Diff Eq
4
Courses to be developed by current faculty or new hires already approved
ES-3. Land and Water Systems Track
This track is appropriate for students who plan careers in land
management.
Page 9
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
Required
CSS 305 Principles of Soil Science
4
GEO 324 Geography of Life
4
GEO 335 [CSS 335] Intro Water Sci and Pol
3
GEO 352 Geology of Oregon
4
GEO 423 Land Use in the American West
3
or GEO 323 Climatology
Subtotal
4
18
Plus at least 3 credits from the electives below
Electives
GEO 306 Min, Energy, Wat, & Envir
3
GEO 310 Mineralogy
4
GEO 430 Geochemistry
3
CSS 468 Soil Landscape Analysis
4
CSS 455 Biology of Soil Ecosystems
4
CSS 466 Soil Morph & Classification
4
FOR 420 Adv Aerial Phot & Rem Sens
3
FOR 430 Watershed Processes
4
ANTH 481 Nat Res & Comm
3
HORT 414 Inform Sys in Agriculture
4
RNG 450 Landscape Ecol & Anal
3
GEO 424 Intl Water Res Man
3
GEO 425 Water Resources Mngt US
3
GEO 432 Applied Geomorphology
4
GEO 461 Earthquake Geology
3
GEO 487 Hydrogeology
4
GEO 481 Glacial Geology
4
ES-4. Earth Science Education Track
This track is appropriate for students who plan careers in formal or
informal education in earth science.The required SED/TCE courses prepare
students for entrance to graduate programs in science education.
Page 10
BS-ES-Cat1-Curriculum-Draft-2-20-2011.xls
Required
SED 407 Introduction to Education
2
TCE 309 or 409 Field Prac: Sci & Math
3
SED 412 Technical Foundations
3
Sed 413 Science Methods
3
BI 212 or 102 Principles of Biology
4
GEO 464 Geoscience Interpretation
Subtotal
4
19
Plus at least one of the following electives
Electives
BI 213 or 103 3rd term Biology
4
CH 223 or 123 3rd term Chemistry
5
PH 213 or 203 3rd term Physics
4
PH 104 Astronomy
4
GEO 305 Living w Active Cascade Volc
3
GEO 307 Nat Park Geol and Preservation
4
GEO 352 OR: Geol, Place & Life ROF
4
GEO 380 Living w/ Eq in Pac NW
3
FOR 391 Natural Resources Commun
3
FOR 493 Envir Interpretation
3
HSTS 414 History of 20th Cent Sci
3
HSTS 415 Theor Evol & Foun Mod Biol
3
HSTS 419 Stud Sci Controver: M&P
3
HSTS 470 Ecol & His: Landsc Col Bas
3
Page 11
February 24, 2011
BS Earth Sciences Degree – Category I Proposal
Letters of Support from Outside Agencies
Action Taken: None needed.
**************************************************************************************
2
3
a number of these fields and push the boundaries of our current knowledge. We also support the inclusion of an
internship/senior thesis as valuable component to the curriculum.
I appreciate the opportunity to review the proposed new, interdisciplinary undergraduate manor in Earth Sciences
at Oregon State University, and want to give my support to establishing the new program. In reviewing the
proposed curriculum I am confident that students with this new degree will have knowledge and skill sets valuable
to NOAA’s current and future workforce.
Sincerely,
John E. Stein, PhD.
Acting Science and Research Director
Northwest Fisheries Science Center
Action Taken: None needed.
**************************************************************************************
4
Action Taken: None needed.
**************************************************************************************
5
Date: Thu, 17 Feb 2011
From: Michael Gould <[email protected]>
To:
'Bob Lillie' <[email protected]>
Cc:
Duncan, Robert <[email protected]>, Wright, Dawn <[email protected]>
Subject:
RE: Liaison for Category 1 Proposal for New B.S. Earth Sciences Degree
Bob,
Pardon the delay. I have been busy in Europe these days.
I have reviewed the proposal and have a few quick thoughts.
1. As a Geographer my heart sinks when I see that Geography essentially is getting demoted to a minor
within this proposal. Geography as the great synthetic science (melding humans and their interaction with/on
Earth) does seem to be more necessary than ever, as we are becoming ever more globalized.
2. As a business person (now) I understand that the merger may indeed have sound market drivers behind it.
That is, that there are some hard numbers indicating that the new degree will both draw more (and better?)
students, AND better meet the evolving needs of society.
3. The wide content (options) of new degree seems to be overloading the term Earth Sciences. Including
Peace and security studies alongside Climate Science is quite a stretch. Someone more flippant than I might
suggest why not also add Psychology, a key part of peace and security, or Civil Engineering as key to Water
and Land studies.
4. Although not myself an expert in Earth Sciences I would expect that such a graduate would have quite
good abilities on the geoviz side. I see that there is a set of geoviz electives for the Geology option, but what
about all the other students? I would expect the (any) modern ES grad to know something about 3D graphics
and LiDAR for example. But maybe I am showing the bias of a software company manager.
I hope that helps some, and is taken in the spirit of constructive criticism.
Best of luck in the process.
Cheers,
Dr. Michael Gould
Director Higher Education
ESRI
380 New York Street
Redlands, California, 92373, USA
T +1-909-793-2853, ext. 3934
[email protected] | esri.com
Twitter: @michael_d_gould
Action Taken:
2/17/2011 – Response to Gould from Dr. Dawn Wright, OSU Geography Program Director:
Greetings Mike,
Thanks much for your message and my apologies for not being able to respond to your question before
you actually sent a liaison response to Bob Lillie and Bob Duncan. Some very, very important
background to our proposal is that, although we have had very successful individual degree programs
6
in Geography and Geology, the numbers of degrees produced were still not high enough to avoid being
on the Provost's list of programs "on the bubble" for elimination. We also have a third degree in
"Earth Science" that has had very small numbers of completed degrees, hence very much in the
Provost's crosshairs. Our numbers of majors and finished degrees were as healthy as could be
expected for our small number of faculty, but still not over the threshold to keep us "safe" from
elimination. Rather than take the risk of that, we decided that we should be proactive and combine
our existing degrees into one joint Earth Sciences degree with options in Geography, Geology, and
Earth Systems. This is also in keeping with a soon-to-be merger of our Department of Geosciences
with our College of Oceanic and Atmospheric Sciences into a new College of Earth, Ocean, and
Atmospheric Sciences (or some variation on that name). And yes, this will help to attract even more
students and get our numbers of majors and completed degrees up.
So for the Geography and Geology options, we have essentially kept the important elements of those
separate degrees. So this is why there is, for example, a Peace and Security track, which is an existing
option within the standalone Geography degree. It is indeed undesirable to no longer have a full
degree in Geography or Geology. And for the geologists the stakes may be even higher because
professional certification in Geology really looks for students who hold a degree that says "Geology"
on it. But at least the option will be transcript visible and will appear in print on the degree name (e.g.,
B.S. in Earth Sciences with an Option in Geography). So we face the difficult tension of "it isn't
broken don't fix it" in terms of the disciplinary content rigor of our degree programs vs. the situation
on our campus where low budgets and related pressures have forced the issue of a hunt for programs
that don't have the "numbers."
We are not a big department such as UCSB where they have 20 faculty in geography and 20+ faculty
in geology. We have ~17 faculty in Geosciences" with 10 of us who handle the Geology BS/MS/PhD
and 7 of us who handle the Geography BS/BA/MS/PhD. So we essentially try to do the equivalent of
what other programs across the country do with twice or even three times the faculty. So for us,
something had to give.
But we still hope to produce the same high quality students within the various options (Geography,
Geology, and Earth Science). Any of these students, as well as any student in any major across
campus, can also earn the undergraduate certificate in GIScience (which includes cartography, remote
sensing, and surveying, as well as GIS).
I hope this background helps, and gives further context in light of the comments you submitted (which
will be forwarded to our curriculum councils at the upper levels). We really appreciate you taking the
time to do so.
Cheers,
Dawn
**************************************************************************************
Oregon State University Libraries Evaluation of the Collection supporting a
Proposal to create a new Bachelor of Science Degree in Earth Sciences
(replacing the B.S. and B.A. currently offered in Geography and Geology)
This library assessment reviews the monographic and serials collections as related to the earth sciences
(including climate and marine sciences, land and water systems, and earth science education), geology,
and geography literature. The review focuses on support for undergraduate curriculum.
OSU Libraries collections are adequate to support the Earth Sciences degree program. As the program
grows in enrollment, includes additional new courses (as described on pg. 2 of the program proposal) and
attracts more distance education students (pg. 5 of proposal), different strategies for keeping the
collection current will be needed because the funds for serials and monograph purchases in these areas
are likely to remain flat in the near future.
Recommendations:
• Start-up funds would be helpful to augment the current marine and climate sciences collections.
These can come from the 2009 Hewson Study sale. $2000/year one, $1000/year two
• Annual funds for electronic encyclopedias licensing would allow ongoing access to basic
information. $4000/annually
• As new journal titles are published, the librarians will work with the college faculty to assess
additions and cancellations depending on budget and changes in curriculum.
Monographs:
Relevant books for upper division undergraduate coursework in geography and geology are regularly
selected in support of the current programs. The description of the new Earth Sciences Option suggests
the need to look more broadly at the book collection and selection polices. Titles most appropriate to
undergraduate studies in climate science and marine science may not be as readily available because
the OSU Libraries collection focuses on graduate student and faculty research needs. The current
collection’s breadth and depth will benefit undergraduates; however new emphasis will need to be placed
on selecting appropriate teaching materials and books written for the undergraduate audience.
Purchases of books in those subject areas directed at a specifically undergraduate audience will come
from the current budget in oceanography and atmospheric sciences. Consequently, fewer research titles
will be purchased given flat budgets and inflation. Limited gift funds are available including those
garnered from the sale of Hewson Study collection. Additional gift funds would be welcome.
To demonstrate the current strength of the book collection, we looked at regional institutions with
programs covering aspects of the proposed Earth Sciences major. Table 1 shows a comparison of
selected representative subject areas supporting the Earth Sciences option by Library of Congress
Subject Headings. The number of titles in each subject area was compared to the median number of
titles. We looked more closely at how we compared to Scripps as the recognized stronger collection
across most of these subject areas. The selected regional peers are the University of Oregon, Portland
State University, University of Washington, as well as the University of California San Diego (for Scripps
Institute of Oceanography). OSU Libraries holds a comparable collection to regional peers with the
opportunity to improve in areas supporting Land and Water Systems, as well as (Earth) Science
Education.
Table 1. Comparison of OSU Libraries’ monographs by percent of median and average titles held
to regional libraries by selected Library of Congress Subject Headings.
Library of Congress
Subject Headings
Climatic Changes
OSU collection
compared to
Median # of
titles
100.0%
OSU collection
compared to
Average # of
titles
95.3%
OSU collection
compared to
UCSD only (#
of titles)
69%
OSU collection
compared to all
but Scripps
(avg # of titles)
105%
Meteorology
100.0%
110.4%
99%
114%
Land Use
79.6%
74.3%
80%
73%
Landscape Ecology
105.6%
117.8%
211%
106%
Oceanography
100.0%
107.7%
57%
138%
Science -- Study and
Teaching
Water Supply
97.5%
83.9%
97%
81%
120.0%
94.9%
120%
90%
Another mechanism for undergraduate access to books is through consortial relationships. OSU is served
well by the Libraries’ investment in the Orbis/Cascades Alliance, whose combined collection is
substantial. Students and faculty can order from the collections of all the libraries in the Orbis Cascade
Alliance through the Summit Catalog. The University of Oregon, Portland State University, University of
Washington and Washington State University are the larger research libraries represented in Summit.
Books requested through Summit are delivered to OSU Libraries within three to five weekdays. Books
may also be requested this way from OSU’s Guin Library at the Hatfield Marine Science Center and the
Cascades Campus Library in Bend.
Electronic books
In addition to the print book collection housed at OSU and available through Summit, the OSU Libraries
adds e-books to the collections regularly, making more resources available to students at anytime and
from anywhere. E-books include individual book and reference titles such as the Encyclopedia of
Geography (Sage, 2010) and select collections from Springer (i.e. Earth Sciences collections, 20042010). Undergraduates would use electronic versions of basic encyclopedias such as Encyclopedia of
Ocean Science (2009 2nd ed) and the Encyclopedia of Atmospheric Sciences (2002) from Elsevier. As
opposed to e-books, the encyclopedias require an ongoing subscription for access.
Government Documents:
OSU Libraries’ status as a selective federal depository for government documents is useful for students
and researchers. Many of the newer government documents are freely available online and are
discoverable in the OSU Libraries online catalog.
Examples of agencies that OSU Libraries collects publications from include: NOAA, USGS, Forest
Service, and Fish and Wildlife. In addition, OSU Libraries includes access to many state government
agency publications as well such as those from the Department of Geology and Mineral Industries.
In addition, access to “grey” literature (limited circulation reports and publications from the government,
non-profit organizations, and corporations) will be useful to students in this program and while much of
this can be found via the web, we encourage faculty to make their own grey literature (preprints, contract
reports, etc.) available via the ScholarsArchive@OSU.
Serials/Journals:
Current serials holdings are adequate to support undergraduate needs in earth sciences, geology, and
geography. New titles relevant to student and research needs appear periodically. Given budget
constraints, these are difficult to add to the OSU collection. An example is Nature Climate Change due to
launch in Spring 2011. While not directly appropriate for many undergraduates, this title will be useful for
those teaching a topic of growing interest. Annual additional serial funds are needed to secure access to
current information.
Electronic Access to Journals
OSU Libraries’ subscriptions to online journals such as those available from Springer, Wiley, and Elsevier
have expanded electronic access and in most cases cover the years 1996 – present. Also, helpful for
undergraduate coursework is full-text access to articles from the array of journals covered by the
Libraries’ EBSCO and Gale database subscriptions.
Subject-Specific Indexes and Abstracts
OSU Libraries subscribes to a wide variety of databases that can be useful for identifying literature
covering earth sciences:
• Environmental Sciences & Pollution Management
• Geobase*
• GeoRef
• Science Citation Index (1970-present)
• Social Sciences Citation Index (1970-present)
• Sociological Abstracts
• Water Resources Abstracts
• Many other databases covering fields such as education, sociology, and political science which
support the interdisciplinary aspects of the degree
*Geobase access may end 6/2011 due to vendor changes
Library faculty and expertise:
Professor Webster and Assistant Professor Wirth would share selection of content for the collection,
teaching information literacy skills in collaboration with program faculty as needed, and providing
reference services to students.
January, 2011
Faculty Lists
Faculty Member, Rank
Expertise
Department of Geosciences (Vitae available on request).
Becker, Laurence, Assoc Prof
Becker, Laurie, Instructor
Bloomer, Sherman, Prof, Dean of Science
Brook, Ed, Professor
Campana, Michael, Professor
Clark, Peter, Professor
Cook, Steve, Senior Instructor
Daly, Christopher, Prof, Sen Research
de Silva, Shanaka (Shan), Professor
Dilles, John, Professor
Gosnell, Hannah, Assistant Professor
Grunder, Anita, Professor
Haggerty, Roy, Professor
Jarvis, Todd, Asst Prof, Senior Research
Jones, Julia, Professor
Kahn, Cub, Instructor
Keller, Randy, Assoc Prof, Sen Research
Kent, Adam J.R., Associate Professor
Kimerling, A. Jon, Professor
Lancaster, Stephen T., Assoc Prof
Lewis, Sarah, Senior Fac Res Assistant
Lillie, Robert J., Professor
Meigs, Andrew J., Associate Professor
Meyers, S. Mark, Senior Fac Res Asst
Nielsen, Roger L., Professor
Nolin, Anne W., Associate Professor
Ruggiero, Peter, Asst Prof, Sen Research
Santelmann, Mary V., Asst Prof, Sen Res
Tepley, Frank, Asst Prof, Sen Research
Wolf, Aaron, Prof, Geoscience Dept Chair
Wright, Dawn J., Professor
Yalcin, Kaplan, Instr, Online Course Dir
Cultural Geography
GIS, Sustainability
Marine Geology, Geochemistry
Paleoclimatology, Geochemistry
Hydrogeology, Water Res Pol/Mgmt
Paleoclimate, Paleo-Sea Level
Conservation
Climatology
Volcanology
Geochemistry of Mineral Deposits
Natural Resource Management
Igneous Petrology, Volcanology
Hydrogeology
Engineering Geology, Groundwater
Forest Hydrology, Landscape Ecology
World Regional Geography
Marine Geology, Igneous Geochemistry
Geochemistry, Igneous Petrology
Cartography, Remote Sensing, GIS
Fluvial Geomorphology, Hydrology
Watershed Morphology
Geophysics, Public Interpretation
Active Tectonics, Structural Geology
GIS, Wildlife Management
Igneous Petrology, Analyt Geochemistry
Hydroclimatology, Remote Sensing
Coastal Geomorphology, Coastal Hazards
Wetlands Ecology, Biogeography
Igneous Petrology, Isotope Geochemistry
Water Resource Policy & Conflict Res
GIS, Marine Science, Ocean Informatics
Paleoclimatology
College of Oceanic and Atmospheric Sciences (Vitae available on request).
Abbott, Mark, Professor and Dean
Barnes, Jeff, Professor
Barth, Jack, Professor
Batchelder, Hal, Professor
Benoit-Bird, Kelly, Associate Professor
Chelton, Dudley, Distinguished Professor
Ciannelli, Lorenzo, Assistant Professor
Collier, Bob, Professor
Biological Oceanography
Atmospheric Sciences
Physical Oceanography
Biological Oceanography
Biological Oceanography
Physical Oceanography
Biological Oceanography
Chemical Oceanography, Marine Pollution
Colwell, Rick, Professor
Cowles, Tim, Professor
De Szoeke, Simon, Assistant Professor
Dever, Ed, Associate Professor
Duncan, Bob, Professor and Assoc. Dean
Egbert, Gary, Professor
Fisk, Marty, Professor
Freilich, Mike, Professor
Goldfinger, Chris, Professor
Goni, Miguel, Professor
Graham, Dave, Professor
Hales, Burke, Associate Professor
Harris, Rob, Associate Professor
Harte, Michael, Professor
Holman, Rob, Professor
Klinkhammer, Gary, Professor
Koppers, Anthony, Associate Professor
Kosro, Mike, Professor
Kurapov, Alexander, Assistant Professor
Lerczak, Jim, Associate Professor
Letelier, Ricardo, Professor
Levine, Murray, Professor
Matano, Ricardo, Professor
McManus, Jim, Professor
Miller, Bob, Professor
Mix, Alan, Professor
Mote, Philip, Professor and Director OCCRI
Moum, Jim, Professor
Nabelek, John, Associate Professor
Nash, Jonathan, Associate Professor
Ozkan-Haller, Tuba, Associate Professor
Prahl, Fred, Professor
Reimers, Clare, Professor
Samelson, Roger, Professor
Schmittner, Andreas, Assistant Professor
Schultz, Adam, Professor
Shearman, Kipp, Associate Professor
Shell, Karen, Assistant Professor
Sherr, Barry, Professor
Sherr, Evelyn, Professor
Skyllingstad, Eric, Professor
Smyth, Bill, Professor
Spitz, Yvette, Associate Professor
Stoner, Joe, Associate Professor
Strub, Ted, Professor
Thomas, Christoph, Assistant Professor
Torres, Marta, Professor
Trehu, Anne, Professor
Vincent, Paul, Associate Professor
Vong, Rick, Associate Professor
Waldbusser, George, Assistant Professor
Wheatcroft, Rob, Professor
White, Angelique, Assistant Professor
Microbiology
Biological Oceanography
Atmospheric Sciences
Physical Oceanography
Geological Oceanography, Geochronology
Geophysics
Geological Oceanography
Physical Oceanography
Geological Oceanography
Chemical Oceanography
Geological Oceanography
Chemical Oceanography
Geophysics
Marine Resources
Geological Oceanography
Geological Oceanography
Geological Oceanography, Geochronology
Physical Oceanography
Physical Oceanography
Physical Oceanography
Biological Oceanography
Physical Oceanography
Physical Oceanography
Geological Oceanography
Physical Oceanography
Geological Oceanography, Paleoclimate
Atmospheric Sciences
Physical Oceanography
Geophysics
Physical Oceanography
Geological Oceanography
Chemical Oceanography
Chemical Oceanography
Physical Oceanography
Geological Oceanography, Climate Modeling
Geophysics
Physical Oceanography
Atmospheric Sciences
Microbiology
Microbiology
Atmospheric Sciences
Physical Oceanography
Biological Oceanography
Geophysics
Physical Oceanography
Atmospheric Sciences
Chemical Oceanography
Geophysics
Geophysics
Atmospheric Sciences
Biological Oceanography
Biological Oceanography
Marine Ecology
From:
To:
Cc:
Subject:
Date:
Attachments:
[email protected] on behalf of Bronson, Tamara
"[email protected]"
Boyd, Crystal
FW: response to B&FP Category I review
Monday, March 07, 2011 11:20:58 AM
B&FPresponse.docx
ATT00001.txt
ATT00001.txt
Hi all,
Attached are responses from Robert Duncan on the Category I Proposal for the BS in Earth Sciences.
Tamara
____________________________________________________________
Tamara J. Bronson, CPPO
Procurement and Contracts Supervisor
Oregon State University
Phone: (541) 737-8044
Fax: (541) 737-2170
____________________________________________________________
"This e-mail and any files transmitted with it may contain confidential information that is intended only
for the addressee(s). Unless otherwise indicated, please do not share or forward this information
without the sender's approval as it may not be intended for review, dissemination or use by other
persons or unauthorized employees."
-----Original Message----From: Robert Duncan [mailto:[email protected]]
Sent: Monday, March 07, 2011 11:10 AM
To: Bronson, Tamara
Cc: Higginbotham, Jack; Beach, Gary
Subject: response to B&FP Category I review
Hello Tamara:
Attached is my response to your 19(!) questions related to our Category I proposal (BS, Earth Sciences).
I hope that these answers provide the information necessary to complete the B&FP committee review in
a timely fashion. I understand that your committee meets this week (March 9), and I would be happy to
attend to resolve any further concerns within your mandate.
Thanks, Bob Duncan
Response to Budgets & Fiscal Planning Committee review of Category I Proposal (BS, Earth Sciences)
1. It is not clear how the costs of the new faculty position were derived. What is the basis for the 0.5 FTE (advisor) and
1.0 FTE (support) incremental FTE? How were these derived? These effort levels are based on experience with the
current majors (Geology, Geography, Earth Science), and estimated increases in enrollment.
2. Years 1 to 4, staff salaries either include OPE or OPE is not included in the expense. Please clarify and indicate if OPE is
in the amount listed for salaries or if it was left out. Salaries are from the current range of professional faculty and
support staff, and include OPE.
3. Faculty salaries increase 1.8% in year 2, Grad Asst. salaries increase 4.8% in year 2, and support staff salaries increase
2.2% in year 2. How were personnel expenses calculated? Increases are those provided in COAS “Proposal Budget
Guidelines”, December, 2010.
4. What costs will stem from COAS/CoS (GEO) system integration issues? These are currently being negotiated between
the Deans and Provost, and are not germane to this proposal.
5. Will the substantially increased usage of COAS labs/research facilities yield incremental costs? Explain. Yes,
incremental costs are predominantly GTA salaries, which are explicitly accounted for.
6. What is the "start-up funding for implementation of Academic Programs merger in the new College?" (page 10). What
does this mean? What is the funding source? This refers to administrative support (Associate Dean, Student Programs
office, partial program coordinator faculty release) for delivery of Academic Programs (both graduate and
undergraduate) in the new College.
7. An amount is listed on the Budget Outline Form for library/electronic in the first year however, the budget line item
does not continue in subsequent years. Please explain why ongoing support is not provided. This is addressed in the
Library Review. We have followed those recommendations for Years 1-4.
8. The library evaluation calls for online encyclopedia subscriptions, $4000 per year, but this does not match the budget
outline form. Please explain. Our numbers come directly from Janet Webster, who co-authored the Library review, who
wrote, “Hi Bob, Here's the narrative. I don't have the summary sheet as submitted, but here's what we listed the
encyclopedias as first year costs. I suggest adding $9100 as first year cost and $3600 as annual cost to cover Nature
Climate Change. If the money isn't forthcoming, we'll look for other funding. We have some gift funds to cover books.
I'll talk to the faculty starting new courses to see if they have any sources in mind that we might not have. Let me know
if you have questions or comments. Janet.” The amounts are estimates and easily accommodated with College
resources.
9. The library evaluation says it will acquire fewer graduate-level books in order to afford increasing its acquisitions of
undergraduate-level books. Should additional funding be added to fund the library sufficiently to maintain its existing
graduate collections? Are the current graduate collections better than will be necessary in the future for grad students in
Earth Sciences? Current graduate collections are adequate, according to the librarians.
10. Page 21 addresses the need/want for eventual co-location "into a new building devoted to Earth Sciences." What
would be a ballpark cost for this? How do you anticipate funding the building? Is this an eventual showstopper if it can't
happen? Are there costs associated with the move? This is not germane to the proposal.
11. Are there any plans for resources to change or increase in space not defined? No.
12. Space costs for the support staff person, the .5 FTE advisor and the GTAs are not included. Will there be a need for
more space for those individuals or does the college already have adequate space to house the new positions? Current
space is adequate.
13. Is there any additional burden/costs on COAS WM Keck Collaboratory and other labs/research facilities? No.
14. IT and other system integration issues between COAS and CoS/GEO - quantify? This is not germane to the proposal.
15. Indicates a student/faculty ratio less than OSU average, how will you achieve that ratio? The lower student/faculty
ratio is attainable through current COAS faculty being involved in supervising undergraduate research and senior theses
in the new major. The research experiences created in the new major take advantage of academic faculty who have
strong research programs, which are predominant activities in their position descriptions.
16. On page 7, both headcount and graduate projections show large increases? What is the basis? Is recent record-level
headcount growth sustainable? These are best estimates, based in experience in growth of Environmental Sciences and
Natural Resources majors at the outset of those programs, and projected increases in University enrollments. We
believe these are conservative.
17. What are the projected costs of running current degree programs (until existing students graduate) in parallel with
the new BS Earth Sciences degree program for several years? Will the time allocation of some COAS faculty switch from
funded research to teaching? What is the opportunity cost of this? Since the current majors (Geology, Geography, Earth
Sciences) will become options under the new major (Earth Sciences), course scheduling and delivery remain essentially
the same for both programs during the transition. The main impact will be in program advising, which is where
additional staffing is planned.
18. What is the source of the library cost estimates on the budget forms? They do not appear to agree with the costs
from the library review. Addressed in 8.
19. 7d indicates cost for recruitment, marketing and advertisement is in salary support for professional advisor. I would
recommend that those cost be broken out separately. These specific costs will be accommodated within the budget for
Academic Programs (combined graduate and undergraduate) in the new College.
Response to Budgets & Fiscal Planning Committee review of Category I Proposal (BS, Earth Sciences)
1. It is not clear how the costs of the new faculty position were derived. What is the basis for the 0.5 FTE (advisor) and
1.0 FTE (support) incremental FTE? How were these derived? These effort levels are based on experience with the
current majors (Geology, Geography, Earth Science), and estimated increases in enrollment.
2. Years 1 to 4, staff salaries either include OPE or OPE is not included in the expense. Please clarify and indicate if OPE is
in the amount listed for salaries or if it was left out. Salaries are from the current range of professional faculty and
support staff, and include OPE.
3. Faculty salaries increase 1.8% in year 2, Grad Asst. salaries increase 4.8% in year 2, and support staff salaries increase
2.2% in year 2. How were personnel expenses calculated? Increases are those provided in COAS “Proposal Budget
Guidelines”, December, 2010.
4. What costs will stem from COAS/CoS (GEO) system integration issues? These are currently being negotiated between
the Deans and Provost, and are not germane to this proposal.
5. Will the substantially increased usage of COAS labs/research facilities yield incremental costs? Explain. Yes,
incremental costs are predominantly GTA salaries, which are explicitly accounted for.
6. What is the "start-up funding for implementation of Academic Programs merger in the new College?" (page 10). What
does this mean? What is the funding source? This refers to administrative support (Associate Dean, Student Programs
office, partial program coordinator faculty release) for delivery of Academic Programs (both graduate and
undergraduate) in the new College.
7. An amount is listed on the Budget Outline Form for library/electronic in the first year however, the budget line item
does not continue in subsequent years. Please explain why ongoing support is not provided. This is addressed in the
Library Review. We have followed those recommendations for Years 1-4.
8. The library evaluation calls for online encyclopedia subscriptions, $4000 per year, but this does not match the budget
outline form. Please explain. Our numbers come directly from Janet Webster, who co-authored the Library review, who
wrote, “Hi Bob, Here's the narrative. I don't have the summary sheet as submitted, but here's what we listed the
encyclopedias as first year costs. I suggest adding $9100 as first year cost and $3600 as annual cost to cover Nature
Climate Change. If the money isn't forthcoming, we'll look for other funding. We have some gift funds to cover books.
I'll talk to the faculty starting new courses to see if they have any sources in mind that we might not have. Let me know
if you have questions or comments. Janet.” The amounts are estimates and easily accommodated with College
resources.
9. The library evaluation says it will acquire fewer graduate-level books in order to afford increasing its acquisitions of
undergraduate-level books. Should additional funding be added to fund the library sufficiently to maintain its existing
graduate collections? Are the current graduate collections better than will be necessary in the future for grad students in
Earth Sciences? Current graduate collections are adequate, according to the librarians.
10. Page 21 addresses the need/want for eventual co-location "into a new building devoted to Earth Sciences." What
would be a ballpark cost for this? How do you anticipate funding the building? Is this an eventual showstopper if it can't
happen? Are there costs associated with the move? This is not germane to the proposal.
11. Are there any plans for resources to change or increase in space not defined? No.
12. Space costs for the support staff person, the .5 FTE advisor and the GTAs are not included. Will there be a need for
more space for those individuals or does the college already have adequate space to house the new positions? Current
space is adequate.
13. Is there any additional burden/costs on COAS WM Keck Collaboratory and other labs/research facilities? No.
14. IT and other system integration issues between COAS and CoS/GEO - quantify? This is not germane to the proposal.
15. Indicates a student/faculty ratio less than OSU average, how will you achieve that ratio? The lower student/faculty
ratio is attainable through current COAS faculty being involved in supervising undergraduate research and senior theses
in the new major. The research experiences created in the new major take advantage of academic faculty who have
strong research programs, which are predominant activities in their position descriptions.
16. On page 7, both headcount and graduate projections show large increases? What is the basis? Is recent record-level
headcount growth sustainable? These are best estimates, based in experience in growth of Environmental Sciences and
Natural Resources majors at the outset of those programs, and projected increases in University enrollments. We
believe these are conservative.
17. What are the projected costs of running current degree programs (until existing students graduate) in parallel with
the new BS Earth Sciences degree program for several years? Will the time allocation of some COAS faculty switch from
funded research to teaching? What is the opportunity cost of this? Since the current majors (Geology, Geography, Earth
Sciences) will become options under the new major (Earth Sciences), course scheduling and delivery remain essentially
the same for both programs during the transition. The main impact will be in program advising, which is where
additional staffing is planned.
18. What is the source of the library cost estimates on the budget forms? They do not appear to agree with the costs
from the library review. Addressed in 8.
19. 7d indicates cost for recruitment, marketing and advertisement is in salary support for professional advisor. I would
recommend that those cost be broken out separately. These specific costs will be accommodated within the budget for
Academic Programs (combined graduate and undergraduate) in the new College.