380 western washington university rec sum title: rec sum code

380 Western Washington University

Rec Sum Title: tBO will provide

Rec Sum Code: tBO will provide

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DECISION PACKAGE TITLE: Expanding Capacity for Prehealthcare at WWU

Recommendation Summary Text

Each decision package should have a brief description of its purpose, written in complete

sentences. Limit this text to about 100 words since this brief description is entered into the

Governor’s electronic budget system. This section will be the first read by the analyst, leg

staff and other government official. Make every effort possible to be compelling given the

limitations of this section.

This proposal would allow WWU to increase enrollment in Biology and Chemistry courses

that are currently limiting Western’s capacity to produce graduates ready to pursue careers

in healthcare, and provide a new streamlined degree path (Biochemistry BA) through

which transfer students can meet pre-medicine and pre-pharmacy requirements. New

faculty, new technical and advising staff, and new graduate TA lines are requested in each

department. This proposal is paired with a phased capital project that would provide the

space required to accommodate these new hires and the instructional labs needed to

increase course access and reduce time to degree.

Fiscal Detail: The Budget Office (tBO) will complete this section based on budget forms.

2019-20 2020-21 2019-21

RESOURCES

Fund xxx, Net Tuition

Fund 001, General Fund - State $ - $ - $ -

Total Resources $ - $ - $ -

USES (EXPENDITURES)

Faculty $ - $ - $ -

Graduate Teaching Assistants $ - $ - $ -

Exempt $ - $ - $ -

Classified $ - $ - $ -

Hourly $ - $ - $ -

Salaries and Wages $ - $ - $ -

Employee Benefits $ - $ - $ -

Goods and Services $ - $ - $ -

Equipment $ - $ - $ -

Total Expenditures $ - $ - $ -

STAFFING FTE (B6)

Faculty 0.00 0.00

Professional Staff 0.00 0.00

Classified Staff 0.00 0.00

Hourly 0.00 0.00

Total FTE 0.00 0.00




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Package Description

Narrative Justification and Impact Statement: Use this section to detail the core of the decision package and justify the change being

requested; in other words, state the business case for making this investment. A decision

package is only persuasive if the OFM analysts and decision-makers can understand it, so

avoid jargon and acronyms. The text should be clear to an audience that is not expert on

the issue.

This proposal involves an integrated approach to addressing course access challenges for

the estimated 700 WWU students campus-wide interested in pursuing professions in

healthcare1. Pre-health students at Western fall in one of two main categories: those

majoring in a discipline in which the degree requirements include most or all of the courses

required for their professional aspirations, and those majoring in other disciplines who take

pre-health courses on top of their major requirements. Because of increased demand on the

courses required for either or both groups of students, access challenges cause many

difficulties for these students: extended times to graduation, insufficient access to 300-

level courses prior to the 400-level courses they are intended to support, and limited

opportunities to pursue majors with tight enrollment caps. This proposal would remedy

these issues by providing 12 new tenure-track positions (6 in Biology and 6 in Chemistry),

one new non tenure-track position in Biology, and new technical and advising staff and

graduate TA lines in each department, allowing us to increase the enrollment capacity of

all of the Biology and Chemistry courses that are currently limiting Western’s ability to

produce graduates ready to pursue careers in healthcare. One element of the proposal is to

expand access to courses in Biology and Chemistry that are taken by students in a wide

array of pre-health pathways, and the other is to provide a more streamlined degree path

(Biochemistry BA) for meeting pre-medicine and pre-pharmacy requirements. This

proposal is paired with a phased capital project that would provide the necessary space to

accommodate these new hires and would provide instructional labs needed to increase

course access. It also complements a strategic proposal in review that is designed to

increase access to select courses in Physics, Math, and Chemistry, to increase advising

capacity, and to enable the organization of STEM majors into cohorts. By reducing barriers

to inclusion in pre-health and STEM, this proposal also supports the goals of the $1M

Howard Hughes Medical Institute (HHMI) “Inclusive Excellence” award received by

WWU in summer 2017 (for the period 2017-2022).

Access Challenges for Pre-Health Students at Western:

The approximately 700 pre-health students at Western are currently faced with a

conundrum. As explained below, one choice they have is to select a major that gives them

priority access to pre-health courses (which are nonetheless still difficult to access) but

forces them to take a large number of additional science credits and to navigate many other

upper-division pinch points. The other choice is to select another major but have great

difficulty in registering for their pre-health courses. Central to these issues is the

difficulties that pre-health students have in accessing numerous courses in Biology and

1 Source: WWU Pre-healthcare Advising 2017 Activity Report




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Chemistry. The goal of this proposal (and the capital proposal with which it is paired)

is to provide better options for all pre-health students at Western by increasing access

to Biology and Chemistry courses that are taken by pre-health students regardless of their

major, and that create upper-division pinch points in majors that align well with pre-health

requirements. In addition, we would provide a new path, via a Biochemistry BA degree,

that would streamline times to graduation for pre-medicine and pre-pharmacy transfer

students as well as for pre-medicine and pre-pharmacy students interested in pursuing a

major or minor in a second program.

The specific Biology and Chemistry course access challenges for pre-health students

depend on how well their major requirements align with their pre-health course

requirements. Some students with aspirations for a career in healthcare pursue a major for

which the required coursework includes most or all of their pre-health course requirements.

Typically, these students pursue one of the following majors:

Behavioral Neuroscience BS

Biocultural Anthropology BA

Biology/Anthropology BA

Biology/Anthropology BS

Biochemistry BS (esp. pre-medicine & pre-pharmacy)

Community Health BS

Kinesiology (several BS options)

An advantage of majoring in one of these programs is that many of the pre-health courses

have priority enrollment for majors requiring those courses. In particular, microbiology

(Biology 345-6), human anatomy and physiology (Biology 348), human physiology with

lab (Biology 349), organic chemistry (Chemistry 251 or 351-356), and biochemistry

(Chemistry 375 or 471-2) are all available to select majors before they are available to the

rest of the pre-health student population on campus. A disadvantage of this approach is

that there are many other degree requirements for each of the above degrees, and some of

these (e.g., genetics (Biology 321), genetics lab (Biology 322), cell biology (Biology 323),

molecular biology methods lab (Biology 324), biometrics (Biology 340), biochemistry lab

(Chem 474)) present their own access challenges due to high demand. In addition, because

each of the above majors has a high credit load, students following this path are unlikely to

be able to take a significant amount of coursework in other academic areas (e.g., for a

minor or second major).

The other major category of pre-health students at Western features students with academic

interests that are better suited by degrees with requirements that align poorly with pre-

health requirements. As a result, on top of their major requirements, they take coursework

specific to the particular pre-health track they are following. Pre-health tracks at Western

are:

Pre-Chiropractic Pre-Dentistry Pre-Medicine

Pre-Nursing Pre-Nutrition Pre-Optometry

Pre-Occupational Therapy Pre-Pharmacy Pre-Physical Therapy

Pre-Physician Assistant




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All of these pre-health tracks require most or all of a year-long series in both introductory

biology (Biology 204-6) and general chemistry (Chemistry 161-3). Additional

requirements and recommendations vary among the pre-health tracks, but include

microbiology (Biology 245 or 345-6), human anatomy and physiology (Biology 348),

human physiology with lab (Biology 349), organic chemistry (Chemistry 251 or 351-6),

and biochemistry (Chemistry 375 or 471-2). See Table 1 for the requirements and

recommendations for the pre-health tracks at Western. The main advantage of following

a pre-health track without majoring in a degree that aligns well with the pre-health course

requirements is that this option provides students with tremendous latitude in pursuing a

degree that best fits their academic interests and abilities. Another advantage (particularly

for pre-med students) is that medical schools often seek to enroll students from a broad

array of undergraduate majors, underscoring the importance of a liberal arts education.

Indeed, recent medical students who graduated from Western represent a wide variety of

majors spanning multiple colleges. The primary disadvantage for students who take pre-

health courses on top of their major requirements is that they typically can register for

these pre-health classes only after students in majors requiring those courses have already

registered. Consistently high enrollment demand by majors with high enrollment priority

makes it very difficult for other pre-health students to gain entry into these courses.

Table 1: Biology and Chemistry courses required or recommended for pre-health

students at Western, organized by pre-health track:




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Increasing Access for Pre-Health Students at Western:

This proposal has several interconnected elements that will substantially improve the

options available to pre-health students at Western, increasing our capacity for such

students and reducing their times to graduation. Because the proposal would benefit a

diverse array of students spanning multiple majors and pre-health paths, it is not possible

to precisely estimate how many new graduates/year would result. That said, key courses

currently form bottlenecks, limiting throughput for pre-health students at present. This

proposal would substantially increase our capacity in such courses. These benefits, as

well as other specific ways in which the proposal would improve student access are

described below.

Addresses the large increase in students interested in allied health careers, which

exceeds our current capacity, and the critical state need for more qualified health

professionals.

Provides greater capacity in Biology and Chemistry courses that serve the needs

of pre-health students in all majors on the WWU main campus (Biology 204, 205,

206, 345/6, 348, 349; Chemistry 161, 162, 163, 251, 351-6, 471, 472). For

example:

o Biology 348 (Human Anatomy & Physiology) is a bottleneck course

for upper-division students in pre-health tracks. Capacity in this course

would be increased from 306 students/year to 506 students/year.

o Biology 345 (Microbiology) is another bottleneck course for upper-

division pre-health students. Capacity in this course would be

increased from 78 students/year to 118 students/year.

o Biology 471 (Biochemistry) is a bottleneck course for pre-medicine,

pre-pharmacy, and pre-physician assistant students. The sustainable

capacity in this course would be increased from 120 students/yr to 200

students/yr (in AY 16/17 enrollment was 133, 13 above the sustainable

level; accommodated by issuing capacity overrides).

o These and other increases shown in the attached spreadsheet will

require additional faculty and technical staff to support these courses.

Provides greater capacity in additional Biology and Chemistry courses (Biology

321, 322, 323, 324, 340; Chemistry 474) that currently create access challenges

for students in majors with course requirements that align well with pre-health

requirements (BNS, Biology/Anthropology, Biochemistry). For example,

o Biology 321 (Genetics) is a bottleneck course for BNS, Biochemistry,

and Biology majors, as well as for pre-physical therapy and pre-

physician assistant tracks. Capacity in this course would be increased

from 260 students/yr to 340 students/yr.

o Chemistry 474 (Biochemistry Lab) is a bottleneck course for

Biochemistry majors. The sustainable capacity in this course would be

increased from 32 students/yr to 80 students/yr (in AY 16/17

enrollment was 36; 4 above the sustainable level; this can only be

accommodated by staffing another section of this course).

o These and other increases shown in the attached spreadsheet will

require additional faculty and technical staff to support these courses.




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Proposes creation of an interdisciplinary bachelor’s degree (B.A.) in Biochemistry

that provides a 2-year degree completion option for transfer students as well as

native WWU students who move into a pre-medicine or pre-pharmacy track after

their first year. Initial enrollment target for this majors program: up to 32 students

per year.

o Requires additional faculty and staff to support upper-level courses in

Biology (321, 323, 324) and Chemistry (333, 351-6, 471, 472, 473,

474).

Provides access to several upper-level courses that prepare students for

competitive admission to a variety of postgraduate professional healthcare degree

programs.

Dovetails with recent state investments in medical education both at UW (via

WWAMI Regional Medical Education) and at the new WSU medical school.

Provides increased advising capacity to improve students’ entry into the courses

they need for their programs of study, to help them find internships with health

care providers in the community, to monitor their progress to degree, and to track

their career paths after graduation.

Improving Equity and Inclusion for Pre-Health and STEM Students at Western:

Although ethnic and racial diversity in allied health professions has increased over the

last 15 years, most racial and ethnic groups remain underrepresented across allied health

professions or are well represented only in low-paying positions in allied health2. Barriers

to improving equity and inclusion in allied health are many, but at the baccalaureate

level, oft-cited barriers include inadequate academic preparation, limited knowledge/

awareness of health careers, and challenges in financing a college education.3

Similar difficulties plague efforts to improve STEM diversity. Transfer students, about

45% of whom at Western are first generation college students4, encounter similar

challenges.

This proposal would improve equity and inclusion for pre-health and STEM students at

Western by:

Reducing times to degree for transfer and native students, thereby reducing the

cost of their education.

Increasing our capacity for advising students, enabling us to better support

underprepared students and to increase our capacity to inform students of

different allied health and STEM career options.

Creating more opportunities for students to join faculty research labs, giving them

high-impact learning experiences that will improve retention.

Creating new faculty and staff positions that can provide diverse students with

role models.

2 Source: WWAMI Center for Health Workforce Studies (2015) Facilitating racial and ethnic diversity in

the health workforce. 3 Source: NC Med J (2016) 77(2): 137-140. 4 Source: Jeanne Gaffney, Assoc. Dir. Admissions, pers. comm. (2018)




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In addition, the proposal will dovetail with the goals of the recent HHMI Inclusive

Excellence award to WWU. This award is focused on enhancing the recruitment,

retention and graduation in STEM disciplines for students from historically

underrepresented groups. By providing increased access to STEM courses, increased

access to research opportunities working with new faculty, and increase in capacity for

biochemistry majors, the present proposal will have a direct positive impact on the long-

term objectives of the HHMI award.

What University units (depts., colleges, etc.) will be involved?

BIOL and CHEM (CSE), with options for elective courses in BNS, ANTH, HHD,

KIN, and CSD (CHSS) and ESCI (Huxley).

PHYS and MATH would see increased enrollment in supporting courses for these

majors.

With BIOL and CHEM courses no longer limiting throughput for pre-health

students, BNS, ANTH, HHD, KIN, and CSD may see increased numbers of

majors.

Are there potential partnerships with external organizations/institutions?

Area healthcare providers (including the hospital) could provide numerous

internships for students in these programs.

Anticipated new positions needed to implement the initiative:

Faculty: Biology would need new faculty members with wide array of collective

expertise to accommodate the increased enrollment in 200- and 300-level courses that

support pre-health students and that support the other pinch point courses affecting

students in BNS, Bio/Anth, and Biochemistry (majors with requirements that align

well with pre-health requirements). Total needed for Biology: 6 tenure-track faculty

lines and 1 non-tenure-track line. These positions would allow us to increase annual

enrollments in the following Biology courses: 204 (+96 students), 205 (+96), 206

(+96), 321 (+80), 322 (+32), 323 (+80), 324 (+36), 325 (+20), 340 (+40), 345 (+40),

346 (+30), 348 (+200), 349 (+80), 432 (+20). Although 325 and 432 are not required

for any of the pre-health tracks, the expanded capacity for Biology majors interested

in health careers would increase pressure on these upper-division core courses.

Chemistry would need 6 tenure-track faculty lines: 3 in biochemistry and 3

distributed across other disciplines that support the prerequisite general, organic, and

analytical chemistry curriculum. These positions would allow us to increase annual

enrollments in the following Chemistry courses: 161 (+96 students), 162 (+96), 163

(+96), 333 (+36), 351 (+60), 352 (+60), 353 (+60), 354 (+48), 356 (+24), 471 (+80),

472 (+80), 474 (+48). Mathematics and Physics are also likely to require new faculty

lines to meet increased enrollment in supporting courses for these majors

Staff: Due to the combined effects of staff cuts made during the recession and

increasing enrollment since the recession, Biology and Chemistry are both stretched

thin in terms of staff support of labs and advising, to the point that we do not have

staff capacity to support the changes described in this proposal; thus, funding is




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requested for 6.5 FTE in staff positions. These positions include 1.0 FTE for a new

pre-health advisor position (in Academic Advising), 1.25 FTE for additional

advising/admin/fiscal support in Biology and 1.25 FTE for such support in

Chemistry. In addition, 1.0 FTE technical lab support in Biology and 0.5 FTE for

Chemistry, 1.0 FTE for equipment/ instrument maintenance (to be shared across both

departments) are required to support the additional lab sections needed to expand

capacity as described in this proposal, and 0.5 FTE is required to support lab safety

and compliance (also to be shared across both departments).

Graduate Students (supported): Biology and Chemistry would each need 4 new

Graduate TA positions (stipends plus tuition waivers) to support the increased

enrollment in lab courses.

Space needs:

New space will be required, as described below.

New equipment or other one-time costs:

TBD – new equipment would be needed to outfit new upper-division lab courses, but

the details of those needs are not worked out at this time. Startup of ~$150,000 per

new tenure-track faculty member would also be needed.

Recurring operating costs: $30,000 annually per department to Biology and Chemistry

to enable both departments to meet the increased financial demands due to increased

student access and new faculty hires. Such demands include maintaining teaching lab

safety in courses with growing enrollment, supporting existing teaching lab equipment

and instrumentation that will be subject to greater wear and tear, purchasing an increased

volume of office supplies, and increasing the budget to support faculty mentorship of

student research.

Estimated timeline for implementation: Contingent on completion of proposed capital

projects.

Potential funding sources (boldface all that apply; attach notes from University

Advancement and University Relations)

State operating budget (decision package)

New enrollments (tuition-based)

External Education (fee-based)

Reallocation

Federal Support (agency: NSF, NIH)

Grants

Partnerships (organizations/institutions: local healthcare providers)

Private Funds

Other (please specify)




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a) What specific performance outcomes does the agency expect?

What outcomes and results will occur?

o Reduced time to degree for students requiring the courses listed above.

o Reduced time to degree for transfer students interested in healthcare

professions.

o Reduction/elimination of waitlists for high demand courses listed

above.

o Increased capacity for minors in STEM disciplines.

o Increased capacity for graduates with biochemistry degrees.

o Improved advising.

What undesired results will be reduced or mitigated?

o Increased time to degree

o Waitlists for high-demand courses

Will efficiency increase?

o Yes. Increased access to courses and improved advising will reduce

time to degree.

Will outputs change?

o In addition to improving time to degree for prehealthcare students

across the WWU campus, we expect to see increases in the number of

STEM graduates from historically under-represented groups as a result

of increased capacity in (a) STEM courses, (b) research opportunities

and (c) biochemistry degrees.

b) Performance measure detail. Outcomes will be assessed via the following metrics:

Enrollment and demographic data for students in:

o courses identified in this proposal

o pre-health tracks

o the new Biochemistry BA degree

Waitlists in courses identified in this proposal

Time to degree for pre-health students (parsed into transfer vs. native)

Time to degree for students enrolling in the new Biochemistry BA

program (parsed into transfer vs. native)

c) Is this decision package essential to implement a strategy identified in

Western’s strategic plan?

Yes, specifically:

1A) Strengthen the liberal arts and sciences foundation to ensure and expand

access to the breadth of our undergraduate, graduate, and professional

programs.

Expands access to high-demand STEM courses and to Biology and

Chemistry minors for the campus community.




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Provides clear paths to high demand professional careers.

1B) Provide tools and experiences for all students to follow their intellectual

curiosity, to work across disciplines, and to develop the skills, knowledge, and

habits of mind that will enable them to effectively contribute to evolving

societal needs.

Provides improved options for pre-health students at Western, giving them

more flexibility in pursuing degrees that align with their academic

interests without jeopardizing their aspirations for a career in healthcare.

Serves the needs of the state through the education and training of future

health care professionals.

1C) Increase support and infrastructure for all types of scholarship, research, and

creative activity, and…

1D) Ensure that all students have access to high quality educational experiences

beyond the classroom.

Increases number of tenure-track faculty in Biology and Chemistry,

creating more opportunities for students to engage in highly impactful

faculty-mentored research.

2F) Give all students educational experiences both in and beyond the classroom

that help them develop the knowledge, skills, and abilities to nurture and

create the conditions for people and planet to thrive, and…

2G) Increase engagement between Western and local communities, and…

3C) Enhance student services and co-curricular opportunities to foster students’

intellectual, personal, and professional development and success.

Builds stronger connections with the community by expanding the

capacity of pre-health advising to cultivate and administer new

opportunities for student/health-care provider partnerships.

4A) Foster a positive and collaborative campus climate, including the physical

environment, that welcomes and affirms the diversity of individuals, groups,

cultures, and ideas, and…

4B) Establish, fund, and sustain practices of self-examination and continuous

improvement to identify, understand, and remediate structural injustices and

inequities at Western, and…

4C) Enroll, retain, and support more underrepresented and first-generation

students at the undergraduate and graduate levels, and…

4E) Increase affordability of and access to high quality undergraduate and

graduate education at all Western locations.

Promotes greater equity and inclusion in STEM by reducing time to

degree for students interested in healthcare professions, by increasing our

capacity to advise students as they work toward their degrees, and by

increasing the capacity for biochemistry degrees, which is currently

capped (32 students/year) well below the demand for the degree program

(50 applicants in 2017).




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Supports the long-term goals of the recent HHMI “Inclusive Excellence”

award re: greater inclusion of under-represented groups among the

graduates in STEM fields.

Provides a B.A. Biochemistry degree option with a shorter path to

completion than the current B.S. Biochemistry degree (four fewer

sequential requirements); specifically, creates a viable 2-year degree

completion option for transfer students with an interest in postgraduate

healthcare programs.

d) Does this decision package provide essential support to one of the Governor’s

priorities? Governor’s priorities can be found here.

Yes. This proposal provides essential support for two of the Governor’s priorities:

1) World-class education – this proposal would expand Western’s

capacity to serve the educational needs of pre-health students who

major in a wide variety of disciplines.

2) Healthy, safe communities – this proposal would address the growing

need for trained healthcare professionals in Washington.

e) Does this decision package provide essential support to one or more of the

Governor’s Results Washington priorities? Focus on the “World class education-Goal

Map” postsecondary section here.

Yes, specifically these items listed under World-class Education:

1.3.b Increase the number of students who are enrolled in STEM

1.3.d Increase the number of graduates in STEM

1.3.f Increase the number of students enrolled in STEM and identified high-

demand employment programs (health care is mentioned explicitly as

an area of high-demand employment).

1.3.h Increase the number of graduates in STEM and identified high-

demand employment programs.

1.3.i Increase percentage of postsecondary graduates from 4-year colleges

who during the 4th quarter after graduation are either enrolled in post-

secondary education or training or are employed in Washington.

By enabling an increased number of trained healthcare professionals, this package

would also address many of the items listed as priorities under Healthy,

Safe Communities.

f) What are the other important connections or impacts related to this proposal?

This proposal supports current ongoing efforts at WWU to promote greater

inclusion and equity in higher education (e.g., closing the achievement gap

between majority and underrepresented groups; the Howard Hughes Medical

Institute “Inclusive Excellence” award). In addition, by improving our capacity to

https://www.governor.wa.gov/issues/issues/efficient-government

http://www.results.wa.gov/what-we-do/measure-results/world-class-education/goal-map

https://www.ofm.wa.gov/sites/default/files/public/legacy/budget/instructions/operating/2017_19/chapter3.pdf




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help students find internships with area healthcare providers, the proposal will

strengthen ties between Western and the community.

g) What alternatives were explored by the agency, and why was this alternative

chosen?

No alternatives were explored because our capacity limits are directly related to

current numbers of faculty and staff.

h) What are the consequences of not funding this package?

Continued access problems that lead to longer time to degree and capping of

STEM majors.

i) What is the relationship, if any, to the state’s capital budget?

This proposal is paired with a phased capital project that would provide the

necessary space to accommodate these new hires and would provide

instructional labs needed to increase course access. Prior to implementation of

this proposal, space must be created to accommodate new faculty lines, new

staff lines, and increased lab course offerings.

o Implementation will not be possible without first completing the proposed

capital project fusing the Biology Building with Morse Hall (or some

other similarly-scaled project involving Biology and Chemistry).

o In addition, the space in Carver being planned for use for Biology 348

(Human Anatomy & Physiology) and 349 (Human Physiology) must be

finished.

j) What changes would be required to existing statutes, rules, or contracts, in

order to implement the change.

None. Approval for a new degree program (B.A., Biochemistry) will be required.

This will be pursued under existing policies.

k) Expenditure and revenue calculations and assumptions.

tBO will complete this section based on decision package budget details provided

by stakeholders and reviewed by tBO

l) Which costs and functions are one-time? Which are ongoing? What are the

budget impacts in future biennia?

tBO will complete this section based on decision package budget details provided

by stakeholders and reviewed by tBO; however, please advise if the initiative will

require ongoing and increasing investment (major) after 2019-21.




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END

Biology Department

Course Number

204 increase capacity by 96 students/year (AY2016-17 = 634)







325 increase capacity by 40 students every other year = 20/yr (AY2016-17 = 132) not a pre-health course, but demand will increase due to increased capacity for Bio majors

340 increase capacity by 40 students/year (AY2016-17 = 120) not a pre-health course, but demand will increase due to increased capacity for Bio majors





432 increase capacity by 40 students every other year = 20/yr (AY2016-17 = 145) not a pre-health course, but demand will increase due to increased capacity for Bio majors

Faculty lines

Fall Winter Spring

TT position 1 321 (40 students) 322 (16 students) 324 (12 students; alternating years with elective)

TT position 2 321 (40 students) 322 (16 students) 324 (12 students; alternating years with elective)

TT position 3 323 (40 students) elective 345 (40 students) and 346 (30 students)

TT position 4 323 (40 students) 324 (12 students) 205 (96 students/year)

TT position 5 206 (96 students) 349 (40 students) elective

TT position 6 340 (40 students) 204 (96 students/year)325 (40 students, alternating years with elective)

NTT Position 1 348 (100 students) 348 (100 students) 349 (40 students)

Graduate Teaching Assistants

2 FTE covers 204, 205, 206 (4 lab sections of each)

1 FTE covers 322 (x2 lab sections), 324 (x2 lab sections), and 346 (x2 lab sections)

1 FTE covers 349 (x4 lab sections) and adds flex for one quarter to fill in as needed

Each FTE would include stipend and tuition waiver

Decision Package Proposal

Increasing Capacity for Prehealthcare at WWU

2/22/2018

College of Science Engineering

Chemistry Department

Current biochemistry course offerings in Chemistry (black text; enrollment cap in parentheses)

Proposed increased offerings (red text)

(473 currently co-taught with Biology; addition of "1.5 FTE" 473 will result in two sections covered entirely by CHEM, addition of 2.5 FTE yields three sections)

Fall Winter Spring

2 x 471 (40) 2 x 472 (40) 0.5 x 473 (20)

2 x 474 (16) 1 x 471 (40) 1 x 472 (40)

1 x 471 (40) 1 x elective 1 x elective

1 x 472 (40) 2 x 474 (16) 1 x 471 (40)

1 x 473 (40) 1 x 472 or 473 (40) 1 x 474 (16)

1 x elective 1 x elective 0.5 x 473 (20)

1 x elective

CHEM Course No. Sections Added Increased Capacity AY16-17 Enrollment

121 1 96 students/year 1290



333 1.5 36 students/year 72






471 2 67 students/year 133 (sustainable capacity = 120

472 1 or 2 73-113 students/year 87 (capacity = 120)

473 1.5 or 2.5 46-86 students/year 74 (sustainable capacity = 40)

474 3 48 students/year 36 (sustainable capacity = 32) This is the course that caps enrollment in the BS Biochem major

Faculty Lines

Fall Winter Spring

TT position 1 472 + elective 474 471 Biochem hire

TT position 2 471 472/473 + elective 474 Biochem hire

TT position 3 473 474 473 + elective Biochem hire

TT position 4 121 + elective 122 353 + 354 (In)organic hire

TT position 5 333 333 or elective 123 Analytical hire 333 taught in alternate W quarters

TT position 6 351 352 + 354 elective + 356 Organic hire

Graduate Teaching Assistants

2 FTE covers 121, 122, 123 (3-4 lab sections of each + prepping)

1.5 FTE covers 474 (3 lab sections)

0.5 FTE covers 333 (2 lab sections) and adds flex for one quarter to fill in as needed

Each FTE would include stipend and tuition waiver

The 3.5 FTE will be distributed between 472 and 473 to meet the greatest

demand (that demand is currently greatest for 473)

Decision Package Proposal

Increasing Capacity for Prehealthcare at WWU

2/22/2018

College of Science Engineering

POSITION TITLEProposed

Annual

Salary Headcount FTE

Budgeted

Salary Benefits TOTAL

Proposed

Annual

Salary Headcount FTE Budgeted Salary Benefits TOTAL

Faculty Salaries

Total Professors -$ 0 0.0 -$ -$ -$ -$ 0 0.0 -$ -$ -$

Total Associate Professors -$ 0 0.0 -$ -$ -$ -$ 0 0.0 -$ -$ -$

Assistant Prof--Biology -$ -$ -$ 75,000$ 6 6.0 450,000$ 149,630$ 599,630$

Assistant Prof--Chemistry -$ -$ -$ 75,000$ 6 6.0 450,000$ 149,630$ 599,630$

Assistant Prof--Physics -$ -$ -$ 80,000$ 1 1.0 80,000$ 25,834$ 105,834$

Assistant Prof--Mathematics -$ -$ -$ 75,000$ 1 1.0 75,000$ 24,938$ 99,938$

Total Assistant Professors -$ 0 0.0 -$ -$ -$ 305,000$ 14 14.0 1,055,000$ 350,034$ 1,405,034$

Non Tenure-Track -$ -$ -$ 63,000$ 2 1.0 63,000$ 33,744$ 96,744$

Total Non Tenure-Track -$ 0 0.0 -$ -$ -$ 63,000$ 2 1.0 63,000$ 33,744$ 96,744$

-$ 0 0.0 -$ -$ -$ 368,000$ 16 15.0 1,118,000$ 383,778$ 1,501,778$

Exempt Staff Salaries

Academic Advisor -$ -$ -$ 50,000$ 1 1.0 50,000$ 20,458$ 70,458$

-$ 0 0.0 -$ -$ -$ 50,000$ 1 1.0 50,000$ 20,458$ 70,458$

Classified Staff Salaries

Program Coordinator -$ -$ -$ 44,000$ 2 1.5 66,000$ 35,332$ 101,332$

Office Assistant 3 -$ -$ -$ 34,000$ 2 1.0 34,000$ 28,948$ 62,948$

Instructional Tech 3 -$ -$ -$ 50,000$ 4 3.0 150,000$ 74,101$ 224,101$

-$ 0 0.0 -$ -$ -$ 128,000$ 8 5.5 250,000$ 138,381$ 388,381$

Student Salaries

Graduate Assistant -$ -$ -$ 12,117$ 4 4.0 48,468$ 6,008$ 54,476$

Graduate Assistant -$ -$ -$ 13,596$ 4 4.0 54,384$ 6,477$ 60,861$

-$ 0 0.0 -$ -$ -$ 25,713$ 8 8.0 102,852$ 12,485$ 115,337$

Total Salary and Benefits - All Positions -$ 0 0.0 -$ -$ -$ 571,713$ 33 29.5 1,520,852$ 555,102$ 2,075,954$

Classified Staff Salary and Benefit Total

Student Salary and Benefit Total

STATE BIENNIAL BUDGET REQUEST YEAR 1 STATE BIENNIAL BUDGET REQUEST YEAR 2

FY2019-20 FY2020-21

Faculty Salary and Benefit Total

Exempt Staff Salary and Benefit Total

WESTERN WASHINGTON UNIVERSITYExpanding Capacity for Prehealthcare at WWU

College of Science and Engineering

Expanding Capacity for Prehealthcare at WWU

2/23/2018

WWU Budget Office

Employee One Time Recurring Total Employee One Time Recurring Total Employee One Time Recurring Total

Salary & Benefit Information Automatically Populated FTE Costs Costs Costs FTE Costs Costs Costs FTE Costs Costs Costs

Faculty Salaries 0.0 -$ 15.0 1,118,000$ 1,118,000$ 15.0 1,118,000$ 1,118,000$

Professional Salaries 0.0 -$ 1.0 50,000$ 50,000$ 1.0 50,000$ 50,000$

Classified Salaries 0.0 -$ 5.5 250,000$ 250,000$ 5.5 250,000$ 250,000$

Student Salaries (includes Graduate Assistants) 0.0 -$ 8.0 102,852$ 102,852$ 8.0 102,852$ 102,852$

Benefits -$ 555,102$ 555,102$ 555,102$ 555,102$ Total Salaries & Benefits 0.0 $0 $0 $0 29.5 $0 $2,075,954 $2,075,954 29.5 $0 $2,075,954 $2,075,954

Supplies and Materials -$ 60,000$ 60,000$ 60,000$ 60,000$

Professional Service Contracts -$ -$ -$

Equipment and Personal Technology 2,100,000$ 2,100,000$ -$ 2,100,000$ 2,100,000$

Other Goods and Services -$ -$ -$ Total Goods and Services 2,100,000$ -$ 2,100,000$ -$ 60,000$ 60,000$ 2,100,000$ 60,000$ 2,160,000$

Lodging -$ -$ -$

Automobile Rental -$ -$ -$

Air Travel a -$ -$ -$

Ground Transportation -$ -$ -$

Other travel costs 70,000$ 70,000$ 30,000$ 30,000$ 70,000$ 30,000$ 100,000$ Total Travel 70,000$ -$ 70,000$ -$ 30,000$ 30,000$ 70,000$ 30,000$ 100,000$

Libraries** (Estimated at $10k per faculty member) -$ -$ 150,000$ 150,000$ 150,000$ 150,000$

Academic Support Services/Student Support Services (3% of Direct Costs) -$ -$ 64,979$ 64,979$ 64,979$ 64,979$

Institutional Support (2% of Direct Costs) -$ -$ 43,319$ 43,319$ 43,319$ 43,319$

Plant Operation and Maintenance (3% of Direct Costs) -$ -$ 64,979$ 64,979$ 64,979$ 64,979$ Total Indirect Costs -$ -$ 323,276$ 323,276$ 323,276$ 323,276$

Total Expenditures 2,170,000$ -$ 2,170,000$ -$ 2,489,231$ 2,489,231$ 2,170,000$ 2,489,231$ 4,659,231$

STATE BIENNIAL BUDGET REQUEST YEAR 1FY2020-21

STATE BIENNIAL BUDGET REQUEST YEAR 2FY2019-20

STATE BIENNIAL BUDGET REQUEST TOTALTotal

WESTERN WASHINGTON UNIVERSITYExpanding Capacity for Prehealthcare at WWU

College of Science and Engineering

Expanding Capacity for Prehealthcare at WWU

2/23/2018

WWU Budget Office

380 western washington university rec sum title: rec sum code

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