memorandum - cwu

CENTRAL WASHINGTON UNIVERSITY

MEMORANDUM To: M. Meghan Miller, College of the Sciences Dean

David Soltz, Provost/Senior Vice-President for Academic Affairs

From: Martha J. Kurtz, Chemistry Department ~hi~~ "f,.:,t-"","",') '(.:,v~ ,

Date: December 19, 2003

Subject: Accreditation by the American Chemical Society

The Chemistry Department would like your support as we pursue accreditation of our Bachelor of Science degree by the American Chemical Society (ACS).

This process consists of a self-study (attached), a meeting with a department representative and the ACS Committee on Professional Training at the national conference in March to discuss the self-study and then, if deemed appropriate, an on-site visit by one of the Committee's Visiting Associates. The ACS does not charge the institution for such an evaluation, and all costs incurred by an Associate for an on-site visit are assumed by the Society. (See attached copy of the Evaluation Policies and Procedures).

Enclosed please find our self-study, a copy of the ACS Evaluation Policies and. Procedures, and a mocked-up letter to the ACS from the Provost. An electronic version of the letter can be made available if you choose to use it.

Please contact Anthony Diaz at 963-2818 or Lisa Stowe at 963-2811 with questions or concerns about this request. The paperwork needs to reach the Committee on Professional Training no later than January 15.

Thank you!

Chemistry Department . 400 East 8th Ave,,!,e . Ellensburg WA 98926-7539 . Office: 509-963-28rr Fax: 509-963-1050

EEOIANTITLE IX INSTITUTION .. TDO 509-963-2143

December 19, 2003

Secretary Committee on Professional Training American Chemical Society 1155 Sixteenth Street, N.w. Washington DC 20036

Subject: Undergraduate Professional Accreditation in Chemistry , I would like to present the Bachelor of Science degree of the Chemistry Department at Central Washington University for consideration by your committee for accreditation.

Enclosed please find the self-study and supporting documents you require. Please contact Dr. Anthony Diaz, Assistant Professor of Chemistry, at 509-963-2818 or [email protected] if you have questions regarding this submission and to arrange for a meeting during the national conference.

Thank you for your consideration.

Sincerely,

David L. Soltz, Ph.D. Provost/Senior Vice-President for Academic Affairs

Enclosures

Self-Study For Schools Applying for ACS Approval

of their Undergraduate Chemistry Programs

Careful study of the current ACS guidelines for undergraduate chemistry programs should precede preparation of this report form. Several sections of the report correspond generally to similar '>actions in the published guidelines; specific questions andlor requests for information relate directly to these guidelines. A copy of the guidelines booklet accompanies this report form. The guidelines can also be found on the world wide web at the ACS Committee on Professional Training website: http://www.chemistrY.org/education/cp!l

In a formal evaluation, the Committee considers the adequacy of an undergraduate program in chemistry to prepare baccalaureate students for professional careers as chemical scientists. This report also incorporates some questions andlor requests for information designed to assist both the institution and the Committee in assessing the extent to which the overall program in chemistry is successful in meeting broader as well as specialized educational objectives. If you used additional sheets of paper in preparing this report, please be sure that each page is numbered, dated, and includes the name of your institution.

Name of Institution: Central Washington University Date: December 23. 2003

Address: 400 East University Way, MailstoD 7539

City and State: Ellensburg WA Zip Code: __ -"9,,"8,,,92~6,--____ _

Phone: (509) 963-2811 Fax: (509) 963-1050 E-mail: [email protected]

Name and Title of Principal Administrative Officer of Institution: _--,J",e",ri",ly""n-,M",c",l!..).nt",y"re""-,-P",re",s",id",e",n,,,t ________________ _

Name and Title of Chair or Head of Chemistry Department: Martha J. Kurtz. Department Chair I Associate Professor

Nal1!e and Title of Person Preparing this Report: Anthony L. DiazcAssistant Professor

Check Basis of Academic Year: Quarter: _X_; Semester __ ; Other (specify), _____________________ _

Number of Weeks of Instruction (Not counting final examination period) Per Quarter 10 ; Semester __ _

Mini or Interim Term __ ; Other __

Is Institution Accredited by a Regional Accrediting Association? Yes X No D. Name of Accrediting Association: National Association of Schools and Colleges (NASC)

Signed: ,--;----,,-----,,.--____ -;--,;-;--_-,-; __ (signature of person preparing this report)

1 Last Revised 08/02

Section 1 Program Organization and Structure

A. Is the chemistry department organized as an independent administrative unit? Yes 0 No X. If not, how is the department or program administered and to whom does the department administratorreport?

B.

C.

The Department is one of twelve departments in the College of the Sciences. The Department Chair reports to the Dean of the College of the Sciences.

Check the degrees offered in Chemistry: BA X BS X MA 0 MS X PhD 0 Other (explain)

Number of students at the beginning of the current academic year: Entire Campus All Chemistry Courses Chemistry Major Seniors Graduate Students

BA in TeachinQ ChemiW\i

10.002 1.114

33 3

D. Discuss any special goals or relationships of the chemistry department or program as these pertain to the educational objectives of your institution.

Please see appendix A, pages 29"31

E. What is the extent of the service responsibility of the chemistry department with respect to students majoring in subjects or fields other than chemistry?

The Chemistry Department serves the campus through course work, which provides: I. A component ofthe institutional general education requirements II. Work required for majors within the areas of Biology, Construction Management, Flight Technology, Geology, Industrial and

Engineering Technology, Nutrition, Physics, Safety Education, and Science Education.


F. Does your institution have any established policy, procedure, and time schedule for the self-evaluation of chemistry programs and curricula?

Yes X No D. If yes, what groups partic,ipate in the self-evaluation process (e.g., faculty committees, other types of institutional committees, departmental advisory committees, chemistry faculty, student groups, alumni, employers of chemistry graduates, etc)?

We are currently in our second year of a new program review process that operates on a five-year rotation in conformance with our university accreditation standard. The review process takes approximately 1.33 years. The Associate Vice President for Undergraduate Studies implements the review process. It consists of these basic pieces:

1. The department develops a self-study beginning in April of the year prior to extemal review. The deans or associate deans are involved with coordinating the self-study and meeting time lines. 2. The self study is completed December 1 and formally reviewed by Dean, Associate Vice President, and revised if needed prior to visit of extemal reviewers. 3. One or two reviewers visit campus for two"days and consult with department faculty, students, Dean, Associate Vice Presidents, Provost, and any other appropriate bodies. 4. They develop an external evaluation. 5. The Dean develops a set of commendations and recommendations. 6. The Associate Vice President develops an executive summary. 7. These are transmitted to the Provost and Faculty Senate for action.

Section II Financial Support

A. Does the chemistry department or program have a separate budget? Yes X NoD. If not, how are program funds provided?

B. If your program has a separate budget, does the chemistry department have full administrative control of the budget? Yes X NoD. If not, how is administration and control handled?

The Dean of Library Sciences controls the library budget. The Associate Vice President of Graduate Studies, Research and Continuing Education funds most of our Graduate Assistant positions.


C. Give annual expenditure of institutional funds for:

1. Capital Equipment Acquisitions and Replacements 2. Supplies

a. If teaching laboratory and undergraduate Research budgets are combined, enter here and Skip band c b. Undergraduate Research Supplies c. Teaching Laboratory Supplies,

3. Library Expenditures for Chemistry: a. Books and Journals b. Online searches

4. Equipment and Instrumental Maintenance 5. Faculty Travel to Meetings (Total No. of Faculty~) 6. Salary Total for: a. Undergraduate Teaching Assistants

b. Undergraduate Research Assistants c. Graduate Teaching Assistants d. Graduate Research Assistants e. Non- Academic Support Personnel

Total Expenses (Exclusive of Faculty Salaries)

Current Fiscal Year

2.572

32.889

41.300 3.809 1.126 4.499 6.737

o 27.355

o 130.000 250.287

* Our fiscal year is July 1 - June 30. "Current fiscal year" figures are from 2002-2003.

Five- Year Annual Average

1.276

34.276

38.693 data not available

1.397 2.682

17.255 o

16.846 2.295

116.315 231.035

D. Does your program receive support from sources beyond your institution? Yes X No D. If yes, list below the other principal sources of income and the extent to which each provides continuing support.

Many of our grants are awarded for multiple years and we are continually writing grants, thus we've indicated yes for whether the external research grants are "continuing".

Estimated Five-Year Current Year Annual Averages Continuing?

1. External Research Grants to Faculty Members 18,538 ~144,881 YesX No D

2. External Grants to Department 0 0 YesD No D

3. Other (Training/Educational Equipment) 0 0 YesD NoD

4. List on an attached sheet the most recent (up to 10) proposals or grant requests submitted for support of research, science instruction, or program support submitted to agencies or foundations outside your institution. Indicate those that were funded.

Please see appendix A, page 32

,r 4 Last Revised 08/02

Curriculum of Required Courses for Certified Graduates

Section III Curriculum Summary

Institution Central Washington University

Date December 23. 2003

A. A chemistry student wishing to be certified to the Society at the time of receiving the baccalaureate degree should have completed successfully a curriculum as defined in the current edition of the ACS Guidelines (available at http://www.chemislrv.org/educationlcptl). Each certified graduate should complete a minimum of 28 semester credit hours (or equivalent) and 500 total lab contact hours.

List below all required courses in chemistry, physics, and mathematics in their normal progression. The total hour figures requested in column three should total class and laboratory hours for the entire period of the course, excluding examination periods (e.g., a two -semester course in organic chemistry with three classes and four laboratory hours per week for a total of 28 weeks would be reported as 84 class and 112 laboratory hours). If desired, amplifying remarks may bEl added by a numbered footnote using a separate, attached page for the purpose.

Table 1. List below all required chemistry courses in chemistry CORE in the sequence suggested for certified students. Refer to the current ACS guidelines for the ACS definition of CORE courses.

Course Course Title Total Hours 1 Textbook and Author 2 Frequency CORE material % Number Class Lab of ~r 4

Offering M

~ A I 0 P B >-

Chem 181 General Chemistry 1 40 --- Chemistry, The Central Twicelyr 1 30 40 5 25 -181.1 General Chemistry Lab -~-- 30 Science, 9th ed. Brown, Twicelyr 1 38 18 0 38 6 182 General Chemistry 2 40 --- Lemay, and Bursten Twicelyr 1 20 30 5 45 -182.1 General Chemistry Lab --- 30 ----- Twice/yr 1 13 12 28 47 0 183 General Chemistry 3 40 --- (same as 181 and 182) Twice/yr 1 65 10 - 25 -183.1 General Chemistry Lab --- 30 ----- Twicelyr 1 38 32 15 15 0 251 Quantitative Analysis 30 --- Quantitative Chemical Oncelyr 2 100 - - - -

Analysis- Daniel Harris !

251.1 Quantitative Lab --- 60 ----- O,,-celyr ,2 - - - - --

1. Total Hours refers to the total contact hours per term. Do not put in credit hours or contact hours per week. 2. If no textbook is listed, please send course syllabi, midterms, and final examinations if given. Please see Appendix B 3. The year in the undergraduate curriculum you recommend this course be taken. 4. Please apportion for each course the approximate content to the five areas: Analytical and Instrumental (A), Inorganic (I), Organic (0), Physical

(P) and Biochemical (B). This is particularly useful if course titles are ambiguous or if courses cover more than one CORE area. If you use an integrated approach to cover CORE topics (classroom or lab work), please send course syllabi and examinations.

5 last Revised 08/02

Course Course Title Total Hours 1 Textbook and Author 2 Frequency CORE material % Number Class Lab of Breakdown 4

Offering M

0:: A I 0 P B >-

361 Organic Chemistry 1 30 --- Organic Chemistry, Seyhan Ege Once/yr 2 - - 100 - -361.1 Organic Chemistry Lab --- 60 ----- twice/yr 2 5 - 95 - -362 Organic Chemistry 2 30 --- Organic Chemistry, Seyhan Ega Once/yr 2 - - 100 - -363 Organic Chemistry 3 30 --- Organic Chemistry, Seyhan Ege Once/yr 2 - - 100 - -363.1 Qualitative Organic ----- Once/yr 2 5 - 95 - -

Chem. Lab --- 60 350 Inorganic Chemistry 30 --- Inorganic Chemistry, Miessler, Tarr Once/yr 2/3 - 60 5 35 -381 Physical Chemistry 1 50 --- Principles of Physical Chemistry Once/yr 3/4 - - - 100 -

Lionel M. Raff Applied Mathematics for Physical Chemistry James Barrante

382 Physical Chemistry 2 30 --- (same as 381) Once/yr 3/4 - - - 100 -

382.1 Physical Chem. Lab 1 --- 60 ---- Once/yr 3/4 100 383 Physical Chemistry 3 30 --- (same as 381 & 382) Once/yr 3/4 100 383.1 Physical Chem. Lab 2 --- 60 ---- Once/yr 3/4 100 388 Colloquium 1 10 --- ---- 3/yr 3/4 488 Colloquium 2 10 --- ---- 3/yr 4

1. Total Hours refers to the total contact hours per term. Do not put in credit hours or conta<;t hours per week. 2. If no textbook is listed, please send course syllabi, midterms, and final examinations if given. Please see Appendix B 3. The year in the undergraduate curriculum you recommend this course be taken. 4. Please apportion for each course the approximate content to the five areas: Analytical and Instrumental (A), Inorganic (I), Organic (0), Physical (P) and Biochemical (B). This is particularly useful if course titles are ambiguous or if courses cover more than one CORE area. If you use an integrated approach to cover CORE topics (classroom or lab work), please send course syllabi and examinations.

Use separate sheets listing the same information if needed for additional courses


Table II. ADVANCED Courses Used for Certification. List below only those courses in your chemistry program that fulfill the requirement of "six semester hours of advanced courses that include sufficient laboratory work to bring the total number of laboratory hours to 500" (pg. 7, 1999 ACS guidelines). Do not include ACS-defined CORE courses in this table.

Course Total Ho1urs 1 P. Chem Number Course Title Class Lab Textbook and Author Prereq? 2 Frequency of

YorN offering

Required ADVANCED .courses used for certification

Chem 431 Biochemistry :10 --- Biochemistry, Garret and Grisham N Once/yr 4~1.1 Biochemistry Lab ~,-- 60 ----- N Twice/yr 473 Transition Metal Chemistry 30 30 Inorganic Chemistry,2od ed. Y Once/yr

Miessler and Tarr

Elective ADVANCED courses used for certification To be certified students must select courses or 9 credit hours from the below list

Chem 345 Environmental Chemistry 30 60 Environmental Chemistry, Freeman N Once/yr 432 Biochemistry 2 :30 --- Biochemistry, Garrett and Grisham N Once/yr 452 Instrumental Analysis 30 --- Principles of Instrumental Analysis N Once/yr

Skoog, Holier, and Nieman 452.1 Instrumental Analysis Lab --- 60 ----- N Once/yr 490 Cooperative Education --- 50 max N Year round 492 Laboratory Teaching Exp. 10 30 teaching N 3/yr 495 Undergraduate Research --- 60 max N 3/yr


·

Course Total Hours 1 P. Chern Number Course Title Class Lab Textbook and Author Prereq? 2 Frequency of

YorN offering

Graduate Courses May also be used with Advisor approval. The degree requires an Additional 3-5 credits of approval electives.

.~~ ...

1. Total Hours refers to total contact hours per term. Do not put in credit hours or contact hours per week. 2. Please send your most recent syllabi and midtemn and final examinations for all chemistry courses in Table II that do not have a physical

chemistry prerequisite. Please see Appendix B

Table III. Cognate Courses (physics, mathematics, biology, and computer science) required for certified students.

Course Total Hours Number Course Title Class Lab Department Recommended Year PHYS 1110r81 General Physics 1 40 --- Physics 1/2 111.10r181.1 lab 1 --- 3D Physics 1/2 PHYS 112 or 182 General Physics 2 40 --- Physics 1/2 112.1 or 182.1 lab 2 --- 3D Physics 1/2 PHYS 1130r183 General Physics 3 40 --- Physics 1/2 113.1 or 183.1 lab 3 --- 3D Physics 1/2

I

I


Course Total Hours Number Course Title Class Lab Department Recommended Year

Math 172.1 Calculus 1 50 --- Math 1/2 Math 172.2 Calculus 2 50 -.. Math 1/2


Section III Curriculum Summary (contd.)

B. What minimum total number of formal chemistry classroom and laboratory hours would you consider necessary for a graduate to be certified based upon the courses listed as required in the preceding summary?

Semester CORE classroom Hours Semester ADVANCED Classroom Hours Total CORE Laboratory Hours Total ADVANCED Laboratory Hours

C. Indicate any course in Tables I and II offered by faculty members not holding the Ph.D. degree.

400 60

390 90/30 elective =120

Occasionally Chem. 181.1, 182.1, 183.1, 361.1 are taught by an adjunct faculty member holding the M.S. degree.

D. Indicate any courses in Tables I and II offered and taught by adjunct or part time faculty.

Over the course of the last five years, almost all of our courses have been taught at one time or another by adjunct or part time faculty due to the turnover in faculty (refer to question B-3 in Section IV, Faculty and Support Staff, for more details on turnover). This is not a typical practice in our department, but became a necessity due to circumstances beyond our control.

E. Does your institution require a minimum enrollment or class size before a course can be given? Yes 0 No X. If yes, explain.

F. If a class size or enrollment minimum exists, explain how the regular offering of the required upper level CORE and ADVANCED chemistry courses as specified in Tables I and II could be assured when enrollments for any particular course were less than the minimum.



G. Student Undergraduate Research

Does your program offer faculty supervised individual undergraduate research? Yes X No D. If yes,

1. If undergraduate research is used for certification, please submit a sampling of the required, comprehensive research reports or theses (prepared by students), representative by discipline and faculty, with the grade the student received indicated on each. Number

submitted ~. Should we return these reports? Yes D No X. Please see appendix C

2. Please specify the number of undergraduates that participated in research (all chemistry degree options) during the last five years. Number of Chemistry Students involved 158 ; Number of Faculty Members involved _....:9~_

3. How are the students counseled in the selection of a mentor and project? Students are exposed to undergraduate research opportunities through discussions with their advisor as well as discussions with other faculty members. Faculty also encourage first and second year students in their classes to explore research possibilities. In addition, the department websitE> includes links to faculty web pages that describe their research activities.

4. What is the nature of faculty supervision of student research? Faculty work very closely with undergraduate researchers to teach them theory and methodology. Faculty meet regularly with these students to discuss results and the direction of the research program. Many of these students present posters at regional and national meetings, and are co-authors on peer-reviewed manuscripts.

5. Are final written reports required of the results of the project? Yes X NoD. If yes, what standards are used to determine acceptability of the report?

As with any course, this policy is established by the individual instructor. Students are counseled regarding how to prepare the report, and generally prepare one or two drafts that are reviewed by the faculty mentor before a final report is submitted. Reports typically include a discussion of the theory, experimental methods, results and future work, as well as literature references.

6. What academic credit is allowed? Up to six credits can be applied toward the degree. Students typically take 1-3 credits in a quarter.

7. Explain how undergraduate research is funded. External grant funding. Some funding is also available through the SOURCE (Symposium on Undergraduate Research and Creative Expression) program and the undergraduate research office.

8. Have results of recent undergraduate research projects have been published? Yes X No D. If yes, attach a list of publications. Please see Appendix 0

H. Service Courses 1. List below all the undergraduate chemistry courses given by the chemistry faculty for majors such as biology, engineering, physics,

agriculture, health related fields, etc. Attach additional pages if necessary. Chern 111, Chern 112, Chern 113, Chern 181, Chern 182, Chern 183, Chern 361, Chern 362, Chern 363, Chern 431, Chern 432



2. Do undergraduate chemistry majors take any of the preceding courses for credit? Yes X No D. If yes, which courses? Chem 181, Chem 182, Chem 183, Chem 361, Chem 362, Chem 363, Chem 431, Chem 432

I. Examinations

1. If ACS standardized final examinations are used in lieu of or in addition to final examinations prepared by the faculty members responsible for the courses, list below all such courses and types of examinations used. Provide profiles of performance in each for the past two academic years (e.g., average percentile rank and range of students compared to national norms.)

Name of Course Examination Used Reauired of All Students? Pattern of Performance See appendix A, page 33

----- -- -- --

J. Communications

Describe briefly any curricular requirements for other programs designed to assist undergraduate chemistry majors in acquiring competency in: 1. Technical report writing

-

This subject is covered in our own curriculum in all upper-division laboratories. There is a Technical Writing course (Eng 310) available through the CWU English Department (this is not a degree requirement).

2. Oral presentations

Oral presentations are required in the following courses: Chem 345, Chem 3631, Chem 3831, Chern 488, Chem 492


3. Understanding and use of technical literature


The following courses require students to retrieve and analyze chemical literature: Chem 251, Chem 2511, Chem 345, Chem 3631, Chem 388, Chem 473, Chem 488, Chem 495.

, K. Cooperative Work

1. Does your program offer any off campus cooperative or internship type of work? Yes X No D. If yes, provide brief details of the arrangement. See appendix E for a copy of the Learning Agreement (contract with student, advisor and employer) and the Student Cooperative Education Workbook

2. Are semester credit hours given for off-campus study? Yes 0 No X. If yes, what is the maximum credit allowed for: a. Classroom Work b. Laboratory Work _..,-,..,--__ c. How much credit would be counted for ACS certification for classroom ; laboratory. ?

3. How is the nature and extent of off-campus study determined and supervised for each student? The only off-campus study conducted is cooperative or internship type of work. This is supervised be a faculty advisor within our department as well as a field supervisor from the CWU Career Services office.

4. Are written reports or final examinations required for each off-campus aSSignment? Yes X No D. If yes, provide brief details. Each off-campus cooperative assignment is handled differently depending on the nature of the work. An agreement is prepared between the student, the Career Services office, and the student's faculty advisor. Typically, the agreement requires regular reports from the student (even if they are brief email or phone conversations) and a summary report.

5. What is the total number of students involved in cooperative work for the current academic year 0; preceding academic year ~ ?

L. Discuss briefly any features of your undergraduate chemistry program and/or curriculum that you consider to be notable with respect to educational innovation or other especially effective techniques that improve and advance the educational process.

We deliver our general chemistry lab curricula partially through the application of computer interfaces. Students are expected to use spreadsheets to analyze data. Students are encouraged to participate in undergraduate research especially as juniors and seniors. Our capstone courses, Chem 388 and Chem 488 allow US to access students' ability to communicate in the discipline, a difficult goal to assess with tradilionallecture/lab courses.


Section III Curriculum Summary (ecntd.)

M. Please provide two complete copies of the current college catalog. If there are undergraduate chemistry courses listed in the catalog for chemistry majors, but not listed in the above summary, explain the discrepancies. Please see appendix F

Section IV Faculty and Support Staff

A. Provide a personal history record form (enclosed) for each faculty member. Please see appendix G

Salary information:

1. Please check the minimum salary for each rank for chemistry faculty (nine months): Professor Associate

Professor

Below $41k D D $41-$50K D D $51-$65K D X

$66-$80K X D Over$80K D D

Assistant Professor

D X

D D

D

2. Ifthere is no uniform salary policy, state briefly the policy and practice of your administration in determining salaries and salary ranges for the several professional ranks of chemistry faculty.

Please see appendix A, page34

B. Appointments and Promotions

1. Comment briefly about current policies and procedures for chemistry faculty appointments, promotions, and tenure.

Appointments, promotions, and tenure are made according to the Faculty Code. The College of the Sciences and the Chemistry Department both have specific policies and procedures outlined. Please see appendix A, pages 34-43


Section IV Faculty and Support Staff (contd.)

2. What input does the Chemistry department have on matters pertaining to appointments, promotions, and tenure? The Chair and the Personnel Committee make independent recommendations to the Dean for initial appointment, reappointment, promotion, and tenure. All faculty have access to files submitted by candidates and may forward comments to the Chair, the Personnel Committee, or the Dean. Please see appendix references from question 81 for more detail.

3. Discuss briefly the amount of turnover of Ghemistry faculty members (including full time, part time, adjunct, and temporary faculty, but excluding teaching assistants) during the last five years and the reasons involved. Also, how much change has occurred in total faculty size during the same period? Use a supplememtary sheet if necessary. Please see appendix A, page 44

C. Faculty Development

1. To what extent do faculty members receive support and encouragement from the administration for a. Individual scientific research: Faculty are highly encouraged to pursue individual scientific research. Faculty load credit is given at a rate of

1 contact hour for every 8 undergraduate credit hours generated and every 6 graduate cre(jit hours generated. The University provides several opportunities for faculty to apply for resources to support scholarly work including Seed Grants, Research Leaves, and Travel Grants. Faculty are encouraged to include teaching buyout in externally funded grants.

b. Course development: Faculty are encouraged to continually upgrade their courses. The faculty have recently been given incentives to incorporate technology in their courses and to develop web-based courses. Faculty are encouraged to include course development release time in externally funded grants. Typically course development is encouraged but considered part of a faculty member's workload.

c. Involvement with service work for the scientific community and local community: Faculty are rewarded for service work for the scientific community and local community in both promotion and tenure criteria and merit criteria. Performance records submitted annually by faculty contain sections titled Presentations to CWU Community, Community Service Presentations, and Professional Activities (e.g. Consulting)

d. Other: Significant support has been given to faculty to develop interactive video courses. The Chemistry department has taught Organic Chemistry through interactive video to two regional community colleges simultaneously.

2. a. Comment briefly on the summer activities of faculty members, especially with respect to opportunities to remain at the institution and! or pursue research projects.

The majority of the chemistry faculty spend summers working on scholarly work, often supported on soft money. The University provides two mechanisms of support for scholarly work thai involve competitive proposals for research during the summer: one through the Office of Graduate Studies, Research and Continuing Education and one through the College of the Sciences. Limited chemistry teaching opportunities are available to faculty during the summer.

b. How many of your undergraduates and faculty carry out research in the summer? There are typically 4-7 faculty members conducting research during the summer months. Undergraduate participation during the summer months in the past 5 years has ranged from 5 to 15 students.



3. What are provisions for sabbatical and other professional leaves? Please see appendix A, pages 44-46 for copy of Faculty Code that addresses this question

a. Duration

b. Frequency

c. Percentage of salary paid

d. Conditions for granting

e. Replacement faculty policy

4. How many faculty members have requested sabbatical or other professional leaves during the past 1 0 years?_--,2~ __ . How many of these have been granted?_",,2=--__

5. Review briefly where sabbaticals or other leaves were spent, length of each, and nature of activities performed. (up to 1 0 individuals) One academic year sabbatical was granted to a biochemist to accomplish three main goals: 1) enhance collaborations with specific universities in the Northwest and with Pacific Northwest National Laboratories in biochemical toxicology studies, 2) develop and carryout new techniques at CWU, and 3) write scientific papers resulting from previous data collected. One academic year sabbatical was granted to a chemical educator to accomplish three main goals: 1) Write a book on using the environment as a context for learning, serving as editor; 2) Work with colleagues across the state to develop a pre-service, in-service, and non-formal environmental education resource hub with model school districts; 3) develop and disseminate curricula using GIS technology to integrate the sciences and mathematics.

6. In what other ways are faculty members encouraged and supported to participate in activities important to scholarly and professional growth? One day each quarter is set aside specifically for faculty development, some financial support is available for travel to professional meetings, and two campus events (1. Symposium on Undergraduate Research and Creative Expression, and 2. Faculty and Graduate Students Joint Research Conference) encourage faculty to work with students to present research findings.



D. Student Assistants

-

Number Degree Sought Direct Contact with TYl2e of Work Performed Other Comments (per academic year) Students?

.

Laboratory Teaching 60 B.S.

Yes X No Assistants, Stockroom Assistants and Office Assistant Laboratory Teaching

3 M.S. YesX No

Assistants

N/A Ph.D. Yes No

---- --- -'- --------

1. a. Review briefly the nature and extent of training given to student assistants prior to assignment Teaching assistants, stockroom assi~,tants, and office assistants attend a mandatory two-hour orientation meeting prior to employment. Topics covered include general expeGtations, safety policies, and stockroom policies. All student employees are given Chemical Hygiene Plan training.

b. Is training required for all assistants? Yes X No 0 c. How is the performance of student assistants supervised and evaluated?

Laboratory teaching assistants are supervised by the instructor of record for the laboratory to which they are assigned. The Stockroom Manager supervises stockroom assistants and the Secretary supervises the office assistant. All student employees are evaluated in writing at the end of each academic quarter by their supervisor; the students in their lab classes also evaluate teaching assistants. All TA evaluations are reviewed by the Teaching Assistant Coordinator prior to their rehire.

2. In which undergraduate laboratories, if any, are undergraduate student assistants used? Undergraduate student assistants am utilized in all undergraduate laboratories.

E. Support Staff What provisions exist for stockroom, clerical, and secretarial personnel? Further, to what extent are technicians or services available for the maintenance and repair of instruments and other items of specialized equipment?

The Chemistry Department currently employs a full-time Secretary Senior, a full-time Scientific Instructional Technician (stockroom manager), a 10-month Staff Support Supervisor (lab manager/safety officer) and a half·time Instrument Technician. The half-time Instrument Technician is responsible for maintenance and repair of instruments and other items of specialized equipment.


Section IV- Part 2 Chemistry Faculty Summary

h ....... ~ .............. , ........... , ............ 11" .................. , ............. y II ..... " .................................... ~ ..... ...... "" Name and Rank Birth Baccalaure te Dearee Masters Dearee Doctoral Dearee

year School Year School Year School Year

See appendix A, Page 47

Institution Central Washington University Date December 23. 2003

Chemical Year Status Tenure Sllecialization Joined

Staff FT PT Adj Yes No

, -- -

FULL TIME PART TIME ADJUNCT Numerical Total

Ph.D. M.S. B.S. Ph.D. M.S. B.S. Ph.D. M.S. B.S. Professors 2 0 0 0 0 0 0 0 0 Associate Professors 1** 0 0 1" 0 0 0 0 0 Assistant Professors 4 0 0 0 0 0 0 0 0 Instructors 0 0 0 0 0 0 1** 1 0 Other 0 0 0 0 0 0 0 0 0

* The part-time faculty member (Kurtz) is tenured with a half-time appointment in the Science Education Program.

Use separate sheets listing the same information if needed for additional faculty members

** Carin Thomas (FT tenured) is on sabbatical this year; we have included her in this table as well as her full-time adjunct I leave replacement (Owens).


Section IV-Part 3 Teaching Contact Hour Summary Form

A. Are maximum and minimum teaching contact hours established as an institutional policy? Yes X No D. If yes, explain briefly. The target load per full-time faculty member is defined as 12 contact hours per quarter. Faculty may not teach more than 18 contact hours per week (per the CWU Faculty Code). .

B. How much teaching contact hour credit is allowed for Please see appendix A, page 48

1. Faculty supervision of student research Total Per Student ;:--;-_

2. Departmental Committee Assignments __ _ 3. Institutional Committee Assignments __ _

C. Provide below the current teaching contact hours per week for each faculty member

First Semester or Quarter Second Semester or Quarter Faculty Member Catalog Number and Course l' 2' 3' 4' Catalog Number and Course Title (indicate rank) Title

See appendix A, pages 49-51

-_.-

1* Number of contact hours scheduled per week. 2* Number of contact hours of laboratory scheduled per week.

1*

3* Indicate in this column the approximate number of hours per week actually spent in the laboratory supervising students. 4* Total of columns 1 and 3 for a grand total of each faculty member.

2* 3* 4'


First Semester or Quarter Faculty Member Catalog Number and Course (indicate rank) Title

See appendix A, pages 49-51

1* Number of contact hours scheduled per week,

l'

Section IV-Part 3 Teaching Load Summary Form

Second Semester or Quarter 2' 3' 4' Catalog Number and Course Title

2* Number of contact hours of laboratory scheduled per week.

1*

3* Indicate in this column the approximate number of hours per week actually spent in the laboratory supervising students. 4* Total of columns 1 and 3 for a grand total of each faculty member.

Use separate sheets listing the same information if needed for additional faculty members.

D. Any other comments relating to policy for assigning course responsibilities and calculation of actual teaching contact hours. No other comments.

2' 3' 4'


I I

A. Admissions

Section IV Students and Counseling

Are entering students to your institution required to take the SAT, ACT, or a similar admission examination? Yes X No D. If yes, indicate the examinations and the range andlor average of scores of students accepted. Also, if special admission requirements exist for entering chemistry or science majors, give brief details.

The SAT or ACT are only required of entering freshman; these exams are not required of transfer students. The SAT was administered to 1,171 students for admission fall quarter 2003. The average combined score was 992. ACT scores were reported for 354 students, and the average composite score was 21. This data was obtained from the CWU Institutional Research Office.

B. Counseling What services are available to counsel students about career options in chemistry and related sciences, for curriculum guidance, for graduate study, andlor other individual educational needs?

Chemistry students have access to their academic advisor, a faculty member in the department, for career counseling, curriculum guidance, advice on graduate study, and other individual educational needs. CWU also has an office of Career Services available for students to receive career counseling.

C. Graduation and Placement

Number of Chemistry Graduates (Five-year to.!illl.

Went to

D. Follow-up

Chemistry Graduate School Medical School Other Professional Schools Industry Teaching OtherlUnknown TOTAL

18 o 4

13 10 21 66

What perception do you have of how well your baccalaureate graduates have performed following graduation? What perception do your students have of their undergraduate education? How is this information obtained?

Students graduating from our programs have been extremely successful in their chosen paths. As noted above students have gone on to a wide range of career paths including pharmacy school, dental school, graduate school, industry, and teaching. Many students report back thanking the department for the education and support they received as undergraduates.


Section IV Facilities

A. Check in the appropriate column the adequacy of space available for the chemistry program.

Satisfacto[l! Crowded

Classrooms X 0

Laboratories: Introductory Chemistry X 0 Quantitative Analysis . X 0 Inorganic X 0

. Organic 0 X Biochemistry X 0 Physical X 0 Instrumental Analysis X 0 Student Research X 0 Faculty Research X 0

B. Instrumentation and Equipment

Not Available

0

0

0

0

0

0

0 I

D 0

0

List on a separate sheet all major items of instrumentation and equipment (value of $5000 or more and its year of manufacture) available for the undergraduate program. See appendix A, pages 52-53

C. Library

1. Is the chemistry library collection in the chemistry building? Yes 0 No X. If not, where is it and how far from the chemistry building? The chemistry library collection is located in the James E. Brooks Library on the CWU campus, which is just 300 yards north of the Science Building.

2. Approximate number of bound books and volumes (Chemical texts and journals or equivalent on microfilm) 7.500

3. Number of current periodicals (Attach a list if twenty or less) f. In chemistry library N/A ; B. In college library -----..ill . See appendix A, page 53

4. Is Chemical Abstracts available on campus?: Hard Copy X Sci Finder 0 STN X Other Access (briefly specify): We have web access to several ACS publications as well as the Web of Science.


Section VI Facilities (contd.)

6. Report the number of Chemical Abstract searches per year or the expenditure for searches per year. One to two searches are conducted per year with a cost of approximately $100.

7. Describe briefly how undergraduate students and faculty access titles and abstracts on a regular basis (offices, library, other). There are a variety of excellent resources for faculty and students. Some hardcopies of journal titles, as well as Chern Abstracts, are available at the library. In addition, several electronic resources exist. The library has a subscription to the ACS collection of journals - articles can be accessed in PDF format and printed out. The library web site also includes access to several electronic search engines including Synergy and Web of Science. Articles of interest can be requested by faculty or students via the interlibrary loan service. The articles are usually delivered within ten days and are free of charge unless unusual fees are involved. In addition, books are available from other institutional libraries in the Northwest through Cascade - an interlibrary loan service.

8. Are other extensive chemistry library facilities available in the community? Yes D No X. If yes, discuss briefly.

9. Are reading room facilities available in the chemistry building? Yes X No D. If yes, describe briefly the library resources in the reading room. The Science Building has a Commons room with minimal library resources.

D. Additional Learning Resources

1. Are classroom demonstration facilities available and adequate? Yes X No D. If not, explain.

2. Describe briefly the use and availability of a. Computer facilities

There are four general computer labs open daily to students in our building. These are open to all students on campus and are mainly utilized by Chemistry and Biology students.

b. Technology enabled classrooms (e.g., computer aided projection) All of the lecture rooms in the Science Building are equipped with multi media equipment that includes: computer wtth ceiling projection, document camera and CDIDVDNCR players. The general chemistry labs are equipped with computers for data collection and analysis.

c. Other learning resources We have an office where Teaching Assistants hold office hours and are available for tutoring services to all chemistry students.

23 Last Revised 08102

E. Service Facilities


Indicate whether or not the following facilities are available, where located, and if adequate. 1 . Stockroom

We have a Chemistry Department Stockroom located on the third floor of the Science Building that is adequate for our needs.

2. Electrical and instrumental equipment maintenance and repair We have a half-time Instrument Technician who works in our department. Her job is to maintain and repair all discipline specific equipment and instrumentation.

3. Other service facilities Machining is available in the CWU lET (Industrial and Engineering Technology) Department and in the local community. Basic glassblowing equipment is available in the department.

F. Safety 1. Indicate if all instructional laboratories are suitably equipped with

Safety Shower(s) X Yes D No

Eye Wash(es) X Yes D No

Fire Extinguisher(s) X Yes D No

Explain any "No" answers

Adequate Hoods

Adequate Ventilation

X Yes D No

X Yes D No

2. Does your institution have a chemicalhygiene/laboratory safety plan that includes standard safety rules, descriptions of safety committees, and emergency procedures? YES



3. How frequently are safety inspections performed, and how are any deficiencies addressed?

Members of the CWU Environmental Health and Safety department perform safety inspections periodically. Deficiencies are communicated in writing to the Chemistry Department chair.

4. Are the facilities available for the storage, handling, and disposal of hazardous materials in compliance with government regulations?

YES.

5. Check all of the ways safety education and awareness is presented in the curriculum:

o Separate safety course

X Introduced in laboratory courses

o Student participation on safety committees

o Questions related to safely appear regularly in examinations

X Hazard and risk information available to all students

X Hazard assessment prior to conducting student research

o Other (please explain)

F. To what extent would present facilities accommodate changing enrollments in chemistry courses? What are the present trends in your chemistry course enrollments?

Currently enrollment trends are up university wide and especially in chemistry. The current facility can accommodate increased enrollments in both lower and upper division courses. Faculty resource is the limiting factor for growth. The facilities restrict class size to 24 in each laboratory section. Lecture rooms hold 30 (two rooms), 50 (two rooms), 72 (two rooms), or 100 (one room).

G. Please outline any significant changes in facilities, made or planned, in the last five years.

We moved in to a new building in September of 1998: no major changes have been needed in the last five years, with the exception of the addition of a clean lab for our environmental chemist early in 2003.


Section VIII General

Discuss below any features of your undergraduate chemistry program not mentioned in the preceding sections of this report that you believe are significant. Also, discuss briefly any future plans or projections currently under consideration that may involve the program.

The faculty in the Department of Chemistry at Central Washington University seek to gain more recognition regionally and nationally for our undergraduate degree programs. Certification by the ACS serves as one means to demonstrate the rigor of our program, and also acts as a testament to the preparedness of our graduates. This will help to recruit new students into our department and will also provide additional credibility for our new graduates when they look to enter the workforce or pursue graduate school. The university is moving to performancebased budgeting and the Chemistry Department sees accreditation as an important external validation that will assist us in this process.

Central Washington University emphasizes undergraduate research as an especially important learning tool for our students. The Chemistry Department has been very active in supporting undergraduate research through grant writing and faculty effort (recruiting students and spending valuable time) resulting in the best education possible for our students.

The University has an honors college, Douglas Honors College (DHC), and recently faculty from the sciences have met to discuss how the DHC could be expanded to better include the sciences. Grant funding has been solicited for a program to add the sciences, including chemistry, to the DHC. The chemistry faculty believe this option will significantly enhance the education of some of our chemistry majors. We expect many of the students taking the ACS Certified Degree would also be completing a thesis in the DHC.

We have a current search going on for a faculty member in Science Education to start in the Fall of 2004 that could potentially be hired with tenure in the Chemistry Department (the content area of this person will be either chemistry or biology). This person would represent an additional half time faculty for the Chemistry Department. In the near future we expect to be able to add a tenure-track position. We will most likely fill this position with a person with interdisciplinary expertise in two or more traditional chemistry sub disciplines. These pOSitions are necessary as the enrollment in upper division chemistry courses, in particular lab courses, continues to rise.


"" c c ~ ~ ,... I

.c:-o-~ .~ :§ <:: .8 '" oS

en ~

C ~ 0 ~ --

+-II <:: Q)

en (.)

(J) :::J a

« ~ "'0

>< :::J - +-II

0 CI)

z ~ co - N

LU (J)

0... CI)

0... 0 « +-II

en (J) en c 0 Q. en (J)

~

Section 1 Program Organization and Structure

D. Discuss any special goals or relationships of the chemistry department or program as these pertain to the educational objectives of your institution.

Chemistry Department program goals: 1. Know the standard technical information and be able to perform experimental techniques of general, organic, analytical and physical chemistry 2. Be able to speak and write clearly in the language and style of the discipline. 3. Demonstrate quantitative problem-solving skills (This includes having a firm foundation in the fundamentals and applications of the necessary

mathematics, physics and statistics as it applies to experimental design and data analysis). 4. Be able to use computers and the modern software of the discipline 5. Be able to retrieve and critically analyze chemical literature 6. Be aware of current health and safety protocols that are an integral part of the discipline. 7. Be able to work effectively in group situations.

Goals, Objectives and Strategies of the Che'mistry Department: I. Offer excellent instruction in chemistry to meet the needs of the variety of undergraduate students the department serves. (CWU-4, C-3, C-4)

A. Obtain American Chemical Society degree certification. B. Offer opportunities for students to take general education course work in chemistry.

1. Schedule general education courses throughout the academic year. C. Offer chemistry course work directed to the needs of students who will apply chemistry in the understanding of disciplines such as Biology, Engineering, Environmental Sciences, Geology, and Professional Programs (Medicine, Veterinary Science, Dentistry, etc.)

1. Maintain communication with the other science departments and professional schools to ensure that our course work is meeting the needs of the other programs. 2. Examine the role of summer school in allowing these students to complete chemistry requirements in a timely manner.

D. Maintain and offer a curriculum that fosters a quality & contemporary education for chemistry majors. 1. Engage in critical discussion of departmental courses, curricular objectives, and student achievement. 2. Continue to offer upper division electives. 3. Provide undergraduate research, co-operative education and internship opportunities for all undergraduate chemistry majors.

E. Maximize use of existing technologies to meet the needs of chemistry majors both in and outside of the traditional classroom. 1. Identify unmet regional needs for science advising and chemical instruction. 2. Identify opportunities to bring instruction to CWU through distance education. 3. Identify sources of external funding 4. Maximize use of websitEl for adviSing and communicating with majors.

F. Enhance the interdisciplinary scope of our programs and activities. 1. To look for and encourage opportunities for interaction with other departments including interdisciplinary courses or programs. 2. Work with the Biology Department to provide instruction in biochemistry and molecular biology.

II. Maintain state-of-the-art Science Facility. (CWU-7, C-4) A. Maximize use of computer capabilities.

1. Obtain additional computer support for the new building. 2. Seek, then employ, a scientific technician to aid in the setup, operation, and maintenance of scientific equipment in the facility.

29 Central Washington University - 1212312003

Section 1 Program Organization and Structure, cont'd

B. Complete preparations for compliance with federal, state, and local regulations concerning the safe storage, handling, and disposal of chemicals.

1. Complete a chemical hygiene plan. 2. Implement Chemical Inventory System.

C. Maintain sufficient space to satisfy program needs. III. Increase the visibility of the chemistry department. (CWU-10, C-4)

A. I ncrease our recruiting of high school students. 1. Increase outreach to regional high schools.

B. Increase the enrollment of community college transfer students. 1. Visit community colleges for recruitment. 2. Maintain existing distance education collaborations with regional two-year colleges.

C. Emphasize opportunities for student involvement in chemistry. 1. Offer and publicize chemistry-related activities, including chemistry club. 2. Encourage employment as chemistry undergraduate teaching assistants. 3. Offer tours of chemistry-related industries and laboratories. 4. Maintain an active seminar program. 5. Identify regional employment opportunities for chemistry graduates.

D. Improve the visibility of the chemistry staff and department. 1. Attend regional and national meetings of chemistry related professional organizations. 2. Publicize accomplishments. 3. Increase outreach to local and regional high school science teachers. 4. Increase the frequency of communication with peers at other institutions. 5. Become more involved in CWU activities. 6. Develop chemistry client-server electronics platforms including web pages. 7. List the department in various guides to undergraduate and graduate programs. 8. Increase publication rate.

E. Initiate and maintain contact with alumni. IV. Maintain an enthusiastic, active staff. (CWU-3, C-1, C-4)

A. Maintain reasonable teaching loads. 1. Work toward equity in teaching loads, e.g. equivalent credit for laboratory and lecture room teaching. 2. Ensure that graduate faculty will receive teaching load credit fdr involvement with graduate students.

B. Recruit, then hire quality faculty and staff using institutional and departmental goals as a guide. C. Clarify the tenure process for faculty hired after 1994.

1. Formalize the structure and role of the tenure review committee. 2. Refine the Chemistry Department Tenure and Promotion Guidelines document.

D. Aid faculty and staff in maintaining a continuing growth of knowledge of their field and new developments in teaching methodology. 1. Offer opportunities and encouragement to attend workshops, professional meetings, etc. 2. Provide monetary support. 3. Encourage scholarly activity, research, and dissemination of new knowledge. 4. Offer new faculty "start up" funds and time to initiate programs of scholarly work. 5. Offer recognition of professional efforts.


Section 1 Program Organization and Structure, cont'd

E. Encourage faculty communication. 1. Maintain an active seminar program. 2. Encourage intra- and intEirdepartmental multidisciplinary teaching and research endeavors.

F. Facilitate efficient use of faculty time. 1. Implement long-term planning with respect to teaching loads, schedules, service assignments, departmental projects, etc.

G. Seek one additional tenure track faculty position. 1. Increase enrollment. 2. Educate administration concerning Chemistry Department activities and needs.

V. Develop and maintain a high quality graduate program in chemistry, (CWU-4, C-6) A. Work with the administration to develop commonly agreed upon guidelines concerning acceptable graduate and undergraduate student credit hour generation. B. Maintain a strong curriculum.

1. Offer a core of regularly scheduled graduate courses. 2. Offer viable program choices to graduate students in course and research opportunities ..

C. Work toward successful justification of one new tenure track faculty position. D. Facilitate adjunct faculty appointments.

1. Identify scientists in region, espeCially Pacific Northwest National Laboratory, interested in teaching graduate courses. E. Provide financial support for graduate assistantships.

1. Obtain institutional commitments for additional graduate assistantships. 2. Obtain external funding to support graduate assistantships.

F. Increase graduate enrollment. 1. Strategies already listed under Part III. 2. Enhance liaisons with community colleges and regional universities. 3. Develop a graduate brochure.

VI. Serve the community, region, and nation through scholarly research and service activities. (CWU-4, CWU-8, C-8) A. Continue state certification of the Chemistry Environmental Testing Laboratory.

1. Maintain individualized instruction laboratory space for environmental chemistry. B. Serve on national, regional or state boards concerned with professional andlor research activities.

1. Maintain memberships and become more active in professional organizations. C. Actively produce and disseminate teaching related materials. D. Provide department-based consulting services. E. Foster a diverse array of research programs through experimentation and grantsmanship. F. Provide educational programs for the community

1. Participate in outreach efforts. VII. Maintain quality and currency consistent with nationwide standards.

A. Ensure funding adequate to meet goals. B. Create an external advisory board, or secure services of an external consultant, to help assess department performance and steer department. C. Seek accreditation by ACS. D. Develop and maintain useful internal assessment strategies.


Section II Financial Support

D4. List the most recent (up to 10) proposals or grant requests submitted for support of research, science instruction, or program support submitted to agencies or foundations outside your institution. Indicate those that were funded.

Principal Title of Proposal Funding Agency Purpose Funded Investiqator (Y or N)

L. Fabry-Asztalos New 1 ,3-Azaborine Heterocycles as Protease Research Corporation Research pending , Inhibitors

C. Thomas Scientific Discovery Through Inquiry-Based M.J. Murdock Charitable Trust University pending I

Research: Establishing the Science Honors program Research Proqram at CWU support

A. Diaz New Phosphors for VUV Applications ($10,038) Osram Sylvania Research Y A. Johansen Acid Rain Analysis in Mt. Rainier National Park, U.S.D.I. - National Park Service Research Y

2003-04 ($8,500) A. Johansen Advance Fellow Award ($115,718) NSF Research Y A. Johansen Advance Fellow Awardl$113,102t NSF Research Y L. Fabry-Asztalos Design & Synthesis of 1 ,3-azaborines as Novel The Camille & Henry Dreyfus Foundation Research N

HIV-1 Protease Inhibitors E. Bullock An Investigation of Substrate Effects on the Self- Research Corporation Research N

Assembly of Single & Mixed Alkanethiol Monolayers

A. Johansen ADVANCE Fellows: Supplement to Marine MSF Research Y Atmospheric Iron & Sulfur: Impact on Biological Activity in the Ocean ($20,00O)

A. Diaz Fundamental Investigations of the VUV Optical Research Corporation Research Y Properties of New Luminescent Materials ($23,846)


l. Examinations


1. If ACS standardized final examinations are used in lieu of or in addition to final examinations prepared by the faculty members responsible for the courses, list below all the such courSE'S and types of examinations used. Provide profiles of performance in each for the past two academic years (e.g., average percentile rank and range of students compared to national norms.)

Name of Course Examination Used R~ired of All Students? Pattern of Performance 2001 General Chemistry 2001 exam: 52% average

General Chemistry 3 (2002-2003 academic year) Yes range 5-98% (Chem 183) 1997 General Chemistry 1997 exam: 42% average

I §a1l20011 ranae 6-98 % Quantitative Analysis 2001 Analylical Chemistry Yes 52% average (Chern 251) (administered in 2002-03 only) range 10-90% Organic Chemistry 3 2002 Organic (2002-2003 Yes 2002 exam: 21 % average (Chern 363) academic year) range 0-81%

1998 Organic (2001-2002 1998 exam: 47% average academic year) ranae 5-91 %

Physical Chemistry 1 1999 Physical - Thermodynamics (Chern 381) PARTIAL EXAM: We offer a one- Yes No way to compare

quarter course but the exam is designed for a semester class. Only 32 of the 40 questions are

. administered . Biochemistry 2 1992 Biochemistry Yes 58% average (2002-2003) (Chern 432) range of 16-96%

61 % average (2001-2002) rar:!lLe of 12-97%

Instrumental Analysis 2001 Instrumental Analysis Yes . 43% average (2002-2003) (Chern 452) range of 16-89%

45% average (2001-2002)

----- ---- ---- ----range of 4-81 %

--


Section IV Faculty and Support Staff

A2. If there is no uniform salary policy, state briefly the policy and practice of your administration in determining salaries and salary ranges for the several professional ranks of chemistry faculty.

For starting assistant professors, we look at the CUPA mean for first year assistant professors by discipline and increment this by 3% (for COLA, but this is probably generous). This is the target salary with adjustments slightly up or down based on post-doctoral experience, exceptional qualifications, and other factors. For associate and full professors, there are several factors that guide the number of grades that are given at promotion. Two grades are the minimum stipulated in the CWU Faculty Code (6% raise). This increment is given to those who have met the standard for promotion. A range of up to five grades was given last year for faculty whose performance was extraordinary as measured through excellence in teaching (including awards and peer review), outstanding scholarship (evidenced by peer review publication record, engagement of students in research program, success in the national grants arena, etc.) and service (evaluated primarily by substantive activities reported and by review from the department level). When we hire new people into associate or full professor rank, we look at the CUPA mean for discipline and rank, the amount of professional experience that the candidate has had at a particular rank, and other factors including time in rank. Their experience and record will determine whether they come in near the CUPA mean or above or below it.

B 1. Policies for faculty appointments, promotions and tenure. Excerpted from the CWU Faculty Code: 4.05 AppOintments - General Information A. All appointments shall observe the university's Affirmative Action Policy, be governed by professional considerations and be based on merit, not political or other nonprofessional considerations. Unless otherwise specified, all faculty appointments are for the academic year as defined in Section 2.05. B. Although shared at certain stages with faculty, the ultimate responsibility for making recommendations to the Board of Trustees for the employment of faculty members rests with the provost/senior vice president for academic affairs and the president of the university. They shall work closely with academic administrators and faculty members concerned in determining desirable qualities which should be possessed by new appointees. The scholastic record and/or other qualifications of the prospective appointee to the faculty shall be judged primarily in the light of the work the appointee will do at this university. C. It is the responsibility of the prospective faculty member to furnish the provost/senior vice president for academic affairs with transcripts, credentials and proof of experience as requested. In case of question, the burden of proof (satisfactory to the provost/senior vice president for academic affairs) concerning the validity of such documents lies with the prospective faculty member, not the university. As of September 1, 1975, the contents of each faculty member's file will be available for his/her inspection at any time, with the exception of original letters of recommendation. These letters are sent under the assumption that confidentiality will be observed to the extent allowed by law. The university will not honor requests to send copies of personnel file transcripts or placement files to others, as this is the function of the institution providing the originals. [BT Motion 93:19, 6/11/93] D. Appointment of full- or part-time faculty positions presupposes that the faculty member will fully meet the professional responsibilities of his/her university assignment and that work essentially related to those responsibilities will receive his/her primary attention and energies. Remunerative employment not connected with the university must be in accordance with the policies outlined in this Code Section 7.30. E. At the time of appointment to a full-time, tenure-track position, faculty members shall be assigned to a specific unit in accordance with Sections 6.25 A and 11.30 G of this Faculty Code. [BT Motion 94:27, 6/10/94] 5.10 Reappointments- Procedures Final recommendations concerning the reappointment of any faculty member shall be submitted to the president of the university by the provost/senior vice president for academic affairs. In order to make recommendations to the provost/senior vice president for academic

34 Centra/ Washington University - 1212312003

Section IV Faculty and Support Staff, cont'd

81. Policies for faculty appointments, promotions and tenure - cont'd affairs and deans and to promote consistency, the tenured and tenure-track faculty, except phased retirees, of departments shall devise written criteria and procedures for evaluating probationary faculty for reappointment. These criteria and procedures shall be consistent with those used to evaluate probationary faculty for the award of tenure according to Sections 5.10 and 5.25 F of this Faculty Code. Each college dean advises the provost/senior vice president for academic affairs, following a procedure that utilizes recommendations or information from four possible sources, as follows: [BT Motion 95:26,6/9/95] [BT Motion 00:45,6/9/00] A. Following review of the candidate's professional record, only tenured and tenure-track faculty members, except phased retirees, in a candidate's department may submit a statement to the appropriate dean indicating his/her recommendation regarding reappointment. Tenured and tenure-track faculty members shall simultaneously provide to the department chair or program director and to the members of the personnel committee a copy of the statement submitted to the dean; [BT Motion 93:19, 6/11/93][BT Motion 94:27, 6/10/94][BT Motion 95:26, 6/9/95][BT Motion 97:31, 6/13/97] [BT Motion 00;45, 6/9100] B. Each department shall submit a dElpartmental recommendation from only the tenured and tenure-track faculty, except phased retirees, regarding reappointment, using an established committee procedure in arriving at the recommendation but limiting the committee to tenured and tenure-track faculty. The candidate and the department chair shall receive a copy of the departmental recommendation; [BT Motion 94:27, 6/10/94] [BT Motion 95:26, 19/95][BT Motion 97:31, 6/13/97] [BT Motion 00:45, 6/9/00] C. Department chairs shall submit to the appropriate deans their independent recommendations regarding reappointments. In the meeting with the probationer required by 5.25 F of this Faculty Code, department chairs will give to the probationer a copy of their independent recommendations and share with the probationer a summary of the evaluations of the probationer's performance submitted by the tenured and tenure-track faculty of the department; [BT Motion 97:31, 6/13/97] D. Individual faculty members under consideration shall submit an updated professional record and other materials helpful to an adequate consideration of their circumstances regarding reappointment to the tenured and tenure-track faculty of their departments, to their department chair and college dean. Such materials may include solictted and unsolictted letters of support from individuals other than the tenured and tenure-track faculty of their departments. The material presented shall be available for review by the tenured and tenure-track faculty in the probationer's department at least one (1) month in advance of the date for submission of the departmental and chairs' recommendations for reappointment. It is the responsibility of the individual faculty member to make sure that the professional record and other materials are complete at the time of submission. [BT Motion 97:31, 6/13/97] [BT Motion 00:45, 6/9/00] E. When establishing personnel committees, departments shall strive to promote reasonable continuity in membership over time in order to provide consistency in personnel decisions. [BT Motion 00:45, 6/9/00] 5.15 Tenure - Defined A. Tenure entitles a faculty member to continuous appointment in a specific department of the university or in the university as a whole, and retention of rank without discriminatory reduction of salary and without dismissal except for adequate reason determined according to the requirements of due process as set forth in the Faculty Code. [BT 95:26, 6/9/95] B. The granting of tenure is a discretionary decision. Tenure should be granted to faculty members of such professionalism and accomplishment that the university, so far as its needs', resources and state laws permit, can justifiably undertake to employ them for the rest of their academic careers. Such a decision must be considered carefully. The granting of tenure shall be a specific act, even more significant than promotion in academic rank, and should be exercised only after careful consideration of the faculty member's professional record. Specifically, all individuals and committees responsible for tenure recommendations shall apply in such recommendations strong positive evidence of effective teaching, clearly demonstrated ability to produce solid research or works of sound scholarship or high artistic merit, and a record of effective and significant contribution to the proper functioning of the university and the educational needs of students. [BT Motion 02-33, 6107/02]



81. Policies for faculty appointments, promotions and tenure - cont'd

5.20 Tenure - Eligibility A. Only ranked faculty members on tenure track as listed in Section 4.20 of the Faculty Code are eligible for tenure. Normally, faculty members with academic rank whose duties are entirely administrative or combine both administrative and part-time teaching responsibilities are eligible for tenure only in their capacities as teaching faculty members and upon recommendation of the department or program in which they hold rank. The tenure of a faculty member who holds an administrative position extends only to the academic rank held conjOintly with such administrative position. [BT Motion 96:26, 6/7/96] B. Appointment to administrative office, or the loss of same, shall not deprive the appointee of continuation of tenure in the highest professional rank in which he/she held tenure prior to, or during, the appointment to such administrative office; the salary shall be determined through the procedure described in 8.48H. [BT Motion 02-33, 6107102] C. Faculty members with rank on tenure-track at other centers of the university shall accrue tenure eligibility in accordance with the provisions of this Code as if they were employed on the main campus of the university in Ellensburg. [BT Motion 96:26, 6/7/96] 5.25 Acquisition of Tenure - Probationary Periods [ST Motion 6023, 9/29/86] The decision whether to grant, deny or defer tenure shall be made in a manner consistent with the following provisions regarding probationary periods. A. Appointments shall not be made for more than one (1) academic year at a time. B. Faculty members who are appOinted to the academic rank of assistant professor or higher may be granted tenure effective the beginning of the academic year following a six (6) year period of full-time employment with the university, tile decision to be made in the sixth year. Extensions may be considered for such reasons as major illness or other situations which require a faculty member's extended absence from full-time service. [BT Motion 6330, 6/15/90] [BT Motion 95:26, 6/9/95] C. A faculty member may, when circumstances make it justifiable, be granted tenure by the Board of Trustees, effective at a specified time prior to the expiration of a six (6) year probationary period with the university. As a general rule, faculty members appOinted to the academic rank of assistant professor or higher who, at the time of appointment, have completed three (3) years of full-time service at the rank of instructor or higher at other institutions of higher leaming, or three (3) years of full-time service in other appropriate work or three (3) years of combined teaching and other appropriate work, shall serve a probationary period offour (4) years, such provision to be made in the faculty member's original letter of appointment. [BT Motion 95:26, 6/9/95][BT Motion 97:31, 6/13/97] 1. The provost/senior vice president for academic affairs and the deans of the colleges will publish guidelines for determining how other appropriate work, including part-time teaching, will be calculated·towards prior service in the determination of the length of the probationary period. Appropriate work considered as prior service must be related to the appOintment at Central and enhance the teaching capabilities of the faculty member. [BT Motion 97:31, 9/13/97] 2. Faculty members occasionally may be granted tenure at the time of original appointment; such appointment shall ordinarily be upon recommendation of the appropriate academic department and administrators. [BT Motion 97:31, 6/13/97] 3. Individuals awarded tenure prior to the completion of the probationary period identified in the original letter of appointment must demonstrate positive, exemplary and exceptional accomplishments in teaching, scholarship and service. [BT Motion 98:37, 6/12/98] D. Faculty members with academic rank other than department chairs, whose duties are entirely administrative or combine both administrative and part-time teaching responsibilities may be granted tenure by the Board of Trustees effective at the beginning of the academic year following the expiration of the six (6) year probationary period. Eligibility for tenure shall be determined, if possible, at the time of the assumption of such administrative responsibilities by the president and the provost/senior vice president for academic affairs in consultation with the appropriate academic department or program; and such appointment shall ordinarily be upon recommendation of the appropriate department and administrators.




E. Faculty originally appointed as substitutes for faculty on leave for an academic year or more; faculty appointed in an emergency situation for a term of less than one (1) academic year; faculty who have left the university but are subsequently rehired; and faculty on continuing appointments without tenure -- any of whom later receive regular appointments on the faculty -- may petition the Board of Trustees through the appropriate university administrators to count their substitute, emergency, prior or continuing appointment without tenure service as a part of their probationary periods, if such service was full time. F, Each year department chairs shall meet with every probationary faculty member individually before recommendations for reappointments are submitted to the dean. In this meeting the chair will review the probationers' professional records and summarize the evaluations of the probationers' performance submitted by the tenured and tenure-track faculty of the department. If changes in the probationer's performance are deemed necessary, a plan for improvement will be developed according to procedures set up by the department. Upon the request of the probationer, such a plan will be a written document and constitute part of the probationer's professional record. In order to promote consistency, departments shall devise written criteria and procedures for evaluating probationary faculty for the award of tenure. (See Section 5.10 for the annual responsibilities of departmental faculty for evaluating probationers.) [BT Motion 6156, 6/17/88] [BT Motion 95:.26, 6/9/95] [BT Motion 96:26, 6/7/96] [BT Motion 99:32, 6/11/99] [BT Motion 00:46: 6/9/00] [BT Motion 01 :31, 5/11/01] G. When a probationer is considered for tenure in the final probationary year, the dean shall combine the reappointment and tenure evaluation (Section 5.30) so that only the tenure evaluation will occur. H. Denial of tenure during the final probationary year identified in the original letter of appointment will result in termination based on the notice requirements in Section 5.50 of this Faculty Code. [BT Motion 98:37, 6/12/98] 5.30 Tenure - Procedure for Granting At the time tenure decisions are to be considered (normally in spring quarter) each dean or director shall submit tenure recommendations to the provost/senior vice president for academic affairs. Such recommendations shall be based on written data from a combination of sources as follows: [BT Motion 93:19, 6/11/93] A. Each faculty member with tenure in the candidate's department, except phased retirees, may submit a written statement of recommendation to the appropriate dean. Tenured faculty members shall simultaneously provide to the department chair and to other tenured members of the department a copy of the statement submitted to the dean; [BT Motion 96:26, 6/7/96] [BT Motion 00:45, 6/9/00] B. The tenured members of the. department shall submit a departmental recommendation in writing to the appropriate dean and the department chair using whatever committee procedures they desire while limiting committee membership to tenured faculty. In cases where fewer than three members of a department, in addition to the chair, are tenured, the tenured members of the department, with the approval of the appropriate dean, shall invite tenured faculty from other disciplines related to that of the department to participate in the committee proceedings. When establishing such tenure committees, departments shall strive to promote reasonable continuity in membership over time in order to provide consistency in personnel decisions; [BT Motion 94:27, 6/10/94] [BT Motion 96:26, 6/7/96] [BT Motion 00:46, 6/9/00] C. The department chair shall submit an independent recommendation in writing; D. Colleges may establish one standing personnel committee consisting of tenured faculty members from the college to act in an advisory capacity to the dean. Only one member of a department in a college may serve on such committees. Members of the personnel committee shall not advise on the personnel decision concerning members of their own departments, but college personnel committees shall have access to all recommendations concerning personnel actions about which they advise. Alternates shall be appointed at the same time as regular members to such personnel committees in order to substitute for regular members as needed. Phased retirees shall not serve as regular or alternate members on such committees. (See Section 8.65 D.).[BT Motion 95:26, 6/9/95] [BT Motion 96:26, 6/7/96] [BT Motion 00:46, 6/9/00]




E. The faculty member under consideration shall submit data in support of hislher candidacy (See Section 5.10 D ofthis Faculty Code.); [BT Motion 95:26, 6/9/95] [BT Motion 00:45, 6/9100] F. The provisions in Section 8.85 may be applied if necessary for those faculty members who are in programs or on special assignments outside of departments. [BT Motion 95:26, 6/9/95]

Excerpted from the CWU College of the Sciences Policy Manual 7. Performance Review The performance of COTS faculty and staff is periodically reviewed in conformance with accreditation standards, university policy, and state law. This review supports effective job performance and identifies areas where professional development would be beneficial; it is coordinated at the college level. 7.1. College Standards for Faculty Review Tenure stream faculty are reviewed for reappointment, tenure, promotion, award of merit, and ongoing professional development after tenure. The schedules for each type of review are speCified in the Faculty Code and the Academic Affairs policy manual; the required materials are detailed on the COTS cover sheet appropriate to each type of review. The Office of the Dean maintains the official copy of the professional record for COTS faculty and notifies faculty when periodic review is required, in accordance with the published annual Academic Affairs calendar. In conformance with university standards, review of tenure stream faculty centers on the three required performance areas: teaching, scholarship, and service. Non-tenure track faculty and phased retirees are evaluated for instruction and for other duties, when performed as part of their paid assignment. 7.1.1. Teaching: Standard and Evaluation 7.1.1.1. Effective teaching is the central element of faculty work. 7.1.1.2. Effective teaching requires thoughtful and responsive course design, development of appropriate instructional techniques, articulation of student learning outcomes, assessment of student learning, and the completeness and currency of the faculty member's understanding of his or her discipline. Effective teaching is shaped by formal evaluation and by ongoing professional development. 7.1.1.3. COTS values multiple modes of instruction and recognizes that student learning occurs in a variety of field, laboratory, research, classroom, and other settings and contexts. Delivery of instruction and its evaluation should reflect this diversity. 7.1.1.4. Evaluation of teaching occurs through student feedback following university standards, through peer evaluation of instruction specified in the departmental personnel policy document, and through self-reflection and assessment of student learning objectives. 7.1.1.5. The administration of the Student Evaluation of Instruction (SEal) is required in all courses with five or more students. Departments and individual faculty may develop their own instruments and means of teaching evaluation to complement but not to replace the SEOI. 7.1.1.6. Departments must retain summaries of SEal including transcription of written comments, using the university's SEal forms and other evidence of teaching effectiveness, in accordance with college and department policies. 7.1.1.7. Department strategies for faculty review should stem from the scholarly nature of teaching and include matters such as course design and substance, in addition to pedagogy. Evaluation may include classroom observations, classroom discussions conducted by peer evaluators, and examination of syllabi and other course material. Other evaluative evidence may include the results of student mentoring and research projects, reports on field trips with students, successful classroom innovations, preparation of students for subsequent courses, and other discipline-specific examples as stipulated in the department personnel policy document. 7.1.2 Research and Scholarly Activity: Standard and Evaluation 7.1.2.1. Research and scholarly activity are essential duties of university faculty, and are valued for their contribution to instruction, service, professional development, and the advancement of knowledge. Scholarship takes many forms and is characterized by validation




of rigor and dissemination outside the university. Peer reviewed publication is the standard form of such validation and dissemination in COTS disciplines; other forms of scholarship play an important role in the intellectual life of the faculty. 7.1.2.2. Each department will establish faculty scholarship criteria, which may specify departmentally acceptable publication venues. Department criteria establish alternative forms of scholarship that meet the standard for validation of rigor and dissemination of results outside the university. Candidates for tenure and promotion should, at a minimum, average at least one peer reviewed scholarly work every two years or provide evidence of comparable accomplishments as established by the department in its personnel policy document. Faculty members are especially encouraged to mentor students in scholarly activities leading to external dissemination. 7.1.2.3. Each department will establish faculty scholarship evaluation methods in the departmental personnel policy document. Probationary faculty members are encouraged to articulate a research plan with benchmarks for department review. 7.1.2.4. When departments request the evaluation of scholarship by external experts as part of the tenure or promotion consideration, special procedures for soliciting and handling these evaluations apply. The department chair must solicit external evaluation from a mix of experts in the relevant sub-discipline. The tenure candidate may suggest some evaluators; a department specified proportion of the solicited evaluations must be from people whose names are not provided by the candidate. In support of the confidentiality and objectivity of such evaluation, the letters will be kept in a sealed envelope in the faculty member's professional file in the office of the dean. Only those who formally recommend a personnel action may access the evaluations of the candidate during the review process. The letters will not be available to the candidate. 7.1.3. Service: Standard and Evaluation 7.1.3.1 Service is required of all faculty. Faculty service contributes faculty expertise and time to departments, the university, professional communities of scholars, and the citizenry. 7.1.3.2. University service is assigned in accordance with Section 7.20.B.2.a of the Faculty Code. College level service is assigned by the dean in consultation with the department chair. Department level service is assigned by the department chair. 7.1.3.3. Service may include participation in university governance, public lectures, service as chair or program director, unremunerated consultancies, community activities related to one's discipline, advisement of student organizations, service to professional organizations, and contributions to department operations and activities. Faculty members are especially encouraged to mentor and collaborate with students in community service. Departments may establish tailored guidelines for appropriate types and levels of discipline-specific faculty service activities in their personnel policy document. 7.1.3.4. Faculty members are respone,ible for providing documentation of service activities and contributions in their professional files. 7.1.3.5. Each department will establish criteria for service in the departmental personnel policy document. 7.2. Departmental Standards and Process for Evaluation 7.2.1. The department personnel policy document guides evaluation of each faculty member by the department personnel committee and the department chair. The department will ensure that its personnel policy document is consistent with, and in no case less stringent than, relevant Faculty Code, college, and university provisions. Periodic revision will be required. 7.2.2. Changes in department criteria for reappointment, tenure, or promotion must be reviewed and approved by the dean. 7.2.3. The departmental personnel policy document shall define the department's expectations, standards, and evaluation criteria and methods with respect to faculty performance in the three evaluation areas. At a minimum, the department standard should: Layout departmental procedure for administering SEQI. Articulate method and frequency of routine peer evaluation of instruction. Establish a method for evaluating effective instruction Specify departmentally acceptable peer review publication venues if needed




Clearly establish how alternative forms of scholarship meet the criteria for validation of rigor and dissemination of results outside the university, if needed Establish criteria for evaluating faculty scholarship Establish criteria for evaluating faculty service Specify department standard for tenure and for promotion to each rank, with reference to faculty code Develop a set of benchmarks to tenure, by annual or biannual increments Specify modification to post-tenure review process, if any Departmental merit criteria, if any . Define process and goals for review of phased retirees 7.2.4. Modification of the department criteria for reappointment, tenure, or promotion for individuals may sometimes be warranted, and must be agreed to by the faculty member, the department chair in consultation with the department personnel committee, and the dean; and approved by the provost. Approval at all levels must be in writing and the modification must be stipulated in documents such as the initial contract letter or subsequent letters of agreement. 7.2.5. If a department routinely solicits external evaluation of scholarship for tenure or promotion deCisions; this process must be specified in the departmental personnel policy document. This process must conform to college level procedures in 7.1.2.5. 7.5. Levels of Review 7.5.1. Department Personnel Committee 7.5.1.1 The department personnel committee has responsibility for reviewing and evaluating the quality of work by candidates for reappointment, tenure, promotion, and post-tenure review. The committee uses the department standards approved at the college level, the Faculty Code, as well as relevant college and university policies as the basis for evaluation and recommendation. 7.5.1.2 The personnel committee comprises at least three voting members, these should be tenured and of Associate Professor or higher rank. Voting members are elected by a majority of the tenured and tenure-track faculty or by a process specified in written departmental policies that have been approved by the dean. 7.5.1.3 At least three voting members of the department personnel committee must partiCipate in each reappointment, promotion, and tenure decision. 7.5.1.4 Voting members of the department personnel committee should be tenured and hold rank of Associate Professor or higher; the committee excludes the department chair and phased retirees. Committee members normally hold tenure within the department, unless the department has fewer than three eligible faculty members. If additional members are needed, the chair recommends to the dean the appointment of faculty members from related disciplines or within the discipline from another university to the dean. The dean selects additional personnel committee members in accordance with department, college, and university policies. 7.5.1.5 As part of the formal review processes, the personnel committee evaluates the professional record of each candidate for reappointment, tenure, or promotion in each of the three areas of evaluation: teaching, scholarship, and professional service. The personnel committee uses the department standards approved at the College level, the Faculty Code, as well as relevant college and university policies as the basis for evaluation and recommendation. The personnel committee makes separate written evaluation and recommendation to the dean 7.5.1.6 A draft copy of the personnel committee's written evaluation is presented to the candidate before it is sent to the dean. The candidate has five working days to request correction of errors of fact in the text of the recommendation. The candidate's request must be in writing. Any changes must be substantiated by the submitted Professional Record. 7.5.1.7 After recommendation, the personnel committee will meet with each candidate for reappointment, tenure, or promotion to discuss the individual's performance and professional plans, and to discuss with the candidate his/her progress toward tenure and promotion.




7.5.2 Department Chair 7.5.2.1. The chair meets with each new faculty member during hi~/her first quarter at CWU in order to orient her/him concerning reappointment, tenure, and promotion procedures and expectations. The chair should provide relevant policies, procedures and forms, and detail expectations for development of research or other professional plans. The chair also should provide copies of student evaluation forms, describing how they are administered and maintained in the department as well as explaining their role and significance in reappointment, tenure, and promotion decisions. 7.5.2.2 As part of the formal review processes, the chair evaluates the professional record of each candidate for reappointment, tenure, or promotion in each of the three areas of evaluation: teaching, scholarship, and professional service. The chair uses the department standards approved at the college level, the Faculty Code, as well as relevant college and university policies as the basis for evaluation and recommendation. The chair makes separate written recommendation to the dean. 7.5.2.3 A draft copy of the chair's written evaluation will be presented to the candidate before it is sent to the dean. The candidate has five working days to request the correction of errors of fact in the text of the recommendation. The candidate's request must be in writing. Any changes must be substantiated by the submitted Professional Record. 7.5.2.4 After recommendation, as well as periodically throughout the year, the chair will meet with each candidate for reappointment, tenure, or promotion to discuss the individual's performance and professional plans, and to discuss with the candidate his/her progress toward tenure and promotion. 7.5.3 Dean 7.5.3.1 The dean evaluates the professional record of each candidate for reappointment, tenure, or promotion in each of the three areas of evaluation: teaching, scholarship, anel professional service. The dean uses the department standards approved at the college level, the Faculty Code, as well as relevant college and university policies as the basis for written evaluation and recommendation to the provost. 7.5.3.2 A draft copy of the dean's written evaluation will be presented to the candidate before it is sent to the provost. The candidate has five working days to request the correction of errors of fact in the text of the recommendation. The candidate's request must be in writing. Any changes must be substantiated by the submitted Professional Record.

Excerpted from the CWU Chemistry Department Policy Manual

4.1 REAPPOINTMENT. PROMOTION AND TENURE Accepted as policy 111996

All faculty members who are being considered for reappointment, promotion, or tenure must conduct themselves in a nondiscriminatory and professional manner while exhibiting excellent communicative, interactive skills. Each probationary faculty member will work with a mutually agreed upon senior faculty mentor who will serve as a primary resource person. Recommendations shall be made according to procedures in the Faculty Code (section 5.10) based on annual evaluation of teaching effectiveness, scholarship, and service as indicated below.

All review materials must be submitted in writing.


Section IV Faculty and Support Staff, confd

81. Policies for faculty appointments, promotions and tenure - con!'d

Teaching Effectiveness:

Teaching effectiveness will be evaluated on the basis of appropriateness, organization, clarity, and presentation of instructional material, response to student needs, and the appropriateness of methods used to evaluate student leaming. Tools to evaluate these criteria include:

• As specified in the Faculty Code (section 5.10.0), or at the request of the Departmental Personnel Committee, there will be a review of course materials (course goals, contents, examinations, laboratories). The Departmental Personnel Committee will conduct the review and its results will be communicated to the Chair and the reviewed faculty member.

• There will be mutually agreed upon class visitations by the mentor, a member of the Departmental Personnel Committee, andlor the Chair during each evaluation period.

• Student evaluations of all classes will be administered each quarter by a designee, other than the instructor, during the last week of the quarter or during the final exam period. Copies of the summary report will be submitted directly to the Chair and the reviewed faculty member.

In addition to course and teaching evaluations, participation in mentoring student research, course and curriculum development, the graduate program, continuing education, and achieving departmental goals will also be considered.

Scholarship and Research Training:

Expectations for re-appointment are as follows:

First year - Develop with the chair and present to the department a proposal for a program of scholarly activity that is consistent with the goals and missions of the department. The program should be based on a faculty member's experience, interests, and departmental needs.

Second year - Begin implementation of a proposed program of scholarly activity. Develop proposal(s) for funding to support scholarly work andlor departmental goals.

Third and subsequent years - Demonstrate progress made in carrying out a proposed program of scholarly activity andlor achieving departmental goals. Evidence of progress could include, but is not necessarily limited to the following:

• Author or co-author an article submitted for publication in a refereed journal. • Present a paper at a regional, national, or international conference. • Publish a paper in a scholarly, but non-refereed journal. • Author, co-author, or review text or other materials for a publishing firm. • Submit a grant proposal(s) for funds internal andlor external to the University functioning as the principal investigator or

co-principal investigator. • Submit final report(s) concerning funds received. • Attend a seminar, conference, or other professional development activity relevant to professional responsibilities.




• Present a seminar to colleagues at another higher education institution or a research facility. • Submit an application for a patent. • Function as a reviewer for either internal or external grant proposals. o Function as a referee for a professional journal.

Service:

Show evidence of providing services to the university, to the. public or community, to students, or to one's profession. Examples of service could include, but are not limited to: o Serve as a contributing member in departmental academic and development issues. • Serve as a student advisor. • Provide professional expertise to assist in community improvement or improvement to one's profession. • Serve as an advisor to a student organization. • Serve on a university committee or organization. • Serve the department and university through "outreach" efforts. • Serve in a professional or semi-professional organization (e.g. officer, board member). • Provide professional expertise to improve chemistry education in grades K-12.

Tenure:

To be considered for tenure a faculty member will be expected to: • demonstrate excellence in teaching. • publish refereed work conducted while at CWU; some of this work will involve CWU students. o demonstrate evidence of vigorous pursuit of external funds.

provide significant service to the university, community, and profession.

4.2 GUIDELINES FOR PROMOTION Accepted as policy 1012000 -

The tenured and tenure-track faculty will vote on decisions for promotion as allowed in the Faculty Code (8.70 C3). The result of the vote will be announced and recorded as either yes or no, with no further details. Abstentions will not be counted.

The tenured and tenure-track faculty will elect a department representative to meet with the department chair and the Dean to present the department's promotion recommen,dations as required by the Faculty Code (8.70 C4). This representative will be elected after the promotion vote has been completed.



B3: Discuss briefly the amount of turnover of chemistry faculty members (including full time, part time, adjunct, and temporary faculty, but excluding teaching assistants) during the last five years and the reasons involved. Also, how much change has occurred in total faculty size during the same period? Use a supplementary sheet if necessary.

In the last five years significant turnover of the chemistry faculty has occurred. Two tenure-track faculty members (analytical and physical) were hired to begin in fall 1998, one to replace a retirement (analytical) and one adding to the total faculty (then 8.5). In 1999 one faculty member (inorganic) resigned to move to a university in a more populous area and one faculty member (physical) retired. Due to the lateness of the resignation, one non tenure-track faculty member was hired on an annual contract so that a national search could be done. In 2000, a new inorganic chemist was hired (total of 7.5 faculty). In the summer of 2001, three tenure-track faculty resigned (analytical, organic and physical): a married couple wanting to rejoin family on the east coast and one person taking a job at a Research I University. Three one-year non tenure-track appointees replaced these three initially so that national searches could be performed. The following year (2002-03) two of these positions were filled by tenure-track faculty (analytical and physical) and an additional non tenure-track position was added and filled (general) bringing the department total to 8.5 faculty. In 2003 the third position vacated in 2001 was filled with a tenure-track faculty member (organic). In addition, one tenured faculty member went on sabbatical and a sabbatical replacement was hired. The current FTEF in the department is 8.5.

C3: What are provisions for sabbatical and other professional leaves? Excerpted from the CWU Faculty Code 9.10 Professional Leave· Purposes Professional leave is intended to provide for the intellectual renewal of faculty members and to stimulate improvement in their professional competence, in order that they may belter serve the university. Professional leave may be granted for any of the following purposes: [BT Motion 02-33, 6/07102] A. Study, research andlor creative work; B. Travel with a definite academic or cultural purpose of value to the university; C. Advanced academic stUdies.

9.15 Professional Leave· Eligibility Tenured faculty who have been employed by the university for six (6) calendar years and have served eighteen (18) full-time quarters during that time and tenured faculty who have been employed by the university for six (6) calendar years and served eighteen (18) full-time quarters since their last professional leave and who expect to serve at least three (3) additional academic years at the university before retirement shall be eligible for professional leave. For these purposes, any full quarter may be counted as well as a full summer session, and a full summer session may be defined as one (1) term in summer and the interim period prior to fall quarter (Section 8.48 D). One (1) term of summer session shall be counted as one-half (1/2) of a full quarter. [BT Motion 02-33, 6/07102]

9.20 Professional Leave· Special Conditions [BT Motion 02-33, 6107/02] The following special conditions or provisions shall relate to professional leaves: A. The awarding of professional leaves is dependent upon internal academic decisions involving class scheduling, replacement personnel and budgetary constraints; B. Replacements for persons on professional leave should ordinarily take place within existing faculty; C. During any biennial budgeting period, the average number of annual remunerated professional leaves awarded shall not exceed four (4) percent of the total number of full-time equivalent faculty as defined by provost/senior vice president for academic affairs; [BT Motion 99:32, 6/11/99]



C3 cont'd: What are provisions for sabbatical and other professional leaves?

D. Professional leaves shall not be given automatically; E. While a professional leave may be granted for one (1), two (2) or three (3) quarters, the leave must normally be taken in consecutive quarters of the same academic year; F. Applicants for professional leave are encouraged to apply for outside funds; however, the acceptance of a supplemental grant, fellowship or employment should not carry with it duties or obligations which hinder the pursuit of the purposes for which the professional leave was granted; The decision as to the acceptability of a particular proposal will not be based on whether additional remuneration may be received, but rather on the ability of the faculty members to enhance their value to the university. Teaching part-time elsewhere, as well as working in research laboratories of industry or government, may be appropriate if such activities can be expected to contribute significantly to the acquisition of useful ideas and practices. In no case should leave be approved primarily for the purpose of augmenting the individual's income. The benefit to the university must be foremost in the consideration leading to the approval of the application; G. Upon a faculty member's return from professional leave, the university shall provide the same employment status and conditions as those enjoyed prior to the professional leave. The faculty member and the university may agree to a change in assignment according to Section 6.15 of this Faculty Code; [BT Motion 99:32, 6/11/99J H. The grant of any professional leave shall be contingent upon a signed contractual agreement between the university and the faculty member providing that the faculty member shall return to the university following completion of such leave and shall serve in a professional status for a period equal to the amount of leave so granted. Failure to comply with the provisions of such signed agreement shall constitute an obligation of the faculty member to repay the university any remuneration received from the university during the leave; [BT Motion 99:32, 6/11/99J I. All scale adjustments to salaries granted during the period faculty members are on professional leave shall be applied to their salaries as the salary adjustments occur, and if eligible, they shall benefit from step increases in salary; [BT Motion 93:19, 6/11/93J[BT Motion 99:32, 6/11/99J J. The period of professional leave shall be counted. as a period of service to the university, with seniority and retirement rights retained and insurance and other similar benefits continued; [BT Motion 98:37, 6/12/98][BT Motion 99:32, 6/11/99J K. Professional leave, when once granted by the university, is for a specific purpose, and any changes in plans must be re-evaluated by those who approve the leave. [BT Motion 99:32, 6/11/99J

9.25 Professional Leave - Application A. A formal letter of application from a candidate for professional leave shall be filed with the department chair, or principal administrator for those not aSSigned in a department, the provost/senior vice president for academic affairs and the appropriate dean on or before November 1 of the fall quarter preceding the academic year in which the candidate desires such leave. Besides providing assurance of compliance to the speCial conditions outlined in this Code regarding professional leave, the application letter shall include the following: 1. General information including name, department, rank, date of initial service with the university, terms of leave desired, dates of previous professional leaves and percent of salary to be awarded; 2. A project description that addresses the evaluation criteria mentioned in 9.05.C; [BT Motion 99:32, 6/11/99J [BT Motion 02-33, 6107102J 3. A list of foundations, institutions or other organizations with which the applicant will be affiliated during the professional leave; 4. A complete listing of grants and stipends other than those granted by the institution, which will be available to the applicant during the time of professional leave; , 5. If travel is included in the professional leave, the need must be justified in terms of the proposed project or plan for study; 6. A resume listing appropriate research, scholarly or artistic achievements, including a list of previous faculty development and research committee grants; [BT Motion 02-33, 6/07102J 7. Supporting letters from faculty members or other appropriate individuals not necessarily associated with the institution should be submitted when appropriate; [BT Motion 02-33, 6/07/02J



C3 cont'd: What are provisions for sabbatical and other professional leaves?

8, A statement regarding the value of the applicant's project in terms of benefit to the institution upon return from professional leave. B. The department chairs or principal administrators shall verify that the faculty member can be released and that the granting of leave can be substantially accommodated within existing staff. They shall do so in writing as they transfer the faculty members= request to the dean and provost/senior vice president for academic affairs. Individual faculty members in the department may agree to overloaos, however, to make the leave possible. No application shall be consiOered by the committee that is not first endorseO by the department chair, principal aoministrator anO oean. [BT Motion 00:46, 6/9100] The coversheet shall include a space for the chair's verification. [BT Motion 02-33, 6107102]

9.30 Professional Leave - Reports An electronic summary report of the use of the professional leave shall be submitted by the faculty member to the provost/senior vice president for academic affairs within two months after the faculty member's return to the university. Copies shall be forwarded electronically by the provost/senior vice president for academic affairs to the Professional Leave Committee and to the appropriate department chair, dean, and Board of Trustees. The report must summarize the work completed and how the eXperience and the new knowledge will be utilized in the person's assignment at Central Washington University. [BT Motion 00:46, 6/9/00] [BT Motion 02-33, 6/07/02]

9.35 Professional Leave· Salary and Administration A. Final recommendations regarding candidates for professional leave made by the Professional Leave Committee to the provost/senior vice president for academic affairs shall be presented to the president of the university and the Board of Trustees for final approval. Faculty members given professional leave shall receive seventy-five (75) percent of the regular salary they would receive if they remained engaged in their usual duties. B. Salaries of faculty members on professional leave will be adjusted according to when step and/or scale adjustments are made in the salary schedule during their absence.


Name and Birth Baccalaureate Rank Year Degree

School I Year Professor JoAnn Deluca 1958 Antioch 1980

College David lygre 1942 Concordia 1964

College A§.sociate Professor Martha Kurtz 1963 Northern 1985

, Arizona University

Carin Thomas 1958 Humboldt 1983 State University

Assistant Professor Eric Bullock 1957 University of 1980

Washington Anthony Diaz 1968 University of 1991

Washington

levente Fabry 1970 Washington 1991 State Universitv

Anne Johansen 1966 University of 1989 Oslo, Norway

Adiunct Marci Bailey 1976 Ripon 1998

Colleqe Anthony Brown 1962 Central 1996

Washington University

Kalyn Owens 1970 University of 1993 California, San Diego

Section IV- Part 2 Chemistry Faculty Summary

Masters Dearee Doctoral Dea ree School I Year School Year

Harvard 1986 University University of 1968 North Dakota

University of 1987 Arizona State 1995 Wisconsin- University Madison Humboldt State 1986 University of 1991 University Nevada,

Reno

University of 1988 Hawaii

Western 1993 Oregon State 1996 Washington University University Washington 2000 Washington 2001 State University State

University University of 1991 California 1999 Oslo, Norway Institute of

Technology

Washington 2001 State University Central 2002 Washington University

University of 1998 California, Davis

47

Year Chemical Joined

SQecialization Staff Status Tenure FT I PT Adi Yes No

Organic 1996 X X

Biochemistry 1970 X X

Chemistry 1995 X X Education

Evolutionary, 1995 X X i

Biochemistry

-,

Physical, 2002 X X Surface Inorganic, 2000 X X Solid State

Biochemistry 2003 X X

Environmental 2002 X X

Organic 2001 X X

Physical 1999 X X

Organic 2003 X X

Central Washington University - 1212312003

Section IV- Part 3 Teaching Contact Hour Summary Form

B. How much teaching contact hour credit is allowed for 1. Faculty supervision of student research: For undergraduate research it is 1/8 contact hour per 1 credit hour; for graduate level it is 1/6 contact hour per 1 credit hour. 2. Departmental Committee Assignments: The Graduate Coordinator is 3 contact hours per year; The Department Chair is 18 contact hours per year. Contact hour credit is not allowed for other departmental committee assignments. 3. Institutional Committee Assignments: Contact hour credit is normally not allowed for these assignments. A few assignments, such as Faculty Senate Chair, come with release time from teaching.

48 Central Washington University - 12123/2003

Section IV- Part 3 Teaching Contact Hour Summary Form, cont'd

FALL QUARTER 2003 Faculty Member Catalog Number and Course l' 2' 3' 4' (indicate rank) Title Marci Bailey 101, Contemporary Chemistry 4 4 4 8 Adjunct Prof. 3611, Organic Chem Laboratory 6 6 6

Eric Bullock 181, General Chemistry 4 4 Assistant Prof. 1811, General Chem Laboratory 3 3 3

388/488, Colloquium 2 2 495/595, Research 1.5 1.5 503, Intro to Research 1 1

JoAnn Deluca 361, Organic Chemistry 3 3 Professor 3611, Organic Chem Laboratory 6 6 6

561, Organic Reaction Mech. 3 3

Anthony Diaz' 183, General Chemistry 4 4 Assistant Prof 1831, General Chem Laboratory

. 3 3 3 381, Physical Chemistry 5 5

Levente Fabry 361, Organic Chemistry 3 3 Assistant Prof. 3611 Organic Chem Laboratory 6 6 6

Anne Johansen 1811 , General Chem Laboratory 3 3 3 Assistant Prof. 251, Quantitative Analysis 3 3

2511, Quant Laboratory 6 6 6

David Lygre 431, Biochemistry 3 3 Professor 4311, Biochem Laboratory 6 6 6

492, Lab Experience Teaching 1 1 Chemistry

Kalyn Owens 111, Intro to Chemistry 4 4 Adjunct Prof. 1111, Intro Chern Laboratory 2 2 2

1111, Intro Chem Laboratory 2 2 2 181, General Chemistry 4 4 1811, General Chem Laboratorv 3 3 3

* Anthony Diaz has a 3 contact hour release for his duties as Graduate Coordinator.

1* Number of contact hours scheduled per week. 2* Number of contact hours of laboratory scheduled per week. 3* Indicate in this column the approximate number of hours per week actually spent in the laboratory supervising students. 4* Total of columns 1 and 3 for a grand total of each facultv member.

., Martha Kurtz does not appear in this table; she has a 6 contact hour release for her duties as Department Chair.


Section IV- Part 3

WINTER QUARTER 2004 Teaching Contact Hour Summary Form, conl'd

Faculty Member Catalog Number and Course Title l' 2' 3" 4' (indicate rank) I

Marci Bailey 112, Intra to Organic Chem 4 4 Adjunct Prof 1821, General Chem Laboratory 3 3 9

1821, General Chem Laboratory 3 3 9 3611, Organic Chem Laboratory 6 6 6

Eric Bullock 181, General Chemistry 4 4 Assistant Prof. 382, Physical Chemistry 3 3

3821, Physical Chem Laboratory 6 6 6

JoAnn Deluca 362, Organic Chemistry 3 3 Professor 3611, Organic Chem Laboratory 6 6 6

505, Current Topics in Chemistry 1 1

Anthony Diaz 182, General Chemistry 4 4 Assistant Prof. 350, Inorganic Chemistry 3 3

388/488, Colloquium 2 2 2 6

Levente Fabry 362, Organic Chemistry 3 3 Assistant Prof. 3611, Organic Chem Laboratory 6 6 6

495/595, Research 2 2

Anne Johansen 452, Instrumental Analysis 3 3 Assistant Prof. 4521, Instrumental Laboratory 6 6 6

552, Chem of Natural Waters 3 3

David Lygre 1121, Chemistry Laboratory 2 2 2 Professor 432, Biochemistry 3 3

4311, Biochem Laboratory 6 6 6 492, Lab Experience Teaching 1 1

Chemistry

Kalyn Owens 111, I ntro to Chem istry 4 4 Adjunct Prof 1111, Intro Chem Laboratory 2 2 2

1111, Intro Chem Laboratory 2 2 2 182, General Chemistry 4 4

Other Adjunct 1811, General Chem Laboratory 3 3 3 1821, General Chem Laboratory 3 3 3

1* Number of contact hours scheduled per week. 2* Number of contact hours of laboratory scheduled per week. 3* Indicate in this column the approximate number of hours per week actually spent in the laboratory supervising students. 4' Total of columns 1 and 3 for a grand lotal of At=1ch facl1ltv mAmhAr.

• Anthony Diaz has a 3 contact hour release for his duties as Graduate Coordinator . •• Martha Kurtz does not appear in this table; she has a 6 contact hour release for her duties as Department Chair.


Section IV- Part 3

SPRING QUARTER 2004 Teaching Contact Hour Summary Form, cont'd

Faculty Member Catalog Number and Course Title l' (indicate rank)

2* 3' 4*

Mard Bailey 101, Contemporary Chemistry 4 4 4 8 Adjunct Prof 111, Intro to Chemistry 4 4

1111, Intro Chern Laboratory 2 2 2

Eric Bullock 383, Physical Chemistry 3 3 Assistant Prof. 3831, Physical Chern Laboratory 6 6 6

582, Chemical Kinetics 3 3

JoAnn Deluca 363, Organic Chemistry 3 3 Professor 3631, Organic Chern Laboratory 6 6 6

388/488, Colloquium 2 2

Anthony Diaz 183, General Chemistry 4 4 Assistant Prof. 473, Transition Metal Chemistry 4 2 2 6

495/595, Research 1.5 1.5

Levente Fabry 3631, Organic Chern Laboratory 6 6 6 Assistant Prof. 3631, Organic Chern Laboratory 6 6 6

505, Current Topics in Chemistry 1 1

Anne Johansen 345, Environmental Chemistry I 3 6 6 9 Assistant Prof. 495/595, Research 3 3

David Lygre 113, Intro to Biochemistry 4 4 Professor 1131, Intro to Biochem Laboratory 2 2 2

182, General Chemistry 4 4 492, Lab Experience Teaching 1 1

Chemistry 495/595, Research 1 1

Kalyn Owens 183, General Chemistry 4 4 Adjunct Prof. 1831, General Chern Laboratory 3 3 3

1831, General Chern Laboratory 3 3 3 1831, General Chern Laboratory 3 3 3

Other Adjunct 1821, General Chern Laboratory 3 3 3 • Anthony Diaz has a 3 contact hour release for his duties as Graduate Coordinator .

l' Number of contact hours scheduled per week. 2* Number of contact hours of laboratory scheduled per week. 3* Indicate in this column the approximate number of hours per week actually spent in the laboratory supervising students. 4' Total of columns 1 and 3 for a grand total of Aach faclJltv mAmbA'-

•• Martha Kurtz does not appear in this table; she has a 6 contact hour release for her duties as Department Chair.

51 Central Washing/on University - 12123/2003

Section IV Facilities

B. List of Maior Eguipment/lnstruments for the Undergraduate Program

BRUKER NMR Spectrometer 400 MHz

HP 6890 Gas Chromatograph (8)

HP 6890 Gas Chromatograph/Mass Spectrometer Model 4973

Dionex DX 500 Ion Chromatograph w/ED 40 Electrochemical Detector & AD 20 Absorbance Detector

Thermo Nicolet Fourier Transform Infrared Spectrometer Protege 460

Thermo Nicolet Fourier Transform Infrared Spectrometer MAGNA 760

Hewlett Packard UV-visible Spectrophotometer Model 8453

Waters HPLC 2690 w/Photodiode Array Detector 996 & Scanning Fluorescence Detector 474

ESA HPLC Model 540 w/Electrochemical Detector CoulArray 5600, Solvent Delivery System 580, & Column Heater

Hewlett Packard Liquid Chromatograph HP1100 Series w/Refractive Index Detector Model1047A & Multichannel Interface 35900E

Perkin Elmer HPLC Model 250 w/LC-95 UV-visible Spectrophotometer Detector & LC-30 RI Detector

BAS Electrochemical Analyzer Model 100B

VARIAN CARY 100 Bio UV-visible Spectrometer

Beckman UV-visible Spectrometer DU520 (8)

Beckman UV-visible Spectrometer DU530

SPEX Spectrofluorometer System Model FL3-22

ISCO Supercritical Fluid Extractor SFX 220

OLiS Rapid Scanning Spectrophotometer RSM 1000

Perkin Elmer Atomic Absorption Spectrometer 3300

Perkin Elmer Polarimeter Model 341

1999

1998,1999

1999

1998

1998

1998

1999

1999

1998

1999

1991

1999

1999

1998

1998

1998

1999

1999

1993

1998

ARC Vacuum Ultraviolet Spectrometer VM 502 - SP 150 System 2001

WPI High Performance Fiber Optic Spectrometer systems Model TIDASI - LWCC 500cm wi Tidas I Fluorescence Detector, FO - 6000 Light Source &

Liquid Waveguide Capillary Cell 2002

BIO-RAD Protein and DNA Electrophoresis Apparatus wi Ready Gel Cell, Mini-PROTEAN II ElectrophoreSiS Cell, Sub-cell GT Agarose Electrophoresis

systems, power supplies PAC 300, PAC 200, PAC 1000. 1998

BIO-RAD Gel Doc 2000, Image Analysis I Gel Documentation with Quantity One Software 1998


Section IV Facilities, cont'd

B. list of Maior Equipment/Instruments for the Undergraduate Program. cont'd

Beckman Ultracentrifuge Optima LE-80K

Beckman centrifuges Avanti J - 301 (2)

Tektronix Digital Oscilloscopes TDS3000 (2)

lSI Scanning Electron Microscope SX - 30E is available in Biology

Temperature Bath

Temperature Controlled Bath

C. library: 3. Number of current periodicals (Attach a list if twenty or lessl

Accounts of Chemical Research Analytical Chemistry Angewandte Chemie Biochemical Pharmacology Biochemistry Chemical Reviews Chemistry of Materials Inorganic Chemistry Journal of Biological Chemistry (Online) Journal of Chromatographic Science Journal of MediCinal Chemistry Journal of Organic Chemistry Journal of Physical Chemistry A&B Journal of the American Chemical Society Macromolecules Organometallics Proceedings of the National Academy of Sciences Synthesis: Journal of Synthetic Organic Chemistry Trends in Biochemical Sciences: Library Edition

53

1998

1998

1998

1998

1999


co >< -o z w a.. a.. «

Textbooks: CHEM 181. 182 and 183 Chemistry, The Central Science, 9th ed. Brown, Lemay, and Bursten

CHEM350 and 473 Inorganic Chemistry, 2nd ed., Miess1er and Tarr

Course content breakdown:

A I 0 P B CHEM 181 30 40 5 25 -CHEM 182 20 30 5 45 -CHEM 183 65 10 - 25 -CHEM 350 - 60 5 35 -CHEM 473 10 65 - 25 -

1811 labs Analytical Organic Physical Inorganic Bio-chem An Investigation of Density 100 Synthesis and Stoichiometry 100 Chemical Sleuthing 100 Titration of a Solid Acid Using Sodium Hydroxide 100 Heat Capacitv of a Metal 100 Gravimetric Determination of Phosphorus in Plant Food 50 50 Spectrophotometric Determination of a Protein Solution 50 50 A Hess's Law Investigation 100

300 a 300 150 50 38% 0% 38% 19% 6%

1821 labs Molecular Modeling 75 25 Gas Laws: Boyle's & Charles' 100 Gas Laws: Mass-Volume Relationships 100 Acid-Base Titrations 100 Materials: Prep of Brass & Shape Memory Alloy 100 Molar Mass Determination by Freezina Point Depression 50 50 Det. of the Order and Rate Constant of a Chern. Rxn (p_art 1) 50 50 Det. of the Order and Rate Constant of a Chern. Rxn (part 2) 50 50

100 225 375 100 a 13% 28% 47% 13% 0%

1831 labs cation analysis 50 50 ammonium decavanadate svnthesis 100 Introduction to Statistical AnalYsis and Microsoft Excel. 50 Gas Chromatoaraphy: An analYsis of kerosene 100 titration of a mixture of acids 100 thermodynamics of the solubility of borax. 100 redox titration of ammonium decavanadate. 50 50

250 100 100 200 a 38% 15% 15% 31% 0%

Content breakdown: Chern 251 Chern 345 Chern 452 Chern 388/488

100 % Analytical 100 % Analytical 100 % Analytical A bit of everything

Content breakdown:

Chem 361: 100% organic Chem 3611: 5% analytical/instrumental, 95% organic Chem 362: 100% organic Chem 363: 100% organic Chem 3631: 5% analyticallinstrumental, 95% organic

Chemistry 381 Course information

Textbooks: 1. Principles of Physical Chemistry by Lionel M. Raff, Prentice Hall, 2001. 2. Applied Mathematics for Physical Chemistry, 2 nd edition by James R. Barrante, Prentice Hall,

1998.

Content breakdown: Physical Chemistry 100%



1998.


Content Breakdown for ACS Accreditation % covered in each of these areas CHEM 431 4311 505 512 Analytical 10 40 10 0 Inorganic 1 0 0 0 Organic 10 0 5 10 Physical 2 0 0 0 Biochem 77 60 85 90

()

>< -o Z LU Cl. Cl. «

APPENDIX D

Publications Resulting from Recent Undergraduate Research Projects



G8. Have results of recent undergraduate research projects have been published? Yes X No D. If yes, attach a list of publications:

1. B. Howe' and A. L. Diaz, "Characterization of Host lattice Emission and Energy Transfer in BaMgAI10017," Journal of Luminescence, in press.

2. V. Pike', S. Patraw', A. l. Diaz and B. G. DeBoer, "Defect Chemistry and VUV Optical Properties of the BaMgAI10017:Eu2+ -BaO.75AI11017.25:Eu2+ Solid Solution," Journal of Solid State Chemistry, 173 359 - 366 (2003).

3. D. B. Bolstad' and A. L. Diaz, "Synthesis and Characterization of Nanocrystalline Y20 3:Eu3+ Phosphor: An Upper-Division Inorganic Chemistry laboratory," Joumal of Chemical Education, 79 1101 - 1104 (2002).

4. M.J. Kurtz and B.E. Holden', "Analysis of a Distance Education Program in Organic Chemistry," Journal of Chemical Education, 78, 1122-1125 (2001).

5. C. Thomas, Y. Will, S.l. Schoenberg', D. Sanderlin', and D.J. Reed. "Conjugative metabolism of 1,2-dibromoethane in mitochondria: disruption of oxidative phosphorylation and alkylation of mtDNA". Biochemical Pharmacology 61 :595-603, (2001 ).

6. Margaret B. Camacho', Aurora E. Clark', Tabitha A. Liebrecht', and JoAnn P. Deluca, "A Phenyliodonium Ylide as a Precursor for Dicarboethoxycarbene: Demonstration of a Strategy for Carbene Generation," Journal of the American Chemical Society, 122, 5210-5211 (2000).

, undergraduate co-author(s)


w >< -o z w a.. a.. <t:

CAREER SERVICES COOPERATIVE EDUCA nON PROGRAM

(509) 963-2405 FAX (509) 963-1811 wWW.CWU.EDU\-CAREER CENTRAL WASHINGTON UNIVERSITY

400 East University Way Barge Hall 204 Ellensburg, Washington 98926-1499

LEARNING AGREEMENT THIS AGREEMENT MUST BE COMPLETED AND APPROVED BY ALL SIGNATORIES BEFORE REGISTRATION CAN BE COMPLETED. REG/STRA TION WILL NOT BE ACCEPTED FOR PROCESSING AFTER THE END OF ADDIDROP. Additional requirements and instructions pertaining to this agreement are in the STUDENT WORKBOOK. It is the student responsibility to know the requirements. The academic department may have additional requirements.

QUARTER TO BE REGISTERED: ____________ 20, __ COuffie ___ -..~~~~-_ (Leave Blank)

MUST BE TYPED STUDENT INFORMATION

NAME: (First, Middle I., Last) ___________________ _ MAJOR: _____ _

I.D. NUMBER: ______ _ HOMEPHONE: ________ WORKPHONE: ________ 1

MAILING ADDRESS DURING INTERNSHIP: ________________________ 1

CITY: ______ _ STATE: __ _ ZIP: ----- E-MAIL: ___________ 1

PLACEMENT INFORMATION

EMPLOYING AGENCY: WEB URL:

EMPLOYER MAILING ADDRESS: (P.O. Box or Street)

CITY: STATE: ZIP: E-MAIL:

PLACEMENT ADDRESS IF DIFFERENT: SUPERVISOR'S PHONE:

EMPLOYER SUPERVISOR: TITLE:

FAX NUMBER: TITLE OF PLACEMENT POSITION:

HRS PER WEEK: # WEEKS: STUDENT'S WAGE PER HR: $

OTHER REIMBURSEMENT: (stipend, meals, lodging, mileage)

STARTING DATE: COMPLETION DATE:

ACADEMIC REQUIREMENTS (TO BE COMPLETED By FACULTY ADVISOR)

COURSE PREFIX: COURSE NUMBER: NUMBER OF CREDITS:

FACULTY ADVISOR: DEPARTMENT/OFFICE PHONE:

FACULTY ADVISOR EMAIL ADDRESS: MAILSTOP

ACADEMIC REQUIREMENTS TO BE COMPLETED: o TERM PAPER! PROJECT DUE: o JOURNAL OR LOG DUE: o PROGRESS REPORTS DUE: o FINAL REPORT DUE: o ASSIGNED READING: o NUMBER OF EMAIL CONTACTS o OTHER:

ESTIMATED HOURS PER WEEK OUTSIDE THE JOB TO MEET ACADEMIC REQUIREMENTS: __ FACULTY ADVISOR OR DESIGNEE EXPECTS TO CONTACT STUDENT DURING PLACEMENT AS FOLLOWS:

NUMBER OF JOB-SITE VISITS NUMBER OF ON-CAMPUS CONFERENCES NUMBER OF TELEPHONE CONFERENCES

. . . ONU CED 002 Rev. 92003 EEO/AAI IX INSTITUTION (OVER)

LEARNING PLAN

LEARNING OBJECTIVES: (DESCRIBE WHAT YOU AND YOUR ADVISOR WANT YOU TO BE ABLE TO LEARN BYTHE END OF THE PLACEMENT;

(MINIMUM OF THREE OBJECTIVES)

LEARNING ACTIVITIES: (What Reading, Writing, and On-The-Job Activities will you do to acoomplish the objectives listed above?)

EVALUATION: (What evidence will you provide to your faculty Advisor to document that you achieved your learning objectives?)

SIGNATURE BLOCK We, the undersigned, agree with the validity of the Learning Agreement as proposed. The employer and the University agree to provide the necessary advising, direction and supervision 'to ensure that the maximum educational benefit is achieved from the student's field experience. The student agrees to abide by the guidelines as outlined in the Student Workbook. The employer supervisor will evaluate the accomplishment of the student's Learning Plan and work performance at the end of the grading period. The faculty advisor will evaluate the field experience and will award credit for successful accomplishment of the Academic Requirements and the Leaming Plan.

Student Signature __________________________ _ Oare ________________ _

Employer Supervisor Signature _____________________ _ Dare ________________ _

Faculty Advisor Signalure _______________________ _ Oate _________ _

Department Chair/Program Director ____________________ _ Oare ________ _

CareerServices ___________________________ __ Date _________ _

Purpose

Qualifying Parameters for Student Participation

Work Schedules

Completing the Learning Agreement Form The Learning Plan

Table of Contents

Background

Program Enrollment

Course Syllabus and Completion Calendar

Student Information, Placement Information, and Academic Requirements. Developing the Learning Objectives

Establishing Learning Activities Preparing the Evaluation Plan Revising the Learning Plan Journal or Log Final (Reflective) Report

Your Workday Image

Term Paper/Proiect Progress Reports Assigned Readings ·Partnerships in Excellence" Awards Program

INTRODUCTION

As a Cooperative Education student, you are accountable for how much you learn and to what degree you expand your knowledge. In the classroom you receive teacher- directed learning where the information for learning is lectures, discussion, audio presentations, video presentations, laboratory work, written and oral assignments, etc. What you learn is mainly determined by the professor. The Cooperative Education Program offers work experiences where the learning is self-directed. You will receive guidance and advice from the Faculty Co-op Advisor, the work supervisor, and the Career Development Services staff. The work experience becomes your teacher.

This workbook provides the material to enable you, the Cooperative Education student, to: (1) enhance both your educational and professional development, (2) inform you of your responsibilities in completing the Cooperative Education Program requirements, (3) provide information related to the academic requirements to be submitted as formal evidence of your increased knowledge and professional capabilities that you demonstrated during your Cooperative Field Experience (CFE).

During the CFE you are required to maintain an active working relationship with your employer/supervisor and Faculty Co-op Advisor. It is your responsibility to inform your Faculty Co-op Advisor and the Career Development Services Office when there is a: (1) change of employment status, (2) change in work hours, and (3) change of University enrollment status.

Your learning objectives, activities, and progress will be monitored and evaluated by your Faculty Co-op Advisor to afford you an effective learning experience. An S or U grade will be awarded upon completion of the cooperative work experience. To receive a letter grade, a written request must be submitted to Career Development Services by the faculty advisor prior to registration.

Please read this workbook very carefully, for it is your obligation to know what is expected of you during your cooperative work experience. The workbook provides a detai/ed outline of these responsibilities. If you have questions or need help, please contact your Faculty Cooperative Education Advisor or the Career Development Services Office, 202 Barge Hall, phone (509) 963-2404.

Seventh Edition May 2001

PURPOSE

Cooperative Education is a learning experience that is tailor-rnade for today's college students. Simply described, Cooperative Education allows students the opportunity to gain work experience along with their college studies. It offers a unique opportunity to combine career, social, and personal growth with the educational process. Work assignments are varied to provide a variety of experiences with worthwhile work and increasing levels of difficulty and practice. It should be understood that the University cannot guarantee co-op employrnent to every student. The student must secure the position through regular search, application, and selection procedures.

BACKGROUND

Cooperative Education is an international prograrn offered in many foreign countries and in all states. In the United States rnore than 1,000 colleges and universities, involving more than 250,000 students, participate annually. At CWU the program has more than 600 students that participate annually. Cooperative Education Programs are growing rapidly with business and industry. More than ever, employers are looking for cooperative work experience (internships) as evidence of a student's initiative. Many employers prefer to hire for permanent positions from those students who have participated in the organization's cooperative education (internship) program. Employers have found that it cuts recruiting costs and assures a better "fit" once a student accepts a full-time position upon graduation.

The Cooperative Education Program is a win-win position for both the student and the employer. The student can gain much needed "on-the-job" work experience and is able to show the employer their competency level in various areas. The employer on the other hand has the opportunity to look at the

performance of the student without making any permanent employment commitment.

QUALIFYING PARAMETERS FOR STUDENT PARTICIPATION

The following are the University's minimum requirements for student participation:

A. The student is enrolled and pursuing a degree at Central Washington University.

B. The student is in good academic standing. C. The field experience is directly related to the student's major field of study

and/or career goals. D. The student has completed the appropriate prerequisite courses and

possesses the skills and knowledge required for placement in a suitable level of field experience as determined by the student's department.

E. The student must have a departmental Faculty Cooperative Education (Co-op) Advisor for enrollment in a Cooperative Education course.

F. The student's field experience is a practical position where the stUdent is actively engaged in hands-on learning, and not just observing.

Remember to check with your department advisor for specific requirements of that department.

PROGRAM ENROLLMENT

For enrollment in the Cooperative Education course, the following are the minimum requirements:

A. You MUST register on-line with Career Development Services. Prior to registering, have an RTF copy of your resume ready to up-load. When you are ready to begin the Web Registration, go to file:IIIG:/Career%20Deveiopment/Website%20Backup/htdocs/main.hlm!. To complete your registration process, you MUST load your resume and click on Submit Registration Information.

IF YOU HAVE PROBLEMS WITH REGISTRATION, PLEASE CALL 509.963.1921

B. The student must complete a formal Learning Agreement with a learning plan that contains relevant objectives and activities. The Agreement form is a field study plan that includes a description of academic requirements such as term paper/project(s), assigned readings, research project/thesis, progress reports, final (reflective) report, etc. Endorsements on the

Learning Agreement must include the employer/supervisor, the student, the Faculty Co-op Advisor, department chair, and the Assistant Director of Career Development Services.

C. Before the end of add/drop and prior to the start of the experience, the student must submit a TYPED and completed Cooperative Educatiol1 Learning Agreement form to Career Development Services to complete the registration process for enrollment in the Co-op course.

D. Cooperative Education courses are numbered 290, 490, and 590. Credits are variable 1-5 for 290,1-12 for 490, and 1-8 for 590 level courses. Your department has the authority to determine your credits.

E. A freshman student should complete at least 45 credits at CWU before enrolling in the Cooperative Education course. A transfer student should complete at least 15 credits at CWU and have a total of 45 credits, including transfer credits, before enrolling in the Cooperative Education course.

F. The student should complete a minimum.of 90 total credit hours with 10 or more credits in his or her major to be eligible for enrollment in the 490 level course. Departments may have additional requirements for this level of experience.

G. A student who wants a career exploration experience, or who has not declared a major, is limited to enrolling for the Cooperative Education course at the 290 level. Contact the CDS office if you are interested in a 290 course.

H. The student may re-enroll for the Cooperative Education course, but in no case will a student be allowed to count more than 10 credits at the. 290 level nor more than 20 total credits toward graduation requirements. No more than 10 credits are accepted in transfer. No more than 8 credits may be applied to a graduate degree.

I. Cooperative Education courses may be repeated if field experience learning objectives and activities are distinctly different from previous work or field experience.

WORK SCHEDULES

Cooperative Education allows you the opportunity to alternate periods of field experience with periods of classroom study. The purpose is to integrate work experience into the learning process throughout your academic endeavor. There are three types of co-op work schedules in which you can participate:

Alternating: Under the alternating program schedule, you alternate quarters of school and quarters of field experience. These are usually full-time placements for periods of either three or six months with periods of full-time study between.

Parallel: Under the parallel program schedule, you attend school and work parttime during the same academic quarter. Part-time placements are possible within the commuting distance of the University.

Extended-Day: Under the extended day program schedule, you can work fulltime during the day and attend a limited number of evening classes in a selected area. The schedule helps to adapt to the needs of many nontraditional students.

COURSE SYLLABUS AND COMPLETION CALENDAR

Please date each item as you complete it.

THREE Of MORE MONTHS BEfORE THE WORK EXPERIENCE BEGINS

1. Read the Cooperative Education Student Workbook. Learn the process and procedures for enrolling in the Cooperative Education course.

2. Contact Career Development Services for an appointment for more information on a successful co-op experience, from how to find your position, to registration, to transition to the workplace and back.

3. Meet with your department Faculty Co-op Advisor and work supervisor to obtain a position description and discuss the purpose and details of your work assignment.

4. Develop possible ideas of what you want to learn or gain from the experience for a quality Learning Plan with effective Learning Objectives and Learning Activities.

SIX OR MORE WEEKS BEFORE THE QUARTER BEGINS

5. Start the process for completing the "Learning Agreement" form. 6. Meet with the Faculty Co-op Advisor to review the drafted Learning

fl.nr.o.orY'l.o.nt fnrrn I '~''''''''''''I''''''' I ........ I •••

7. Complete final Learning Agreement using the form available to download on-line or in the Career Development Services Office, Barge 202, Ellensburg.

8. Obtain all signatures required on the Learning Agreement form and submit it to Career Development Services.

THREE WEEKS BEFORE THE QUARTER BEGINS

9. Check to make sure all fees are paid and there are no holds on your registration.

10. Confirm that Career Development Services received your Learning Agreement and it has been approved and is cleared for registration.

ONE WEEK BEFORE QUARTER BEGINS

11. Meet with your Faculty Co-op Advisor, for final confirmation. 12. Check with Career Development Services to ensure that your registration

is complete. 13. To prepare you for your cooperative work experience read Appendix A of

this workbook, Your Workday Image - Making A Lasting Impression!

FIRST WEEK OF THE QUARTER

14. Review the Learning Plan, including the Learning Objectives and Learning Activities. If necessary, make revisions to the Learning Plan.

15. Review applicable workbook sections to begin preparation of the Academic Requirements (term paper/project, final (reflective) report, assigned reading, etc.) portion of the "Learning Agreement."

DURING THE QUARTER (MIDTERM)

16. Faculty Co-op Advisor contacts Gob-site visits, telephone conferences, campus conferences) should be completed as planned on the "Learning Agreement" form.

1? Monitor personal progress on Learning Objectives, Learning Activities, and Academic Requirements.

ONE WeEK BEFORE THE END OF THE QUARTER

18. Prepare and submit to the Career Development Services the "Student Evaluation of Cooperative Field Experience."

19. Complete all Academic Requirements (term paper/project, journal or log, final (reflective) report, assigned reading, etc.) and submit assignments to the Faculty Co-op Advisor.

20. Submit completed (with all items checked off) "Course Syllabus and Completion Calendar" to your Faculty Co-op Advisor at the completion of your co-op experience.

FINAL WEEK

21. Send ''Thank You" notes to your employer/supervisor, Faculty Co-op Advisor, and/or other significant people involved in your co-op work experience.

22. Verify that the Faculty Co-op Advisor received all academic assignments you were required to complete.

23. Consider nominating your employer/supervisor and/or Faculty Co-op Advisor for the Central Washington University's Cooperative Education Employer and/or Faculty Co-op Advisor of the Quarter Award, if your employer/supervisor and/or Faculty Co-op Advisor provided you with an

exceptional (well above what is normally expected) co-op work experience. (See Appendix B, "Partnerships in Excellence" Awards Program).

COMPLETING THE "LEARNING AGREEMENT" FORM

This form has two purposes: (1) It is an agreement between the student, the employer/supervisor, and the University. The form provides each party the information needed to confirm an effective co-op experience worthy of academic credit. (2) It must be submitted to Career Development Services for final approval and to register you for the Cooperative Education course.

The Learning Agreement is an official compact (similar to a contract) between the employer, the University, and you, the student. It is one of the first professional documents that will come to the attention of your employer. Like the cover letter and resume, it is very important that you present yourself in the most positive manner possible. Poorly prepared documents are a reflection on you as an individual, your academic department, and the University. Make it a matter of personal pride to prepare a professional looking document. A substandard or incomplete Learning Agreement will be returned for revision before being approved.

Career Development Services has the Learning Agreement form as a template on a disk that you may use on a computer in our office. Please feel free to contact the CDS office for more information or just stop by Barge 202 to use a disk and our computer.

The Learning Agreement is also available on Career Development Services website.

You must download the Learning Agreement Form to fill it out. Once you have entered all the information, you may print it out and take to your employer and your faculty coordinator for approval and req uired signatures. Hand written Learning Agreements are not acceptable. Using the word processor assures a neat professional document and makes corrections easy.

Remember, it is your responsibility, not the faculty co-op Advisor nor the employer/ supervisor, to see that the Learning Agreement is complete, accurate, and is submitted for registration on time.

SIDE 1: STUDENT INFORMATION, PLACEMENT INFORMATION, AND ACADEMIC REQUIREMENTS

1. The Student Information section is self explanatory. The "MAILING ADDRESS DURING INTERNSHIP" is the residence address where you

will be during the field experience. Please make sure that our name, address, zip cod, and telephone numbers are complete and accurate. Also, see that each item is completed. If there is no information draw a line or use N/A in the space provided.

2. The Placement Information section needs some explanation. You should collect all the information for this section from your employer/supervisor before completing the Learning Agreement form. It is not the cooperating company/agency supervisor's responsibility to complete this section. It is your responsibility. The employing agency's responsibility is to contribute ideas for developing the Learning Plan (Learning Objectives and Learning Activities) and to sign the Learning Agreement form.

Some students are reluctant to accurately fill out the item, "Student Wage Per Hour." This is a confidential form. It is voluntary information, but it is also the responsibility of Career Development Services to provide this information for national and University reports. We tabulate totals only, such as total dollars earned by all students and then find averages. For non-paid positions put zero in this block. Do not leave it blank. If you receive other types of reimbursement, such as travel, lodging, meals, or any other stipend, place this information in the item "Other Reimbursements. '

If you are on financial aid, Federal Law requires that your income be declared. If you are employed and complete a W-4 form, this reporting will occur through regular employment withholding and a W-2 form at tax time. If you do not complete a W-4 form for the employer, you must declare your income with the Financial Aid Office through a specific form that is available from the Financial Aid Office. Your income mayor may not impact your financial aid. Consult the Financial Aid Office to determine the impact it may have.

Other critical items are: "Hours Per Week On Placement," "Number Of Weeks On Placement," "Starting Date," and "Completion Date." Please put a specific number of weeks on placement, whether this is 6, 8, 10 or more. Sometimes the starting and ending dates are different from the dates of the academic quarter, so please put the exact day you will begin and last day of the work experience. This information is used to help decide credit hours for registration.

3. Complete the first two lines of the Academic Requirements section. The Faculty Co-op Advisor will decide the number of credits. The Faculty Coop Advisor will also enter the "Academic Requirements To Be Completed" (term paper/project(s), final (reflective) report, etc.).

A. The course and prefix number will depend on the following criteria:

1. Students with less than junior level standing, or are seeking a career exploration experience, or are undeclared majors will enroll in IS 290.

2. Undergraduate majors who have completed a minimum of 90 total credit hours with 10 or more credits in his!her major will register using the departmental prefix and the 490 number.

3. Graduate students use the departmental prefix and either 490,590 (if available), or IS 590.

B. The number of credits to be allowed will be determined by the academic department and the Faculty Co-op Advisor.

1. The 290 number allows 1-5 credits, the 490, 1-12 credits, and the 590 (690), 1-8 credits.

2. Cooperative Education credits are to be awarded on the basis of quality, magnitude, and the level of learning (learning plan, relevant objectives and activities) that take place during the field experience.

3. For University standardization practice, credits are awarded using a minimum of 40 or more clock hours of approved field experience for each .credit earned. Some departments require more hours per credit. Clock hours will include time spent to complete the work phase and the academic phase of the field experience.

The most import<lnt aspect in awarding credit is the quality of the "Leaming Plan." It is up to the Faculty Co-op Advisor to decide the number of credits to be awarded.

For instance, you could be working 600 clock hours and receive only two credits based on the quality of your Learning Plan. Reflect on how much work you would do if you V'Jere enrolled in a class on campus that offered the number of' credits as your co-op experience. Think of your co-op experience as any other class. Developing and completing a well prepared Learning Plan is critical for success. Evaluate your Learning Plan to assure that it supports the number of credits requested.

Due Dates. Be particularly careful on the due dates of your academic requirements if your work experience extends beyond the academic quarter. Academic work turned in after the last day of the quarter will result in an I (Incornplete) or U (Unsatisfactory! Fail) grade.

1. If you are on financial aid, your award for the next quarter may be delayed or withdrawn. We urge you to contact the financial aid office to avoid any problems with your financial aid.

2. If you are graduating and the grade is not a P (Pass) at the time grades are submitted, your degree will be withheld until the end of the quarter that you fulfill all graduation requirements.

3. It is recommended that you include a note with your final reflective report, or your last document to your faculty, asking them to contact the Financial Aid office of the change of grade. This will expedite the release of your funds in a timely manner and prevent any undue delay.

SIDE 2: THE l.EARNING· Pl.AN

The Cooperative Education work experience is similar to a classroom laboratory experience. The classroom now becomes the work environment. A quality cooperative education work experience that provides effective learning requires good planning. Allow adequate time to write and develop a clear and useful learning plan.

The Learning Plan describes the knowledge, skills, competencies, activities, and projects that you propose to accomplish as you participate in and complete the co-op work experience. It is your responsibility to write the Learning Plan. Sometimes students defer this to faculty or their employer. This is your learning experience and your plan.

Writing a well-stated Learning Plan is necessary to bring purpose, direction, and credibility to the co-op work experience. The drafting of a Learning Plan with meaningful Learning Objectives and Learning Activities is the justification for receiving credit.

Your coordinating faculty advisor decides the number of credits based on their assessment of the educational value of your experience as outlined in the Learning Plan. As you complete your Learning Plan, whether you use the following suggested formats or some facsimile of your own design, the following three-phased process is recommended:

PHASE 1: DEVELOPING THE LEARNING OBJECTIVES

A Learning Objective is an educational goal that you set for yourself to be accomplished during your co-op work experience. Learning Objectives refer to a

. ..

set of statements that clearly and precisely describe the learning you want to accomplish during your work term. You should write three or more Learning Objectives to accomplish during the Co-Op experience.

When developing Learning Objectives remember that they need to be measurable, understandable, and attainable. Learning Objectives should be neither a listing of numerous, narrowly defined trivial tasks, nor so broad and

vague that they cannot be meaningfully evaluated. Learning Objectives should be stated in terms of the results you want to achieve.

To write effective Learning Objectives, you must decide what you expect to learn and accomplish during the work experience. The challenge is to tie the learning in the classroom to that which takes place in the co-op work experience so that it is interactive and reinforcing. Effective Learning Objectives should contain two main types of information: (1) A statement of what you expect to achieve or learn through your work ~xperience. (2) An indication of the level of achievement that you expect to obtain, expressed wherever possible in numerical terms (Increase speed by 15%). Use action words that will express what you intend to learn and do. Examples of action words and ideas are listed below:

Analyze data, situations, etc ... Assume responsibility for. .. Compile statistical data .... . Create and/or design .. . Cross-train to learn ... Develop a knowledge of... Evaluate programs, etc. Explain how ... Guide ... Implement new ... Improve the quality of ... Increase sales, etc. by ...

As you prepare your Learning Objectives, you should ask yourself these questions:

1. What is my career goal at this time? 2. What details in this job description will lead to accomplishing my career

goal? 3. What do I want to learn from this co-op work experience or what is the

most important thing I want to gain from this experience? 4. What new knowledge or information do I want to possess? 5. What new competencies and skills do I want to develop?

"Exercise" On a separate sheet of paper write a couple of responses to each of the preceding questions and activities. As you begin answering these questions, you can start to see the unfolding of your Learning Objectives.

The following is another approach you can use to develop Learning Objectives: If you have a position description available, you should use the following four steps for completing your learning objectives:

o Step One: Using the job or position description provided by the employer, list things for which you are responsible. List qualifications and education you must have to do the job. You may complete the same list if there is not a job description but you have general knowledge about the position.

o Step Two: Identify the parts of your job or position description that offer opportunity for learning, gaining knowledge, building competencies, developing skills, personal growth, and professional development.

o Step Three: From the items listed in the Exercise, begin to draft your Learning Objectives by using the answers you prepared to the five key questions listed above. You will also need to consult your employer/supervisor as to the objective(s) he or she may want you to accomplish.

o Step Four: Decide what you will attempt to accomplish. Using action words, write your objectives in final form that will express what you want to accomplish.

Examples of Poor and Acceptable Learning Objectives

POOR OBJECTIVES

I will try to do better in accomplishing assigned tasks by date due.

To become a more efficient technician.

To improve my techniques in the laboratory.

ACCEPTABLE OBJECTIVES

I will learn to manage time better by listing priorities with tasks assigned and scheduling dates to be accomplished.

To complete a monthly maintenance check of the RDR-1 00 within the allotted time (30 minutes) according to FAA regulations.

To learn to do oxygen demand determination with 100% accuracy.

PHASE 2 : ESTABLISHING lEARNING ACTIVITIES

How will you accomplish your Learning Objectives? Learning Activities are the tasks and assignments you will perform in accomplishing your Learning Objectives. You will need to list one or more Learning Activities for each Learning Objective.

For example, Learning Activities might include: a list of the daily routine of activities; supplementary study in appropriate (specified) journals, texts, etc.; related topic discussions with co-workers, supervisors, etc.; a staff study, a

research project, a creative project, or a project designed by the employer/supervisor; preparation of a special term paper to be approved by the employer/supervisor and submitted to the Faculty Co-op Advisor, or other projects as decided. To explain how you plan to dowhat you said you would do, you will need to develop a list of activities on how you will accomplish your learning Objectives.

Examples of action oriented learning activities are listed below:

Receive training on .. . Read/study/review .. . Research an area related to ... Write term paper, etc ... Interview a specialist on ... Consult with an expert on ... Maintain daily journal/log. Perform ... without supervision.

PHASE 3: PREPARING THE EVALUATION PLAN

Evaluation is the assessment and documentation which measures the achievement of the learning Objectives, leaming Activities, and the completion of the academic requirements outlined in the learning Agreement. Part of this assessment is accomplished through co-op evaluation forms provided to your employer/supervisor. These forms must be returned to the Career Development Services Office at the end of the quarter. Decide how the results can be measured. Explain how your learning will be demonstrated and/or evaluated. Examples of some action-oriented activities for evaluation are listed below:

o I will have regular meetings with my supervisor to check my progress and performance.

o Performance will be observed and evaluated by my supervisor. o I will produce a final product (technical report, final (reflective) report, etc.)

for evaluation. o My supervisor will evaluate my knowledge, skills, etc. through observation,

questioning, and/or testing.

A sample learning Plan is provided as a suggested format for your use in developing your learning Plan. Once you have completed your learning Objectives, learning Activities, and Evaluation on the practice leaning Plan, transfer this information to the learning Plan section of the learning Agreement. If there is not enough room on the learning Agreement form for completing the learning Plan, attach additional sheets. If attachments are used, be sure your name is on each page.

PRACTICE lEARNING AGREEMENT

LEARNING OBJECTIVES: (List what you and your advisor expect you to be able to do by the end of the placement.)

LEARNING ACTIVITIES: (What Reading, Writing, and On-The-Job Activities will you do to accomplish the objectives listed?)

EVALUATION: (What evidence will you provide to your Faculty Co-op Advisor to document that you achieved your Learning Objectives?)

SAMPLE LEARNING PLAN

LEARNING OBJECTIVES: (List what you and your advisor expect you to be able to do by the end of the placement.)

EXAMPLES:

1. Gain a better understanding and become more proficient at completing the Accounting Report, the various accounts, and general accounting procedures.

2. Understand physiological functions of the heart in relationship to exercise.

LEARNING ACTIVITIES: (What Reading, Writing, and On-The-Job Activities will you do to accomplish the objectives listed?)

EXAMPLES:

1.

2.

A. Complete an Accounting Report twice weekly. B. Prepare the accounting and general ledger information from

available sources. C. Discuss accounting methods and procedures with manager the

15th and 30th of each month. D. Record the time required to complete the report each week.

A. Administer & interpret EKG & treadmill testing weekly. B. Monitor individual program participants over the quarter to observe

the effects of planned exercise and recovery pulse rates. C. Review theoretical information from classes such as Diseases of

Man.

EVALUATION: (What evidence will you provide to your Faculty Co-op Advisor to document that you achieved your Learning Objectives?)

EXAMPLES:

1.

2.

A. Submit biweekly Accounting Report to supervisor and answer questions concerning the Report and the various accounts.

B. Time in completing the report will decline by at least 30% by end of the co-op work experience as evaluated by supervisor ...

A. Display understanding of CPR during consultation with agency supervisor and other health professionals.·

B. Improve proficiency in explaining CPR principles to cardiac patients as observed by supervisor and others.

PHASE 4: AUTHORIZING SIGNATURES

After the learning agreement is completed, several signatures are required: your employer/supervisor, your Faculty Co-op Advisor, and you must sign indicating each individual's agreement to the provisions listed. The Department Chair and

the Assistant Director of Career Development Services sign to show that the agreement meets University standards and requirements and to authorize registration for the Cooperative Education course. Be sure to allow sufficient time for approval by all parties before registration. When registration is completed copies of the "Learning Agreement" will be sent to your advisor, your employer/supervisor, and you. This should take place shortly after the last day of drop/add.

REVISING THE LEARNING PLAN

During the first two or three weeks working in your field experience, you should carefully reexamine your situation and decide whether a revision of your Learning Plan is appropriate. Consult with your work supervisor and Faculty Co-op Advisor for approval. To complete the revision, write on a separate sheet of paper a supplement to the Learning Agreement. Copies should be forwarded to your Faculty Co-op Advisor and the Career Development Services Office for approval.

GRADES

Your learning objectives, activities, and progre.ss will be monitored and evaluated by your Faculty Co-op Advisor to afford you an effective learning experience. An S or U grade will be awarded upon completion of the cooperative work experience. To receive a letter grade, a written request must be submitted by the faculty advisor along with the learning agreernent.

FINANCIAL AID

If you are returning to classes after your co-op experience, be sure to notify Financial Aid to prevent any problems in your financial aid award for the next quarter. Further, we recommend that you attach a note to your final report to your advisor asking them to please notify the Financial Aid Office when they submit a "Change of Grade" to assure the timely release of youraward. A final phone call to Financial Aid to confirm all has processed as expected would be wise.

Remember that if your co-op work experience ending date or the due dates for your academic assignments are after the end of the quarter, you will receive an I (Incomplete) grade. This could impact financial aid for your hext quarter or receiving your degree if you are graduating.

TERM PAPER/PROJECT

A term paper or project may be required by your Faculty Co-op Advisor. Your Faculty Co-op Advisor or your employer supervisor will help decide the topic and

the subject outline for your term paper/report. The term paper, project, or report should enhance the Cooperative Education experience.

As it is part of your academic responsibilities and not part of your work assignment, it should be done apart from your work day. Your daily work may be incorporated as documentation, research statistics or otherwise be an intimate and significant part of your report. You may agree with your faculty advisor to partner with him/her in a specific research endeavor that your co-op experience matches.

Such projects could include:

1. Organization, planning, and carrying out of a special event or activity. 2. Original research, staff study, program assessment, market survey,

program evaluation, design activity, special computer applications, project analysis, data or information collection, etc.

3. Training and development activities, organizational behavior projects, corporate culture study, ethics and ethical standard's application, etc.

4. Literature or book reviews for staff, administrators, professional organizations, etc.

Students must write their report in a scholarly manner following the formal writing style appropriate for your field as instructed by your faculty advisor. The length of the paper is usually guided by the number of credits, about two pages per credit up to 20 narrative pages or as agreed with your advisor.

A wide range of subject matter is permissible provided there is a connection between the topic, your co-op work experience and/or career goals. Tables, charts, graphs, and illustrations are encouraged as long as they are of professional quality. Vocabulary in the report should be professional, using the terms and names any professional in the field would recognize and understand.

JOURNAL OR LOG

The Faculty Co-op Advisor may require a daily journal or a weekly log of learning activities and competencies you have developed. The focus of the Journal/Log should be on what you have been learning, not just a recitation of the daily trivial duties. Each day you should ask yourself the following:

(1) What am I learning from this field experience? (2) What new knowledge or information did I gain? (3) What skills or competencies am I developing? (4) How is this experience helping me to accomplish my career goals and objectives? (5) Are the daily work assignments related to my field of study? If so, how?

If not, why? (6) Am I being given real responsibility by my employer? If so, describe. If not, why?

You may also want to respond to the content items outlined in the Final (Reflective) Report section. This should apply to what you are experiencing daily in your co-op assignment. You will find that responding to these questions will make your journal or log a viable and interesting record of the daily learning and growth you have been experiencing.

Using a table like the one shown here may be helpful in guiding your thinking and gaining the most from your journal entries.

Date

Enter the Date in this column.

Activity Who So What?

Reflect on what you learned from this Describe the N th day's activities or from working with this activity or ame e person or these people in this column. activities you per~o~s ~~~ Check your learning agreement were involved in ~~~.e WI objectives, the topics for the final report, on this day in In IS and/or the questions above to help you

column. this column. reflect and document the value of this

day.

You may choose to use one page per day in your notebook instead of an open chart like this. Any way you use it, these sections may help you in the documentation of your learning on a daily basis.

PROGRESS REPORTS

Faculty co-op advisors may ask for Progress Reports throughout the co-op work experience. Some faculty require progress reports each week, others only once or twice a quarter. Whether the progress reports are oral or written, in person, by mail, FAX, or e-mail should be determined at the time the Learning Agreement is written. What is expected in the progress reports should also be agreed upon before beginning your experience. In any case, you should be ready to discuss each of your learning objectives and learning activities and the progress you are making on each.

FINAL (REFLECTIVE) REPORT

You will be required to write a Final (Reflective) Report of the co-op work experience. This is to be a comprehensive report, not a brief outline of your daily duties and responsibilities. A guide of two pages per credit up to 20 pages is appropriate for a thorough reflective report.

Please respond to as many of the topics listed as possible and any others posed by your faculty advisor. This outline suggests observations and reactions you may experience on your job and in the environment in which you are working and living. You will need to refer to them on a daily basis throughout the work period. Items to be included in the Final (Reflective) Report are:

1. Learning Objectives: Discuss each of your leaming objectives and learning activities using the following outline (attach any supporting data you wish.)

a. List each Learning Objective and describe why you selected it and how well you accomplished it.

b. If applicable, relate how and why you would modify the original Learning Objectives you established. If relevant, report how useful the Learning Objectives were to your employer/supervisor.

c. If you are going to continue your cooperative work experience, list new Learning Objectives or modifications of old Learning Objectives you will want to accomplish.

2. Organization Oescription:Give a brief description of the organization's history, function, and/or service. What part does your unit play in the general operation and success of the organization? Describe how your particular job contributes to the total operation. Portray your relationship with your supervisor and co-workers.

3. Suggested Employer Improvements: In case your employer/supervisor would welcome suggestioris, what improvements in the organization's structure, policies, procedures, and operation might you suggest?

4. Benefits of the Field Experience: Develop a statement regarding the way(s) in which your co-op work experience has been of benefit to you (be specific). These may be positive or negative. What strengths and weaknesses have you discovered in yourself because of this co-op work experience?

5. Knowledge Gained: Report the various types of learning you have experienced. What new knowledge(s) did you acquire (a) of personal value, (b) as additions to your field of study, (c) that confirms or conflicts with what is learned in the classroom?

6. Skills and Competencies Developed:Relate the skills and competencies you gained from this co-op work experience. Consider the full range of skills: manual, technical, communication (listening, speaking, writing, reading), human relations and interpersonal.

7. Career Development: In what ways has the co-op work experience confirmed or modified your ideas and plans for a career? What specific area(s) of improvement will you need to accomplish to have success in your chosen career field?

8. Work Attitudes: Based on your observations in your present work environment, how do you characterize the general attitude of employees toward work? Do you believe this represents the typical attitude about work in current society? Explain.

9. Ethics: What effect does ethics in the workplace have on you as you approach your daily work? To what extent were ethical standards stressed in your college classes and by the employer/supervisor whom you worked for? What can be done to improve ethical behavior in the work world?

10. Diversity: We are involved in an ever changing and diverse world. To what degree was diversity emphasized during your field experience? Describe how you experienced diverse ethnic, cultural, and social issues during your field experience. What important diversity issues do you see that will affect the future as you enter the world of work? What can you do to improve cultural and ethnic tolerance at work and in society?

11. Conflict Resolution: Many students find that the expression of their individuality conflicts with how they are expected to look and behave in the workplace. Did you experience this type of conflict or value conflict while you were completing your co-op work experience? Describe those conflicts and how you dealt with them. In the resolution of such conflicts, what principles of psychology, sociology, or common sense are involved?

12. Problem Solving: Identify a problem area where you are working or one that you had to solve while completing your co-op work experience.

a. Define the problem clearly. b. Outline all the relevant facts surrounding the problem. c. Provide suggestions for alternatives that would address this

problem. d. Choose your best solution and explain why.

13.Self Analysis: How did this co-op work experience affect your attitude toward yourself, your peers (both work and school), your career development, and pursuing further educational experience?

14. Community Service: What part or role did community service have in your field experience? To what extent was the organization you worked for involved in community service? Describe your individual community service or volunteer activities. Report why there is a need for the community service you participated in. What part will community service play in your future goals and ambitions?

15. Organizational Politics: A struggle for political power occurs in various types of organizations. What examples of this phenomenon have you observed and what effect did it have on your co-op work experience or your decisions about the future?

16. Public Issues: What did you observe in the work world that related to public concern for protecting the environment? Conserving energy? Improving economy? Improving the welfare of individuals, groups, and/or society as a whole?

17. Improving CWU: Identify ways in which CWU can be more responsive to your in dividual needs (additional activities, workshops, classes, counseling services, etc.). How well did your classes within your major prepare you for the career world you will be facing upon graduation? How well did the cooperative work experience prepare you to enter the job

market? Be specific (discuss the negative with the positive. Do not discuss personalities or personality conflicts).

ASSIGNED READINGS

You should take advantage of the professional literature, newsletters, joumals and other printed matter that is available at your work site. Some specific reading may be required by the employer or your faculty advisor. Plan to include an Annotated Bibliography in your academic submissions to your faculty. The following is a guide you can use when writing a review of yourreadings:

1. Name or Title of the periodical or book, the author, publisher, and copyright date.

2. A brief outline (two or three paragraphs) of the main purpose of the book. 3. A description of the main ideas or themes. 4. Show the relevancy of the Assigned Reading to your career objective,

academic major, and/or the field experience. 5. What did you learn or gain from the Assigned Reading? 6. From your readings are there principles, theories, and ideas that you can

apply to your life or work? If so, how?

YOUR WORKDAY IMAGE

It is your first week on the job, and you are inundated with new names, faces, duties, and responsibilities. The most important of these names and faces belongs to your immediate supervisor, and your most important responsibility is to please her/him. The problem is that your boss, like most human beings, won't always spell out precisely what is expected from you. It is up to you to decide this. At a time when you are still learning your routine duties, and even when you have settled in, it is a tricky task trying to figure the list of do's and don'ts.

To establish a good image with your boss and within the organization of your cooperative assignment, you must cultivate certain qualities and attributes. For those first few hectic weeks, the following list will ensure that you start on the right foot and stay there until the completion of your field experience. Here is the list. Read it often. Memorize it. Apply it.

1. Be punctual. Arrive at work on time. Any amount of staying late does not make up for not being available when other people need help with their work. Habitual lateness may result in losing your job. Take only the specified breaks and lunch hour. Don't jump the clock at quitting time.

2. Develop a reputation for dependability. With rare exceptions, such as life and death crises, no boss hears or cares why something wasn't done. Get the job done and do it on time. The personnel within an organization

quickly become aware of who makes an effort to be in regularly and who uses any excuse to take a day off.

3. Don't aim for perfection. Getting the job done is more important than doing it perfectly. Perfection can count against you if it interferes with your share of the work load. This does not mean that you can be careless or sloppy. This is a fine line. Learn to do the job well and learn to do it quickly so that deadlines are met.

4. Do more than is expected. Doing only what is expected and no more puts you among the masses of expendable workers. Take the initiative and follow up on your last job. If your work load is completed and you have time on your hands, offer to be helpful and to lend assistance elsewhere. Bosses value people who do their work and look for more.

5. Don't be a squeaky wheel. As a daily work style, this approach is selfdefeating. Do not be seen as "here comes a problem" or "here comes a complaint." No one likes to be around a whiner and a complainer. Learn to be positive or try to find the best in any situation.

6. Be discreet. Never discuss organization business and people in detail or by name in public places where strangers can overhear. Even in private, be discreet with outsiders about organization politics, problems, and business. Never become part of the gossip section.

7. Get along with co-workers. The nurnber one reason most people are terminated from their first job is failure to get along with their co-workers. No supervisor is interested in who is "right" in a co-worker squabble; all the boss knows is that internal battles mean less productivity. There are no winners in internal squabbles. Therefore, be willing to make concessions to maintain the peace.

8. Anticipate problems. Ask yourself what could go wrong. When your responsibilities depend on assistance from others, make sure they know and understand what you are requesting. Make sure you follow through and check on whether the work has been done. Remember that mistakes and unforeseeable failures are a routine part of work life.

9. Understand "boss" language. "If it's not too much trouble." means, "Do it ... and the sooner the better." "If I may make a suggestion ... " means, "Do it this way." "I don't want to rush you.", means, "Hurry up."

10. Develop a sense of timing. You must have the patience to wait for an appropriate situation. Many factors - the boss's mood, the success of your last project, the company's latest earnings report - can make the difference between a yes and a no, being permanently hired or dismissed.

11. Be totally honest. Never take anything from the organization that does not belong to you. As insignificant as pencil or a pen might be, nothing is worth losing your self respect. Also, nothing is so serious that lying won't make it worse. If you are caught in a lie, you lose your credibility, which can be harmful to your career.

12. Work to improve yourself. Read industry and trade publications. It is important to know what is going on in your industry, and related publications will help keep you informed. This will show you are interested

in your job, your company, your career, and the importance of current information.

13. Get to know your boss and your peers.Learn as much as you can about the job above you. Like the Broadway star's understudy, you may get a chance to step into the star's shoes. Join and be active in one or more professional and trade organizations. Contacts you establish and the information you learn will aid you on a personal level whenever you enter the job market upon graduation, and still give you the benefit of improving your status with your current boss.

The fact is that there is an enormous pool of highly educated and skilled workers available, even in a prosperous economy when jobs seem plentiful. To be successful, you must stand out in this highly qualified group. Integrating these concepts, behaviors, and values in your work ethic will do much to set you apart and strengthen your candidacy in a very competitive pool.

Understanding how to satisfy your superiors by doing things without them having to ask will help propel you above the status of just another expendable worker. By following thes.e guidelines, you will be showing awareness and initiative that, if sustained, will surely be noticed. Believe in yourself! This is the time for selfdiscovery and learning that you have unlimited potential. Good luck and let us know how you are doing.

"PARTNERSHIPS IN EXCELLENCE" AWARDS PROGRAM

Over the past three decades, Central's Cooperative Education Program has become an exemplary model in the Pacific Northwest. In recognition of the efforts of the primary participants who make this program so exceptional, Career Development Services solicits nominations for students, employers and faculty who have made significant contributions to the success of the program.

Each quarter we welcome nominations for "Student of the Quarter," "Employer of the Quarter," and "Faculty of the Quarter" awards. I want to encourage you to review the experience you have had as part of the co-op program this current academic quarter. If someone has provided an outstanding performance, service, or support, consider making a nomination for this award. The criteria for nomination follow. Those selected for the quarterly awards are considered for the annual award, "Student of the Year," "Employer of the Year," and "Faculty of the Year." These winners are forwarded to the Northwest Career Educators and Employers Association for their annual awards. This is a professional organization of employers, faculty, and co-op professionals that serves the states of Alaska, Idaho, Montana, Oregon, and Washington.

To be nominated, the following criteria will need to be met:

"Student of the Quarter Award"

1. The student must have completed 200 hours or more of field experience to be nominated for this award.

2. The nomination must be made by an employer/supervisor or the faculty advisor with supporting letters from co-workers or any individual associated with the program. If the nomination has come from the employer/supervisor, a supporting letter must be received from the faculty advisor.

Note To Student: If you feel that the Learning Plan that you accomplished during the field experience was exceptional then suggest to your employer/supervisor or Faculty Co-op Advisor that you would like to be nominated for this award.

3. The student must submit a copy of her/his Final (Reflective) Report with the nomination and support letters.

Another Note To Student: To be considered a candidate for 'Student of the Quarter' a term paper or Final (Reflective) report must be completed. Please follow the outline for Term Paper or Final (Reflective) Report as discussed in the appropriate sections of this Student Workbook. Contact the Career Development Services Office for additional information.

4. The student should also submit any supporting documentation such as term papers/projects/reports, etc. that provides information illustrating her/his performance in the field experience was exceptional.

"Employer of the Quarter Award"

1. The employer/supervisor may be nominated by the student or the Faculty Co-op Advisor. If the student nominates, a letter from the advisor is required for supporting documentation. If the advisor nominates, a letter from the student is required for supporting documentation.

2. Additional supporting letters from co-workers and other students who have worked with this employer/supervisor can also be included.

3. The nomination letter should detail exceptional, outstanding contributions and commitment to Central Washington University's Cooperative Education Program, to the academic department, to students, and to the community.

"Faculty Advisor of the Quarter Award"

1. The Faculty Co-op Advisor may be nominated by the student or the employer/supervisor. If the student nominates, a letter from the employer/supervisor is required for supporting documentation. If the employer/supervisor nominates, a letter from the student is required for supporting documentation. The person nominated must be a full-time

member of the teaching faculty with primary assignment to a department or a program other than Career Development Services.

2. Additional supporting letters from the department chair, other department faculty, or other students may also be included.

3. The nomination letter should detail exceptional, outstanding contributions by the Faculty Co-op Advisor that demonstrate commitment to Central Washington University's Cooperative Education Program, to the academic department, to students, and to the community.

Nominations should be typed and submitted to:

Assistant Director of Career Development Services Central Washington University 400 E. 8th Avenue Ellensburg, WA 98926-7499 Attn: Cooperative Education

8 '" ~ ~ '" ....

I .?;-"-~ !1 "-S c: .8 0>

~ '"

>. I...

~ ~

l+-0 rn

E c:

~

<'3

E C/) C :J

u... 0) 0 (f) 0

.-

X +-' - C/) E

- rn Q)

0 +-' :J

Z rn :J -() 0'" :J

UJ (.)

Q) 0 .-

+-' I... I...

a.. 0)

a.. I... :J

« Q) Q) () - ~ 0

~

() C/) -c --rn c:

"'0 0 .-C +-'

rn (.) Q)

(f)


M. If there are undergraduate chemistry courses listed in the catalog for chemistry majors, but not listed in the above summary, explain the discrepancies: The Chemistry B. S. degree program that appears in the 2003 - 04 catalog is not the program that we intend to use for the ACS certified degree.

That program will appear in the catalog is as folh)ws (this degree will not be offered until the academic year following accreditation):

Bachelor of Science in Chemistry Certified by the American Chemical Society Completion of this program leads to a B. S. degree in Chemistry that carries certification by the American Chemical Society. Students are recommended to take MATH 272.1 and 272.2 before taking CHEM 381.

Required Courses CHEM 181, 181.1, 182, 182.1, 183, 183.1,

General Chemistry CHEM 251, 251.1, Quantitative Analysis CHEM 350, Inorganic Chemistry CHEM 361, 361.1, 362, 363, 363.1,

Organic Chemistry CHEM 381, 382, 382.1, 383, 382.1,

Physical Chemistry CHEM 388, Colloquium CHEM 431,431.1, Biochemistry CHEM 473, Transition Metals CHEM 488, Colloquium PHYS 111, 111.1, 112, 112.1, 113, 113.1,

Introductory Physics or PHYS 181, 181.1, 182, 182.1, 183, 183.1,

General Physics MATH 172.1, 172.2, Calculus

Credits

15 5 3

13

15 1 5 4 1

15 10

9 credits from the following list, including at least 1 credit of lab: CHEM 345, Environmental Chemistry (5) CHEM 432, Biochemistry (3) CHEM 452, 452.1, Instrumental Analysis (5) CHEM 454, Spectroscopy (3) CHEM 490, Cooperative Education (max 5 cr.) CHEM 495, Research (max 6 cr.) 9

Department approved electives 3-5

Graduate courses in chemistry may be used with instructor approval (except CHEM 503).

TOTAL 99·100 Central Washington University - 12119/2003

APPENDIX G

Personal History Record Forms

for each Faculty Member

Central WashingtQn University - 1212312003

Faculty Personal History Record

Name: Marci J. Bailey Coliege/University: Central Washington Univ.

Date of Birth (mm/dd/yyyy): 0612511976 Date (mm/dd/yyyy): 10/29/2003

C urrent Appomtment

Full Time Tenure Track Adjunct ..J Status

Part Time Non-tenure Track Temporary

Faculty Adjunct Professor Title

Education

School Degree Date Field of

Specialization

Undergraduate Ripon College A.B. 5/16/1998 Chemistry

Washington State University M.S. 5/2001 Organic

Graduate Chemistry

Thesis

Topic Non-Thesis Master's

Director of Thesis Dr. Jeffrey P. Jones Work

ro SSIona xpenence P fe IE

School/Company/Organization Title Dates (m From To

Central Washington University Adjunct Professor 09/2001 Present

VVashington State University Instructor 06/2001 08/2001

Washington State University Instructor 06/2000 08/2000

.

Coursers) Taught Undergraduate Conceptual Chemistry, Intro to General and Organic Chemistry, General Chemistry

I, General Chemistry I, II, and III Labs, Organic Chemistry II, and Organic Chemistry Labs

Graduate

(over)

Publications (list chronologically) (Attach list if more convenient; if more than 20 publications, give total only)


Name: Anthony Brown College/University: Central Washington University

Date of Birth (mm/ddlyyyy): 09/03/1962 Date (mm/dd/yyyy): 09/16/1996

Current Appointment

Full Time Tenure Track Adjunct X Status


Facu/ty Lab Instructor Title

Education

School Degree Date Field of Specialization

Undergraduate Central Washington University BS 06/1996 Chemistry

Central Washington University MS 06/2002 Chemistry

Graduate

Thesis

Topic Mercury sensitized photolysis of 1,3-butadiene in a low temp argon matrix

Director of Thesis Dr. Caleb Arrington Work

ro SSlona rpenence P fe lEx

School/Company/Organization Title Dates (mm/yyyy) From To

Scientific Instructional Tech I 09/1996 09/2000 Central Washington University Scientific Instructional Tech II 09/2000 09/2003

Chemistry Lab Instructor 09/1999 06/2003

Coursers) Taught Undergraduate 101 lab, 1111 lab, 1811 lab, 1821 lab, 1831 lab

Graduate

(over)


Name: ___ -"E""rl"'c .. B!>u"'II"'o"'ck"-_______ Coilege/University: Central Washington University

Date of Birth (mm/dd/yyyy): -"1/w.1.>tj9/w.1",95,,,7 __ Date (mm/dd/yyyy): 9/18/2003

Current Appomtment

Full Time x Tenure Track x Adjunct Status


Faculty Assistant Professor Title

Education


Undergraduate University of Washington BS 1980 Chemistry

University of Hawaii PhD 1988 Surface

Graduate Chemistry

Thesis

Topic X-ray Photoelectron Diffraction as a Tool for Studying Metal-on-Metal and Metal-on-Semiconductor Surface Structures

Director of Thesis Professor Charles S. Fadley Work

Professional Experience

SchooVCompanylOrganization Title Dates (mm/yyyy) From To

Central Washington University Assistant Professor of Chemistry 912002 Present 'Central Washington University AdjunctProfessor of Chemistry 912001 612002 Central Washington University Assistant Professor of Physics 912000 612001 Green River Connnunity College, Auburn, W A Adjunct Professor of Chemistry 1/1998 9/2000 Seattle Central Connnunity College. Seattle, W A Adjunct Professor of Chemistry 6/2000 8/2000 Bellevue Community College, Bellevue, W A Adjunct Professor of Chemistry 4/1999 8/1999 University of Lausanne, Switzerland Associate Professor of Physics 10/1993 12/1997 University of Lausanne, Switzerland First Assistant of Physics 1/1990 10/1993 University ofParisiCEA Post-doctoral Associate 11/1988 121989

Coursers) Tauqht Undergraduate See attached

Graduate Statistical Thermodynamics Current Topics in Chemistry: Chemistry at Surfaces Quantum Theory of Solids

(over)


Total number of publications: 27

Undergraduate Courses Taught:

Chemistry: Physical Chemistry (Thermodynamics, Quantum Chemistry, Statistical Mechanics and Kinetics) Physical Chemistry Laboratory Instrumental Analysis Instrumental Analysis Laboratory General Chemistry General Chemistry Laboratory Introductory Chemistry

Physics: Classical Electrodynamics General Physics Laboratory Introductory Physics Introductory Physics Laboratory Topics in Surface Science


Name: JoAnn Peters Deluca Coliege/University: Central Washington University

Date of Birth (mm/dd/yyyy): 3/14/58 Date (mm/dd/yyyy): 1214103

Current Appointment

Full Time X Tenure Track X Adjunct Status


Faculty Professor Title

Education


Specialization

Undergraduate Antioch College-Yellow Springs, BS 1980 Chemistry Ohio Harvard University PhD 1986 Organic

Graduate Chemistry

Thesis

Topic I. Forbidden Concert in a [2+2] Cycloreversion II. Chemical Activation in Solution

Director of Thesis William von Eggers Doering Work

ro sSlona (penence P fa lEx

School/Company/Organization Title Dates (mmlww) From To

University of Nevada-Reno, laboratory of L. Postdoctoral researcher 12/85 6187 T.Scott

Illinois State University Assistant professor 8/87 5/94 Associate professor 6/94 5/96

Central Washington University Associate professor 9/96 6/01 Full profeessor 6/01 present

Coursers) Taught Undergraduate General Chemistry for science majors (2nd quarter), General Chemistry laboratory

for science majors, Organic Chemistry (one-year sequence), Organic Chemistry laboratory (one-year sequence), Undergraduate Chemistry Colloquium

Graduate Organic Reaction Mechanisms, Physical Organic Chemistry, Graduate Chemistry Seminar

(over)

Publications (hstcnronologlca]!y)- - - - --- -" (Attach list if more convenient; if more than 20 publications, give Iotal only)

L Vinayak V, Kane, Arnold R. Martin and JoAnn Peters "The Nomegiospecific Condensation of Citral and 2-Hydroxycarbazoles," Heterocycles 1981, 16, 1445.

2. Vinayak V. Kane, Arnold R. Martin and JoAnn Peters "Carbon-13 Nuclear Magnetic Resonance Spectra of Cannabichromene, Cannabicitran, and Cannabicyclol and Their Analogues," The Journal of Organic Chemistry 1984, 49, 1793.

3. Susan M. Neugebauer* and JoAnn P. DeLuca "A Solvent Effect in Reactions of Singlet Methylene," Tetrahedron Letters 1989, 30,7169.

4. Terry A. Young,# Colleen O'Rourke,# Nathan B. Gray,# Brian D. Lewis,# Curt A. Dvorak#, Kan Shuh Kuen# and JoAnn P. DeLuca "Stereodirecting Effect of a Substrate Methoxy Substituent on the Addition of Singlet Methylene to a Double Bond," The Journal of Organic Chemistry, 1993, 58, 6224.

5. Judith M. Swanson: Curt A. Dvorak,# JoAnn P. DeLuca and Jean M. Standard "Complexation of a Singlet Carbene by a Fluoroalkane. Modification of l:CHCOzEt Selectivity in Perfluorohexane Solution and Ab Initio Calculations," The Journal of Organic Chemistry 1994, 59, 3026.

6. Warunee Sobery* and JoAnn P. DeLuca "Intramolecular Trapping of an Ylide Intermediate in the Reaction of l:CHz with an Allylic Alcohol," Tetrahedron Letters 1995,36, 3315.

7. Lana L. Zub,# Jean M. Standard, Jerry W. Cubbage: and JoAnn P. DeLuca "Theoretical and Experimental Investigations of the Interactions Between Carbenes and Oxygen-Containing Compounds," electronic communication for the First Electronic Conference on Trends in Organic Chemistry (ECTOC-1), ISBN 0 85404 899 5, Eds. H. S. Rzepa and J. M. Goodman, Royal Society of Chemistry Publications, 1995 (published on CD-ROM).

8. Jerry W. Cubbage: Brian L. Edelbach, Kan Shuh Kuen,# and JoAnn P. DeLuca "Stereodirecting Effects in the Characterization of Ylide Intermediates in Reactions of Singlet Methylene with an Allylic Alcohol and an Allylic Chloride," Tetrahedron 1997, 53, 9823.

9. Margaret B. Camacho, # Aurora E. Clark, # Tabitha A. Liebrecht, # and JoAnn P. DeLuca "A Phenyliodonium Ylide as a Precursor for Dicarboethoxycarbene: Demonstration of a Strategy for Carbene Generation," Journal of the American Chemical Society 2000,122,5210.

10. W. von E. Doering and JoAnn Peters DeLuca "Conformational Restraint in Thermal Rearrangements of a Cyc1obutane: 3,4-Dicyanotricyclo[ 4.2.2.0""]decane," Journal of the American Chemical Society 2003, 125, 10608

* M.S. student co-author

# undergraduate student co-author


Name: Anthony Diaz Coliege/University: Central Washington

Date of Birth (mm/dd/yyyy): 0413011968 Date (mm/dd/yyyy): 0912212003

Current Appomtmen t

Full Time Tenure Track " Adjunct Status



Education


Specialization

Undergraduate University of Washington B.S. 6/1991 Physical Chemistry

Westem Washington University M.S. 6/1993 Surface Chemistry Graduate

Oregon State University Ph.D. 9/1996 Solid-state Chemistry

Thesis

Topic Structure I property relationships in luminescent materials

Director of Thesis Dr. Doug Keszler

Work

ro ess/ona xpenence p ~ IE

School/Company/Organization Title Dates (mm/vvw) From To

Central Washington University Assistant Professor of Chemistry 9/2000 Present

OSRAM SYLVANIA, Inc. Principal Scientist 1011996 812000

Coursers) Taught Undergraduate 1 yr. general chemistry sequence for majors (CHEM 181,182,183) and lab,

beginning and advanced inorganic chemistry (CHEM 350 and 473), senior seminar (CHEM 3881 488), thermodynamics (CHEM 381)

Graduate Into to research (CHEM 503), special topics (CHEM 505), solid-state chemistry (CHEM 571)

(over)


1. B. Howe and A. L. Diaz, "Characterization of Host Lattice Emission and Energy Transfer in BaMgAllO0 17," Journal of Luminescence, submitted 9/03.

2. V. Pike, S. Patraw, A. L. Diaz and B. G. DeBoer, "Defect Chemistry and VUV Optical Properties of the BaMgAllO017:Eu2+ - Bao.7SAll1017.2S:Eu2+ Solid Solution," Journal of Solid State Chemistry, 173 359 - 366 (2003).

3. D. B. Bolstad and A. L. Diaz, "Synthesis and Characterization of Nanocrystalline Y203:EU3+ Phosphor: An Upper-Division Inorganic Chemistry Laboratory," Journal of Chemical Education, 791101 - 1104 (2002).

4. A. L. Diaz, B. G. DeBoer and C. F. Chenot, "Effect of Stoichiometry on the Luminescence and Thermal Stability of BaMgAllO0 17:Eu2+," J9'h International Display Research Conference Proceedings, 65 - 68 (1999).

5. D. A. Keszler and A. L. Diaz, "Eu2+ Luminescence Color: A Structure-Property Relationship," Materials Research SOCiety Symposium Proceedings, 453 247 - 252 (1997).

6. A. L. Diaz and D. A. Keszler, "Eu2+ Luminescence in the Borates X2Z(B03)2 (X = Ba, Sr; Z = Mg, Ca)," Chemistry of Materials, 9 2071 - 2077 (1997).

7. A. L. Diaz and D. A. Keszler, "Red, Green, and Blue Eu2+ Luminescence in Solid State Borates: A Structure-Property Relationship," Materials Research Bulletin, 31 147 - 151 (1996).

8. A. L. Diaz, C. Radzewich and M. Wicholas, "Synthesis and lH VT-NMR Conformational Analysis of Bis("s -cyclopentadienyl) Titanium Pentasulfide: An Experiment for an Integrated, Advanced Laboratory Course," Journal of Chemical Education, 72 937 - 938 (1995).

9. A. L. Diaz, W. W. C. Quigley, H. D. Yamamoto and M. E. Bussell, "Infrared Spectroscopy and Temperature Progralr..med Desorption Sttldy of CO on RPJAh03 Catalysts: Probing Overlayer and Support Sites," Langmuir, 10 1461 -1471 (1994).

10. A. L. Diaz and M. E. Bussell, "An Infrared Spectroscopy and Temperature Programmed Desorption Study of CO on Mo03/Alz03 Catalysts: Quantitation of the Molybdena Overlayer," Journal of Physical Chemistry, 97 470 - 477 (1993).

II. M. B. Hugenschmidt, A. L. Diaz and C. T. Campbell, "Interaction of Cyclohexadiene with Pt(lll) Studied by BPTDS and HREELS," Journal of Physical Chemistry, 96 5974 - 5978 (1992).

12. F. C. Henn, A. L. Diaz, M. E. Bussell, M. E. Domagala, M. B. Hugenschmidt and C. T. Campbell, "The Decomposition of Cyclohexene on Pt(I11): A BPTDS, HREELS Study," Journal of Physical Chemistry, 96 5965 - 5974 (1992).


Name: Levente Fabry-Asztalos Coliege/University: Central Washington University

Date of Birth (mm/dd/yyyy): 0911111970 Date (mm/dd/yyyy): 0911112003

Current Appointment




Education


Specialization

Undergraduate Washington State University, Pullman B.S. 12/1996 Biochemistry Washington State University, Pullman BA 05/1997 Anthropology

Washington State University, Pullman M.S. 05/2000 Chemistry

Graduate Washington State University, Pullman Ph.D. 08/2001 Chemistry

Thesis

Topic Asymmetric synthesis of organoboron compounds bearing peptides and other nitrogen containing substituents

Director of Thesis Professor Donald S. Matteson Work

ro SSlona xpenence P fe IE

School/Company/Organization Title Dates 1m From To

Central Washington University, Ellensburg Assistant Professor 09/2003 Present University ofVVisconsin, Madison, \lVI Post-doctoral Research Associate 08/2001 08/2003 Washington State University, Pullman, WA Research Assistant 05/1999 07/2001 Washington State University, Pullman, WA Head Teaching Assistant 08/1998 05/1999 Washington State UniverSity, Pullman, WA Teaching Assistant 08/1996 05/1998 Washington State UniverSity, Pullman, WA Preceptor 09/1995 12/1999

Coursers) Taught Undergraduate Organic Chemistry

Graduate

(over)


"Mystery story of ligand transfer on boron" Matteson, D. S.; Hiscox, W. C.; Fabry·Asztalos, L. Book of Abstracts 218th ACS National Meeting, New Orleans, Aug. 22·26 (1999), INOR·065.

"Boronic Ester Intermediates for Asymmetric Synthesis" Matteson, D. S.; Singh, R. A; Fabry·Asztalos, L.; Fernando, D.; Pharazyn, P. S.; Kim, G. Technical Report 32nd Great Lakes Regional Meeting, Fargo, NO, June 4·6 (2000), 5(5).

"Inhibition of HIV·1 Protease by a Boron·Modified Polypeptide" Pivazyan, A D.; Matteson, D. S.; Fabry· Asztalos, L.; Singh, R. P.; Lin, P; Blair, W.; Guo, K; Robinson, B.; Prusoff, W. H. Biochem. Pharma., 2000, 60, 927·936.

"Efficient Syntheses of Fluorinated Aryl Alcohols of High Enantiomeric Purity via Boronic Esters' Singh, R. P.; Twamley, B.; Fabry·Asztalos, L.; Matteson, D. S.; Shreeve, J. M. J. Org. Chern., 2000, 65, 8123· 8125.

"Glass Catalyzed Conversion of Boronic Esters of Asymmetric Diols to Diol Sulfites and Amine Complexes of Boron Halides" Matteson, D.S.; Hiscox, W.C.; Fabry·Asztalos, L.; Kim, G.; Siems, W.F. III. Organometallics, 2001, 20, 2920·2923.

"Asymmetric synthesis of organoboron compounds bearing peptides and other nitrogen containing substituents" Fabry·Asztalos, L. 2001, 215 pp., AN2002:750144.

"Synthesis of Pepsin Inhibitors: 3·A1koxy·4·Furyl Piperidines" Fabry·Asztalos, L.; Shah, N.; Rich, D.H. J. Med. Chern., 2003, in preparation.

Patent: "i3·Aminomethyl·i3·(1·amidoalkyl) borinic acids' Matteson, D. S.; Fabry·Asztalos, L.; Prusoff, W. H.; Pivazyan, A D. International Patent Application, SLWK:618.003W01, 08/16/02.


Name: ________ ---'A"n"'n"'e"--"M"-. ...,J"'o'-'h"an"'s.,e"-n'--_Coliege/University: CWU

Date of Birth (mm/dd/yyyy): "'09"'1"'30"'-1-"19""6"'6'--___ Date (mm/dd/yyyy): 10123103

c urren ~ppommen tA . t t




Education


Undergraduate University of Oslo, Oslo, Norway B.S. 1989 Chemistry

University of Oslo, Oslo, Norway M.S. 1991 Inorganic

Graduate Chemistry

California Institute of Technology Ph.D. 1999 Environmental Chemistry

Thesis

Topic Aerosol Chemistry over Remote Oceanic Regions

Director of Thesis Dr. Michael R. Hoffmann Work

Professional ExJ)erience

School/Company/Organization Title Dales (m From To

Central Washington University Adjunct Professor 2000 2002

Centra! VVashington University IA$sistant Professor 2002 present

Coursers) Taught Undergraduate General Chemistry (for non-science and science majors), Quantitative Analysis,

Instrumental Analysis, Environmental Analysis

Graduate Atmospheric Chemistry, Aquatic Chemistry

(over)


Peer Reviewed Articles: "Chemical characterization of ambient aerosol collected during the northeast

monsoon season over the Arabian Sea: Labile-Fe(II) and other trace metals", A. M. Johansen and M. R. Hoffmann, JGR, 108,4408,2003

"Chemical composition of aerosols collected over the tropical North Atlantic Ocean", A. M. Johansen, R.L. Siefert, M.R. Hoffmann, JGR, 105, 15277-15312,2000

"A revised nitrogen budget for the Arabian Sea", H. W. Bange, T. Rixen, A.M. Johansen, et aI., GLOBAL BIOGEOCHEM CY ,14,1283-1297,2000"

"Chemical characterization of ambient aerosol collected during the southwestmonsoon and inter-monsoon periods over the Arabian Sea: Anions and cations", A. M. Johansen, R. L. Siefert, M. R. Hoffmann, JGR, 104,26325-26347,1999

"Chemical characterization of ambient aerosol collected during the southwestmonsoon and inter-monsoon periods over the Arabian Sea: Labile-Fe(II) and other trace metals", R. L. Siefert, A. M. Johansen, M. R. Hoffmann, JGR, 104,3511-3526,1999

"An extensive bloom of the N2-ftxing cyanobacterium. Trichodesmium erythraeum, in the central Arabian Sea During the Spring Intermonsoon, D. G. Capone, A. Subramaniam, J. P. Montoya, M. Voss, C. Humborg, A. M. Johansen, R. L. Siefert, E. J. Carpenter, Mar Ecol Progr Ser, 172,281-292,1998

"Measurements of trace metal (Fe, Cu, Mn, Cr) oxidation states in fog and stratus clouds", R. L. Siefert, A. M. Johansen, M. R. Hoffmann, S. O. Pehkonen, J. Air & Waste Manage. Assoc., 48,128-143,1998

"A study of the passive behaviour of beryllium in aqueous solutions", E. Gulbrandsen and A. M. J. Johansen, Corrosion Science, 36, 9,1523-1536,1994

"Rapid phase identification of mixed crystalline solids", J. Stanley, C. D. Palmer, D. Downham. A. Johansen, Proceedings of TMS Annual Meeting in Denver, Colorado, paper and oral presentation, Feb. 21-25,1993


Name: Dr. Martha J. Kurtz Coliege/University: Central Washington University

Date of Birth (mm/dd/yyyy): 06/1611963 Date (m m/dd/yyyy): _--'1-"0,..,/2"'2/""20"'0""3'----_

urrent ~ppom en c A . tm t



Faculty Associate Professor of Chemistry and Science Education Tille

Education


Soeciafization

Undergraduate Northern Arizona University BS 5/1985 Chemistry

University of Wisconsin-Madison MS 8/1987 Physical

Graduate Chemistry

Arizona State University PhD 5/1995 Chemistry Education

Thesis

Topic Using Analogies to Teach College Chemistry: A Multiple Analogy Approach

Director of Thesis Dr. James P. Birk Work

ro SSlona xpenence P fe IE

Schoof/Company/Organization Title Dates (mm/yvw) From To

Central Washington University Chemistry Department Chair 6/2001 Current Central Washington University Associate Professor 9/2001 Current Central \"'/ashington University Science Education Program 911998 Current

Director Central Washington University Assistant Professor 9/1995 8/2001 Arizona State University General Chemistry Laboratory 8/1988 6/1995

Coordinator Scottsdale Community College Adjunct Faculty 8/1989 5/1990

Coursers) Taught Undergraduate Introductory Chemistry and lab, General Chemistry lab, Processes in Physical

Science: Chemistry, Elementary Science Methods, Interdisciplinary Science Inquiry, Laboratory Experiences in Teaching Chemistry, Inquiry Activities for Elementary Science

Graduate Misconceptions in Science

(over)


Kurtz, M,J, and Holden, BE "Analysis of a Distance Education Program in Organic Chemistry," J, Chem, Ed" 78, p. 1122, 2001.

Baxter, L.M. and Kurtz, M.J. "When a Hypothesis is Not an Educated Guess," Science and Children, 38:7, p. 18,2001.

Kurtz, M.J. and Birk, J.P. "The Effect of Experience on the Retention and Elimination of Misconceptions on Molecular Structure and Bonding," J. Chem. Ed., 76, p. 124, 1999.

Birk, J.P. and Kurtz, M.J. "Using Cooperative Learning Techniques To Train New Teaching Assistants," J. Chem. Ed., 73, p. 615, 1996.

Birk, J. P. and Kurtz, M. J. "Laboratory Equipment and Techniques" in The Burgess Col/ection of General Chemistry Exercises, 18 pages, Burgess Publishing, Minneapolis, 1994.

Birk, J. P. and Kurtz, M. J. "Semimicro Techniques" in The Burgess Col/ection of General Chemistry Exercises, 3 pages, Burgess Publishing, Minneapolis, 1994.

Birk, J. P. and Kurtz, M. J. "Safety and Laboratory Procedures" in The Burgess Col/ection of General Chemistry Exercises, 7 pages, Burgess Publishing, Minneapolis, 1994.

Birk, J. P. and Kurtz, M. J. Investigations in Chemistry, 514 pages, Houghton Mifflin Company, Boston, 1994.

Birk, J. P. and Kurtz, M. J. Instructor's Resource Manual to Accompany Investigations in Chemistry, 268 pages, Houghton Mifflin Company, Boston, 1994.

Kurtz, M. J. and Birk, J. P. Guide for Teaching Assistants in Chemistry, 6th edition, Arizona State University, 1994.

Birk, J. P.; Ronan, M.*; Bennett, I.; and Kinney, C. "Reactivity of Nickel", J. Chem. Ed., 68, p. 48, 1991. Tonkyn, R.; Ronan, M.*; and Weisshaar, J. C. "Multi-Collision Chemistry of Gas Phase Transition

Metal Ions With Small Alkanes: Rate Constants and Product Branching at 0.75 torr He", J. Phys. Chem., 92, p. 92,1988.

Ronan, M.* and Essenmacher, G. "Copper Reactions", University of Wisconsin-Madison, General Chemistry Division, August 1986.

'former name


Name: ____ ~D~a~v~id~G~.:Ly~g~ffi2_ __________ _ Coliege/University: Central Washington Univ.

Date of Birth (mm/dd/yyyy): 0811011942 Date (mm/dd/yyyy): _-'01£9""/2""8/c:2"'00""3'----_

Current Appointment

Full Time x Tenure Track Adjunct Status


Faculty Professor Title

Education


Specialization

Undergraduate Concordia College B.A. 6/1964 Chemistry

University of North Dakota Ph.D. 8/1968 Biochemistry

Graduate

Thesis

Topic Rabbit Intestinal Glycose 6-Phosphatase

Director of Thesis Robert C. Nordile Work

Professional ExDerience

School/Company/Organization Title Dates (mm/yyw) From To

Case Western Reserve University Postdoctoral Fellow 09/1968 06/1970 Central Washington University Assistant Professor 09/1970 08/1973

Associate Professor 09/1973 08/1980 Professor 09/1980 Present Assistant Dean 09/1981 08/1983 Associate Dean 09/1983 08/1989

Coursers) Tauqht Undergraduate Chem.101, 111, 112, 113, 181, 182,431,432,492, and associated labs

Graduate

(over)


Lygre D.G. (1995) General, Organic, and Biological Chemistry, 1st edn, Brooks/Cole Publishing Co., Pacific Grove, CA

Miller, G.T., and D.G. Lygre (1991) Chemistry: A Contemporary Approach, 3"' Edition, Wadsworth Publishing Co., Belmont, CA

Miller, G.T., Lygre, D.G. and Smith, W. (1987) Chemistry: A Contemporary Approach, 2,d Edition, Wadsworth Publishing Co., Belmont, CA

Walls, MA and Lygre, D.G. (1980) "Inhibition by orthophosphate esters of glucose 6-phosphatase," Can. J. Biochem. 58:673-676

Lygre, D.G. (1979) Life Manipulation: From Test-tube Babies to Aging, Walker and Company, New York

Lygre, D.G. (1976) "Inhibition by saccharin of glucose 6-phosphatase: effects of alloxan in vivo and deoxycholate in virto," Can. J. Biochem. 54:587-590

Lygre, D.G., Hasbrouck, RW., Gaines, RD., Duncan, L.C., Habib, H.S., Meany, J.E., and Newschwander, WW. (1975) "Minicourses in chemistry," J. Chem. Ed. 52:735

Lygre, D.G. (1974) "The inhibition by saccharin and cyclamate of phosphotransferase "nd phosphohydrolase activities of glucose 6-phosphatase,' Biochem. et Biophys. Acta 341:291-297

Lau, E.P. and Lygre, D.G. (1973) "Glucose 6-phosphatase in a soluble fraction from cotyledon tissue of Brassica nigra," Biochem. et Biophys. Acta 309:318-327

Ahmad, F., Lygre, D.G. Jacobson, B.D., and Wood, H.G. (1972) "Transcarboxylase: identification of the metal-containing subunits of transcarboxylase and stability of the binding," J. BioI. Chem. 247:6299-6305

Lygre, D.G. and Nordlie, RC. (1969) "Rabbit intestinal glucose 6-phosphate phoshohydrolase and inorganic pyrophosphate-glucose phosphotransferase: inhibition by phlorizin," Biochem. Biophys. Acta 185:360-366 .

Lygre, D.G. and Nordlie, RC. (1969) "Rabbit intestinal microsomal pyrophosphate-glucose Phophoiransferase: sugar inhibitor specificity," Biochem. et Biophys. Acta 178:389-391

Lygre, D.G. and Nordlie, RC. (1968) "Phosphohydrolase and phosphotransferase activities of intestinal glucose 6-phosphates," Biochemistry 7:3219-3226

Nordlie, RC., Hanson, T.L., Johns, P.T. and Lygre, D.G. (1968) "Inhibition by nucleotides of liver microsomal glucose 6-phosphates," Proc. Natl. Acad. Sci., U.S. 60:590-597

Nordlie, RC. and Lygre, D.G. (1966) "The inhibition by citrate of inorganic pyrophosphateglucose phosphotransferase and glucose 6-phosphatase," J. BioI. Chem. 241:3136-3141


Name: ______ ~K~a~lyn~O~w~e~n~s ______ __ College/University: Central Washington University

Date of Birth {mm/ddlyyyy}: __ -'0"'2"-./1'-'7-"17"'0'--__ Date (mm/dd/yyyy): _--'1-"'0/w.1""6/.><;03"--__

Current Appointment

Full Time X Tenure Track Adjunct Status

Part Time Non-tenure Track Temporary X

Faculty Title

Education


Specialization

Undergraduate University of California, San Diego B.S. 06/93 Chemistry

University of California, Davis Ph.D. 12/98 Chemistry

Graduate

Thesis

Topic New Methodology for the Synthesis of Functionalized Chi orin and Bacteriochlorin Systems Via Nitro-Porphyrin Precursors

Director of Thesis Professor Kevin Smith Work

Professional Experience

SchooVCompanylOrganization Title Dates (mm!yyyy) From To

Central Washington University Full-time Temporary Faculty 09/03 Present University of Washington Research Faculty/Postdoc 01/99 10/02 Seattle Central Community College Instructor of Chemistry 01/99 06/99

Coursers) Tauaht Undergraduate General Chemistry, Introduction to General Chemistry, Chemistry for Non-science

Majors

Graduate

(over)

, '


Shellito, C.; Shea, K.; Weissmann, G.; Mueller-Solger, A.; Davis, W.; Successful Mentoring of Undergraduate Researchers. J. College Sci. Teaching, 2001, 7, 460.

Shea, K. M.; Jaquinod L.; Khoury, R.G.; Smith, K.M.; Functionalization of 2,3-disubstituted-2,3-dihydro-5,10,15,20-tetraphenylporphyrins Tetrahedron, 2000, 3144.

Shea, K. M.; Jaquinod, L.; Smith, K. M.; Dihydroporphyrin Synthesis: New Methodology. J. Org. Chern. 1998, 63, 7013.

Shea, K. M.; Jaquinod, L.; Khoury, R. G., Smith, K. M., Dodecasubstituted Chlorins (dihydroporphyrins), Chern. Commun. 1998,759.

Medforth, C. J.; Muzzi, C. M.; Shea, K. M.; Smith, K. M.; Abraham, R. J.; Songling, J.; Shelnutt, J. A.; Axial Ligand Orientations in Highly Nonplanar Porphyrins. J. Chern. Soc., Perkins Trans. II, 1997,833.

Medforth, C. J.; Muzzi, C. M.; Shea, K M.; Smith, K. M.; Abraham, R. J.; Song ling, J.; Shelnutt, J. A.; Effects of Nonplanar Conformational Distortions on the Porphyrin Ring Current, J. Chern. Soc., Perkins Trans. II, 1997,839.

Green, K; Medforth C. J.; Muzzi, C. M.; Nurco, D. J.; Shea, K. M.; Smith, K. M.; Lebrilla, C. B. Shelnutt, J. A; Application of Maldi-FTMS to the Analysis of PlanarPorphyrins and Highly Substituted Nonplanar Porphyrins, Europ. Mass Spc., 1997, 3,439.


Name: Carin Thomas Coliege/University: Central Washington University

Date of Birth (mm/ddlyyyy): 03126/58 Date (mm/dd/yyyy): 10117103

Current Appointment

Full Time " Tenure Track " Adjunct Status


Faculty Associate Professor Title

Education


Undergraduate Humboldt State University BA 1983 Botany

BA French Humboldt State University MA 1986 Evolutionary

Graduate Biology

University of Nevada, Reno PhD 1991 Biochemistry

Thesis

Topic Hypericin as a Potential Photosensitizer in Photodynamic Therapy of Cancer

Director of Thesis Ronald S. Pardini Work

Pro fe I sSlona Experience

School/Company/Organization Title Dates (mm/ww) From To

See attached

Coursers) Taught

See attached

(over)


Graduate student# and undergraduate student* co-authors are indicated. Thomas C, Will y# , Schoenberg SL*, Sanderlin D*, and Reed DJ. Conjugative metabolism of

1,2-dibromoethane in mitochondria: disruption of oxidative phosphorylation and alkylation ofmtDNA. Biochemical Pharmacology 61:595-603, 2001.

Vissers, MC and Thomas, C. Hypochlorous acid disrupts the adhesive properties of subendothelial matrix. Free Radical Biology & Medicine 23:401-411,1997.

Thomas C, Carr AC, and Winterbourn Cc. Free radical inactivation of rabbit muscle creatine kinase: catalysis by physiological and hydrolyzed ICRF-187 (ICRF-198) iron chelates. Free Radical Research 21:387-397,1994.

Thomas C, Vile GF, and Winterbourn CC. The hydrolysis productofICRF-187 promotes ironcatalyzed hydroxyl radical production via the Fenton reaction. Biochemical Pharmacology 45:1967-1972,1993.

Elliott AE*, Scheiber SA #, Thomas C, and Pardini RS. Inhibition of glutathione reductase by flavonoids: a structure-activity study. Biochemical Pharmacology 44:1603-1608,1992.

Thomas C and Pardini RS. Oxygen dependence of hypericin-induced phototoxicity to EMT6 mouse mammary carcinoma cells. Photochemistry Photobiology 55: 831-837,1992.

Thomas C, MacGill RS*, Miller GC, and Pardini RS. Photoactivation of hypericin generates singlet oxygen in mitochondria and inhibits succinoxidase. Photochemistry Photobiology 55: 47-53, 1992.

Faculty Personal History Record - CARIN THOMAS - page 2

SChool/Company/Organization Title Dates (mmlyyyy)

From To Central Washington University, Associate Dean 01/03 09/03 College of the Sciences

Central Washington University Associate Professor 0101 present

Central Washington University Assistant Professor 09/95 09/01

Oregon State University, Department of Biochemistry and Faculty Research Associate 11/93 08/95 Biophysics

Research Fellow 09/91 06/93 Christchurch School of Medicine, Department of Pathology, Free Radical Research Unit, Christchurch, New Zealand.

Graduate ResearchfTeaching 08/86 08/91 University of Nevada, Reno Assistant Allie M. Lee Laboratory for Cancer Research Department of Biochemistry Lecturer 09/83 06/85

Humboldt State University Department of Biological Sciences

Coursers) Taught Undergraduate CHEM 488.01 (1 Credit) Chemistry Colloquium

CHEM 388.01 (1 Credit) Chemistry Colloquium CHEM 432.01 (3 Credits) Biochemistry I CHEM 431.01 (3 Credits) Biochemistry II CHEM 4311.01 (2 Credits) Biochemistry Laboratory CHEM 311.01 (3 Credits) Principles of Organic Chemistry CHEM 312.01 (3 Credits) Organic Chemistry CHEM 3121.01·02 (2 Credits) Organic Chemistry Laboratory CHEM 1811.01·03 (1 Credit) General Chemistry Laboratory CHEM 112.01 (4 Credits) Intro to Organic Chemistry CHEM 1121.01·02 (1 Credit) Intra to Organic Chemistry Laboratory CHEM 111.01 (4 Credits) Introduction to Chemistry CHEM 1111.01·03 (1 Credit) Introduction to Chemistry Laboratory

Graduate CHEM 512.01 (3 Credits) Biochemical Toxicology CHEM 511.01 (3 Credits) Advanced Biochemistry: Oxidative Stress CHEM 505.01 (1 Credit) Current Topics in Chemistry:

Mitochondrial generation of oxygen radicals. CHEM 505.01 (1 Credit) Current Topics in Chemistry:

Mitochondrial function in apoptosis and necrosis.

memorandum - cwu

Documents